2. AGENDA
• Overview of the Common Core State
Standards Literacy in History/Social Studies,
Science, and Technical Subjects
• Role of content teacher in literacy practices
• Examining classroom practices and strategies
3. Why do we need literacy standards for
History/ Social Studies, Science, and Technical
Subjects?
8th Grade: Only one third were able to perform
at a proficient level involving more sophisticated
disciplinary comprehension expectations. Only
3% scored advanced.
12th Grade: Only 5% scored at advanced levels,
able to read specialized and complex texts.
NAEP, 2009
4. International Studies
• 4th grade U.S. students performed among the
best in the world
• 8th grade U.S. students performed
considerably lower
• 10th grade U.S. students ranked among the
lowest of the nations studied
Carnegie Council on Advancing Adolescent Literacy, 2010
5. Shared Responsibility
“The Standards insist that instruction in reading,
writing, speaking, listening, and language be a
shared responsibility within the school.”
CCSS, page 4
6. Big Shifts
• Appropriate Text Complexity
• Increased Reading of Informational Texts
Disciplinary Literacy
• Close Reading
• Text-dependent Questions
• General Academic and Domain-specific
Vocabulary
• Argumentative Writing
• Short and Sustained Research Projects
7. Literacy in History/Social Studies, Science, and Technical
Subjects Grades 6-12
- a focus on discipline-specific vocabulary
- an acknowledgement of unique text structures
found in informational text
- the expectation that students will read and write in
non-ELA classrooms
- the expectation that students will develop
informational/technical writing skills
- a focus on critical analysis and evidence
9. “Asking a teacher to become a reading teacher is
distinctly different from asking a teacher to help
students master texts within the teacher’s own
field. In fact, subject-area teachers are best
qualified to help their students master texts in each
course. Subject-area teachers should not be
expected to teach basic reading skills, but they can
help students develop critical strategies and skills
for reading texts in each subject.”
Southern Regional Education Board, 2009 Policy Statement, page 5
10. Common Core
State Standards for
__________________________________________________
English Language Arts
&
Literacy in History/Social Studies,
Science, and Technical Subjects
11. What is not different…
what the students are to learn
Example: What a 3rd grader needs to know about math is essentially the
same in the common core as it was with most previous versions of state
standards. Certainly there has been some movement of content between
grade levels but for the most part the nouns or content student need to
master is really not a huge change.
21. • Before we begin, take a couple of minutes and
write down your personal definition of
“cognitive rigor” as it relates to
instruction/learning/assessment.
21
27. Close Reading and CCSS
Key Ideas and Details:
1.Read closely to determine what the text says explicitly and to make logical
inferences from it: cite specific textual evidence…
2.Determine central ideas or themes and analyze their development;
summarize key supporting details and ideas
3.Analyze how and why individuals, events, or ideas develop and interact
(Reading for Meaning—depending on teacher-created questions)
In addition, depending upon the text,
Craft and Structure:
4: Words and phrases shape meaning
Integration of Knowledge and Ideas:
7: Integrate and evaluate content presented in diverse formats and media
8: Delineate and evaluate the argument and claims
These anchor standards are the history/social studies standards.
28. What Does Close Reading Look Like?
Marking the Text
http://www.youtube.com/watch v=fuT__KSV5nM&feature=player_detailpage
29. Close Reading
We want students to be
“text detectives”
who gather evidence
to support the conclusions
they draw.
–Catherine Thome
33. Classroom Talk
• In order for students to explain their knowledge and
understanding it makes sense that they need to talk.
• It is not the only way, but it is an effective and
necessary one.
• This is true for adults and students alike.
• In order to truly make sense of our learning we benefit
from talking about it to other people.
34. But all this student talk and
activity can make for a noisy
classroom.
35. Accountable Talk
• Talk that occurs in a classroom and is accountable
to the learning taking place.
• The talk is student led.
• The belief is that student’s learning is deeper when
they engaged in natural conversations about the
content or text.
36. As teachers we need an effective set of
strategies to manage all this talk.
38. The 1st step for preparing a
classroom for accountable talk
is setting classroom norms.
39. Classroom norms for “Accountable Talk”
are those behavioral standards that is
expected of all members of the
classroom.
40. Classroom Norms
• Cover large sets of behaviors
• Apply to all situations all the time
• Stated in a positive tone
• Few in number
• Developed by the classroom community
41. • Always walk in the classroom.
• One person speaks at a time.
• Use indoor voices when in the classroom.
42. Classroom Norms
• We will talk nicely to one another.
• We will treat one another with respect.
• We will include one another.
• We will help one another.
• We will solve problems fairly.
50. Fish Bowl
The “fishbowl” is a teaching strategy that
helps students practice being contributors
and listeners in a discussion.
51.
52. • Students inside the “fishbowl” circle ask
questions, present opinions, and share
information,
• Students outside the fishbowl circle listen
carefully to the ideas presented and pay
attention to process.
53.
54. Selecting a topic
• Almost any topic is suitable for a fishbowl
discussion. The most effective prompts
(question or text) do not have one right
answer, but rather allow for multiple
perspectives and opinions. The fishbowl is
an excellent strategy to use when discussing
dilemmas, for example.
55. Setting up the room
• A fishbowl requires
• a circle of chairs (“the fishbowl”)
• enough room around the circle for the
remaining students to observe what is
happening in the “fishbowl.”
• Sometimes teachers place enough chairs
for half of the students in the class to sit in
the fishbowl, while other times teachers
limit the chairs in the fishbowl.
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.Brian Pete activity:“Boo-yah!”—The Three MusketeersStop & Think: Revisit original piece of text.
What is very different for many of us is the focus on verbs. The focus on what students are to do, how they are to demonstrate what they are to learn.
The common core classroom can’t be like a traditional classroom that values quiet and student passivity. The common core requires that our students be much more active in demonstrating their knowledge.
Handout: Standards for Literacy in History/Social Studies, Science, and Technical SubjectsUse 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
Explain the process of why the state has disaggregated the standards. Go to disaggregated standardsDirections:Advance Organizer:Review the document and focus on number one.How can Standard One be incorporated into my lesson?What other standards could I use?List the standards on the graphic organizer.
When you master the standards, these will be demonstrated with student learning. Won’t do these separate from but these are learned
DROP IN THE UPDATED DISAGGREGATED TO TEMPLATED: Go to DOE website and show them where the disaggregated standards live.Take them to the website for the KUD: Point out this is an example and walk through the processGo back to your text and read through the corresponding template and discuss how the standards they selected fit with the piece of text they brought and learning targets or activities they might bring into the classroom Allow participants 20 -30 minutes to review as many of the disaggregated standards as possible. Have them identify which standards they already incorporate into their content instruction. Have them identify which ones are not included as much or at all. Should they be included? How could they be included? Have them discuss in small groups at the end of the individual review time and then have a few people share out insights to the large group.
HandoutOverview 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?It’s 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 (they’ve come up with multiple ideas and now it’s 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, it’s 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.
Ask participants to share—either at their tables or in large groups—their reasons for attending today.Examine lessons. I brought a lesson…why 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
Image indicates what happens when we randomly ask students to highlight a text or to identify the important aspects of the text…Make sure that the purpose for close reading is clearGo to blog and pull descriptor
Explain to the participants:The reader stops and slows down, makes notes to himself, is attentive and reads and re-readsTalk to participants about what you—the teacher—needs to do in order to get students accustomed to this process.Encourage the value of allotting time to this process
What anchor standards have you touched on with a close reading? By doing a close reading you begin to touch on additional standards.
Options:Teacher modelingStudent practicingIf time permits, teacher participants search for appropriate video
With fluency’s definition often narrowed to mean reading quickly we are developing readers who read too fast without understanding what they’ve 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. http://www.readinga-z.com/research/bringing-the-common-core-standards-to-life-in-the-classroom.pdf
HandoutOption: Common text to specific textTrainer, identify specific terms and purposes that you want teachers to considerModel the first paragraph of your piece of text before setting the teachers off on their own—make notes in margin (this is not explicit in the strategy so you’ll need to model)Mark the text you broughtIf you are teaching science/use this slide; hide the others
HandoutOption: Common text to specific textTrainer, identify specific terms and purposes that you want teachers to considerModel the first paragraph of your piece of text before setting the teachers off on their own—make notes in margin (this is not explicit in the strategy so you’ll need to model)Mark the text you brought with youIf you are teaching social studies use this slide/hide science
However it is not just noise for noise sake it is talk in order to help students build deep understanding and knowledge. So as teachers we need a large and effective set of strategies to manage all this talk. We certainly need our student to behave and to follow rules and interact with each other in positive ways just like in a traditional classroom but the common core requires that the students interact with each other in more in depth ways as well. It can be a challenge for teachers to create a classroom culture that supports all those common core verbs.
Easy to use and extremely effective
Both norms and rules are necessary in any classroom. Examples of each are shown below. Rules should be established by the teacher on the first day of school. Phrasing the rules using a positive tone contributes to the sense of community.
The class sets the norms after the students have had time to get to know one another and to learn the classroom’s rules and procedures. During Norm Setting Class Meetings, students explore how they are acting on prosocial values, and how they want to be treated and to treat others this year. Then the class will adopt a set of classroom norms.
