1. Incorporating Common Core Literacy Standards into Non-ELA classrooms LITERACY IN THE CONTENT AREAS

2. What are shifts? Shifts are the changes we will see in instruction during CCSS implementation Impact on teachers: the way we are accustomed to instructing students is moving toward developing higher order thinking, deeper understanding, and discourse about content based in text UNDERSTANDING THE SHIFTS 3. THE LITERACY SHIFTS Major Literacy Shifts Translation Building knowledge through contentrich nonfiction All content area teachers for science, social studies, and technical subjects are now teachers of literacy ELA classes cannot do it all-that the rest of the subjects have to contribute Non-Fictional Texts 4. What quantity of information texts do students have to read? 5. WHATS WITH ALL THESE SHIFTS? Major Literacy Shifts Translation Reading, writing and speaking grounded In evidence from text, both literary and informational Rather than asking students questions they can answer solely from prior knowledge or experience, they now answer questions that require them to read a text No more how does this make you feel type prompts If they can answer the questions without reading the texts, then the prompt is not CCSS compliant Evidence from Text 6. WHATS WITH ALL THESE SHIFTS? Major Literacy Shifts Translation Regular practice with Complex text and its academic language Literacy (reading and writing) increases in complexity from the beginning of the year (semester) to the end Start off at grade level, then progress higher throughout the semester Focus on higher levels of vocabulary comprehension Text Complexity 7. Lexile=Reading level displayed as a number 8. It is not enough to read only on grade level- COHERENCE required By the end of the school year, students should be looking at texts in lexile bands for the NEXT reading level Ex.-by the end of 8th grade, students should read 9th grade texts on the lower end of the lexile band INCREASING TEXT COMPLEXITY 995 1115 8th Grade 9. In the content areas like science and social studies, its not always the jargon that intimidates students In addition to the content jargon, also consider syntax and the way the words are used in a sentence Things like this can be addressed during a close reading lesson (more info on close reading to come) Students need to practice seeing and using the words within the context of the sentence-words in isolation not as effective COMPLEX VOCABULARY 10. REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC LANGUAGE: WHY? Gap between complexity of college and high school texts is huge. What students can read, in terms of complexity, is greatest predictor of success in college ( 2006 ACT study). Too many students are reading at too low a level. Standards include a staircase of increasing text complexity from elementary through high school. Standards also focus on building general academic vocabulary so critical to comprehension. 10 11. DETERMINING TEXT COMPLEXITY 11 12. WHICH TEXT IS MORE COMPLEX? Lincoln was shaken by the presidency. Back in Springfield, politics had been a sort of exhilarating game; but in the White House, politics was power, and power was responsibility. Never before had Lincoln held executive office. In public life he had always been an insignificant legislator whose votes were cast in concert with others and whose decisions in themselves had neither finality nor importance. As President he might consult with others, but innumerable grave decisions were in the end his own, and with them came a burden of responsibility terrifying in its dimensions. According to those who knew him, Lincoln was a man of many faces. In repose, he often seemed sad and gloomy. But when he began to speak, his expression changed. The dull, listless features dropped like a mask, said a Chicago newspaperman. The eyes began to sparkle, the mouth to smile, the whole countenance was wreathed in animation, so that a stranger would have said, Why, this man, so angular and solemn a moment ago, is really handsome. 12 Text 1 Text 2 13. 4 IMPORTANT RESOURCES FOR TEXTS What Kind of text should I choose? I found a online. How can I know its lexile? Where can I find examples of the sort of texts required? What is student writing supposed to look like? CCSS Publishers Criteria for Text Selection Link to lexile.com CCSS Appendix B: Text Exemplars and Sample Performance Assessments CCSS Appendix C: Writing Samples for Science, Social Studies, and Technical Subjects 14. Content area teachers often struggle with knowing how to incorporate the literacy standards into their instruction Tried and true CCSS compliant methods: Close reading -any text, any time-take a complex text and read it more than once and engage in discussions with teammates to gain a deeper understanding of the text (I have a template for you) Literacy Design Collaborative: framework for implementing the CCSS into science, social studies, and technical subjects (warning label: training recommended to properly create a moduleand there are modules that are already made) Argumentative writing -can we say instant engagement? Deeper level of understand obtained when stating counterarguments Discourse -can include whole class discussions like Socratic seminar and small group discussions that surround a piece of text HOW AM I SUPPOSED TO TEACH LITERACY? I AM A NON ELA TEACHER! 15. What is Close Reading? Reading a complex text multiple times in order to gain a deeper understanding 4 focus areas: Multiple read-throughs Text-dependent questions Discourse about the text Writing Choose a text based on what topic you are teaching Highly Suggested: determine the lexile level of the text Use a close reading lesson planning template CLOSE READING Tips for Teachers Publishers Criteria Close reading template 16. Achieve3000.com-lesson and article database Search for texts within any content area Instant differentiated instruction-can choose a lexile grade band to adjust the same text for different levels If you follow the lessons word-for-word, from beginning to end, they encompass close reading strategies! Available to all Jefferson Parish teachers Login- CommonCore.Teacher Password: CommonCore.Teacher Sciencenews.org (sciencenewsforkids.org)-FABOLOUS free scientific articles relevant to current events; print publication also for a fee Newspapers, magazines, documents such as the Bill of Rights Excerpts from books (close reading is intended for shorter texts) WHERE CAN I FIND TEXTS FOR CLOSE READING? 17. Framework created especially for CCSS Template-based approach to teaching literacy in the content areas For Science teachers: specially made science templates LITERACY DESIGN COLLABORATIVE The Select LDC Template Task Adaptations for Use in Science Classrooms support reading and writing distinctive to scientific work. Options include a Research Design Plan, a Background Research/ piece, and a Research Abstract Educurious Science Templates Teachingchannel.org 18. How Do I create an LDC Module? All framework materials are available on literacydesigncollaborativ e.org Perfectly fine to teach a module that has already been made! Also found on the site Training is recommended, but not required LITERACY DESIGN COLLABORATIVE 19. WHAT IS A THEME-BASED CURRICULA? Based on a central real life theme Encourages process learning and active involvement Integrates several content areas Typically ends with an integrated culminating activity Theme Language Arts Social Studies Science Math Health Fine Arts 20. EXAMPLE OF THEMATIC UNIT FOR ELEMENTARY Topic: Olympics Language Arts/Social Studies- Students read a story about a gold medal winner and create their own gold model Geography/Art- Students create a map of a country Language Arts/ Social Studies- Compare and Contrast a triathlon with a pentathlon using a Venn diagram Math- Students measure a parade route for Opening Ceremonies Art/Current Events: Draw Olympic mascots Writing: Examine/Create poems for winners of events PE: Participate in Your Own Events Science: Create meals for athletes using food pyramid INFO Craft 4. De acad phras or su 5. Co (e.g. probl or inf 21. ARGUMENTATIVE WRITING 22. Why argue? Argumentation deepens understanding Notice how people on the internet become researchers when they are trying to prove a point? Forces the writer to consider the counterarguments and other viewpoints Can be done as a stand- alone writing project or as an LDC module How? Choose a text that aligns with your content instruction Pose an essential question to the students (i.e. Do you think that ____ should be mandatory?) Use the resources provided below to get you started ARGUMENTATIVE WRITING Information for Argumentative Writing Graphic Organizer for Argumentative 23. SPEAKING AND LISTENING STANDARDS 24. The forgotten CCS standards! Suggestions for implementation: Orally and visually presenting lab report data Socratic Seminar Orally summarizing an article Kagan Cooperative Learning team strategies SPEAKING AND LISTENING STANDARDS Remember: promote good social behaviors- making eye contact, speaking clearly, good posture, etc. 25. Requires technology incorporation to meet all of the S&L standards Suggestions: have students present information in a variety of mediums power points/prezi presentations Google Docs for collaborating on papers/projects Google Apps-forms, surveys, questionnaires, etc. Promethean Board Let students create a survey or questionnaire that utilizes the activotes Include small group as well as whole group discussions Literacy Partners Strategy SPEAKING AND LISTENING STANDARDS 26. Objectives of Socratic Seminar Foster independent thought in students Engage students actively in discourse surrounding content Encourage deep dives into text Promote deep understanding by providing students with open-ended questions Promote social awareness and norms of a civilized discussion End product: text dependent writing What S.S. is NOT: a debate or argument-no one attempts to persuade others but rather speaks openly about the topic Teacher centered-this is a student centered activity facilitated by the teacher Just for English classes- any content area can incorporate Socratic Seminar into the classroom SOCRATIC SEMINAR 27. S.S. is a whole class, non- scripted, text-dependent discussion where the students elaborate on the ideas of others-only one person can speak at a time FYI: Socratic Seminar addresses at least 12 Common Core standards if done correctly WHAT EXACTLY IS A SOCRATIC SEMINAR? Socratic Seminar Planning Document 28. Why write so much? Goodbye LEAP-projected to be replaced next school year with PARCC assessments Requires a great deal of writing on a computer If writing does not become routine in all subject areas, scores will suffera lot Writing is primarily how deeper levels of understanding will be assessed, even in math Need practice writing to a variety of audiences (to the Governor, Principal, peer, parent, agency, etc.) Consider using a template for students to format & structure their writing MOVING WRITE ALONG 29. IF YOU DONT PRACTICE WRITING WITH A FORMAT/TEMPLATE: You get this. And this is awful. 30. THE RESOURCES YOU SAW TODAY Sbanks.wikispaces.com