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, February 3. Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, February 6. 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.
Thursday, January 30, 2014
Thursday, January 23, 2014
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, January 27. Then, you are expected to revisit this site and reply to at least one of your fellow participant’s comment by Thursday, January 30. 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.
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, January 27. Then, you are expected to revisit this site and reply to at least one of your fellow participant’s comment by Thursday, January 30. 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.
Thursday, January 16, 2014
Week 2: Chapter 2
Great responses and discussion last week! Feel free to reply to someone else right after you've made your own comment. You don't have to wait until the following Thursday.
After you've read chapter 2, please respond to the following prompt.
PROMPT: Nowhere in the Common Core standards are teachers instructed to guide students to “make text-to-self connections, access prior knowledge, explore personal response, and relate to [one’s] own life. In short, the Common Core deemphasizes reading as a personal act and emphasizes textual analysis” (25). With the focus squarely on textual analysis as the primary means of comprehending and interpreting texts, how might these expectations change your approaches in the classroom? What are the implications for your reading instruction?
Responses to the prompt are due by Monday evening, January 20. Then, you are expected to revisit this site and reply to at least one of your fellow participant’s comment by Thursday, January 23. If you need help posting your comment, watch this video.
Don’t forget to read chapter 3 in anticipation of next week’s prompt.
After you've read chapter 2, please respond to the following prompt.
PROMPT: Nowhere in the Common Core standards are teachers instructed to guide students to “make text-to-self connections, access prior knowledge, explore personal response, and relate to [one’s] own life. In short, the Common Core deemphasizes reading as a personal act and emphasizes textual analysis” (25). With the focus squarely on textual analysis as the primary means of comprehending and interpreting texts, how might these expectations change your approaches in the classroom? What are the implications for your reading instruction?
Responses to the prompt are due by Monday evening, January 20. Then, you are expected to revisit this site and reply to at least one of your fellow participant’s comment by Thursday, January 23. If you need help posting your comment, watch this video.
Don’t forget to read chapter 3 in anticipation of next week’s prompt.
Thursday, January 9, 2014
Week 1: Chapter 1
Welcome to the CCSS Book Study! As you know, Washington, along with 44 other states have recently adopted the Common Core State Standards. These standards will begin to be assessed in 2014-2015. You can read more about our state’s participation here. To provide a foundation and make sure we all have the same background knowledge, take a moment to read the introduction on page 3 of the Common Core State Standards for English Language Arts & Literacy.
While at the CCSS website, you may want to bookmark the page or make yourself a copy of the standards, as you’ll likely be referring to the standards as you participate in this book study.
PROMPT: Begin your post this week by introducing yourself and telling us where and what you teach. Then post your response to the following prompt: In Chapter 1 the authors discuss how we can regard the CCSS as a curmudgeon or treat them as gold. Identify a concern and/or a reason to celebrate the adoption of the Common Core State Standards.
Your response to the prompt is due by Monday evening (1/13), . Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, January 16. If you need help posting your comment, watch this video.
Don’t forget to read chapter 2 in anticipation of next week’s prompt which will be posted next Thursday.
While at the CCSS website, you may want to bookmark the page or make yourself a copy of the standards, as you’ll likely be referring to the standards as you participate in this book study.
PROMPT: Begin your post this week by introducing yourself and telling us where and what you teach. Then post your response to the following prompt: In Chapter 1 the authors discuss how we can regard the CCSS as a curmudgeon or treat them as gold. Identify a concern and/or a reason to celebrate the adoption of the Common Core State Standards.
Your response to the prompt is due by Monday evening (1/13), . Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, January 16. If you need help posting your comment, watch this video.
Don’t forget to read chapter 2 in anticipation of next week’s prompt which will be posted next Thursday.
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