The largest, most difficult, and most impactful “shift” in Common Core and other “Next Generation” learning standards is the recognition that students must be able to perform at a deeper level of cognition – literally, “depth of knowledge”. In mathematics, the majority (~80%) of Common Core and similar standards in mathematics establish “Depth of Knowledge 2: Skills & Concepts” as the most common level of student performance.
Students need to be learning 2,000 – 3,000 words a year to keep up with expected levels of vocabulary growth. Teaching 10 words a week is only going to add up to 300-400 per school year. The major way to grow vocabulary is to teach students a process for figuring out what words mean as they confront unfamiliar words in text.
In the third and final webinar of PBS LearningMedia’s series on edWeb.net, presenters Carolyn Jacobs, Kari Arfstrom, and Troy Cockburn showcased the Inspiring Middle School Literacy collection of blended lessons aligned to the Common Core. In these lessons students practice literacy strategies while learning math and its practical application; for example, proportional reasoning and food labels; multiplying fractions and recipes, and unit conversion and water conservation.
Many teachers and administrators are dreading the outcome of the first PARCC or SBAC assessments. The word on the street is that scores will go down. The best thing to reduce fear is to increase understanding. In the edWeb.net Instructional Strategies for Reading Improvement community’s latest webinar, Dr. Susan Hall of 95 Percent Group Inc, showed what the sample items on the PARCC and SBAC websites reveal about the assessments.
Writing is the process for illustrating thought, and is the key element for more than 75% of the new Common Core Standards in English Language Arts.
One of the most interesting forms of speaking and writing is argumentation. At the heart of a convincing argument is presenting high quality, relevant support for a claim. Students who need help in learning to speak and write an argument can gain insights by analyzing an argument written by someone else to determine why it is, or is not, effective. The first step is zeroing in on what claim the piece is advancing.
In the first session in the 3 part series from PBS on edWeb.net, presenters Carolyn Jacobs and Cynthia Warner discussed interactive ways to integrate multiple methods and tools into your reading lesson. They shared ways you can use video clips, activies, and note taking to enhance understanding of informational text. They also showed video clips to illustrate ways the tools can be used.
The quality of a thesis statement determines the quality of an essay. A powerful, or at least clear, thesis statement makes for a powerful, or at least clear, essay. In this webinar, Joyce Armstrong Carroll of Abydos Learning International, presented research-based criteria for writing a sound thesis.
Text Types must go beyond the “Shifts” which suggest more non-fiction, and instead embrace the actual standards which direct student activity within the text. While our “first steps” at increasing a balance of literary and informational text may seem satisfactory, we need to understand the range of text types and how they align within the standards themselves.
With the Common Core standards, students are expected to identify the author’s purpose and point of view. In this webinar, Dr. Susan Hall of 95 Percent Group used sample text to demonstrate how to guide students to initially select one of 3 primary purposes for why the author wrote the text: to inform, to persuade, or to entertain.
The First Common Core Assessment Trend Data suggests Key Priority Actions to meet College & Career Readiness requirements. The first year-over-trend data for students assessed against College & Career Readiness benchmarks on a statewide basis (Common Core and ACT) indicate key priority focus areas and reveal likely gaps in implementation.
In this webinar, presenter Dr. Lindsey Moses of Arizona State University shared her knowledge about aligning the Common Core State Standards with a reading and writing workshop instructional model in elementary settings. This base of knowledge could be utilized to better understand how to meet the academic and linguistic needs of English language learners within the reading/writing workshop model.
Many teachers are having difficulty with standard 7 because their curriculum text doesn’t include multimedia versions. Dr. Susan Hall, president of 95 Percent Group, presented this webinar and demonstrated how to use video and text of key president’s speeches to show students the difference between experiencing the speech in video and reading the words.
In this webinar, presenter April Gudenrath, Department Chair High School English at Academy School District 20 in Colorado, discussed flipping the English language classroom. She talked about the common core and independent thinking, as well as depth of knowledge.
It is quite common for students to struggle with inferences. In this webinar, presenter Dr. Susan L. Hall, CEO and President of 95 Percent Group Inc, demonstrated how to use a series of questions to teach students to understand what an inference is and how to make one. Dr. Hall shares the student-friendly definition that helps struggling readers: “an inference is figuring out what the author means but doesn’t say”.