K-12 Literacy & The Common Core
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Transcript of K-12 Literacy & The Common Core
K-12 Literacy & The Common Core
This Session’s Learning Targets:
• I can define literacy.• I can describe the
characteristics of complex text.• I can compare and contrast
teacher and learner strategies.
Standard III: Teachers know the content they teach
Every Teacher is a Reading Teacher
Standard IV: Teachers facilitate learning for their students.
Every Teacher is a Reading Teacher
What is Literacy?
Think-Pair-Share:
• Think about and record your definition of literacy
• Pair with a colleague
• Identify common language in definitions
• Share with group
Literacy is...........
“....the ability to read, speak, listen, and THINK in order to learn, communicate and construct
meaning.”-NC Literacy Plan
A Vision for Literacy in NC
NC Literacy Plan
All students in NC will graduate with reading, writing, speaking, listening and viewing skills necessary to:ointeract successfully for a variety of audiences and purposes.ounderstand the characteristics of various types of text with an emphasis on reading for information and digital literacy.oread and communicate analytically and thoughtfully.
Time to Reflect:Evaluate your experience with the
literacy initiatives through one of the following:
• Writing• Storytelling• Role Play• Visual
What happene
d?
Where do we go from
here?
What did you notice yourself do as a reader to comprehend this complex text?
Your Turn!
Clarifying Terms
Teacher Strategies are the tools that assist in understanding
what is being read.Learner Strategies allow students
to monitor and assess their understanding what is being read, this is a metacognitive process.
These strategies allow students to access complex
text!
Building the Case for Complex Text
• 43% of students at two-year public colleges and 29% of students at four-
year public colleges had to take a remedial math, reading, or writing
course.• 30% of students drop-out within the
first year of college. This is due to the inability to grasp complex text, the most prominent
monitor of college readiness.
Why Complex Text...........
Anchor Standard #10By the time they complete high school,
students must be able to read and comprehend independently and
proficiently the kinds of complex texts commonly found in college and careers.
Quality:• Meaning • Purpose• Knowledge
Demands
Quantity:• Word Length• Word Frequency• Sentence Length
Who and What:•Reader – Motivation/Background Knowledge and Experiences•Task – What is the purpose of students reading the text?
What Does Complex Text Look Like?
Why Complex Text...........
3rd Grade Released
Form
Why Complex Text...........
8th Grade Released
Form
Why Complex Text...........
English II Released
Form
Text Complexity: According to the Common
Core“The inherent difficulty of reading and comprehending a text combined with
consideration of reader and task variables; in the Standards, a three-part
assessment of text difficulty that pairs qualitative and quantitative measures
with reader-task considerations.”What texts are we exposing our
students to and what are we doing with those texts?
Where Can Complex Text be Found?
• Appendix B: Text Exemplars• Bookroom• Primary Source Documents• Class Texts• Digital Media• Periodicals
What task are you giving to your students when they are reading complex
text?
Learner Strategies that Proficient Readers use when Tackling Complex
Text 1.Connecting2.Inferring3.Questioning
4.Visualizing5.Monitoring 6.Summarizing
7.Synthesizing
These are researched based strategies from:
• NC Comprehensive Literacy Plan,
Appendix A• CCSS
• National Reading Panel
• International Reading Association
ConnectingDescription:
Making connections, based on evidence from the text, with
something in their life, another text or something occurring in
the world.CCSS:
Anchor Standard 1 and 10
InferringDescription:
Combining background knowledge with information from the text to
predict, conclude, make judgments and interpret.
CCSS:Anchor Standard 1, 2 and 4
QuestioningDescription:
Posing and answering questions that clarify meaning and promote deeper understanding of the text.
CCSS:Anchor Standard 3, 5, 6 and 8
VisualizingDescription:
Creating a mental image engaging their imagination
and using their senses. CCSS:
Anchor Standard 10
MonitoringDescription:
Stopping to think about the text and knowing what to do when
meaning is disrupted.
CCSS:Anchor Standard 10
Summarizing
Description:Identifying and accumulating the
most important ideas and restating them in their own words.
CCSS:Anchor Standard 2 and 3
SynthesizingDescription:
Creating an evolution of meaning by combining understanding with knowledge from other texts and/or
sources.CCSS:
Anchor Standard 7, 8 and 9
Who will Train the Teachers?
Criteria for K-12 Alignment Teacher Representatives:
• Teachers who are committed to literacy instruction
• Teachers with strong verbal and presentation skills
• Teachers with strong EVAAS or other assessment data
• Teachers who are comfortable with technology• Teachers who are organized and flexible• Teachers who have strong collaboration skills• Teachers who are currently in the classroom
K-12 Teacher Representative MeetingsWho Where Time Dates
Two Teacher Representatives
Per School
Oak Grove Middle School
12:30-4:00
9/10/13
10/17/13
11/18/13
12/6/13
2/10/14
3/10/14
4/14/14
Elementary Lead Teachers will count as 1
Teacher Representative
Per School
Please email names of Teacher Representatives to Caroline Hedrick by 8-30-
13.
SMART Goals:Overall SMART goals:
By 2015, 100% of the teachers at _____, working through PLCs, will plan and teach
high yield lesson plans for vocabulary instruction and literacy activities for
students to access complex text.
By 2015, 100% of the students at ____, will show mastery in the use of literacy learner strategies for comprehending complex text as evidenced through formative/summative
assessments.
SMART Goal:Target SMART goal:
By 2014, _____% of teachers at _____, working through PLCs will deliver and assess lessons
that incorporate appropriate vocabulary instruction and strategic literacy activities to
access complex text.
Target SMART goal:By 2014, _____% of students will show mastery
in the use of literacy learner strategies for comprehending complex text as evidenced through formative/summative assessments.
Possible Action Steps:• August 14, 2013- All K-12 Administrators receive training
regarding literacy strategies, complex text, and vocabulary.
• August, 2013- All certified teachers receive professional development to include an overview of literacy strategies and complex text.
• Monthly staff development sessions spotlighting literacy strategies, literacy activities, vocabulary instruction and complex text modeled by teacher leaders.
• Monthly walkthroughs to observe lesson plans, classroom activities and student engagement which demonstrate literacy strategies.
• Bi-weekly administrator involvement in school-based PLC meetings.
Possible Evidences:Lesson plans
Walkthrough dataPLC minutes
Classroom observationsTesting data
Professional development documentationStudent workAssessments
Development of lesson plans and assessments to monitor student
understanding of comprehension strategies and complex text.
Learning Target Reflection:
• I can define literacy.• I can describe the
characteristics of complex text.• I can compare and contrast
teacher and learner strategies.
References:• A Vision for Literacy in North Carolina, NCDPI• Too Dumb for Complex Texts?, ASCD• Common Core State Standards• NC Literacy Plan• NC Comprehensive Reading Plan• Images from: http://www.islands.com/articles/win-trip-palau-your-kids-padi http://www.ethicalocean.com/welcome?destination=frontpage www.nationalgeographic.com www.aquahut.net www.theinformationarchives.com www.stuffpoint.com