CCSS Literacy Standards
description
Transcript of CCSS Literacy Standards
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Common Core State Standards for Literacy Across All Content Areas
November 16, 2011Southern Vance High School
*Please sit with teachers of the same content area as
you.*
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PurposeTo 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.
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“…but I’m NOT an English 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.
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Common Core Standards for LiteracyTeachingChannel.org
Things to think about during the
video:
•What do you think about the shift to non-fiction and
informational text in reading? Shift to non-narrative texts in writing?
• How can ELA teachers work
with other content area teachers to integrate literacy
skills?
Approximately 15 mins.
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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.
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The READING Standards
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…the Buzz About INFORMATIONAL TEXTS
These expectations are
based on the cumulative
reading experiences from English/Languag
e Arts and content-area
courses.
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…the Buzz About INFORMATIONAL TEXTS
Communicate information about the world
Factual contentTimeless verb constructionsGeneric noun constructionsTechnical vocabulary
Classificatory or definitional material
Text structures (e.g., comparison, causation, problem/solution)
Repetition of topical themeGraphical elements (e.g.,
diagrams, maps, timelines, etc.)
Informational texts have many or all of these
features:
Informational text gives factual information on a specific topic or event. It is designed primarily to explain, argue or describe rather than to entertain.
-The Literacy Dictionary, IRA, 1995
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…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 need to ensure their understanding of the text (i.e. interpreting legends/keys of maps, navigating through an academic journal report)
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The CODING System = I knew that.X = This contradicts
my expectations. = This is important.? = I have a question.?? = I am confused.! = This is exciting or
surprising to me.L = I learned
something new.
Group Activity
Use the following Coding System as you read the selected informational text
Briefly share any comments and/or questions within your colleagues
(Harvey & Daniels, 2009, p. 93)
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• 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?
Group Activity
Our students will need to be able to properly answer questions as such in regards to ANY
informational text
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…the Buzz About INFORMATIONAL TEXTS
What YOU Can Do
Reading StrategiesThe Coding System
Create authentic purposes to read, discuss, and write
informational text as it relates to you
content
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Reading for Comprehension
To understand the relationship between comprehension, text,
and inquiry.
Comprehension
Inquiry
Text
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“There are known knowns. There are things we know that we know.
There are known unknowns. That is to say, there are things that we know we don’t know. But there are also unknown unknowns. There are
things we don’t know we don’t know.”
D. Rumsfeld, Newsweek (2003, p. 113)
What are some comprehension strategies used
to understand this quote?
Notice any patterns?
What questions emerged from reading this
quote?
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CLOSE Reading
Clasp your pencil
Line, label and list
Observe patterns
Seek similarities and differences
Effectively question
A reading technique that should be implemented in all classes for careful, sustained reading tasks of a particular
passage, or the text as a whole.
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Clasp your pencil
Line, label and list
Observe patterns
Seek similarities and differences
Effectively question
Group Activity Perform a CLOSE Read on the 10 Common Core Reading Standards for your appropriate grade band.
Be sure to note: Ways in which you’re
already doing some of these standards
Examples of what some of these standards would look like in your course
Each content area will delegate someone to share a few of their observations
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The WRITING Standards
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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.
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Highlights from the CCSS Writing Standards▫Write arguments on discipline-
specific content and informative/ explanatory textsNo 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
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The 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!!
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Aligning the Literacy Standards with NCESGroup 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”
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Locating 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
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“I Used to Think…Now I Think…”
•Jot down your responses to the following prompts
I Used to Think ___________ about teaching reading/writing in my content area.
Now I Think ______________ about teaching reading/writing in my content area.
•Share responses within content-area groups first, then post you reflection under CCSS Literacy: Reflection Questionon the Moodle page
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Before you GO…
To submit an evaluation on today’s professional
development session:
• Return to the 1:1 Professional Development
VCS Moodle http://moodle.vcs.k12.nc/moodle
•Under the EVALUATION topic, select
“Professional Development (Nov. 16, 2011) EVALUATION”
*Hard copies are available for those
without laptops/internet
connection