Implementing Literacy Standards & Common Core Shifts for Technical Subjects in an Online Environment

Lawana Partlow and Krista Dobbins

Big Ideas of Common Core

1. Literacy is EVERYONES job!

2. College and Career Readiness

Being prepared for:

A degree-granting postsecondary education, without remediation

A chosen career, ready for advanced training.

Six Common Core Shifts

So what do they look like in my classroom?

Let’s take a look at the shifts.

What do they mean? What do they look like in my classroom?

What tools and resources can I

use?

Text Complexity

Teach through and with informational text.

Provide more instructional text MS Level: 40% Literary to 60%

Informational Text HS Level: 30% Literary to 70%

Informational Text

Shift 1

Teaching Strategies

Ask thought provoking questions What were the important facts or

information?

Chunk text with questions that follow.

Use Graphic Organizers to help them pull out information

The Learning Network – New York Times

Mashable – cutting edge tech

InfOhio - Resources

Build Knowledge in the Disciplines

Shift 2

Students are expected to learn from what they read.

Close Reading

Discovery Learning

Promote Evidence, Proof, and Sources

Teaching Strategies

Provide Study Guides, Guided Notes, Graphic Organizers Let students choose tools

Ask thought provoking questions

Chunk Text: Provide Questions Summarize Thinking and Writing Prompts

Good Examples

Fill out the table below with the pros and cons of ____________.

Pros (advantages - good things) Cons (disadvantages- bad things)

Talk Show

Bubbl.us – concept map

Bubbl.us – process map

Bubbl.us - web

TED-ED - lessons and video

Staircase of ComplexityShift

3

Provide appropriate and necessary scaffolding and support.

What are YOU doing that STUDENTS could be, should be and would be doing on their own?

Teaching Strategies

Provide several optional organizers – let them choose best Slower take away options

Sample OrganizerRestates the problem

in your own words

CONCEPTUAL KNOWLEDGE

Draw picture or plan of

attack

CONNECTIONS & REPRESENTATIONS

Show work or

calculations

PROBLEM SOLVING

Explanation for

solution

COMMUNICATION

Timetoast - Timelines

Education Place - Organizers

Text Dependent Questions/Answers

Shift 4

Students think critically about text

Form their own judgments

Evidence based writing and conversations

Evidence, Proof, and Sources

Teaching Strategies

Ask students to pull from multiple sources Compare/Contrast Can you prove ____________ using evidence from

multiple resources? Give me a point from Author A that Author B may

disagree with.

Someone who reads this may quickly think __________, but if they really understand or look more closely they would know ___________________.

Additional Strategies

In their writing, have them highlight the proof. Click and drag

Provide multiple pieces of evidence from the text Some can be right, some wrong Prove or disprove it Rank the evidence Identify which piece is stronger and why

Scrible.com – Browser Tools

Thinkfinity.org - Resources

Camstudio – screen recorder

Evidence in Writing - Sources

Students develop responses to the information presented in the texts Develop and articulate their own

conclusions about what they read and provide evidence

Write from multiple sources

Both short, frequent research and sustained long research

Shift 5

Teaching Strategies

Provide multiple articles Ask students to find one of their own

that supports/ refutes the topic.

Have questions that pull multiple texts together.

Have students “argue” their position based on the texts.

iLearnohio.org – Resource Center

ReadWriteThink.org – Writing Tools

Diigo – Online Research

Evernote – Save and Organize

Expand VocabularyShift

6 Vocabulary across all grades and

content areas

Focus on commonly found words

Teach fewer words, but more deeply

Provide support so students can “discover” the more challenging words.

Teaching Strategies

Three-Way Tie

I Know What I Know

Frayer Model

Three-Way TieConnection/Relationship Between Concepts

I Know What I Know

I know what I know about _____________:

First, I know _____________________________________________________________________________In addition, I know ______________________________________________________________________Finally, I know _________________________________________________________________

Now, you know what I know about __________

Frayer ModelDefinition (in own words)

Characteristics

Examples Non-Examples

Additional Resources

Merriam-Webster

Exploratree - stratagies

DropBox – Storage and Sharing

diagrammr

Exit Ticket: I Know What I Know

I know what I know about _Common Core____:

First, I know _____________________________________________________________________________In addition, I know ______________________________________________________________________Finally, I know _________________________________________________________________

Now, you know what I know about _Common Core__

Frayer Model Example

Directions: Move the statements and images below into the correct location.

Frayer Model “Live Instruction”

Students used annotation tools to fill in information.

Entrance Ticket Strategy

Personal Art DefinitionBEFORE PRESENTATION AFTER PRESENTATION

Entrance/Exit Ticket Strategy

Exit Ticket Strategy

Understanding email and the internet can help you use the internet safely and wisely.

Can your employer look at your employee email account?

Admit/Exit Strategy

“Headline It” Activity

Material Safety Data Sheet – Assignment 2Directions: Use the information found on the MSDS to answer the following questions. What is the product name?Is this product flammable?Why should you keep this product away from heat, sparks and flame? What are symptoms of overexposure (Look in Signs and Symptoms)? What should you do if this product comes in contact with the skin? Why do you think there are firefighting measures listed?Describe a situation where you might need to know information on a MSDS sheet?

ABC Graffiti Strategy

Directions for the weekly journal:

Answer in this format. 1. Restate the question2. Provide three additional sentences that

support your view. These three supporting details should be pieces of evidence from your readings in the lesson.

• Remember, these should back up your claims and be evidence from your weekly lessons.

Writing Strategy

Research & Writing Strategy: Part 1

Do your research, create a cover page, insert footnotes and citations when needed. Prepare a Bibliography and cite your sources.

Support Your EvidenceAfter you introduce evidence into your writing, you must say why and how this evidence supports your argument.

Supporting your evidence in a paper.

How did you come to the conclusion that you did. What source explains your view?

Research & Writing Strategy: Part 2

Mnemonic Device Strategy

F.A.C.T - (Feelings, Actions, Changes, Threats)

Concept Definition Mapping Strategy

Examples appear as the teacher talks….“Defense Mechanisms”