TEACHER CERTIFICATION
Cross Curricular Literacy
NATIONAL
PATHWAY
FOR COMMON CORE
IMPLEMENTATION
SESSION FOUR
PAIRING NON-FICTION
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www.
CollegeCareer
.Org
WELCOME
Your Faculty
Kevin Baird
Chairman,
Center for College & Career Readiness
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TODAY’S SESSION
PAIRING NON-FICTION
Materials You Need:
.wmv Video File
.pdf Power Points
.pdf or .doc
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Session Four
Session Four
Practice & Synthesis Four
ACHIEVE3000 Log-In
TODAY’S OVERVIEW
Review:
Home Work
Pairing Non-Fiction
Strategy
Close Reading Outline
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HOME WORK!
Home Work Activity
Goal: Working with Lexiles®
Activity:
Identify How to get Lexile® Data in School
Use Lexile.com to Determine Lexile® Level
*Use ACHIEVE3000 Lexile® Data
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PAIRING
NON-FICTION
INFORMATIONAL
TEXT
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THE NATIONAL PATHWAY
A Process of Discovery, Support and Mastery
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THE ALIGNMENT PROCESS
Establish Goals
Measure to Focus on Priorities
Align Practice to Goals & Priorities
Curriculum
Instruction
Assessment
Observe, Communicate, Teach, Direct
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Refinement
Conditions for Successful Implementation
Curriculum Mapping Implementation
Vision
+
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Confusion
Incentives
+
Resources
+
Action Plan
Plan
=
Anxiety
Resources
+
PlanPlan
Action
= Resistance
PlanPlan
Action
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Resources
Key
Questions:
the direction
to
Vision:
The “Why are we doing this?”Resources
to combat confusion.
-- "Do we have tools,Plan:
time,Provides
and training
to map effectively?"
Vision -- "Why are we doing this?"
eliminate the treadmill effect.
Skills:
The skill sets needed to combat anxiety.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives:-- "How
Reasons,
perks, advantages
to
combatand
resistance
timelines
goals? Who will be the responsible parties for
Incentives
will mapping
improve
implementations,
monitoring, and feedback?"
Resources:
Tools
and
time
needed
to
combat
frustration.
teaching and learning?"
Knoster, T., Villa, R., & Thousand, J. (2000)
COMMON CORE STANDARDS FOR ENGLISH
LANGUAGE ARTS AND LITERACY IN
HISTORY/SOCIAL STUDIES & SCIENCE
APPENDIX A: FINDINGS
Students who fall short of ACT's college
readiness benchmarks have the greatest
difficulty with the test items involving the
most complex text.
K-12 reading assignments have become
much less demanding in the last halfcentury, with an especially large drop-off in
high school expectations.
Weston, S. P. (2010). “The giant text complexity challenge inside the new
literacy standards.” The Prichard Committee for Academic Excellence
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Today’s text gap
Source: Metametrics
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Lexile® levels today and with Common
Core – Rigor Increased 2-3 Grade Levels
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Current
Common Core
Typical text measures
(by grade)
Text complexity grade bands
and associated Lexile ranges
Percentage distribution of literary and
informational passages
– Non Fiction is Key
Source: National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational Progress.
Washington, D.C.: American Institutes for Research, 2007.
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HOW?
The Critical FIRST Step
For Increasing Non-Fiction
Is to PAIR Non-Fiction Informational Text
With Existing Curriculum
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WHY?
 Math: Increase Text-based Problems
 Social Studies: Increase Lexile® Range
 Science: Increase Domain Vocabulary &
Decrease Level of Struggle
 Literature: Increase Lexile® and Non-Fiction
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MATH
Increase Text-based Problems
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STANDARDS FOR MATHEMATICAL
PRACTICE IN A CLASSROOM
McDonald’s Claim
Wikipedia reports that 8% of all Americans eat
at McDonalds every day. In the US, there are
approximately 310 million Americans and
12,800 McDonalds. The average McDonald’s
store can serve 1,500 people a day.
In your own words, rephrase the math problem.
What are you trying to figure out?
(Briar s, Feb 2011)
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STANDARDS FOR MATHEMATICAL
PRACTICE IN A CLASSROOM
McDonald’s Claim
Wikipedia reports that 8% of all Americans eat
at McDonalds every day. In the US, there are
approximately 310 million Americans and
12,800 McDonalds. The average McDonald’s
store can serve 1,500 people a day.
Rewrite the problem into an equation.
(Briar s, Feb 2011)
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STANDARDS FOR MATHEMATICAL
PRACTICE IN A CLASSROOM
McDonald’s Claim
Wikipedia reports that 8% of all Americans eat at
McDonalds every day. In the US, there are
approximately 310 million Americans and 12,800
McDonalds. The average McDonald’s store can serve
1,500 people a day.
Do you believe the Wikipedia report to be true? Using
mathematical evidence, defend your position.
Is your position a fact, an opinion, or an estimation?
( B r i a r s , Fe b 2 01 1 )
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THOUGHT VS. OPERATION
College & Career Ready students
Understand the argument presented
Can analyze the structure of the argument
Can solve for the problem in the language of
mathematics, and defend their solution
Our Traditional Approach
- Computation
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WHAT DID YOU WRITE?
Question: Is it possible for 8% of Americans
to eat at McDonald’s every day, given the
number and capacity of McDonald’s
restaurants?
Can 12,800 restaurants serving 1,500 people
a day serve at least 8% of 310 Million
Americans?
Is 12,800 x 1,500 < = > 8% x 310,000,000
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SOCIAL STUDIES
Increase Lexile® Level
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PREPARING OUR STUDENTS FOR COLLEGE &
CAREER
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SCIENCE
Increase Vocabulary
Decrease Level of Struggle
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TEXT COMPLEXIT Y
Qualitative evaluation of the text
Levels of meaning, structure, language
conventionality and clarity, and knowledge demands
Quantitative evaluation of the text
Readability measures and other scores of text
complexity
Matching reader to text and task
Reader variables (such as motivation, knowledge,
and experiences) and task variables (such as purpose
and the complexity generated by the task assigned and
the questions posed)
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SCIENCE: MIDDLE SCHOOL




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ACT:
The
Forgotten
Middle
ACT: On Course for Success
LITERATURE
Increase Lexile® Level
Increase Non-Fiction Percentage
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CLOSE READING
First Two Words of the College & Career
Readiness Anchor Standards for Reading:
“READ CLOSELY”
Example: David Coleman’s Gettysburg Address
Lesson
Three Paragraphs
Three Days
Read & Re-read 10-15 Times
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ROUTINE







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Study Vocabulary (Scaffold)
Read Cold
Paraphrase or Summarize (Write, Share)
Read Aloud
Text Dependent Questions
Vocabulary Study
Essay
 Write
 Central
ideas/theme
 Create
product
 Argument/
evidence
 Vocabulary
HOME WORK!
Home Work Activity
Goal: Pairing Non-Fiction Text
QUESTIONS? EMAIL Blackbelt@Achieve3000.com
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SCOPE &
SEQUENCE
ORIENTATION
+
10 SESSIONS
SUBMIT YOUR ANSWERS
Within the next week, please submit your
answers & any questions to:
Blackbelt@Achieve3000.com
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GREAT JOB!
TEACHER CERTIFICATION
Cross Curricular Literacy
Great Work!
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THANK YOU!
Your Faculty
Kevin Baird
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BlackBelt@Achieve3000.com