South Dakota Common Core Literacy in the Content Areas

Michele Davis @

Outcomes

• Integrate Common Core State Standards for Informational Literacy into content

• Work with strategies to enhance informational/content literacy

Agenda

• Begin 9 a.m.• Lunch 11:45 to 1:00• Dismiss 4 p.m.

Norms

Listen with engagement

Honor each other’s thinking

Honor private think time

Everyone has a voice

Be respectful of all comments

Participation is expected

Limit side conversations

Take care of your needs

Turn cell phones off or to vibrate

Content Background

Discuss with your elbow partner:

• What text sample did you bring?• What is important about this content?• What do you want students to know,

understand, and do as a result of this text reading?

What Does This Mean to ME?

• Building literacy skills builds student content knowledge

• Building literacy skills among students is the shared responsibility of all staff

• WE ARE ALL TEACHERS OF LITERACY!

4 Anchor Standards of Reading

• Key Ideas & Details• Craft & Structure• Integration of Knowledge & Ideas• Range & Complexity

http://sdccteachers.k12.sd.us/

Go to the LINK below:

On 2 STICKY NOTES title one: LITERACY STANDARDS I USE

title the other one:LITERACY STANDARDS I DON’T USE

20 -30 minutes—

1. Review as many of the disaggregated standards as possible.

2. Identify which standards you already incorporate into their content instruction. Write the number(s) of the standard on a STICKY NOTE.

3. Identify which ones are not included as much or at all. Write these on a STICKY NOTE as well.

4. Think about: Should they be included? How could they be included?

READ, REFLECT, RESPOND

Common Core Literacy for All

1• Building knowledge through content-rich nonfiction• Close Reading

2

• Reading, writing and speaking grounded in evidence from text, both literary and informational

• Text-Dependent Questions

3• Regular practice with complex text and its academic

language• Text Structures

What is a Close Reading?

Begin with the TEXT.

Webb Leveling & Your Lesson

• Share with an elbow partner:– Where are you currently at with this lesson?– Could you/should you bring in higher levels of

thinking (Webb Levels)?– How could you differentiate the lesson?

What is a Close Reading?

Teaching Channel: https://www.teachingchannel.org/videos/reading-like-a-historian-contextualization-complete-lesson

8:55—13:10

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

Engaging the Adolescent Learning, 1/2012

Why do our students need to converse with the text in new ways?

Close Reading

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

–Catherine Thome

Close Reading

• Three Levels of Reading– On the lines– Between the lines– Beyond the lines

• Laying the Foundation

LITERAL INFERENTIALEVALUATIVE

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 white…and how does it relate to where the 2 are looking?

Marking the Text-Technology

Marking the Text

Marking the Text

Reading with Your Pen

Reading for Meaning

What 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

Close Reading Leads to Writing

3 x 3 Writing FrameThe Core Six: Essential Strategies for Achieving Excellence with the Common Core

BEGINNING

What are you trying to prove?

MIDDLE

What is your evidence? Prove it.

END

Close the writing.

Make your case or restate the question.

Magic THREE: Reasons, causes, purposes

Elaborate on each reason or provide an example.

Wrap it up.

Harriet Tubman is a person to be admired, even today.

One reason: BraveAnother reason: SmartFinally: Not selfish

Risked her life to free people from slavery

Helped create Underground Railroad

Sacrificed her own life to make sure her children and grandchildren would never be slaves

Harriet Tubman saved many people from a life of slavery. She should be remembered for her courage.

3-2-1 Visual Literacy

• Social Studies/History – Examine the picture or item

• On an index card or sticky note (or in a journal) – List 3 things you observe– List 2 things you can infer with supporting evidence– List 1 thing you want to explore further or know more

about• Conduct a group “share”• How does this fit with content rich informational

text? With using evidence to support statements?

Visual Literacy Social Studies/History

3 = Observe

2 = Infer

1= Explore

3-2-1 Visual Literacy• Science, Technical Subjects• Examine the picture or item (Science)• On an index card or sticky note (or in a journal) – List 3 things you observe– List 2 things you can claim with supporting evidence

and reasoning– List 1 thing you want to explore further to gather

more evidence to prove your claim• Conduct a group “share”• How does this fit with content rich informational

text? With using evidence to support statements?

Visual Literacy Science

3 = Observe

2 = Claim

1= Explore

3-2-1 Visual Literacy• Art, Music• Examine the picture or item • On an index card or sticky note (or in a journal) – List 3 things you observe– List 2 things you can claim or infer with supporting

evidence and reasoning– List 1 thing you want to explore further – Conduct a group “share”

• How does this fit with content rich informational text? With using evidence to support statements?

Visual Literacy Art

3 = Observe

2 = Claim or Infer

1= Explore

Back to Your TEXT

• Consider 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?

Close Reading and CCSS

• Review the standards that you chose for your lesson. On the Advance Organizer, answer the question: – "Which close reading strategies apply to your

lesson and chosen standards?"• How will close reading improve student

success in your content area?

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 ideas3. 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 media8: Delineate and evaluate the argument and claims

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 ideas3. 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 media8: Delineate and evaluate the argument and claimsTrainer Note: These anchor standards are the history/social studies standards.

Common Core Literacy for All

1• Building knowledge through content-rich nonfiction• Close Reading

2

• Reading, writing and speaking grounded in evidence from text, both literary and informational

• Text-Dependent Questions

3• Regular practice with complex text and its academic

language• Text Structures

Text Dependent Questions

What are they?

Text Dependent Questions

• Questions that can only be answered by referring explicitly back to the text in front of them

• 80 to 90 percent of the Reading Standards in each grade require text dependent analysis

• Aligned curriculum materials should have a similar percentage of text dependent questions

from achievethecore.org…….

Non-examples:

For example, in a close analytic reading of Lincoln’s “Gettysburg Address,” the following would not be text dependent questions: • Why did the North fight the civil war?• Have you ever been to a funeral or gravesite?• 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 Lincoln’s speech in order to answer them.

Close Reading is Required

Good text dependent questions will often linger over specific phrases and sentences to ensure careful comprehension of the text—they help students see something worthwhile that they would not have seen on a more cursory reading.

Depth of Knowledge (Webb)

Participant Examples

• Create one text dependent question for your text.

• At your table, select one question to write on chart paper and share with the large group.

• Identify the literacy standard to which your question is aligned.

• What level of Webb is your question?

Higher Level Questions

What would be appropriate for your text?

Which tasks would be appropriate for the text you brought? Discuss with your elbow partner.• 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.

Non-Examples and Examples

49

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 King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

50

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 people—such as those of the astronauts in this essay—help 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-Dependent Text-Dependent

Non-Examples and Examples

Text-Dependent Questions

• Work time to create two additional questions related your text.

• Identify the Webb Level for each question.

51

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.

Most Importantly!

Begin with the TEXT.

Common Core Literacy for All

1• Building knowledge through content-rich nonfiction• Close Reading

2

• Reading, writing and speaking grounded in evidence from text, both literary and informational

• Text-Dependent Questions

3

• Regular practice with complex text and its academic language

• Text Structures

Text Structures

• What format is used in the text? – Compare/contrast– Cause/effect– Problem/solution

– Describing– Sequencing

http://goo.gl/cDYf0

Social Studies - Comparison/Contrast

RH 6

Grades 6-8

Grades 9-10

Grades 11-12

Text Structures Think-Pair-Share

– Informational text (1 debate article per person)– Graphic organizer (pro/con)

– Use your debate article to complete your graphic organizer

– Find a partner at your table and briefly discuss your findings.

– With whole table group, develop a consensus about your topic.

Science – Cause & Effect

RST

Grades 9-10

Text Structures Think-Pair-Share

• Science & Technical Group– Informational text (select 1 of the 3 articles)– Graphic organizer (cause and effect)

• THINK: Use your article to complete your graphic organizer

• PAIR: Find a partner at your table and briefly discuss your findings.

• SHARE: With whole table group, develop a consensus about your topic.

Text Structures Table Talk

• Examine your sample text; discuss with an “elbow partner”– What kind of text structure does your text

exhibit?– What other types of graphic organizers could

you use?

Revisiting

• How does this information of SHARED LITERACY affect or change the existing lesson?

• Examine your own text. In light of what you’ve learned today:– Is it content rich?– Does it contain academic language?– Is it of appropriate complexity?

SD DOE Info Literacy Pinterest

http://goo.gl/40FNR

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 Requirements

• Participation 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.

Implementation

• Teach 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

Grades• All 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

71

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

Registration

72

• Rapid City: Jan. 10 – March 11• Pierre: Jan. 18 – March 18• Rapid City: Jan. 23 – March 22• Pierre: Jan. 25 – March 25• Aberdeen: Jan. 29 – March 28• Sioux Falls: Jan. 29 – March 28• Mobridge: Jan. 30 – April 2• Watertown: Feb. 1 – April 2• Plankinton: Feb. 4 – April 4• Huron: Feb. 8 – April 8• Sioux Falls: Feb. 25 – April 25• Mobridge: Feb. 27 – April 26

73

• Week 1: Plan lesson• Week 2: Teach lesson• Week 3: Write reflection paper

and post to Blackboard• Weeks 4 – 6: Read others’

reflection papers and respond

Thank you for a wonderful day as we discussed:

Literacy in the Content Areas

Michele Davis @