Literacy and the Common Core E-Book

Sarah Tantillo

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 396

Veröffentlichungsjahr: 2014

Beschreibung

Tools and Insights for Meeting and Exceeding the Common Core Standards Literacy and the Common Core offers K-12 teachers clear guidance on how to design units, lessons, and objectives to meet the Common Core State Standards in English Language Arts; it's filled with practical strategies that teachers can use immediately to target key standards; and it describes how to analyze the standards to support instructional planning and curriculum development. This book aims to make life a little easier for everyone--teachers, school leaders, parents, and students--as we all strive to prepare students for college and the careers they most desire. The book includes practical tools, templates, and rubrics ready to be downloaded and customized to meet your needs. Additional resources may be found on the companion site, www.literacycookbook.com. Here are just a few of the essential topics addressed: * Which standards to start with and how to tackle them * How to bridge the gap when students are not on grade level * How to engage and support parents * How to teach students to write effectively * How to translate the standards for actual use Take the recipes in this book, make them your own, and enjoy your new "Common Core Master Chef" status!

Leseprobe

Table of Contents

Title Page

Copyright

Accessing the CD Contents

CD Contents

Acknowledgments

About The Author

Preface: Why I Felt Compelled to Write This Book

Introduction: What Problems This Book Attempts to Solve, and How

How to Use This Book

One Last Thing: The Literacy Cookbook Blog

Part 1: Basic Ingredients

Chapter One: Strategic Planning to Strengthen Curriculum

Strategic Action Planning: How to Make Things Happen

How to Keep Track of the Standards

Curriculum Resources

Endnotes

Chapter Two: Schoolwide Approaches to Reading

What to Consider When Selecting Texts for K–12

Human Resources: The Varsity Reading Coach

Strategic Reading and Writing Class

Strategic Reading and Writing: Curriculum Overview Map

How to Get Two Thousand Students to Fall in Love with Reading

Endnotes

Chapter Three: Bridging the Gap When Students Are Not on Grade Level

What You Need to Know about Text Complexity

A Strategic Approach

How to Engage and Support Parents

Low-Hanging Fruit: Classroom Discourse and Vocabulary Instruction

Why and How to Maximize Cross-Content Connections

A Word to School Leaders

Endnotes

Chapter Four: Unit Planning

The Big Picture

Annotated Curriculum Overview Map

Sample Curriculum Overview Map

Annotated Unit Plan Template

Sample ELA Unit Plan

From-Units-to-Lessons Logistics

Endnotes

Chapter Five: Lesson Planning

Why Lesson Planning Habits Matter

Annotated Lesson Plan Template

How to Avoid Kidnapping Your Students: Rigorous, Purposeful, Measurable (RPM) Objectives

Objectives and Lesson Planning with the Metaphor of Your Choice

Designing Effective Do Nows

Using Do Nows to Strengthen the Four Key Critical Reading Skills

Some Truths about “I Do, We Do, You Do”

Exit Tickets

A Few Thoughts on Homework

Endnotes

Part 2: Appetizers

Chapter Six: First Bites of the Common Core

Which Standards Should We Start With?

Tasty Morsels for Staff Training

Outlining Your First Unit

Endnotes

Chapter Seven: Close Reading Strategies

Quadrant Analysis as a Way to Boost Comprehension

Annotation Revisited: Why and How We Read

The Overlooked Skill of Skimming

What

Text Dependent

Really Means

The Most Important Skill You Could Possibly Teach

More Bites at Inquiry

Endnotes

Part 3: Entrees

Chapter Eight: Argument versus Evidence: The Big Picture and Six Essential Steps

Argument versus Evidence: Step 1

Argument versus Evidence: Step 2

Argument versus Evidence: Step 3

Argument versus Evidence: Step 4

Argument versus Evidence: Step 5

Argument versus Evidence: Step 6

Endnotes

Chapter Nine: Quote Sandwiches

The Recipe for Quote Sandwiches

Examples and Non-Examples of Quote Sandwiches

Drawing a Picture of “Context”

Endnote

Chapter Ten: Open-Ended Response Writing

Common Problems and Solutions

What Is “RACER”?

A Handy Open-Ended Response Writing Rubric

Endnotes

Chapter Eleven: Document-Based Questions for One and All

Topic-Driven Assignments versus Question-Driven Assignments

How and Why to Take the Document-Based Question Approach

Endnote

Chapter Twelve: How to Translate the ELA Common Core Standards for Actual Use

Step 1: Trajectory Analysis

Step 2: Unpack Standards and Design Objectives and Activities to Meet Them

Step 3: Compare and Contrast Standards for Literature and Informational Text

Models of Unpacked Standards: K–2, Grades 3–5, Grades 6–8, and Grades 9–12

Endnotes

Part 4: Desserts

Chapter Thirteen: Appendix

Strategic Reading Time (SRT) Users' Manual

Our Mission and an Overview of SRT

How to Run SRT: Step-by-Step Plans

“The Top 50” Annotated Recommended Reading List

Overview of SRT Incentives

Overview of SRT Projects

Suggested Team-Building Activities

Characteristics of Genre—Teachers' Guide

Trajectory Analysis Charts for Reading Informational Text (RIT) Standards

Endnotes

Index

How to Use the CD

System Requirements

Using the CD with Windows

In Case of Trouble

How to Use the Literacy Cookbook Website

End User License Agreement

Pages

ix

x

xi

xiii

xiv

xv

xvii

xviii

1

2

3

7

8

9

10

11

12

13

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

101

102

103

104

105

106

107

108

109

110

111

112

113

114

115

116

117

118

119

120

121

122

123

124

125

126

127

131

132

133

134

135

136

137

138

139

140

141

142

143

144

145

147

148

149

150

151

5

153

154

155

156

157

159

160

161

162

163

164

165

166

167

168

169

170

171

172

173

174

175

176

177

178

179

180

183

184

185

186

187

188

189

190

191

192

193

194

195

196

197

198

199

200

201

202

203

204

205

206

207

208

209

210

211

212

213

214

215

216

217

218

219

220

221

222

223

224

225

226

227

228

229

230

231

232

233

234

235

236

237

238

239

240

241

242

243

99

129

181

245

246

247

248

249

250

251

252

253

Guide

Cover

Table of Contents

Preface: Why I Felt Compelled to Write This Book

Introduction: What Problems This Book Attempts to Solve, and How

Part 1: Basic Ingredients

Begin Reading

Literacy and the Common Core

RECIPES FOR ACTION

Sarah Tantillo

With Illustrations by

Sandy Gingras

Cover images: Cinnamon photo by Andrew Hounslea/Getty; chili photo by David Arky/Getty; jalapeño and cilantro photo by Thinkstock. Author photo by Robert Goc.

Cover design: Wiley

Copyright © 2014 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

A Wiley Brand

One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594— www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax [phone], or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax [phone], or online at www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

Certain pages from this book and all the materials on the accompanying CD-ROM are designed for use in a group setting and may be customized and reproduced for educational/training purposes. The book and CD are copyright © 2014 by John Wiley & Sons, Inc. All rights reserved. Reproducible pages and CD materials are designated by the appearance of specific copyright information on each page:

This notice may not be changed or deleted and it must appear on all reproductions as printed. This free permission is restricted to limited customization of the CD-ROM materials for your organization and the paper reproduction of the materials for educational/training events. It does not allow for systematic or large-scale reproduction, distribution (more than 100 copies per page, per year), transmission, electronic reproduction or inclusion in any publications offered for sale or used for commercial purposes— none of which may be done without prior written permission of the Publisher. Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax [phone].

Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included with standard print versions of this book may not be included in e-books or in print-on-demand. If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com.

Library of Congress Cataloging-in-Publication Data

FIRST EDITION

CD Contents*

Chapter One

K–12 ELA Common Core Standards Tracking Spreadsheet

6–12 Common Core Standards for Literacy in History, Science, and Technical Subjects Tracking Spreadsheet

Chapter Two

Reading Interest Survey

The “Five-Finger Rule” Poster

Strategic Reading and Writing: Speed Dating with a Book

Strategic Reading and Writing: Reader Response Journal Assignments or Breakup Letter to a Book

Strategic Reading and Writing: Weekend Date with a Book

Journal Writing Rubric

Strategic Reading and Writing: Book Commercial Project

Strategic Reading and Writing: Curriculum Overview Map

Strategic Reading and Writing: Ninth-Grade Unit Plans

Chapter Four

Sample Grade 10 ELA Research Paper Unit

Annotated Curriculum Overview Map

Sample Grade 11 ELA Curriculum Overview Map

Blank Unit Plan Template

Sample Grade 11 ELA Curriculum Unit 1

Chapter Five

Annotated Lesson Plan Template

Blank Lesson Plan Template

Root of the Week Hypothesis Sheet: Cede/Ceed

Somewhere in the Darkness—Do Now

Chapter Seven

Characterization Methods: DDAT

Question-Inference-Evidence and Explanation Model Lesson Plan

Question-Inference-Evidence and Explanation Organizer Model

Question-Inference-Evidence and Explanation Organizer

Chapter Eight

How to Find the Topic Sentence

Story Detective

Chapter Ten

Punchy Insights Poster

Open-Ended ResponseWriting Rubric

Chapter Twelve

Unpacking the Standards Organizer

Unpacking the Standards: RIT 6.1 Model

Grades K–2 Models of Unpacked Standards

Grades 3–5 Models of Unpacked Standards

Grades 6–8 Models of Unpacked Standards

Grades 9–12 Models of Unpacked Standards

Chapter Thirteen Appendix

Strategic Reading Time (SRT) Users' Manual

Trajectory Analysis Charts for Reading Informational Text Standards

Trajectory Analysis Charts for Language Standards

Trajectory Analysis Charts for Reading Foundational Skills Standards

Trajectory Analysis Charts for Reading Literature Standards

Trajectory Analysis Charts for Speaking and Listening Standards

Trajectory Analysis Charts for Writing Standards

Trajectory Analysis Charts Comparing Reading Informational Text versus Reading Literature Standards

*

For more information on accessing the CD contents, see the copyright page.

Acknowledgments

This book is the result of intensive work in the field with many dedicated educators who generously invited me into their schools and taught me so much. Though I cannot name them all, a few deserve special mention.

I am particularly grateful to my friends, many of whom not only share my passion for this work but also make important contributions to it every day. Kristin Ehrgood and her colleagues at the Flamboyan Foundation provided information on their excellent parent engagement work. Allison Miller is an enthusiastic thought partner who is always willing to test my crazy ideas and share her own; I especially appreciate her efforts on the “Strategic Reading and Writing Class” materials. Also, muchas gracias to my Texas peeps, Clem Garza and Isabel Marichalar-Solis, for inviting me to work on the Strategic Reading Time challenge, and librarian Ana Perez, whose “Top 50” list is truly a gift. I also thank Mary Jo McKinley for her help with the title, Rich Kazanjian for his insights about what teachers need, and Cynthia Millinger for her input on the lesson plan template and the standards-unpacking process.

Several friends also provided invaluable feedback on early drafts. Rahshene Davis, Margaret Hayes, and Katy Wischow: I cannot thank you enough. And to the two anonymous peer reviewers: I would hug you if I knew who you were; your wise responses helped me more than you will ever know.

I also thank Ajaka Roth and Emmanuel George at Democracy Prep and Katie Holz-Russell at STRIVE Prep, who graciously shared their ideas and experiences regarding independent reading initiatives.

On the publication side of things, Kate Gagnon, Tracy Gallagher, Bev Miller, and Robin Lloyd at Jossey-Bass once again made this a pleasant experience, and I appreciate Dimi Berkner's marketing support. I bow to my friend Sandy Gingras for her thoughtful approach to a new set of illustrating challenges; I am so glad to have her witty contributions again (to see more of her work, check out her Website: http://how-to-live.com/).

Last but definitely not least, huge hugs to my family and friends for their constant encouragement and support.

About The Author

Sarah Tantillo, author of The Literacy Cookbook: A Practical Guide to Effective Reading, Writing, Speaking, and Listening Instruction (Jossey-Bass, 2012) and creator of The Literacy Cookbook Website (http://www.literacycookbook.com), consults with schools (especially urban schools) seeking to improve student achievement. She taught high school English and humanities in both suburban and urban New Jersey public schools for fourteen years, including seven years at the high-performing North Star Academy Charter School of Newark, New Jersey, where she chaired the Humanities Department and her students achieved a 100 percent passing rate on the High School Proficiency Assessment for Language Arts and Literacy. In addition to teaching, she founded the New Jersey Charter School Resource Center and the New Jersey Charter Public Schools Association. She led the Resource Center from 1996 to 1999 and the association from 1999 to 2003. Since 2007, she has coached K–12 schools on literacy instruction, curriculum development, data-driven instruction, school culture–building, and strategic planning. She currently writes two blogs, The Literacy Cookbook (http://theliteracycookbook.wordpress.com/) and Only Good Books (http://onlygoodbooks.wordpress.com/). Tantillo earned her B.A. from Princeton University, her M.Ed. from Harvard University, an M.A. from Johns Hopkins University, and her Ed.D. from Rutgers University.

Preface

Why I Felt Compelled to Write This Book

One day after I'd been consulting in schools for more than five years, I was sitting in the back of a classroom when I suddenly realized that although principals usually bring me in to support their schools' literacy instruction, almost invariably what I end up helping them with is instruction instruction. In too many schools to count, I've seen hard-working teachers struggling to design effective objectives, lesson plans, or unit plans. And I have tremendous empathy for them because I have been in their shoes. When I entered the field in 1987 through the Alternate Route, the “training” I received was like eating from an empty plate; in fact, I lost fifteen pounds in the first two months of school.

Teaching is challenging and complicated, but it should not be a complete mystery. We know many of the skills that are required, and stacks of great books have been written on this topic; among them are The Skillful Teacher by Jon Saphier and Bob Gower, Teach Like a Champion by Doug Lemov, and Understanding by Design by Grant Wiggins and Jay McTighe. So, one might ask why I am adding to the pile. Here's why: I believe that curriculum and instruction should go hand in hand, with teachers improving both their curricula and their teaching practices simultaneously. With the advent of national standards, we now have an opportunity to clarify how to help students meet these new standards and strengthen teaching and curriculum development skills at the same time.

The Common Core Standards offer the potential to transform the field if we take full advantage of them. Although the standards are not perfect and they present some thorny implementation challenges, they also offer numerous benefits. Philosophically, they compel us to examine our existing curricula and determine what must be improved—and improvement is always a good thing. On a practical level, they clarify what must be accomplished in every grade in literacy and math. No longer can teachers honestly claim not to know what they are expected to teach. For many years, in my home state of New Jersey and in others, the standards were framed as, “By the end of fourth grade…” or “By the end of eighth grade…” and so on. That sketchy framework put undue pressure on some teachers and left others to wonder what their responsibilities were. The gaps made it difficult to design meaningful vertical articulation plans with colleagues. Now, thanks to the Common Core Standards, teachers can say to their students with confidence, “By the end of this year, you will be able to… ”

Moreover, because these standards are national, educators can share ideas and best practices across state lines and—over the Internet—in the blink of an eye. New resources emerge daily to support these efforts. This national push, in my view, strengthens the professionalism of our profession: teachers and school leaders can make contributions to what is now truly a national dialogue. Instead of focusing exclusively on our own individual states, now everyone is on the big stage together. I can't speak for anyone else, but I find it quite inspiring that we can work together to help colleagues and students all around the country.

As grand as that notion may seem, this book represents my modest attempt to make life a little easier for everyone—teachers, school leaders, parents, and students—as we all strive to prepare students for college and the careers they most desire.