Linking Disciplinary Literacies to the Common

Core State Standards

EDC 448

Dr. Julie Coiro

CCSS – Mission Statement

The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills our young people need for success in college and careers.

With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

CCSS – Portrait ofa Student

Who needs to infer…analyze…interpret?

CCSS ELA Anchor Standards

10. Read and comprehend complex literacy and informational texts independently and proficiently.Range of Reading and Level of Text Complexity 10. Read and comprehend complex literacy and informational texts independently and proficiently.

ELA Anchor Standards & StrandsReading Anchor Standards

◦Key Ideas and Details (1-3) ◦Craft and Structure (4-6) ◦Integration of Knowledge and Ideas (7-9) ◦Range of reading and level of text complexity

(10)Writing Anchor Standards

◦Text types and purposes (1-3) ◦Production and distribution of writing (4-6) ◦Research to build and present knowledge (7-9) ◦Range of writing (10)

ELA Anchor Standards & Strands

Speaking & Listening Anchor Standards ◦Comprehension and Collaboration (1-3) ◦Presentation of Knowledge and Ideas (4-6)

Language Anchor Standards◦Conventions of Standard English (1-2) ◦Knowledge of Language (3)◦Vocabulary Acquisition and Use (4-6)

How to Refer to Standards?

Strand.Grade.Standard# RL.11-12.1 (Reading Literature, #1) RI.11-12.3 (Reading Information, #3 RH.11-12.4 (Reading History, #4) RST.9-10.5 (Reading Science/Tech, #5)W.11-12.4 (Writing, #4)SL.11-12.1 (Speaking & Listening, #1)L.9-10.3 (Language, #3)

Shifts in ELA/ LiteracyShift 1

Balancing Informational & Literary Text

Students read a true balance of informational and literary texts. (Informational Text: Elem 50%, Middle 55% High School, 70%)

Shift 2

Knowledge in the Disciplines

Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities. In addition, research and inquiry are PROCESSES, not events.

Shift 3

Staircase of Complexity

Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4

Discussion and Text-based Answers

Students engage in rich and rigorous evidence based conversations about text. DISCUSSION is key component of learning and building shared knowledge. (SPEAKING & LISTENING Is intentional)

Shift 5

Writing from Sources

Writing emphasizes use of evidence from sources to inform or make an argument. (Three types of writing: opinion/argument; informative/explanatory, and narrative)

Shift 6

Academic Vocabulary

Vocabulary instruction is explicit and intentional. Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

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What Falls Under “Informational Texts” in the CCSS Grades 6-12

Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience

Shifts in MathematicsShift 1

Focus Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Shift 2

Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Shift 3

Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

Shift 4

Deep Understanding

Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Shift 5

Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Shift 6

Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

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Other Content AreasScience: Next Generation Science

Standards (NGSS) Social Studies: College, Career, & Civic

Live (3C) Framework for Social Studies

CCSS Assessments PARCC (RI)

◦Deeper encounters with authentic texts… lots of “complex text”

◦Reward careful, close reading ◦Focus on words that matter (academic

language rather than obscure words) ◦Cite evidence from text ◦Write to text sources rather than

decontextualized expository prompts◦Innovative Item Types (e.g., technology-based)

Homework

BRING TO WORKSHOP ON TUESDAY