PARCC ELA & Authentic Literacy HOBOKEN SCHOOL DISTRICT 2016-17 - - PowerPoint PPT Presentation
PARCC ELA & Authentic Literacy HOBOKEN SCHOOL DISTRICT 2016-17 Presented by Robin Piccapietra, Principal Hoboken High School * Hoboken Middle School Common Core Standards The Common Core Standards Are aligned with college and work
HOBOKEN SCHOOL DISTRICT 2016-17 Presented by Robin Piccapietra, Principal Hoboken High School * Hoboken Middle School
○ Are aligned with college and work expectations; ○ Are clear, understandable, and consistent; ○ Include rigorous content and application of knowledge
○ Are evidence based.
ANALYZE: Read and re-read deliberately, examining a text’s meaning thoroughly and methodically DISCUSS: Engage in a variety of discussions and relate to broader themes and ideas – Real World Application CITE: Explicitly refer to and cite from the text to support ideas and make inferences REPORT: Write and/or Orally present claims in a clear and concise manner
Students Must... Parents Can… Read more non-fiction Supply more non-fiction Know the ways non-fiction can be put together Read and discuss more non-fiction with your child Enjoy and discuss the details of non- fiction Have fun with non-fiction in front of children
Students Must… Parents Can… Build proficiency in Science and Social Studies through reading Supply series of text on topics of interest Handle “primary source” documents Find books that explain Get “smarter” through text Discuss non-fiction text and the ideas within
Students Must… Parents Can… Re-Read Provide more challenging text that students WANT to and can read Read material at comfort level AND work with more challenging text Know grade level/reading level appropriate text Unpack text Read challenging text with student Handle frustration and keep pushing Show that challenging text is worth unpacking
Students Must… Parents Can… Find evidence to support their arguments Talk about text Form judgments Demand evidence in every day discussions/disagreements Become scholars Read aloud or read the same book and discuss with evidence Discuss authors’ point of view
Students Must… Parents Can… Make arguments in writing using evidence Encourage writing at home Compare multiple texts in writing Encourage writing at home Write well Encourage writing at home
Students Must… Parents Can… Learn the words that they can use in college and career Read often and constantly with your children Get smarter about using “language of power” Provide multiple books on the same topic Talk to your children about reading Listen to your children read Play word and rhyming games with your children
○ Day 1: 110 Minutes ○ Day 2: 110 Minutes ○ Day 3: 90 Minutes
○ Literary Analysis ○ Research Simulation ○ Narrative
○ 2 readings – paired text (1 Fiction & 1 Nonfiction)
with a short constructed response
○ 2-3 readings/video – anchor (main) text and 2 pieces of research
with a short constructed response
Bottom line: they have to find similarities and/or differences in 2 texts. Classroom practice and directions should clearly point out what these key words mean.
compare how each source describes the roles of ……………. identify a similar claim in the sources and then compare and contrast the evidence each source uses compare the purposes of each source then analyze how each source uses information and evidence compare and contrast the information in the texts with the information in the video Examine and/or delineate a …….
○ 1 readings – Fiction – Poem, excerpt from a play/novel
Write a journal entry from the character (name him or her) about what happened in the story Write a narrative story retelling the story from the point of view of (name the character) Write an original short story that describes what (name the character) does next. Write a continuation of the story using details from the story you just read. Write a narrative story that describes the major events in the passage from the point of view of ( name the character, it could even be a character that was not in the story but suggested in the story) Write a narrative story that describes what the character (name the character) does and the experiences she or he has.
“Failure to improve our schools in the last few decades isn’t because we lack funding or don’t know how to improve schools. What we lack is the ‘Will and persistence’ to implement what we already know” “The real path to greatness, it turns out, requires simplicity and diligence...It demands each
From “Focus,” by Mike Schmoker
Meaninful literacy activities through far more purposeful reading and writing in every discipline across the curriculum such as close reading, writing, discussion, usually argumentative (support arguments with evidence). We acquire knowledge and thinking skills best when we are asked to read, write, argue and problem solve as we engage with text and with an organized body of essential knowledge. Think of literacy as a spine; it holds everything together. The branches of learning connect to it, meaning that all core content teachers have a responsibility to teach literacy.
Just like the shifts in ELA…these are the things we all can do to foster authentic literacy.
○ Full Implementation of CCS ○ Night Writes designed primarily to build stamina to write
○ Student Achievement Mapping ○ Cross Curricular and Inter-disciplinary planning and