1Common Core State Standards forLiteracy Across All Content Areas November 16, 2011 Southern Vance High School*Please sit with teachers of the same content area as you.*
2Purpose To build a common understanding of the Common Core State Standards for literacy across all content areas. Teachers will be able to apply the literacy standards within their respective Essential Standards and develop tasks that utilize appropriate technology tools for reading, writing and/or presenting.
3“…but I’m NOT anEnglish teacher” As we look to prepare our students for college or careers, it becomes every teacher’s responsibility to support and instruct students in reading informational text and to provide them with sufficient opportunities to communicate ideas through formal writing and speaking.
4 Common Core Standards for Literacy TeachingChannel.orgThings to think about during the video: •What do you think about the shift to non-fiction and informational text inreading? Shift to non- narrative texts in writing? •How can ELA teachers work with other content areateachers to integrate Approximately 15 mins. literacy skills?
5 What Are We Asking of Students? Beyond simply understanding the words, concepts embedded in content-area texts…• We are asking students to adopt particular ways of thinking about text in each of our classrooms.• We are asking them to adopt a particular way of reading and understanding texts.
7…the Buzz About INFORMATIONAL TEXTS These expectations are based on the cumulative reading experiences from English/Language Arts and content- area courses.
8 …the Buzz About INFORMATIONAL TEXTS Informational text gives factual information ona specific topic or event. It is designed primarily toexplain, argue or describe rather than to entertain. -The Literacy Dictionary, IRA, 1995 Communicate information about the world Factual content Timeless verb constructions Informational texts have many Generic noun constructions or all of these features: Technical vocabulary Classificatory or definitional material Text structures (e.g., comparison, causation, problem/solution) Repetition of topical theme Graphical elements (e.g., diagrams, maps, timelines, etc.)
9 …the Buzz About INFORMATIONAL TEXTS Take a few minutes to identify some examples of informational texts that could be used within your course(s).Be sure to discuss:•The accessibility of these texts•Any prerequisite skills that students would needto ensure their understanding of the text (i.e.interpreting legends/keys of maps, navigating through anacademic journal report)
10Group Activity The CODING System = I knew that.Use the following Coding System X = This contradicts as you read the selected my expectations. informational text = This is important. ? = I have a question. ?? = I am confused.Briefly share any comments ! = This is exciting or and/or questions within your surprising to me. colleagues L = I learned something new. (Harvey & Daniels, 2009, p. 93)
11Group Activity• What information did the author want to convey?• What are the major ideas of the selection?• How are the supporting details for each main idea presented?• What aids (images, graphs, tables, etc.) does the author use to convey meaning?• What key vocabulary words are used to convey the major ideas and/or supporting details? Our students will need to be able to properly answer questions as such in regards to ANY informational text
12 …the Buzz About INFORMATIONAL TEXTSReading Strategies Create authenticThe Coding System purposes to read, discuss, and write informational text as it relates to you content
13 Reading for Comprehension To understand the relationship between comprehension, text, and inquiry.Comprehension
14 “There are known What are someknowns. There are things comprehension strategies used to we know that we know. understand this There are known quote?unknowns. That is to say, Notice any there are things that we patterns?know we don’t know. But there are also unknown unknowns. There are What questions emerged fromthings we don’t know we reading this quote? don’t know.” D. Rumsfeld, Newsweek (2003, p. 113)
15 CLOSE ReadingA reading technique that should be implemented in all classes for careful, sustained reading tasks of a particular passage, or the text as a whole. Clasp your pencil Line, label and list Observe patterns Seek similarities and differences Effectively question
16Group Activity Perform a CLOSE Read on the 10 Common Core Reading Standards for your appropriate grade band.Clasp your pencil Be sure to note:Line, label and list Ways in which you’re already doing some of these standardsObserve patterns Examples of what some of these standards would look like inSeek similarities your course and differences Each content area will delegateEffectively someone to share a few of their question observations
18 The Importance of Writing QUIZTake a short quiz to assess how much know about the importance of writing for our students:• Go to the 1:1 Professional Development VCS Moodle• Under today’s section, select “What Do YOU Know About Writing”• Share your final score and any facts that you were surprised by with your content area.
19Highlights from the CCSS Writing Standards ▫ Write arguments on discipline- specific content and informative/ explanatory texts No longer “Writing Across the Curriculum” - teaching writing tasks specific to each discipline. ▫ Make arguments or claims and support those with the use of data, evidence, and reason ▫ Apply domain-specific vocabulary through writing exercises unique to each discipline
20The literacy standards are not to be taught in isolation and DO NOT replace the NC Essential Standards. They could be integrated into current content standards now but the mandatory implementation begins during the 2012-2013 school year. Many of us are already doing this!!
21 Aligning the Literacy Standards with NCES Group Activity• With your content area teachers, identify a few Common Core Literacy Standards (reading or writing) that could be aligned with your NC Essential Standards.• Try to come up with a few learning activities/tasks that supports the integration• Complete the CCSS Literacy Alignment chart• Upload the finished chart to the section entitled “Aligning the Literacy Standards with NCES”
22Locating YOUR Standards • Go to the VCS Moodle site • Click on Instructional Technology from the Course Categories • Locate your content area • Select the document that you wish to view
23“I Used to Think…Now I Think…”•Jot down your responses to the following promptsI Used to Think ___________ about teaching reading/writing inmy content area.Now I Think ______________ about teaching reading/writing inmy content area.•Share responses within content-area groups first,then post you reflection underCCSS Literacy: Reflection Questionon the Moodle page
24 Before you GO…To submit an evaluation on today’sprofessional development session:•Return to the 1:1 Professional Development VCS Moodlehttp://moodle.vcs.k12.nc/moodle •Under the EVALUATION topic, select “Professional Development *Hard copies are available for those(Nov. 16, 2011) EVALUATION” without laptops/internet connection
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