Week 7: Chapter 10

This week we are moving on to the Speaking and Listening and Language Standards.I have two options for you this week. Please only respond to one AND indicate in your response which one you are addressing.

PROMPT:

1. The standards call for a shift in the role of listening and viewing media that closely aligns with the active analytic work students are asked to do in the reading standards. What approaches for integrating “multiple sources of information” (such as digital media) do you already use or wish to integrate?

OR

2. “The language standards are written to suggest that language work should not be taught in isolation.  Rather, language work should be interwoven across the day so that conventions, vocabulary, and craft moves become a seamless part of the reading, writing, speaking and listening already underway  in your classroom.” How can the language standards, which include grammar and conventions, be taught through authentic writing?  What specific steps can you take to integrate these more clearly?

Your response to the prompt is due by Monday evening June 3rd.Then, respond to at least one of your fellow participant’s comments by Thursday, June 6th.

Don’t forget to read chapter 11 in anticipation of next week’s prompt.

Week 6: Chapters 8 & 9

Thanks for your comments on Chapters 6 and 7 everyone!

After reading Chapters 8 and 9, you now have an in-depth look at the three types of writing described in the writing standards (narrative, persuasive/argumentative, and informational). As noted, the standards are written to mirror the same learning progressions within each text type. Given that everyone may not already teach all three types, this a nice feature, allowing teachers to use similar strategies across the three types.

PROMPT:

What should we expect to see in our students’ independent writing samples for:

• opinion/argument  text (writing)
• informational text (writing)

How is this different from previous standards?  

Your response to the prompt is due by Monday evening May 27th. Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, May 30th.

Don’t forget to read chapter 10 in anticipation of next week’s prompt.

Week 5: Chapters 6 & 7

We’re halfway there! Chapter 6 provides an overview of the writing standards much like Chapter 2 did for reading. Chapter 7 launches into a discussion of narrative writing. In order to get you into the writing standards, this week we’re going to look closely at the grade-level standards for narrative writing.

PROMPT:
Compare the book’s suggestions for using the continuum of narrative writing to your own method of writing instruction.  Discuss similarities and differences between what is outlined on pages 123 and 124 to what you do currently. What change(s) will you make to your instruction?  

Your response to the prompt is due by Monday evening May 20th. Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, May 23rd. If you need help posting your comment, watch this video.

Don’t forget to read chapters 8 and 9  in anticipation of next week’s prompt.

Week 4: Chapters 4 & 5

This week I have two options for you. Please only respond to one AND indicate in your response which one you are addressing.

PROMPT:Chapters 4 and 5 both describe the three categories of the CCSS reading standards (Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas). 

1.Explain in your own words the differences among these three categories.  Which of the three categories will create the greatest challenge for you in your own classroom/work and how will you support your students in acquiring these new anchor standards ?  

OR

2. Explain in your own words the differences among these three categories. How will increased emphasis on non-fiction reading change instruction in your class/work?

Your response to the prompt is due by Monday evening, May 13th. Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, May 16th. If you need help posting your comment, watch this video.

Don’t forget to read chapters 6 and 7 in anticipation of next week’s prompt.

Week 3: Chapter 3

Thanks again for your wonderful responses and discussion last week!

According to Calkins, “the Common Core’s discussion of text complexity leans heavily on Reading Between the Lines, a report...that explains that when students didn’t achieve benchmark on the ACT, their struggles stemmed more from the levels of text complexity in the passages than from deficits in the specific skills called for by the questions” (32). As a result, the CCSS places emphasis on helping students to progress toward reading more complex texts.

PROMPT
One of the implications for instruction in Chapter 3 is to accelerate students’ progress up the ladder of text difficulty. What are you already doing in your classroom to accelerate your students up the ladder? How effective are your methods?  What evidence do you have that your methods are effective?

Responses to the prompt are due by Monday evening May 6. Then, you are expected to revisit this site and reply to at least one of your fellow participant’s comment by Thursday, May 9th. If you need help posting your comment, watch this video.

Don’t forget to read chapter 4 and 5 in anticipation of next week’s prompt.