1. Lynne R. Dorfman (lynnedorfman@comcast.net) and Rose Cappelli (ryc1011@hotmail.com) www.mentortextswithlynneandrose.com Mentor Texts and the Common Core

2. “ To develop a set of shared national standards ensuring that students in every state are held to the same level of expectations that students in the world’s highest-performing countries are, and that they gain the knowledge and skills that will prepare them for success in postsecondary education and in the global arena.” Kendall, J. ( 2011) Understanding the Common Core State Standards. ASCD: Alexandria, VA. The goal of the Common Core State Standards Initiative is…

3. Affordances of the CCSS in Literacy Uplifting vision based on current research Focuses on results rather than the means Presents an integrated model of literacy Includes meaty experiences in writing

4. Students who are College and Career Ready Demonstrate independence Build strong content knowledge Respond to a vary demands of audience, task purpose and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Understand other perspectives and cultures

5. Why Use Mentor Texts? Mentor Texts are pieces of literature that you can return to and reread for many different purposes. Mentor texts can be studied and then imitated, giving students the opportunity to do a close read. Mentor texts provide a vehicle to deepen comprehension and develop a level of empathy and knowledge that can be applied to read world situations. Mentor texts help students take risks and try out new strategies. Mentor texts find a home in all areas of the curriculum and can bridge the reading/writing workshop. Mentor texts can make great reading selections for literature circles, discovery circles, small group instruction, and whole group instruction.

6. What Is Rigor? “A rising tide lifts all boats.” -JFK Students learn more in all classrooms with high- quality, rigorous assignments. All students benefit from high-quality rigorous assignments and the opportunity to read, write, think, and speak about relevant learning experiences on a daily basis. (Neumann et al, 2001) Lower- and higher-achieving students both enjoy higher achievement when they experience demanding curriculum and instruction. (Zonar & Deci, 2003)

7. A wise reader: knows how to take all the information he has and sift through it to remember what is most important. will think about the genre of the text he is reading and its characteristics. thinks about how the text helps him understand. always pays attention to the text.

8. A wise reader: writes responses to remember what he has read. uses strategies and is NOT passive. He asks questions, makes predictions, and infers. makes sure he is reading the right text. He chooses the “just right” book for independent reading. realizes and understands that reading is not about reading words…it’s about making meaning!

9. Endurance and to be able to endure is the first lesson a child should learn because it’s the one they will most need to know. -Jan-Jacques Rousseau

10. Planning, knowing, or figuring out what you are going to do and setting a purpose Thoughtfully gathering your tools and resources Finding a smart place to work in order to concentrate Becoming an active learner: making decisions about what will be the most effective strategies to use Stamina: The ability to do something or “carry on” for a long period of time

11. A Spirit of Endurance Keeping your purpose in mind and focusing on the task at hand Constantly being metacognitive Remaining flexible – trying out new strategies and taking responsible risks Listening to others and to yourself…how could you revise your thinking? Using your imagination and knowledge

12. The Your Turn Lesson  Hook Use literature to invite participation  Purpose Tell what you will do  Brainstorm Invite writers to generate ideas  Model Demonstrate with your own writing

13.  Shared/Guided Writing Writers actively participate as a class or in partnerships  Independent Writing Writers compose  Reflection Writers reflect on how the writing worked. Writers become aware of what works for them and what will move them forward as writers.

14. From Pathways to the Common Core - Calkins, Ehrenworth, and Lehman The Common Core asks teachers and students to turn informational texts – their own and those written by others – inside out so as to study the designs that undergird the texts, noting the parts and the ways that the different parts have been brought together.

15. Progression of Expectations for Informational Writing K. Use a combination of drawing, dictating, and writing to name a topic and supply some information. 1. Name a topic, supply some facts, and provide some sense of closure. 2. Introduce a topic, develop points, and provide a concluding statement. 3. Introduce a topic and group related information together, develop the topic, use linking words, and provide a concluding statement.

16. 4. Introduce a topic clearly and group related information in paragraphs and sections, develop the topic, link ideas, provide a concluding statement or section. 5. Introduce a topic clearly, provide a general observation and focus, and group related information logically, develop with facts, link ideas, provide a concluding statement or section.

17. We have to create classrooms where the learning community helps build the minds within it. Teaching children to think together builds reasoning, comprehension, expressive language, and creative thinking. -Peter Johnston 2013 Reading Recovery Conference

18. The K-5 Writing Standards: A Continuum of Skills and Understandings Students advancing through the grades are expected to meet each year’s grade- specific standards and retain or further develop skills and understandings mastered in preceding grades.

19. Opinion Writing: Common Understandings for the Elementary Grades What is an opinion? Writers share their opinions. Writers back up their opinions with reasons.

20. Poetry and the Common Core Delivers the rigor, text complexity, and attention to close reading that are focuses of the CCSS Emphasizes standards that address figurative language Highlights effective repetition, rhyme, alliteration, and structure Addresses fluency issues Provides opportunities to compare, contrast, paraphrase, analyze…

21. Empire State Building by J. Patrick Lewis Possibilities for Reading Connections Activating prior knowledge Predicting Inferring Symbolism

22. Empire State Building by J. Patrick Lewis Possibilities for Writing Connections Word Choice – proper nouns, opposites Appeal to the senses and emotions Persona writing Use of punctuation