South Dakota Common Core Literacy in the Content AreasMichele Davis @

South Dakota Common Core Literacy in the Content AreasMichele Davis @ AgendaBegin 11 a.m.Working Lunch 12:30 p.m.Dismiss 4:30 p.m.?

NormsListen with engagementHonor each others thinkingHonor private think timeEveryone has a voiceBe respectful of all commentsParticipation is expectedLimit side conversationsTake care of your needsTurn cell phones off or to vibrate

You are adult learners. We will respect you as adult learners. Please respect each other. Yellow Brick RoadWhere are you with your understanding of the Common Core State Standards and the 6 major shifts in education from these standard adoptions?

OutcomesIntegrate Common Core State Standards for Informational Literacy into content Work with strategies to enhance informational/content literacy

Start time and end time: 9 to 4The goal is through enhanced literacy skills the students will gain a deeper understanding of content. Think about a child, a student, a group of students in our state for whom you have high hopes and expectations.

Take a moment to think about their future 10 to 15 years from now. Try to imagine what they'll be like...dream a little, then write some notes:Where and how are they living? What are they doing professionally? What are they doing outside of their work time?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 BackgroundDiscuss 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?

Ask participants to shareeither at their tables or in large groupstheir reasons for attending today.

Examine lessons. I brought a lessonwhy did you bring this piece? What do you want students to know, understand and do?

Could use a Brian Pete type activity here: High 5 around the room until trainer says stop. At this point, share with partner reason(s) for attending. 30 seconds each

Trainers substitute activity if needed When you plan instruction, you may think first of your content. Today I am going to challenge you to think about how literacy helps your students access the content. As content experts, we can not teach students everything they need to know. We need to help them develop a background in our content and skills for accessing the answers in other situations. Get up to discuss a piece of the video.Brian Pete activity:Boo-yah!The Three Musketeers

Stop & Think: Revisit original piece of text. 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.This information comes from pages 4-5 of the CCSS ELA introduction. Trainer should read entire introduction to standards. Turn and talk: How does this information apply to them? Ask for 3 people to share out to the large group.Recognize the shift from literary text to informational text.Role of English teachers as opposed to other content areas.Connection to writing.

In my school day I should be exposed to this much literarythis much informational

. Fulfilling the Standards for 612 ELA requires much greater attention to a specific category of informational textliterary nonfictionthan has been traditional. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 612 must take place in other classes if the NAEP assessment framework is to be matched instructionally.1 To measure students growth toward college and career readiness, assessments aligned with the Standards should adhere to the distribution of texts across grades cited in the NAEP framework.The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 612 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them. States may incorporate these standards into their standards for those subjects or adopt them as content area literacy standards. What Does This Mean to ME?Building literacy skills builds student content knowledgeBuilding literacy skills among students is the shared responsibility of all staffWE ARE ALL TEACHERS OF LITERACY!4 Anchor Standards of ReadingKey Ideas & DetailsCraft & StructureIntegration of Knowledge & IdeasRange & Complexityhttp://sdccteachers.k12.sd.usHandout: Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Use their paper copies of the standards. Examine the College & Career Readiness standards. Have the participants do some guiding highlighting. You tell them which key verbs & noun phrases to highlight. Discuss the structure of the standards On 2 STICKY NOTES

title one: LITERACY STANDARDS USEDtitle the other one:LITERACY STANDARDS not USEDSmall group activity -- look @ Literacy StandardsTogether, 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 thoughtExplain the process of why the state has disaggregated the standards.

Directions:Explore the disaggregated standards, starting with Standard 1. 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

Choose content and grade level.Review as many of the disaggregated standards as possible. Identify which standards you think the teachers already incorporate into their content instruction. Write the number(s) of the standard on a STICKY NOTE.Identify which ones are not included as much or at all. Write these on a STICKY NOTE as well.

READ, REFLECT, RESPONDThe 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 AllFoundational pieces found in Common Core for ALL content areas! FOCUS AREAS RATHER THAN SIX (OR THREE) SHIFTS

Examine your own text is it content rich? Does it contain any important academic language? Is it of appropriate complexity?

Examine your own text is it content rich? Does it contain any important academic language? Is it of appropriate complexity? What is a Close Reading?"Read and take notes."Image indicates what happens when we randomly ask students to highlight a text or to identify the important aspects of the text http://iteachicoachiblog.blogspot.com/2012/06/five-simple-close-reading-strategies.html

Go to blog and pull descriptor. What is a Close Reading?Explain to the participants:The reader stops and slows down, makes notes to himself, is attentive and reads and re-reads.EXPLAIN how the teacher needs to DO THIS for the students. How can you do this for your students? Quick table top discussion.

Teaching Channel videosMaking the Scientist To show how to converse with texts. Teaching Channel: https://www.teachingchannel.org/videos/reading-like-a-historian-contextualization-complete-lesson

8:5513:10

On a sticky note--> What is EFFECTIVE about this teacher's practices?

I do, We do, You doGradual Release of ResponsibilityRead/Reflect/RespondText and Graphic Organizer

Engaging the Adolescent Learning, 1/2012Why do our students need to converse with the text in new ways?Why do students need a new set of skills? Why do they need to read closely/annotate?Science: Technical vocabulary and dense sentences that require the reader to draw on multiple concepts simultaneously. History/Social Science: Nominalizations (nouns derived from adjectives and verbs) that reference abstract ideas, and the presence of evaluative judgments. Close Reading

We want students to be text detectives who gather evidence to support the conclusions they draw.

Catherine ThomeWith fluencys definition often narrowed to mean reading quickly we are developing readers who read too fast without understanding what theyve read. Reading has turned into a race with a stopwatch mentality. What this tells students is that to read fast is to be a good reader. Now we have to teach students to slow down and also be text detectives, to be more attentive to the text, to read and reread deliberately. We have to focus student attention on certain words and/or particular phrases or sentences the author uses. Teachers can start by using a number of grade-level-appropriate short pieces of text of sufficient complexity for close reading. These texts need to be rich enough that students are able to draw good evidence from them. Students need to present their thinking, observations and analyses through writing or technology or speaking. Page 3 and 4 from this document: http://www.readinga-z.com/research/bringing-the-common-core-standards-to-life-in-the-classroom.pdf Close ReadingThree Levels of ReadingOn the linesBetween the linesBeyond the lines

Laying the Foundation LITERALINFERENTIALEVALUATIVE

On the line: the message or evidence is right there, the reader can search and find the answer (literal)

Between the lines: based on evidence in the text and often the readers background knowledge, the reader must make an inference or draw a conclusion (inferential)

Beyond the lines: abstract level and universal meaning; why is this importantto the lesson, to me, to the world (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 whiteand how does it relate to where the 2 are looking?

Marking the Text-Technology Marking the TextHandout

Mark the text you brought-------Make sure to give students the purpose. Choose 1-3.

If you are teaching science/use this slide; hide the others Marking the TextOption: Common text to specific text

Trainer, identify specific terms and purposes that you want teachers to consider

Model the first paragraph of your piece of text before setting the teachers off on their ownmake notes in margin (this is not explicit in the strategy so youll need to model)

Mark the text you brought with you Reading with Your PenHandout

Practice: everyone read for a different symbol. Choose your BEST one and write in the margin WHY you thought it was important. Share out what you found and WHY.

An additional option to consider and a visual way that might appeal to both students and teachers

Be explicit: Students dont do all 21; rather teachers identify what teachers want their students to do.

Cooperative learning:

Each student in a group reads for a different key area.

Add accountable talk piece Reading for MeaningWhat 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

Handout:

Model:Create statements for the sample text. Share statements and discussfocus on evidence based

Create your own Reading for Meaning statements based on the text you have brought with you.

If time permits: Sharing at table

Examples: 1) We are not addressing what students need in the US education system. 2) Tests do not measure correctly what students know. 3) Math is too difficult for most of our US students to learn. 3-2-1 Visual LiteracySocial Studies/History Examine the picture or itemOn an index card or sticky note (or in a journal) List 3 things you observeList 2 things you can infer with supporting evidenceList 1 thing you want to explore further or know more aboutConduct a group shareHow does this fit with content rich informational text? With using evidence to support statements?

How do primary sources fit with the CCSS standards? How often do we have students use primary sources?

STOP & THINK:What other text types would lend themselves to this strategy?

How do primary sources fit with the CCSS standards? How often do we have students use primary sources?

STOP & THINK:What other text types would lend themselves to this strategy? Could be used with photographs, graphs, videosreally anything we could view

When participants share their observation and claims, make sure you (as the trainer) ask for the evidence: What leads you to make that observation? Visual Literacy Social Studies/History3 = Observe

2 = Infer

1= ExploreGettysburg HeroPhoto by Matthew BradyLibrary of Congress

What questions would you build around visual text such as this? How would you incorporate student question writing?

Alternative Photos at the end of powerpoint 3-2-1 Visual LiteracyScience, Technical SubjectsExamine the picture or item (Science)On an index card or sticky note (or in a journal) List 3 things you observeList 2 things you can claim with supporting evidence and reasoningList 1 thing you want to explore further to gather more evidence to prove your claimConduct a group shareHow does this fit with content rich informational text? With using evidence to support statements?

How do primary sources fit with the CCSS standards? How often do we have students use primary sources?

STOP & THINK:What other text types would lend themselves to this strategy?

Could be used with photographs, graphs, videosreally anything we could view Visual Literacy Science3 = Observe

2 = Claim

1= Explore

National Geographic photo and story: see LiveBinder Handouts 3-2-1 Visual LiteracyArt, MusicExamine the picture or item On an index card or sticky note (or in a journal) List 3 things you observeList 2 things you can claim or infer with supporting evidence and reasoningList 1 thing you want to explore further Conduct a group shareHow does this fit with content rich informational text? With using evidence to support statements?

How do primary sources fit with the CCSS standards? How often do we have students use primary sources?

STOP & THINK:What other text types would lend themselves to this strategy? Visual Literacy Art3 = Observe

2 = Claim or Infer

1= Explore

This is Salvador Dali NOT The Fall of Icarus: Pieter Bruegel Back to Your TEXTConsider 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, architectureSearch ideas:SCIENCE + US STUDENTS FALLING BEHINDFAILING 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 meaningstatements4) visualsHow will close reading improve student success?Which one do you consider the MOST important? (think of the student from the beginning)

Advance Organizer: Which of the close reading strategies shared here will work with your lesson? How might you integrate it or them? Close Reading and CCSSKey Ideas and Details:Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidenceDetermine central ideas or themes and analyze their development; summarize key supporting details and ideasAnalyze how and why individuals, events, or ideas develop and interact (Reading for Meaningdepending 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 AllLets look at the 3 shifts from the beginning of the day:

We are now going to focus on TEXT-DEPENDENT QUESTIONS

Text Dependent QuestionsWhat are they? This information comes from achievethecore.org. Asking text dependent questions requires students to do close reading. Students can no longer depend on their background to answer a question without ever reading the text. Text dependent questions require active engagement while reading.

Teachers will number the paragraphs on page 1 of handout. They will look for information in the text that defines text dependent questions. After reading and highlighting individually, they will have a table discussion about the definition of Text Dependent Questions, citing examples from the text. Text Dependent QuestionsQuestions that can only be answered by referring explicitly back to the text in front of them80 to 90 percent of the Reading Standards in each grade require text dependent analysisAligned curriculum materials should have a similar percentage of text dependent questionsfrom achievethecore.org.Have participants refer to the reading standards for evidence of text dependent analysis. It is easy to identify in 9 of the 10 standards. #10 is the exception. If someone at their table has questions associated with the text they brought, have them discuss whether the questions are text dependent or not. Non-examples:For example, in a close analytic reading of Lincolns 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 Lincolns speech in order to answer them. Later they will be developing their own text dependent questions. They may want to just edit or refine their non-examples. How could these examples be written to be text dependent? Close Reading is RequiredGood text dependent questions will often linger over specific phrases and sentences to ensure careful comprehension of the textthey help students see something worthwhile that they would not have seen on a more cursory reading. It is key for teachers to realize that good text dependent questions will require close reading. We want our students to do deep reading not skimming and scanning or Googling to look for an answer. You can see how close reading is connected to text dependent questions. Depth of Knowledge (Webb)See next slide

Handout

Overview of Webb Leveling.

Review your text. What level will you be requiring of students? How could you (should you) and your students go deeper into the higher thinking levels? Scaffolding the question.Examine a question from your text sample or create a question that would be appropriate. What level is your question? Could you revise the question to make it a higher level of questioning?

Its not the VERB but rather the intent of the levels and also the sequence in which the levels are used. In science and social studies, level 4 is generally a follow-up activity (theyve come up with multiple ideas and now its time to generalize and add to the solution). At a level 4, you are going to be doing further research.

Whenever you look at this and find a place where you are, its all about how you take that next step. How do you extend???

POSSIBLE ACTIVITY: Take your question and revise it to the different levels.CHART PAPER AND SHARE OUT. Show the original question and how the question evolved and changed as you built the questions to the four different levels. Text dependent questions can be asked at all levels of Webb and for a variety of purposes. Text dependent questions can also be asked along the continuum from part to whole. Questions could also be differentiated to meet the needs of your individual students. Begin with relatively simple questions requiring attention to specific words, details, and arguments and then move on to explore the impact of those specifics on the text as a whole.When you look at the right side of this chart, you can see that Webb Leveling also plays a part in the complexity of the questions. The higher your question goes on the right side, the lower you may want to be on the left side, to scaffold for success.

As you look at the right side, consider the question stems from the Webb Levels HANDOUT. Higher Level Questions

Refer back to your text: Are there any questions in the material you brought. Are they low level or high level? 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 Kings letter about the letter that he received?

The Gettysburg Address mentions the year 1776. According to Lincolns speech, why is this year significant to the events described in the speech? Not Text-DependentText-DependentText-dependent questions require students to pay attention to the text at hand and to draw evidence from that text.

What does this look like in the classroom?

Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary argument both in conversation, as well as in writing to assess comprehension of a text.

Students have rich and rigorous conversations and develop writing that are dependent on a common text. 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 peoplesuch as those of the astronauts in this essayhelp 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-DependentText-DependentNon-Examples and ExamplesSCIENCE Text-dependent questions require students to pay attention to the text at hand and to draw evidence from that text.

What does this look like in the classroom?

Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary argument both in conversation, as well as in writing to assess comprehension of a text.

Students have rich and rigorous conversations and develop writing that are dependent on a common text. 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.

Are there questions associated with their lesson? Do they fit any of these categories? Which of these question types would be appropriate for your lesson? 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.Providing your students with post it notes to mark evidence in the text so they are prepared for a discussion helps students stay focused on 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 thoughtMost Importantly!Begin with the TEXT.Questions have great power as a pre-reading strategy, as a during-reading strategy, as a post-reading strategy. What kind of text? What is purpose? Teachers should plan out the questions they are going to ask. Common Core Literacy for AllLets look at the 3 shifts from the beginning of the day:

We are now going to focus on Text Structures

Text Structures

What format is used in the text? Compare/contrastCause/effectProblem/solutionDescribingSequencing

http://goo.gl/cDYf0

Do your struggling readers recognize the text structure and how to work with it? Do your good readers????

Examine your text what kind of structure does it have? What will you do in class that addresses that structure? Look at the document. Locate strategies that are in the document that might work as resources for you.

Opportunity to discuss how you could use this resource in the classroom as a teaching tool and for student learning. Social Studies - Comparison/Contrast RH 6Grades 6-8Grades 9-10Grades 11-12Handouts: Deb Wahlstrom documents on text structure, Colleges By The Numbers handout (PDF), NYTimes debate issues graphic organizer

Tasks: Each table will get a packet with 6 short pro-con debate articles. Distribute 1 article to each person to read. Each person will need a Pro/Con graphic organizer document as well. Recommend they pull up the electronic version of Deb Wahlstrom document as a resource.

Table will determine which grade level standard they want to work with.

Science Cause & Effect RSTGrades 9-10Handouts: Deb Wahlstrom documents on text structure, NYTimes cause effect graphic organizer, and 3 articles: Lean Acorn Crop article (PDF), Climate Change, or Handwashing.

Tasks: Each participant will get an article and the cause effect graphic organizer.

Table will determine which grade level standard they want to work with.

Text Structures Think-Pair-ShareScience & Technical GroupInformational 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.

HANDOUTS (Saras email) RevisitingHow 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? SD DOE Info Literacy Pinteresthttp://goo.gl/40FNR

OPTIONAL:Introduce this slide earlier in the day, if needed 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 RequirementsParticipation 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.ImplementationTeach 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 GradesAll 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 lessonWeek 2: Teach lessonWeek 3: Write reflection paper and post to BlackboardWeeks 4 6: Read others reflection papers and respond

OUTWhat 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 @