August 12, 2013

ELA Summer Book Club Chapter 10 (last one!)

Hello friends!

I am so excited to wrap up this amazing summer book study! There has been some great conversations regarding the ELA Common Core for grades 3-5. If you missed any, check out these other posts!

I thought it might be fun to create a K-W-L-W list based on Chapter 10. Feel free to add ideas to my list as you comment. I especially am interested in what others are thinking about my wonderings!!

W- (What I Know)

•There
are 10 Reading Literature and Reading Informational Standards per grade.

•There
are 3 separate writing pieces each grade needs to complete (informational,
opinion, and narrative)

•The
standards require higher level thinking skills as they go up the grade levels.

•Most
of the standards require students to be reflective readers.

•The
standards seem like they could apply to several different types of lessons.

•They
are consistently worded across grade levels, like a continuum.

W- (What I Want to Know)

•Is
there a recommended sequence in teaching each standard throughout the year?

•How
much time should teachers invest in each standard?

•How
can teachers incorporate more than one standard across subjects in there
lessons?

•How
do the standards support differentiated instruction to ensure all students are
learning?

•What
types of assessment formats best match the standards?

L- (What I Learned)

•The
CCSS present a shift in thinking. They
move away from separating reading standards and include elements of these
standards (phonics, vocabulary, fluency, comprehension) across all ELA
standards.

•Thematic
instruction has pros: going deeper with content, saving time, making
connections, kids become highly engaged.

•Thematic
Instruction has cons: keeping the learning relevant to the curriculum, limited
texts selected just to support theme and not reading/writing skills, may lack
explicit instruction.

•The
CCSS are moving for more teaching for content at the elementary level.

•The
CCSS are moving for more teaching of strategies at the secondary level.

•Thematic
topics that are too broad skim the surface of too many ideas…no deep learning
occurs.

W- (What I Still Wonder)

•How
can teachers incorporate science and social studies standards into writing and
reading classes without turning the lesson into a science/social studies
lesson? In other words, how can teachers
ensure they are still teaching writing/reading strategies and not just teaching
the content in a science/social studies text?

•How
does project based learning look with the new CCSS?

•What
types of assessment formats best match the standards?

•Where
is the balance between content instruction and strategy instruction?

I would love to hear your thoughts about implementing the CCSS in your ELA classrooms! Thank you for reading this blog. I wish you all the best of luck in the new school year!!!

Jen Bengel

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