Integrating the Common Core Standards through Storytelling Ellie Shinham Stories Work 2 October 2010

What are the Common Core Standards? Commissioned by Nat’l Governors Asso & the Council of Chief State School Officers Commissioned by Nat’l Governors Asso & the Council of Chief State School Officers Most states Most states Written by a working group, many ACT people Written by a working group, many ACT people Urban schools have already jumped Urban schools have already jumped One realization from all this testing: states vary widely in their standards for children’s learning One realization from all this testing: states vary widely in their standards for children’s learning Literacy & Math Standards; Literacy in Content Areas for older students Literacy & Math Standards; Literacy in Content Areas for older students

So we’ve got nat’l standards? Close Close Texas & Alaska declined Texas & Alaska declined VA may decline VA may decline Race to the Top money Race to the Top money

They aren’t perfect… But they’re pretty good! But they’re pretty good! Children do move from state to state Children do move from state to state Standards are not a program to adopt; more like touchstones Standards are not a program to adopt; more like touchstones Standards do not “tell teachers how to teach” Standards do not “tell teachers how to teach” Categorical in nature, but with frequent reminders to think of the whole: child, curriculum Categorical in nature, but with frequent reminders to think of the whole: child, curriculum

Aims of the Standards Students who are college/career ready in Reading, Writing, Speaking, Listening & Language: Students who are college/career ready in Reading, Writing, Speaking, Listening & Language: Demonstrate independence Demonstrate independence Build strong content knowledge Build strong content knowledge Respond to the varying demands of audience, task, purpose & discipline Respond to the varying demands of audience, task, purpose & discipline Comprehend as well as critique Comprehend as well as critique

Aims continued Value evidence Value evidence Use technology & digital media strategically & capably Use technology & digital media strategically & capably Come to understand other perspectives and cultures Come to understand other perspectives and cultures This sounds like the kind of person I want to be!

What’s also welcome Clarity Clarity Focus on language Focus on language Focus on informational text Focus on informational text Focus on vocabulary Focus on vocabulary Text complexity Text complexity “Students’ ability to read complex text does not always develop in a linear fashion.” (Appendix A, p. 9) “Students’ ability to read complex text does not always develop in a linear fashion.” (Appendix A, p. 9)

Where can I find the Standards? Print & dip in Print & dip in Appendices are pretty helpful! Appendices are pretty helpful! A Text Complexity A Text Complexity B Exemplars: actual text, lesson ideas (long) B Exemplars: actual text, lesson ideas (long) C Writing samples: student work (long) C Writing samples: student work (long) ELL ELL Students with disabilities Students with disabilities Literacy = reading, writing, speaking & listening, with integration of research & media skills Literacy = reading, writing, speaking & listening, with integration of research & media skills

Using Telling Didn’t think I’d let my chance to tell go by, did you now? Didn’t think I’d let my chance to tell go by, did you now? “The Rainhat”– Just Enough to Make A Story by Nancy Schimmel “The Rainhat”– Just Enough to Make A Story by Nancy Schimmel

Connections Can children meet standards just by listening? Can children meet standards just by listening? The telling needs to be turned over to the children The telling needs to be turned over to the children What standards for “The Rainhat”? What standards for “The Rainhat”? Gr. 3 Reading Literature: recount stories…determine the central message…explain how it is conveyed through key details Gr. 3 Reading Literature: recount stories…determine the central message…explain how it is conveyed through key details

“Rainhat” COULD meet many Gr. 3 Reading Informational Text: Use information gained from illustrations…and the words to demonstrate understanding Gr. 3 Reading Informational Text: Use information gained from illustrations…and the words to demonstrate understanding Gr. 3 Writing: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Gr. 3 Writing: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Take learned folds & create new story; write both narrative & directions for paper folds Take learned folds & create new story; write both narrative & directions for paper folds

Let’s play with Standards In small groups In small groups Select your path Select your path The Storyteller’s Path The Storyteller’s Path The Teacher’s Path The Teacher’s Path

We’ll have a few groups share… Please! Please!

Big picture How will the specific storytelling lessons & activities you brainstormed achieve those big outcomes? The aims? Value evidence, comprehend as well as critique, etc. How will the specific storytelling lessons & activities you brainstormed achieve those big outcomes? The aims? Value evidence, comprehend as well as critique, etc. Here’s how I think my “Rainhat” plans will help: It’s essential in telling that one “respond to the varying demands of audience, task, purpose & discipline.” Here’s how I think my “Rainhat” plans will help: It’s essential in telling that one “respond to the varying demands of audience, task, purpose & discipline.”

How do your plans connect? Chat with your group about how your stories/lessons/plans/activities connect back to the larger aims of the Standards? Chat with your group about how your stories/lessons/plans/activities connect back to the larger aims of the Standards?

Please share For further discussion/work, please contact Ellie: