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
Go to the LINK
below:
http://sdccteachers.k12.sd.us/
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?
Common Core Literacy for All
• Building knowledge through content-rich nonfiction
1
• 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/readinglike-a-historian-contextualization-complete-lesson
8:55—13:10
I do, We do, You do…
Gradual Release of Responsibility
Read/Reflect/Respond
Text 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
 LITERAL
– Between the lines  INFERENTIAL
– Beyond the lines
 EVALUATIVE
• Laying the Foundation
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
BEGINNING
MIDDLE
END
What are you trying to prove?
What is your evidence? Prove it.
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:

Brave
Another reason:

Smart
Finally:

Not selfish

Harriet Tubman saved many
people from a life of slavery.
She should be remembered
for her courage.


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
3 x 3 Writing Frame
The Core Six: Essential Strategies for Achieving Excellence with the Common Core
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 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
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
Trainer Note: These anchor standards are the history/social studies standards.
Common Core Literacy for All
1
• Building knowledge through content-rich nonfiction
• Close Reading
• Reading, writing and speaking grounded in evidence
from text, both literary and informational
2
• Text-Dependent Questions
3
• Regular practice with complex text and its academic
language
• Text Structures
Text Dependent Questions
What are they?
Text Dependent Questions
from achievethecore.org…….
• 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
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
Not Text-Dependent
Text-Dependent
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.
What can you infer from King’s
letter about the letter that he
received?
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?
“The Gettysburg Address”
mentions the year 1776.
According to Lincoln’s speech,
why is this year significant to
the events described in the
speech?
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Non-Examples and Examples
Not Text-Dependent
How do astronauts adjust to
being weightless in space?
What are some disadvantages of
weightlessness?
What are some fun aspects of
being weightless?
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Text-Dependent
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?
Text-Dependent Questions
• Work time to create two additional questions
related your text.
• Identify the Webb Level for each question.
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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
2
• Building knowledge through content-rich nonfiction
• Close Reading
• Reading, writing and speaking grounded in evidence from
text, both literary and informational
• Text-Dependent Questions
• Regular practice with complex text and its academic
language
3
•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
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
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 Credit
Registration 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 prerequisite 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.
On line Component
• 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.
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
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-anddistance-education/customized-andprofessional-education.cfm
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Registration
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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
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• 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
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Thank you for a wonderful day
as we discussed:
Literacy in the Content Areas
Michele Davis @