Supporting Literacy with CCSS 2013 Odyssey Conference Karin Moscon, Literacy Specialist, ODE

Supporting Literacy with CCSS

2013 Odyssey Conference

Karin Moscon, Literacy Specialist, ODE

Business as Usual?

• Information is exploding• In 1870 the information a person would

encounter in a lifetime is the same amount of information now found in one issue of the New York Times.

• The digital universe has grown 1000% in

the last 2 years

• There are now 450,000 words in the

English language. That’s 7 times more than William Shakespeare had to choose from.

• The majority of jobs our students will have do not currently exist.

• The technology they will use hasn’t been invented yet.

• They will be solving problems that haven’t even emerged yet.

The Common Core State Standards

• How do we prepare students for a world that we can’t even imagine?

Literacy Across All Content Areas

• Literacy is a life skill

• The illiterate of the 21st Century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.

More Reasons Why Literacy is Necessary in All Content/Classes

With our ever changing industries, businesses are not looking for employees who have “memorized content knowledge” because the content of businesses changes so fast. Instead they want employees who can:

1. Think critically and problem solve2. Collaborate and provide leadership3. Be agile and adaptable4. Be innovative and entrepreneurial5. Communicate effectively orally and in writing6. Access and analyze information7. Be curious and imaginative

Tony Wagner, Educational Leadership 2008

©CDMT 2008

ELA College and Career Ready: “a portrait of students who meet the standards”

• 1. Demonstrate Independence• 2. Build strong content knowledge• 3. Respond to varying demands of audience, task,

purpose, and discipline• 4. Comprehend as well as critique• 5. Value evidence• 6. Use technology and digital media strategically and

capably• 7. Respect other perspectives and cultures

Standardsfor Mathematical Practice

• 1 -Make sense of problems and persevere in solving them

• 2 -Reason abstractly and quantitatively• 3 -Construct viable arguments and critique the

reasoning of others• 4 -Model with mathematics• 5 -Use appropriate tools strategically• 6 -Attend to precision• 7 -Look for and make use of a pattern or structure• 8 -Look for and express regularity in repeated

reasoning (generalizing)

Teaching Mathematics

“One important purpose of mathematics education is to prepare students to incorporate mathematical reasoning and communication into their everyday lives. However, conventional pedagogy has often persuaded students to consider school mathematics as a subject divorced from their everyday experiences and from their attempts to make sense of their world.”

Tate, William F. Race, retrenchment, and the reform of school mathematics. Phi Delta Kappan. 1994

©CDMT 2008

Using Language in ALL Classes

Language will be taking a new role in all classrooms:

–Argument–Justification–Collaboration–Inquiry–Analyzing–PresentingHow can teachers orchestrate the classroom to support their students?

Instructional Shifts handout

ELA/Literacy Shifts– Shift 1: Increase Reading of

Informational Text– Shift 2: Text Complexity– Shift 3: Academic

Vocabulary– Shift 4: Text-Based Answers– Shift 5: Increase Writing

from Sources– Shift 6: Literacy Instruction

in all Content Areas

Math Shifts– Shift 1: Focus– Shift 2: Coherence– Shift 3: Procedural Fluency– Shift 4: Deep Conceptual

Understanding– Shift 5: Applications

(Modeling)– Shift 6: Balanced Emphasis

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Mental Math Activity

Solve this problem mentally.Please do not use paper and pencil.

73 + 48 =

Now try: 57 - 19

CDMT, 2009

How many circle tiles is the rectangle tile worth in each equation?

© IDMT

=(1)

=(2)

=(3)

=(4)

=(5)

Modes of Representation: Jerome Bruner

©DMTI 2010(Bruner, 1966)

Modes of Representation: Language

©DMTI 2010(Bruner, 1966)

MARCUS ACTIVITY

Marcus collects lizards and beetles. He has 8 creatures in his collection so far. All together they have 36 legs. How many of each kind of creature does he have in his collection?

CDMT, 2009

Your Task: posters

• Solve the Marcus problem at least 3 different ways.

• Meet with team mates and share. • Select at least 3 different methods to put on

poster and share with the group.

Drawing

CDMT, 2009

Table Format

CDMT, 2009

Algebraic Notation

CDMT, 2009

Rate of Change

Lizards Beatles Total creatures

Total Legs Rate of change

0 8 8 8 x 6 =48

1 7 8 (1x4) + (7x6) = 46 2

2 6 8 (2x4) + (6x6) = 44 2

3 5 8 (3x4) + (5x6) = 42 2

4 4 8 (4x4) + (4x6) = 40 2

5 3 8 (5x4) + (3x6) = 38 2

6 2 8 (6X4) + (2x6) = 36 2

7 1 8 (7x4) + (1x8) = 34 2

8 0 8 8 x 4 = 32 2

What is the target? How many changes to get there?

Mental Networking

• By thinking and talking about similarities and differences between arithmetic procedures, students can construct relationships between them… the instructional goal is not necessarily to inform one procedure by the other but, rather, to help students build a coherent mental network in which all pieces are joined to others with multiple links.

(Heibert and Carpenter, 1992)

Residue: Contexthttp://www.gocomics.com/features/66/feature_items/407134

August 2010© DMTI 23

AAAA! I can’t do these math problems? Why am I so stupid?



If 2x + Y = 60 and x + 2y = 75, solve for x and y. How the heck do I figure that out?!



If 2 shirts and a sweater costs $60 and a shirt and 2 sweaters costs $75. What does each item cost?

The shirts are $15 and the sweaters cost $30. Duh!



You aren’t stupid, you’re just weird.

Come back! You still haven’t told me how to solve the problem.

Why are tasks important for students to solve?

• Context gives them something to talk/write about.

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1. Decide if the following conjectures are true or false. Provide evidence to support your claim. Identify the important mathematical principles these conjectures address.

• When you add two numbers, you can subtract one of those numbers from the sum and get the other number you added.

• When you add two numbers you always get a bigger number.• When you multiply a number by 1, you get that number.• When you multiply by zero, you get zero.• When you divide two numbers, you always get a number that is smaller than

the number you’re dividing.• When you divide any number by zero, you get zero. (…you get 1).

2. Create two conjectures appropriate for your students. One should be true and one should be false.

Conjectures: Bringing Argumentation into Math Class

ELA College and Career Ready: “a portrait of students who meet the standards”

• 1. Demonstrate Independence• 2. Build strong content knowledge• 3. Respond to varying demands of audience,

task, purpose, and discipline• 4. Comprehend as well as critique• 5. Value evidence• 6. Use technology and digital media

strategically and capably• 7. They come to respect other perspectives

and cultures

Spending Money at the Game

Apr 21, 2023 © DMTI Boise State University 30

• How much does a t-shirt cost?• How much is a drink?• Explain how you found your answers.

Apr 21, 2023 © DMTI Boise State University 31

Find and substitute a “unit” Eliminate one variable

Rate of change Geometric

Hughes FamilySpends $19

Cardiff FamilySpends $12

How much does 1 popcorn cost? How much does 1 drink cost?

Food at the movies

Thanks to MTI, Boise State University

Questions or Comments?

Karin [email protected]

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Documents

Supporting Literacy with CCSS 2013 Odyssey Conference Karin Moscon, Literacy Specialist, ODE