Informational Text Standard 7. Ooh. Am I the only one excited about this? I have dubbed this standard: Beyond Text. This is really a FUN standard that is often overlooked. In middle school in particular, students need this standard increasingly more as they navigate and interpret visual, audio, and multiple forms of written text. Let’s take a look at the… Read more →
Common Core Informational Text Standard RI3 is a unique standard that balances critical thinking with textual evidence. This standard might be my new favorite (do I say that for every one?) standard. This standard really puts the responsibility of making connections in the students’ corner. When you plan an effective Common Core lesson for this standard, you want to be… Read more →
As educators begin to make sense of the Common Core standards, there is a lot of emotion out there! People seem to love or hate the standards. Once everyone cuts through all of the rhetoric and line in the sand drawing, the work of understanding and planning for instruction will still remain. As a researcher, I am always drawn to… Read more →
As students move through the standards, they will need to master standard 2: Central Ideas. This standard is about writing! Under many of the past, more traditionally formatted standards this might have been found in the writing strand. This standard demands that students find the central ideas, write about how they were developed, and then summarize what they read. Mastery… Read more →
In December I got an email from a teacher who said that the concept of teaching textual evidence and having it stick was overwhelming and too much for her weaker readers. We emailed back and forth and I sent her some resources. To introduce her students to textual evidence, I told her to remove the text and just focus on the skill of supporting inferences with evidence with picture books. For one week she spent 15 minutes each day discussing what it means to make an inference and support it. Then, she modeled it with a picture book.
Today I got an email where she introduced a challenging text to her third graders and they were able to dive right in and back up claims with textual evidence. The lesson? Don’t ‘hide’ skills in the text. Model it and explain it as a skill and then teach students to apply it to text. This changes the accessibility and lets all students have access to the skill set regardless of their reading capabilities. Scaffold in the text and gradually increase the complexity then.
These are the step by step instructions I gave her as she introduced it to her class from a picture book a day for a week and built from there.
Most of the standards revolve around anchor standard 1: Textual evidence. The prototype assessments developed by PARCC have an entire category of questions devoted to students providing textual evidence. PARCC asks the students a question about the text and follows up with a second question that asks the students to identify support for whatever they inferred for the original question. To… Read more →
Analyzing text is a concept that, in the past, has been reserved for advanced students or high school students. With Common Core, this has become the domain of the primary elementary school classroom as well. Reading Standards 5, 6, 7, and 8 demand a close analysis of text. If you are getting ready to tackle this task determining how this… Read more →
The Common Core reading foundational standard (RF3) requires students to recognize words by sight. The translation of this standard has been that students need direct instruction on the Dolch sight words. In response, many districts are setting sight word goals at higher and higher levels. The most common measure is the Dolch 220 sight word list. Teachers everywhere have long… Read more →