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First Grade Teachers Chatboard

Common Core for Language Arts. Who is doing it?

by winkie

Jun 2, 2012

Our district is only implementing the Language Arts piece of the Common Core next year. I have been trying to find classroom blogs for language arts and can't find any. I am finding a lot on math, though. Can anyone steer me in the right direction? Thanks

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Ooh my goodness Common Core in the language arts area is based upon best and > deliberate practice. Some quick talking points would include > such things as... > Close reading- this is where students read and reread text, with > a purpose in mind. The first time they might read to understand > the main idea. The second time, they might read to under...See MoreCommon Core in the language arts area is based upon best and > deliberate practice. Some quick talking points would include > such things as... > Close reading- this is where students read and reread text, with > a purpose in mind. The first time they might read to understand > the main idea. The second time, they might read to understand the > vocabulary better. A third time, to isolate details. These > activities should lead into some type of culminating activity, > such as a writing piece. For instance, we read Johnny > Appleseed. We worked with some great vocabulary (I used the > story by Steven Kellogg) such as orchard, tranquil, boisterous, > cellar, and more). We read to find out what he did. We read to > form an opinion on the kind of man he was. But they had to > support their answer using text from the story (He was a gentle, > trustworthy, kind man...) > > Text complexity is another component of good common core > strategies. Students should be exposed to a higher level of > text. While they might not be able to read all of the content, > without support, we should expose them to higher levels of text. > In kindergarten and first grade, students would be getting > support in these areas, scaffolding upon prior skill sets. > > Text based questions- We should be asking questions that make > them go back to the text and reread (with purpose). While it's > nice to say why you liked a story, questions should be more > like...Based upon the text, describe seasonal changes in the > fall. Or...based upon the text, provide 3 ways trees are helpful > to animals and people. > > Students should be writing a lot! Writing doesn't need to be a > separate 30 minutes in the reading block. It should be > integrated in the content. So they can write using "exit" slips, > they can write answers based on what was read to them (referring > back to charts, lists, text, etc.). > > They should be writing more informative and opinion pieces, > although they continue to write narrative selections. They > should also be working on speaking and presenting this > information as well. > > Also, students should be exposed to more non-fiction material. I > understand it to be about 50% in Kindergarten, 60% in first > grade, and 70% in 2nd grade. So, while you have lots of > fictional material in your read alouds, you should work to > incorporate nonfiction in your day. If reading a book like "Make > Way for Ducklings", then read a book about real ducks also. If > reading about Halloween, read about the life cycle of a pumpkin, > or nocturnal animals. Build up that vocabulary, make them reread > to answer questions. > > I love the ideas and practices that are possible with Common > Core. I'd suggest starting small this year, moving closer and > closer to full implementation next year. > > I was thinking that the entire nation was to have K and 1 in full > implementation and 2nd grade up was to implement the > reading/language arts components this year (for the entire US). > > Good luck, > Shirley

Thank you thank you thank you! You just made this soooooo easy! I'm not kidding! When I look at the actual document of LA common core (which I, too, assumed the nation is doing) my head was spinning a little. However, with your explanation, you can really do this with any book. Lots of compare and contrast between two books on the same topic as well as story elements. I love incorporating writing into it all but I do tend to compartmentalize much of my day and this helps so much to integrate.

I do have a question -- with first grade did you read Johnny Appleseed to them or is this a book they read by themselves with your help. The story seems too difficult except for my higher ones.

Thanks!

Oct 13, 2012

Shirley On 10/13/12, Ooh my goodness wrote: > >> Common Core in the language arts area is based upon best and >> deliberate practice. Some quick talking points would include >> such things as... >> Close reading- this is where students read and reread text, with >> a purpose in mind. The first time they might read to unders...See MoreOn 10/13/12, Ooh my goodness wrote: > >> Common Core in the language arts area is based upon best and >> deliberate practice. Some quick talking points would include >> such things as... >> Close reading- this is where students read and reread text, with >> a purpose in mind. The first time they might read to understand >> the main idea. The second time, they might read to understand the >> vocabulary better. A third time, to isolate details. These >> activities should lead into some type of culminating activity, >> such as a writing piece. For instance, we read Johnny >> Appleseed. We worked with some great vocabulary (I used the >> story by Steven Kellogg) such as orchard, tranquil, boisterous, >> cellar, and more). We read to find out what he did. We read to >> form an opinion on the kind of man he was. But they had to >> support their answer using text from the story (He was a gentle, >> trustworthy, kind man...) >> >> Text complexity is another component of good common core >> strategies. Students should be exposed to a higher level of >> text. While they might not be able to read all of the content, >> without support, we should expose them to higher levels of text. >> In kindergarten and first grade, students would be getting >> support in these areas, scaffolding upon prior skill sets. >> >> Text based questions- We should be asking questions that make >> them go back to the text and reread (with purpose). While it's >> nice to say why you liked a story, questions should be more >> like...Based upon the text, describe seasonal changes in the >> fall. Or...based upon the text, provide 3 ways trees are helpful >> to animals and people. >> >> Students should be writing a lot! Writing doesn't need to be a >> separate 30 minutes in the reading block. It should be >> integrated in the content. So they can write using "exit" slips, >> they can write answers based on what was read to them (referring >> back to charts, lists, text, etc.). >> >> They should be writing more informative and opinion pieces, >> although they continue to write narrative selections. They >> should also be working on speaking and presenting this >> information as well. >> >> Also, students should be exposed to more non-fiction material. I >> understand it to be about 50% in Kindergarten, 60% in first >> grade, and 70% in 2nd grade. So, while you have lots of >> fictional material in your read alouds, you should work to >> incorporate nonfiction in your day. If reading a book like "Make >> Way for Ducklings", then read a book about real ducks also. If >> reading about Halloween, read about the life cycle of a pumpkin, >> or nocturnal animals. Build up that vocabulary, make them reread >> to answer questions. >> >> I love the ideas and practices that are possible with Common >> Core. I'd suggest starting small this year, moving closer and >> closer to full implementation next year. >> >> I was thinking that the entire nation was to have K and 1 in full >> implementation and 2nd grade up was to implement the >> reading/language arts components this year (for the entire US). >> >> Good luck, >> Shirley > > > > Thank you thank you thank you! You just made this soooooo easy! > I'm not kidding! When I look at the actual document of LA common > core (which I, too, assumed the nation is doing) my head was spinning > a little. However, with your explanation, you can really do this > with any book. Lots of compare and contrast between two books on the > same topic as well as story elements. I love incorporating writing > into it all but I do tend to compartmentalize much of my day and this > helps so much to integrate. > > I do have a question -- with first grade did you read Johnny > Appleseed to them or is this a book they read by themselves with your > help. The story seems too difficult except for my higher ones. > > Thanks!

Good question. It was a rather hard book. I read the whole story to them on Monday. I typed up the story, into 4 segments. I will say, it was a bit much. But...I have some high readers in my first grade class. I looped with my K students to first. Some of my students are already reading at early 2nd grade level (some!- not not, of course). I gave them each a copy of page 1 (of my typed rendention). I projected on the data projector, we read together. We stopped at the end of each paragraph and highlighted several points. Green- "the who" in that paragraph. Orange- "the what"- what they did, the action. This is similar to paragraph shrinking, trying to summarize the paragraph into one statement. Then we highlight vocabulary in yellow. We used our pencil to draw a line from the vocabulary words to the margins. We wrote a mini definition in the margins. This is sometimes referred to as "read with a pencil" (where you make notes about what you read). This could be done with post-its too.

If, when I do this again, I think I would try to condense the book down to 2 typed pages (it was 4 pages, with the intent of doing 1 page a day). But after day 2, they were over it (LOL). Learning experience. However, I will tell you, they really know about Johnny Appleseed and made connections to the vocabulary 2 weeks later.

As with anything, you have to try things out. Each time I've tried something, I learned how to make it better. That's why I say, start out with a few things now. By next year, you'll feel more confident.

Some say it's similar to whole language. But a bit more intense. Lexile levels are a bit higher. That Johnny Appleseed was a 4th grade Lexile. But also note, you need to expose them to higher level text, even if just reading. That particular story had an "audience" level of K to 3rd grade.

Others have compared CC to a gifted program. Well, if it means you enrich the reading experience, then great!

As the other post mentioned, there are resources on TPT, some are free. Others you can download and get ideas for creating your own.

I started a Yahoo group, First_grade_treasures_and_more with the hopes of getting 1st grade teachers sharing ideas for CC. It's a new group, and I haven't seen much sharing yet. But I hope it will come along with time. And there's also another Yahoo group that just started called CommonCoreStateStandards. You could check it out. There's a lot of links there, and files.

Shirley

Oct 13, 2012

Ooh my goodness Good question. It was a rather hard book. I read the whole story to > them on Monday. I typed up the story, into 4 segments. I will say, it > was a bit much. But...I have some high readers in my first grade > class. I looped with my K students to first. Some of my students are > already reading at early 2nd grade level (some!- not not, ...See MoreGood question. It was a rather hard book. I read the whole story to > them on Monday. I typed up the story, into 4 segments. I will say, it > was a bit much. But...I have some high readers in my first grade > class. I looped with my K students to first. Some of my students are > already reading at early 2nd grade level (some!- not not, of course). > I gave them each a copy of page 1 (of my typed rendention). I > projected on the data projector, we read together. We stopped at the > end of each paragraph and highlighted several points. Green- "the who" > in that paragraph. Orange- "the what"- what they did, the action. > This is similar to paragraph shrinking, trying to summarize the > paragraph into one statement. Then we highlight vocabulary in yellow. > We used our pencil to draw a line from the vocabulary words to the > margins. We wrote a mini definition in the margins. This is sometimes > referred to as "read with a pencil" (where you make notes about what > you read). This could be done with post-its too. > > If, when I do this again, I think I would try to condense the book down > to 2 typed pages (it was 4 pages, with the intent of doing 1 page a > day). But after day 2, they were over it (LOL). Learning experience. > However, I will tell you, they really know about Johnny Appleseed and > made connections to the vocabulary 2 weeks later. > > As with anything, you have to try things out. Each time I've tried > something, I learned how to make it better. That's why I say, start > out with a few things now. By next year, you'll feel more confident. > > Some say it's similar to whole language. But a bit more intense. > Lexile levels are a bit higher. That Johnny Appleseed was a 4th grade > Lexile. But also note, you need to expose them to higher level text, > even if just reading. That particular story had an "audience" level of > K to 3rd grade. > > Others have compared CC to a gifted program. Well, if it means you > enrich the reading experience, then great! > > As the other post mentioned, there are resources on TPT, some are > free. Others you can download and get ideas for creating your own. > > I started a Yahoo group, First_grade_treasures_and_more with the hopes > of getting 1st grade teachers sharing ideas for CC. It's a new group, > and I haven't seen much sharing yet. But I hope it will come along with > time. And there's also another Yahoo group that just started called > CommonCoreStateStandards. You could check it out. There's a lot of > links there, and files. > > Shirley

WOW -- you type a lot of information fast! Just so you know -- I wasn't the original poster but I certainly could have written that person's post. I have only 5 high readers right now. So, something like that may be done whole group and orally initially for me (all sitting at the carpet) then I might transition to our document camera and having them read higher level material as a class. I still have kids who struggle with transferring information from the board to paper (like a writing prompt) let alone trying to do all the color coding and get it under the right word. However, I know it's not impossible and I actually might like doing this within reading groups. Orally for everyone and written down for my higher level kids. Or do you think I'm lower the bar for everyone by saying that? I'm very interested in this!

Thanks!

Oct 13, 2012

Shirley WOW -- you type a lot of information fast! Just so you know -- I wasn't > the original poster but I certainly could have written that person's post. > I have only 5 high readers right now. So, something like that may be done > whole group and orally initially for me (all sitting at the carpet) then I > might transition to our document c...See MoreWOW -- you type a lot of information fast! Just so you know -- I wasn't > the original poster but I certainly could have written that person's post. > I have only 5 high readers right now. So, something like that may be done > whole group and orally initially for me (all sitting at the carpet) then I > might transition to our document camera and having them read higher level > material as a class. I still have kids who struggle with transferring > information from the board to paper (like a writing prompt) let alone > trying to do all the color coding and get it under the right word. > However, I know it's not impossible and I actually might like doing this > within reading groups. Orally for everyone and written down for my higher > level kids. Or do you think I'm lower the bar for everyone by saying that? > I'm very interested in this! > > Thanks!

When I do this again, I would recommend one page stories with some text complexity and good vocabulary. You could introduce a fun story such as Little Red Hen and do whole group (teach sequencing, recall, and retell in order). But then go to small group and then read a short story about making bread (which could be something you pull off the internet or create). Or...a short story about food that comes from the farm. Day one, they all read such as choral reading (in that 15 minute small group). Discuss any special vocabulary (mill, grind, grain, harvest, etc.) Day two, review vocabulary. Read it again, this time set a purpose for reading (sequencing, noting what other foods can wheat be used to make?). Pick a story your kids can read with some support. It's okay if they can't read all the "hard" words, that's why you are there. If you've given them a paper copy, something you found, or typed up, allow them to have a copy they can mark on. Teach them to track. Day three, ask questions that are "text dependent", meaning they don't respond using just prior knowledge, they must refer back to the text to answer the question. So prepare good questions and have them go back and read the sentence that gives the answer. Day 4, maybe they could make a thinking map (if your school does that) or some type of graphic organizer. Then, Day 5, they read once more, then create a project (poster with labels, a story writing piece, a diaroma, that will culminate their learning.

Does that sound feasible? Shirley

Oct 14, 2012

Ooh my goodness On 10/14/12, Shirley wrote: > >> WOW -- you type a lot of information fast! Just so >> you know -- I wasn't the original poster but I >> certainly could have written that person's post. I >> have only 5 high readers right now. So, something >> like that may be done whole group and orally >> initially for me (a...See MoreOn 10/14/12, Shirley wrote: > >> WOW -- you type a lot of information fast! Just so >> you know -- I wasn't the original poster but I >> certainly could have written that person's post. I >> have only 5 high readers right now. So, something >> like that may be done whole group and orally >> initially for me (all sitting at the carpet) then I >> might transition to our document camera and having >> them read higher level material as a class. I still >> have kids who struggle with transferring information >> from the board to paper (like a writing prompt) let >> alone trying to do all the color coding and get it >> under the right word. However, I know it's not >> impossible and I actually might like doing this >> within reading groups. Orally for everyone and >> written down for my higher level kids. Or do you >> think I'm lower the bar for everyone by saying that? >> I'm very interested in this! >> >> Thanks! > > When I do this again, I would recommend one page > stories with some text complexity and good vocabulary. > You could introduce a fun story such as Little Red Hen > and do whole group (teach sequencing, recall, and > retell in order). But then go to small group and then > read a short story about making bread (which could be > something you pull off the internet or create). Or...a > short story about food that comes from the farm. Day > one, they all read such as choral reading (in that 15 > minute small group). Discuss any special vocabulary > (mill, grind, grain, harvest, etc.) Day two, review > vocabulary. Read it again, this time set a purpose for > reading (sequencing, noting what other foods can wheat > be used to make?). Pick a story your kids can read with > some support. It's okay if they can't read all the > "hard" words, that's why you are there. If > you've given them a paper copy, something you found, or > typed up, allow them to have a copy they can mark on. > Teach them to track. Day three, ask questions that are > "text dependent", meaning they don't respond > using just prior knowledge, they must refer back to the > text to answer the question. So prepare good questions > and have them go back and read the sentence that gives > the answer. Day 4, maybe they could make a thinking map > (if your school does that) or some type of graphic > organizer. Then, Day 5, they read once more, then > create a project (poster with labels, a story writing > piece, a diaroma, that will culminate their learning. > > Does that sound feasible? Shirley >

That sounds really great! I'm thinking if I do this in small groups I would need two different versions of the story though. One that would challenge my readers and another one that would support beginning readers - same vocabulary but more short vowel words. I'll have to play around with this. I love the way you think!

Oct 14, 2012

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