This slide show was used as part of an early step toward preparing middle school educators for the Common Core. The opening slides can be easily skipped. I wanted to convey to my colleagues that through heavy focus on writing and reading (and less on specific content) we could help our students become better thinkers, readers, and writers. You're more than welcome to email me with questions, though I do not purport to be any kind of expert.(lagana2@glastonburyus.org) You're also welcome to follow my babbling and raving at http://readingteacherct.blogspot.com/ Ralph Lagana, 2013

1. {
Reading & Writing
Two things even the Common Core can’t mess up.

2. { {
Common Phrases
 college readiness
 seminal works;
complex texts
 profound insight into
the human condition
 premium on evidence
from the text
Focused More On
 comparative reading
 content-rich non-fiction
 critical writing;
argumentative and
informational (as much as
35% should be
argumentative)
 close reading
 text-dependent questions
 culture studies
 math: procedural skills,
fluency, and application
 academic vocabulary
Common Core Emphasis

3. Think of the best
companies or people in a
field.
What makes them great?
Question

4. { It’s a simple answer…
What makes Apple
great?
What makes Google
great?

5. {
Each company
focuses on simplicity.
They each do 1thing exceedingly well –if not great.

6. So? What makes 1college-ready?

7. {
Simple.
The ability to read and write well.
Ok…ok…maybe it takes a little more than just those
two things, but if you have those skills you’re well on
your way to college success.

8.  “Consistently, one of the largest
differences between failing and successful
students was that only the latter could
express their thoughts on the page.”
 from The Atlantic, “The Writing
Revolution”
Some self-serving quotes to make
the point.

9. {
“If we could institute only one change to make
students more college ready, it should be to
increase the amount and quality of writing
students are expected to produce.”
from College Knowledge by David Conley, an in-depth
study of the skills and content needed to succeed in college.
Andanother...

10. What about reading?
We’ll use some mathematical-statistical thingies for this one…

11. The numbers tell the tale.
amount of outside
reading by minutes
and per day
word gain per year achievement
percentile
40+ minutes per day
<13 minutes per day
<2 minutes per day
2.3 million a year
600,000 a year
51,000 a year
90th percentile
50th percentile
10th percentile
Seems like a strong reason to drop everything and just have kids read.

12. Keep it simple.
Where to begin?

13. Increase in-class reading and writing.
Bear in mind that the goal is to foster college readiness,
include seminal works, and provide insights into the
profound human condition.
Adopt a few strategies TEAM-wide.
Keep in mind that students need multiple opportunities
to practice the strategies you bring to them; and that
using them cross-TEAM will make the process far more
likely to succeed.
All ridiculously easy things to do, of course. ;)
Now, are you thinking any (or all) of the following?

14. • I don’t know enough about reading
strategies to teach it with science,
mathematics, or social studies.
• If I spend my time teaching reading and
writing strategies, I’ll won’t cover even
half of the curriculum.
• I’m only allotted forty minutes a day
to cover everything. I have to lecture
and write notes on the board.
• I’m going to need more room help than
I have to get to the neediest kids.

15. …I’m going to run off like a scared jack-rabbit and let someone else’s fine
efforts show how strategic reading can be done while still covering content.
Remember: Our charges under the Common Core are many,
but chief among them is that students will…
…wrangle with complex
texts…
…become critical
readers and thinkers.
…use text evidence to
support arguments…
Now, rather than
upset anyone any
further…

16. { {
Language Arts Lesson Science Lesson
What do Common Core reading
lessons look like?
(NOTE: These reading lessons are easily employed in any of the content
areas. The common denominator (math term) they share is that the
acquisition of knowledge comes from shared exploration of the text.

17. What does a Common Core math
lesson look like?
click image
for video

18. Another, more comprehensive,
math lesson.
click image
for video

19. Which Strategies are the best ones?
They’re all good in one way or another, but
research has shown that one need only
consistently employ a few to be effective with
students.
Focus: Elevating the Essentials to Radically Elevate Student Learning
by Mike Schmoker
OK then, which strategies are the
few best ones?

20. Pre-Reading Activities
• Without adequate time devoted to pre-reading activities, we’re bound to
set up a portion of students for failure.
• Pre-reading is important because it helps gauge what your students
know, or don’t know, it helps them access their prior understandings, and
it can provide the hook for wanting to learn what you have to share with
them.
• We’re also, coincidentally, setting up ourselves for failure.
The few best are those that properly prepare and
engage students in comprehending texts.
Many of the best reading strategies just happen to come prior to what we
all typically consider actual reading.
• Pre-reading activities are often the main determinant of overall
comprehension.

21. Prior-Reading Strategies
With a partner, read and discuss the following:
There’s a bear in a plain brown bag wrapper doing flip-flops on 12, taking pictures, and
passing out green stamps.
Another.
The Batsmen were merciless against the Bowlers. The Bowlers placed their men in slips
and covers. But to no avail. The Batsmen hit one four after another along with and
occasional six. Not once did their balls hit the stumps or get caught.
And one more.
With hocked gems financing him, our hero bravely defied all scornful laughter that tried to
prevent his scheme. “Your eyes deceived,” he had said. “An egg not a table correctly
typifies this unexplored planet.” Now three sturdy sisters sought proof. Forging along
sometimes through calm vastness, yet more often over turbulent peaks and valleys. Days
became weeks as many doubters spread fearful rumors about the edge. At last from
somewhere, welcomed winged creatures appeared signifying momentous success.
Time to feel clueless.
Key word: CB radios
Key word: cricket
Key word: Columbus

22. What do Common Core pre-reading activities look like?
Brainstorming Works best under a time factor.
Posed Questions Posing a question –especially one with an arguable answer-
activates thinking because it puts the onus to act on the audience.
Defining Key
Concepts
Best if limited to a very few, or even one, unifying idea.
E.g. A virus is unique, having characteristics suggesting
that it’s both a living thing and non living thing.
Placemat Activity Using butcher paper, each student brainstorms on
her/his part of the “placemat”. After a few moments
everyone at a table shares, and the most common ideas
are put in the middle.
Anticipation
Guide
I’ve no clue.
Well, maybe half a clue.
Keeping in mind some of the focuses of CC (student sharing,
student centered, critical thinking and writing), we can rely
on old approaches IF we adapt them slightly. For examples…
Prepares students to identify the major themes and
concepts of a written work through a series of statements
that address the concepts. Students may be asked to
agree or disagree with a series of statements in order to
get them to think about concepts in the reading to follow.

23. Pre-reading Strategy for activating prior knowledge
 Anticipation Guides (mathematics)
Anticipation Guide: Percents
Directions: Before reading pages 318-319 in your mathematics book, read each statement
and write if you agree or disagree with each statement.
Before Reading After Reading
Agree Disagree Decimals are whole numbers. Agree Disagree
Agree Disagree You can always recognize a decimal Agree Disagree
number because it always has a
decimal point.
Agree Disagree Decimals are not related to fractions. Agree Disagree

24. Pre-reading Strategy for activating prior knowledge
 Anticipation Guides (social studies)
Anticipation Guide: Social Studies
Directions:
Before reading: In the column labeled “Me,” place a check next to any statement with which you agree.
After reading: Compare your opinions on those statements with information contained in the text. Put
a plus sign under the “Text” column if you originally had a check in the “Me” column. If you had no
check to begin then, leave the “Text” column blank.
Me Text
______ ______ 1. Before the building of the canal, ships traveled South to get from the
Caribbean Sea to the Pacific Ocean.
______ ______ 2. The fastest way from the Caribbean to the Pacific was by plane.
______ ______ 3. The building of the canal continued the US policy of isolation.
______ ______ 4. The geographic conditions helped make the building of canal easier.
______ ______ 5. A canal through Panama would benefit the US politically and economically.
______ ______ 6. Latin America welcomed US control of the Panama Canal.
______ ______ 7. The control of Latin America by the US required the US to send troops to
protect its interests.

25. STORY IMPRESSIONS for Science
Key events and terms
Write in this space what passage you are about to read might say.
Use the chain of words on the left to form your paragraphs.
Gregory Mendel
1843: age 21, Monastery of St. Thomas
studied agriculture
interested in heredity
studied pea plants
self-fertilizing & had observable characteristics
7 years
100s of generations & 1,000s of mixes
4 principles discovered
1865: presents to National Science Society
1866: writes results formally
20 years later: collecting dust
1886: head of monastery
no more experiments
Pre-Reading Strategy involving writing  Story Impressions
Key words, dates, events, terms, from
a soon-to-be read passage, are provide
prior to reading.
Students then use the flow of
information to write an impression of
what the coming reading will be about.

26. Pre-Reading Strategy involving writing  Modified Story Impressions
This can easily be adapted for students to
include signal and/or transitional words to
assist with the writing.
In 1843, at the age of _____, Gregory Mendel joined the
Monastery of St. Thomas. There he studied agriculture, but he
was mostly interested in _______________________. He worked
with ______________ because they were
.....and so on....
Gregory Mendel
1843: age 21, Monastery of St.
Thomas
He studied agriculture
But , he was mostly
interested in heredity
He worked with pea plants
because they were
self-fertilizing & had
observable characteristics
after
7 years
Or…
A writing frame can be embedded
in the writing impressions area.

27.  Imagine the air moving through the room. As the air slowly circulates, notice that on these air currents
are carried thousands of microscopic, round, bead-like spores.
 They are so small you have to look very closely to spot them. These spores are looking for an
opportunity to grow. They are like tiny seeds, searching for a food source that will enable them to grow
and live. If they locate a food source with enough moisture, they can grow.
 As you watch them drift by, you notice a loaf of bread on the counter. The plastic bread bag has been
left opened.
 The spores get closer and closer and some of them begin to land on a slice of bread.
 Watch carefully as tiny little strings of cells begin to grow from a spore. More and more cells grow out,
farther and farther from the spore.
 Soon there are so many of them that you see a tangled mass of little strings; these are growing denser
and denser as they feed off of the bread. You see some of them with little hooks attach to the bread
fibers. They continue to wind outward and further outward.
 Now you can see a velvety fuzz appearing on the surface of the bread. What colors are you seeing?
What have you witnessed?
Pre-Reading Strategy for activating prior knowledge
 Guided Imagery (science)

28. Deeper Not Wider
Common Core expects that lesssubject
matter be covered, rather than more.
Covering less subject matter allows
students to delve deeper with
their understanding, which is a
key driver behind the Common Core.
How is this accomplished?
One way the Common Core sees this as
being met is by examining multiple
resources on a topic.

29. Language Arts unit of study sample: Short Story
Glastonbury Public Schools
Grade 6 Reading
Draft Unit: Short Story
Overview: In this unit, students will recall what it means to be an active reader and will strategically apply their comprehension
strategies. Through reading short stories, students will explore literary elements such as setting, conflict, plot, and theme.
Students will understand that short stories are a part of our pattern of communication. They will develop an awareness of the
structure of the short story and the elements that comprise this genre. Students will realize that short stories convey information
in an effective, concise manner.
Common Core Standards
Key Ideas and Details
CCSS.6.RL.1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.6.RL.2- Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments.
CCSS.6.RL.3- Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters
respond or change as the plot moves toward a resolution.
Craft and Structure
CCSS.6.RL.4- Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice on meaning and tone.
CCSS.6.RL.5- Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to
the development of the theme, setting, or plot.
Vocabulary Acquisition and Use
CCSS.6.L.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.

30. Essential Questions:
How do literary elements such as setting, conflict, plot, and
theme contribute to my understanding of the short story?
What comprehension strategies can I use to better understand
text?
What elements in this story combine that made this an effective
Example of this genre?
Enduring Understandings:
When readers know and understand story structure, they are
better able to use their comprehension strategies strategically in
order to comprehend text on a deeper level.
Although short stories share common elements with novels, the
concise nature of the genre can impact readers differently.
Concepts (What students need to know):
Literary Elements:
Character
Antagonist
Protagonist
Plot
Climax
Conflict
Exposition
Rising Action
Falling Action
Resolution
Story Theme
 Central lesson
 Message
 Moral
Skills (What students need to be able to do):
Reading Strategies:
Noticing/Wondering
Visualizing
Inferring
Quote accurately from text
Ask and answer questions
Gather text evidence
Summarize theme, main points and supporting evidence
Speak clearly
Decode multisyllabic words
Use context to confirm or self-correct word recognition and
understanding, rereading as necessary
Language Arts unit of study sample: Short Story (continued)

31. Language Arts unit of study sample: Short Story
Related Reading Strategies/Weekly Focus Learning Outcomes/Related Mini Lessons Resources
Week 1:
Literary Elements
*Readers are aware of story elements such as
character, setting, plot, theme, and point of
view.
 Lesson 1
Characters
*Notice character traits to infer
character’s motives, feelings, beliefs,
and reasons for actions and change.
 Lesson 2
Setting/Plot
*Understand the setting’s influence on
the story and the development of plot.
 Lesson 3
Theme
 Lesson 4
Point of View
Possible Short Story Collections
Every Living Thing
Baseball in April
Friends
Guys Read
Teacher Resource: Literary
Elements
Short Story: “Eleven”
Handouts For Lesson 1:
* Noticing Language and What It
Reveals About Characters
*Examining Characters’
Decisions
*
Handouts for Lesson 2:
*plot diagram
*conflict
*conflict type chart
Week 2:
Predicting (Wondering)*
*Readers continually anticipate, confirm, and
revise predictions as they read.
 Lesson 5
Predicting and Confirming
*Use prior knowledge to anticipate what
will happen in the text before, during,
and after reading.
Predicting and Confirming
Making Predictions

32. Deeper Example: Amelia Earhart
Graphic Novel
Biography
Video
One Topic Multiple Resources

33. The Deeper Payoff when
using Multiple Resources
Opportunities to engage with
various genres:
Students wrangled with interesting questions:
How does a graphic novel help a reader
understand a time period better than a
novel?
Using facts from a biography, compare
them to the events in a graphic novel?
What discrepancies did you notice
between the information in the
documentary and the information in the
biography?
Which genre form was most informative?
Most compelling?
How did sampling multiple resources
deepen your understanding of the topic?
Who (what audience) was this written for?
biographies…
articles…
documentaries…
fiction…
Practice with note-taking skills from text
from a documentary

34. Here’s another way to go Deeper with Comprehension:
Interactive Reading Guide Strategy
Hits on many fronts: examining text structure, partner & group work, &
recognizing essential concepts in the reading.
For a history chapter on Ellis Island
Section A: Intro to Ellis Island, pages 1-2
1. Class: Listen and follow along in the article as I
read. Then based on what you remember respond
to the questions below. If you need to, you can
locate information in the article.
• Ellis is located in what city?
• What famous landmark can be seen from Ellis
Island?
• List 4 reasons why immigrants came to the
United States.
Section B: Early Immigration to the U.S., pages
2-3
1. Partners: Read paragraph 1 silently and
decide on an answer to the following:
• Who were the first immigrants to the
U.S.?
2. Partner X: Read aloud paragraph 2
Partner Y: Listen and decide how to answer the
following questions:
• Were the earliest immigrants to the U.S.
regarded as a good thing?
• Why or why not? (provide text support)
3. Partner Y: Read aloud paragraph 3
Partner X: Listen and decide how to answer the
following questions:
• Did the government keep close track of early
immigrants?
• What clues in the reading helped you figure
this out?
4. Partner s: Read silently paragraphs 4-6. List 4
things that attracted people to the U.S.
And another…

35. Going Deeper in mathematics
Writing in math is a great way to help students grasp mathematical
concepts.
3-Cloumn Notes
NOTES PERSONAL
CONNECTION
MORE EXAMPLES/
SUMMARY
fractions, percents and
decimals
½ = .5 = 50%
3/3 = 1.00 = 100%
one-half of a candy bar
is the same as 50% of
the candy bar. I could
also divide it equally
between two people.
on a number line, 50%
is the same as ½ and
.50
STEP #1: The teacher presents the concept while students jot notes. Several
clear examples are given and recorded.
STEP #2: The students work on connecting the math concept to real world
examples. They may also try to draw conclusions about the concepts.
STEP #3: The students add more examples, drawings, graphs, etc. and work
on summarizing the important ideas.

36. Still looking at mathematics: Generating Interactions Between
Schemata and Text i.e. GIST
This is a writing to learning activity that can be done at any stage of a lesson. The
idea is to systematically summarize text.
Grade 6-8 example Text Passage: Ratios express how one number is related to another. It may be written as
a/b, a:b, or as a phrase, a to b. For example, the ratio 1:8 is read as 1 to 8, and means that
the second number is 8 times as large as the first. A proportion is a statement of
equivalency for two or more proportions. Given the proportion of a:b = 3:8 and asked to
find b if a = 12, follow these steps.
1. First substitute 12 in the proportion for a, 12:b = 3:8, 12/b = 3/8
2. Then use cross products, 3 x b = 12 x 8
3. Solve the equation 3b = 96, b = 32
4. Therefore, if the ratio of a to b is 3:8 and a = 12, the b = 32
Teacher models the steps to writing the GIST for this math problem until students can do this on their own.
STEP 1. Read the text (or portion of a longer piece) and write down important ideas.
• how numbers relate.
• how numbers can be
written in different
ways.
• a:b is 3:8 and a = 12
• the proportion is 12:b = 3:8
• 3 x b = 12 x 8 which is 3b = 96
• 96 divided by 3 = 32
• B = 32

37. Mathematics example GIST continued
Grade 6-8 example Text Passage: Ratios express how one number is related to another. It may be written as
a/b, a:b, or as a phrase, a to b. For example, the ratio 1:8 is read as 1 to 8, and means that
the second number is 8 times as large as the first. A proportion is a statement of
equivalency for two or more proportions. Given the proportion of a:b = 3:8 and asked to
find b if a = 12, follow these steps.
1. First substitute 12 in the proportion for a, 12:b = 3:8, 12/b = 3/8
2. Then use cross products, 3 x b = 12 x 8
3. Solve the equation 3b = 96, b = 32
4. Therefore, if the ratio of a to b is 3:8 and a = 12, the b = 32
STEP 2. Using the important ideas, summarize in your own words the concept. Try limiting yourself
to a certain number of words or lines, i.e. 25 words or less or 2 lines or less.
• how numbers relate.
• how numbers can be written in
different ways.
• a:b is 3:8 and a = 12
• the proportion is 12:b = 3:8
• 3 x b = 12 x 8 which is 3b = 96
• 96 divided by 3 = 32
• B = 32
Summary: ratios express how
numbers relate and if the ratio is
3:8 and a = 12, then b = 32.

38. Less is More is Critical to Developing Deeper Thinking
Credit Where Credit is Due. Scholastic is Getting it Right these Days
{Select image for Common Core Info.}
• online issues available
• issues aligned to Standards.
• lexile levels provided
• paired reading materials available
• on & off-line comprehension sheets
• solid planning and writing forms
• links to vetted websites
• content is interesting to read
{Select image to visit Scope.}
More Awesome Sauce!

39. Other Avenues, Same Process
Yeah, there’s an App for that.

40. Future Tech, Time-Tested Thinking
More and
more we’re
becoming an
eye consuming
society.
Pictures are
telling the tale.
And, let’s face
it, there are
some amazing
things to see.
The key is to take what’s observed and draw relevant information from it
So…
Using the Reuter’s app, The Wider
Image, what could be done with that
image of a Chilean eruption?

41. Using The Wider Image app, students can take observational notes (science
term) from images related to the eruption.
Then, their using observations, they can try to infer the potential impact.
observations:
planes unable to fly
ash in waterways
runways covered in
ash
observations:
dead livestock
divers in water
damaged farm
possible impact:
costly repairs & clean
up
loss of drinking water
reduced tourism
possible impact:
fewer farmers
producing food
long-term damage to
soil
increased cost of foods

42. Still using the same app, the
students can then examine a
graph, which graphs how a
country compares to the
United States in areas like,
population, armed forces,
electricity consumption,
Internet users, life
expectancy, and so on.
Using the defined terms
for these areas of measure,
students can work on
trying to understand the
impact the volcanic fallout
could have on a country
given the strengths and
weaknesses displayed by
the graph. Regrettably I only have a graph for Myanmar here.

43. One important way to improve students’ writing is to engage them in critical thinking
about a topic at hand.
Critical thinking leads to more thoughtful writing and can be incorporated in a number
of ways:
Being a little more specific then, we can get
assignments like:
(1) As an exploratory writing task
(2) As a formal writing assignment
(3) As an essay exam/question
(4) As a problem-solving task for small-
group discussion;
(5) As an opening question for whole-
class discussion or as a problem for an
in-class debate, mock trial, simulation
game, or individual or group
presentation.
How might DaVinci’s lonely childhood have
influenced his art?
Explain how percentages can help interpret
nutritional labels.
Of the following languages: French, German, and
English, which can be said to be the most romantic?
Art, athletics, & music move people greatly.
So why do most societies pay their athletes so
much more? As a group, come up with a plan
to balance this inequity.
Viruses: Living or Dead. You be the judge.
Should scientists clone extinct animals?

44. Frame assignments, where the teacher provides a topic sentence and an organizational frame that students
have to flesh out with appropriate generalizations and supporting data, generating ideas and arguments to
fill the open slots in the frame. Often the frame is provided by an opening topic sentence, along with the
major transition words in the paragraph. Students report that such assignments help them learn a lot about
organizational strategies.
Thesis support assignments, in which students are given a controversial thesis to defend or attack.
Problem-posing assignments, in which the teacher gives the students a question which they have to try to
answer through thesis-governed writing, or to contemplate through exploratory writing or small group
problem solving. Often the assignment specifies an audience.
Data-provided assignments, which in a sense are the flip side of the thesis-provided assignment: the
teacher provides the data, and the students must determine what thesis or hypothesis the data might
support.
“What if” assignments that ask the students to step out of their normal point of view and to adopt an
unfamiliar perspective or assumption. Such assignments stretch students’ thinking in productive ways,
and are excellent critical thinking exercises.
Writing summaries of articles, passages, or class lessons, is a another way to develop reading and
listening skills, and to improve the precision, clarity, and succinctness of students’ thinking and writing.
Summaries force writers to determine structure and sequence of a text. Summaries are without writer’s
opinions. Summaries can vary in length: 200-250 words all the way down to a 25-word, single sentence to
force revision, clarity, and succinctness.
Critical Thinking (continued)

45. Critical Thinking & Writing in Music
Exit Tickets: This strategy requires every child to answer a critical thinking question before leaving the
class. This strategy encourages the concept of asking a question instead of giving the answer.
Some sample questions include:
Music Listening Exercise
Music educator can encourage age appropriate discussions at both the primary and secondary levels using
music listening activities. The teacher selects several recordings in different styles and moods. After
playing an excerpt, the music instructor engages students in a discussion using critical thinking questions.
• “Why do you think this song makes you happy?”
• “If the musician played a drum instead of a flute, what would happen?”
• “Does this type of music always have strings?”
• “What do the lyrics mean to you?”
For older students, the teacher can divide students into several small groups and give each group a series
of critical thinking questions. After fifteen minutes, each group shares their responses to the questions. The
teacher follows up with challenging questions that encourage students to view their discussion from
alternate viewpoints. Questions like “Why do you think that?” and “Group A stated the opposite view.
How can you support your viewpoint?” Or, what’s the theme for this song? What would make the best
lyrics for this instrumental piece?
Writing component:

46. • read to infer or interpret
• read to draw conclusions
• support arguments with evidence
• resolve conflicting views
• examine source documents
• solve complex problems with no
obvious solution
Flashing Back to David Conley, whom I quoted on
writing, he’s also got some reading points to make.
Conley’s researched prescriptions for what makes students college ready
are both simple and relatable to Common Core standards.
Students must be able to:
• premium on evidence from the text
• critical writing; argumentative
and informational
• text-dependent questions
• close reading
• comparative reading
• culture studies
• math: procedural skills, fluency,
and application
This compares to Common Core…

47. The Simplest Formula to Follow
• What activities will students do before the reading?
Always try to answer the following about a lesson…
• What activities will students do during the reading?
• What activities will student do after the reading?
Also…
At which points will I include writing, because this is how you
know for sure how well a student understands something.
And…
Where will I incorporate student discussion?
Last, not least…
What’s the final outcome I’m expecting students to have
learned and did my prior reading & writing activities
prepare them for how they were assessed and will
finally be assessed?

48. Keeping it Simple. We’ve
one resource…for now.
Many of the shared strategies
come from this source.
I selected this text because…
…practical…
…sensible…
…and fit well with the
Common Core.
Each TEAM will have a copy for
reference. Same with our school library.
the strategies are…

49. Other Sources I can lend to you…