Post on 23-Feb-2016
description
South Dakota Common Core Literacy in the Content
AreasMichele Davis @
Agenda
• Begin 11 a.m.• Working Lunch 12:30 p.m.• Dismiss 4:30 p.m.?
Norms Listen with engagement
Honor each other’s thinking
Honor private think time
Everyone has a voice
Be respectful of all comments
Participation is expected
Limit side conversations
Take care of your needs
Turn cell phones off or to vibrate
Yellow Brick Road
Where are you with your understanding of the Common Core State Standards and the 6 major shifts in education from these standard adoptions?
Outcomes
• Integrate Common Core State Standards for Informational Literacy into content
• Work with strategies to enhance informational/content literacy
Think about a child, a student, a group of students in our state for whom you have high hopes and expectations.
• Where and how are they living?• What are they doing professionally?• What are they doing outside of their
work time?* How are they solving problems?
• What science, math, reading, writing skills will they need?
Think about this student in a class with a teacher, a school, a district, a principal, a system, etc. that you
work with.
Use this to help you engage with literacy strategies we need our teachers to use in ANY content area.
Content Background
Discuss with your elbow partner:
• Look at the title. Simply scan the article.• What seems important about this content?• What do you want "your" student to know,
understand, and do as a result of this text reading?
A's:Share your quote and then
summarize the video and your thoughts.
B's:Share your quote and then discuss what you could imagine teachers
would say to challenge or question this video.
C's:Share your quote, then give
yourself 30 seconds to compose 1 SENTENCE that combines the
main ideas you've heard.
What Does This Mean to ME?
• Building literacy skills builds student content knowledge
• Building literacy skills among students is the shared responsibility of all staff
• WE ARE ALL TEACHERS OF LITERACY!
4 Anchor Standards of Reading
• Key Ideas & Details• Craft & Structure• Integration of Knowledge & Ideas• Range & Complexity
http://sdccteachers.k12.sd.us
On 2 STICKY NOTES→
title one: LITERACY STANDARDS USEDtitle the other one:LITERACY STANDARDS not USED
Small group activity -- look @ Literacy Standards
Together, discuss:• what you notice, • what seems to be a strength
of how the CCSS's are written, and
• what seems to be a challenge to teach them.
How is this NOT adding more for teachers?
Think about the ABC activity:In a short, fairly social activity with every "kid"
participating, we hit:--citing textual evidence--discussing key details and main idea--compared and contrasted ideas--synthesized complex ideas into 1 fluent thought
1. Go back to the text, skim again.2. Read through the Literacy Standards.3. Choose at least 2 standards that might go with the text.4. Work with partner(s) to decide on a definitive 2 that you think will be/could be addressed.
Sticky Notes--MAKE PREDICTIONS
1. Choose content and grade level.2. Review as many of the disaggregated standards as
possible. 3. Identify which standards you think the teachers
already incorporate into their content instruction. Write the number(s) of the standard on a STICKY NOTE.
4. Identify which ones are not included as much or at all. Write these on a STICKY NOTE as well.
READ, REFLECT, RESPOND
The GREAT understanding of this exercise:
Teachers ARE already teaching LITERACY, but they need to do so EXPLICITLY.
What does this mean?
Common Core Literacy for All
What is a Close Reading?
"Read and take notes."
What is a Close Reading?
Teaching Channel: https://www.teachingchannel.org/videos/reading-like-a-historian-contextualization-complete-lesson
8:55—13:10
On a sticky note--> What is EFFECTIVE about this teacher's practices?
Engaging the Adolescent Learning, 1/2012
Why do our students need to converse with the text in new ways?
Close Reading
We want students to be “text detectives” who gather evidence to support the conclusions they draw.
–Catherine Thome
Close Reading
• Three Levels of Reading• On the lines• Between the lines• Beyond the lines
• Laying the Foundation
• LITERAL• INFERENTIAL• EVALUATIVE
On the line:Where is the young man going?
Between the lines:What might the red flag be used for?
What does their sun burns suggest they do for a living?
BEYOND the lines:What does the blue color suggest vs. the white…and how does it relate to where the 2 are looking?
Marking the Text-Technology
Marking the Text
Marking the Text
Reading with Your Pen
Reading for Meaning
What you need to do:• Identify a short piece of text
(or visual, lab, table, graph, blog post, text excerpt, article)
• Generate a series of statements which you want students to support or refute.
• Introduce the topic and have students preview statements before reading.
• Have students record evidence for or against while they read.
• Have students discuss their evidence (in pairs or small groups).
• Integrate ideas into a large group discussion where you can provide additional clarifications.
• Extension: Written argument in support of their ideas.
The Core Six: Essential Strategies for Achieving Excellence with the Common Core
3-2-1 Visual Literacy
• Social Studies/History • Examine the picture or item
• On an index card or sticky note (or in a journal) • List 3 things you observe• List 2 things you can infer with supporting
evidence• List 1 thing you want to explore further or know
more about• Conduct a group “share”• How does this fit with content rich
informational text? With using evidence to support statements?
Visual Literacy Social Studies/History
3 = Observe
2 = Infer
1= Explore
3-2-1 Visual Literacy• Science, Technical Subjects• Examine the picture or item (Science)• On an index card or sticky note (or in a journal)
• List 3 things you observe• List 2 things you can claim with supporting
evidence and reasoning• List 1 thing you want to explore further to gather
more evidence to prove your claim• Conduct a group “share”• How does this fit with content rich
informational text? With using evidence to support statements?
Visual Literacy Science
3 = Observe
2 = Claim
1= Explore
3-2-1 Visual Literacy• Art, Music• Examine the picture or item • On an index card or sticky note (or in a journal)
• List 3 things you observe• List 2 things you can claim or infer with supporting
evidence and reasoning• List 1 thing you want to explore further • Conduct a group “share”
• How does this fit with content rich informational text? With using evidence to support statements?
Visual Literacy Art
3 = Observe
2 = Claim or Infer
1= Explore
Back to Your TEXT
• Consider the text you brought with you today. What types of images might you use to provide a close reading that would engage your students with the content you are presenting. What constitutes a visual image?
• How would a close reading of a visual text cause your students to engage in high-level thinking?
Google Search: topic +skyscrapers +art skyscrapers +"political cartoon"skyscrapers +"science fiction"skyscrapers +clipartskyscrapers +b/wskyscrapers +photographyskyscrapers +cartoonskyscrapers +graffiti
synonyms: cityscape, skyline, high rises, architecture
Search ideas:• SCIENCE + • US STUDENTS
FALLING BEHIND• FAILING MATH
Close Reading and CCSS
"Which close reading strategies apply to your lesson and chosen standards?“1) Marking the text2) Reading with your pen3) Reading for meaning—statements4) visuals• How will close reading improve student
success?• Which one do you consider the MOST
important? (think of the student from the beginning)
Close Reading and CCSS
Key Ideas and Details:1.Read closely to determine what the text says explicitly and to make logical
inferences from it: cite specific textual evidence…2.Determine central ideas or themes and analyze their development;
summarize key supporting details and ideas3.Analyze how and why individuals, events, or ideas develop and interact
(Reading for Meaning—depending on teacher-created questions)
Craft and Structure:4: Words and phrases shape meaning
Integration of Knowledge and Ideas: 7: Integrate and evaluate content presented in diverse formats and media8: Delineate and evaluate the argument and claims
Look at the Literacy Standards again--which ones did we use throughout these strategies. Share with Table Partner.
Common Core Literacy for All
Text Dependent Questions
What are they?
Text Dependent Questions
• Questions that can only be answered by referring explicitly back to the text in front of them
• 80 to 90 percent of the Reading Standards in each grade require text dependent analysis
• Aligned curriculum materials should have a similar percentage of text dependent questions
from achievethecore.org…….
Non-examples:
For example, in a close analytic reading of Lincoln’s “Gettysburg Address,” the following would not be text dependent questions: • Why did the North fight the civil war?• Lincoln says that the nation is dedicated to the proposition that
“all men are created equal.” Why is equality an important value to promote?
The overarching problem with these questions is that they require no familiarity at all with Lincoln’s speech in order to answer them.
Close Reading is Required
Good text dependent questions will often linger over specific phrases and sentences to ensure careful comprehension of the text—they help students see something worthwhile that they would not have seen on a more cursory reading.
Depth of Knowledge (Webb)
Higher Level Questions
Non-Examples and Examples
In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.
In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?
What can you infer from King’s letter about the letter that he received?
“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?
Not Text-Dependent Text-Dependent
How do astronauts adjust to being weightless in space?
What are some disadvantages of weightlessness?
What are some fun aspects of being weightless?
Identify details from the article that show how a lack of gravity can affect the human body.
How do the experiences of other people—such as those of the astronauts in this essay—help us to discover the world? Cite textual evidence to support your response.
Is weightlessness as described in “Life Without Gravity” something you would like to experience? Why or why not?
Not Text-Dependent Text-Dependent
Non-Examples and Examples
Choose at least 1 of the following:
Which tasks would be appropriate for the text you brought? Write a question/prompt adding to 1 of the following, with specifics from text:• Analyze paragraphs closely sometimes on a word by word basis.• Investigate how word choice alters meaning.• Probe each detail in a text and how these details build to a
whole.• Examine how shifts in the direction of an argument or
explanation are achieved and the impact of those shifts.• Question why authors choose to begin and end when they do.• Note and assess patterns of writing and what they achieve.• Consider what the text leaves uncertain or unstated.
→create two additional questions related to your text →Identify the Webb Level for each question.
• Not all responses to text dependent questions need to be written.
• Discussion is a great way to encourage close reading and supporting evidence from the text.
Think about the ABC activity:In a short, fairly social activity with every
"kid" participating, we hit:--citing textual evidence--discussing key details and main idea--compared and contrasted ideas--synthesized complex ideas into 1 fluent
thought
Most Importantly!
Begin with the TEXT.
Common Core Literacy for All
Text Structures
• What format is used in the text? • Compare/contrast• Cause/effect• Problem/solution
• Describing• Sequencing
http://goo.gl/cDYf0
Social Studies - Comparison/Contrast
RH 6
Grades 6-8
Grades 9-10
Grades 11-12
Science – Cause & Effect
RST
Grades 9-10
Text Structures Think-Pair-Share
• Science & Technical Group• Informational text (select 1 of the 3 articles)• Graphic organizer (cause and effect)
• THINK: What graphic organizer could you use with the article?
• PAIR: Find a partner at your table and briefly discuss your findings. Why is it a good fit?
• SHARE: With whole table group, develop a consensus about your topic.
Revisiting
• How does this information of SHARED LITERACY affect or change the existing lesson structure of READ/Answer ?'s at the back of the chapter.
• Examine your own text. How do the strategies we've discussed help texts in these ways?• Is it content rich?• Does it contain academic language?• Is it of appropriate complexity?
Other resources:
• NY Times Learning Network Blog
• twurdy.com
Registration for GRADED Graduate CreditRegistration will close
5 days from today.
Participants who attend the face-to-face session can register for 1 graduate credit
from the University of South Dakota.
Course Requirements
• Participation in face-to-face workshop is a pre-requisite for course registration.
• Implementation of lesson which incorporates CCSS literacy as well as content standards.
• Strategies and content from face-to-face session will be embedded in lesson.
• Participation in online components.
Implementation• Teach lesson or lessons which incorporate at
least one literacy standard and as many ideas from the face-to-face session as possible.
• Write a reflection of the lesson following the rubric.
• The Blackboard Learning Platform will be utilized. Participants will be placed in groups of 5 people of similar content and grade assignment.
• Participants will post their reflection papers.• Participants will read and provide feedback to
the other 4 people in their group.• Work for the course will be completed within
six weeks of the face-to-face session.
On line Component
Grades• All requirements for the course must be
completed by (6 weeks after face-to-face session).
• A letter grade will be submitted by the instructor.
• Total points: 50 (45-50=A, 40-44=B, 35-39=C)• Reflection Paper: 30 pts.• Response to other group members: 20 pts (5 pts.
per post.)
Registration
Participants will complete registration and payment on line. There will be a link on the USD Continuing and Distance Education Website for students to fill in and submit electronically. The course will be listed “Literacy Integration for Content Teachers” at:
http://www.usd.edu/continuing-and-distance-education/customized-and-professional-education.cfm
• Week 1: Plan lesson• Week 2: Teach lesson• Week 3: Write reflection paper
and post to Blackboard• Weeks 4 – 6: Read others’
reflection papers and respond
OUT
• What did you learn about the importance of CLOSE READING?
• Why do text dependent questions "force" close reading?
• Why are graphic organizers a great tool for reading informational texts?
• How will this training benefit you at the DOE?
Thank you for a wonderful day as we discussed: Literacy in the
Content AreasMichele Davis @