Getting Ready
• Connect to the internet (www.msn.com) and this
website
https://todaysmeet.com/CCSSinLiteracy
• Respond to the following question:
What are considered best practices for
teaching the CCSS in Literacy?
Best Practices CCSS in Literacy
LDC and MAX Teaching
HSTW NE Ohio Region
Fall Reconnect
September 24, 2014
Session Facilitators
• Kara Mitchell, State and Nationally Certified LDC Coach
karamitchell101@gmail.com
• Diana Rogers, Regional Coordinator/LDC Coach
hstwne@wowway.com
Best Practice CCSS in Literacy:
LDC and MAX Teaching
Best Practice CCSS in Literacy
Why LDC?
• Offers teachers, coaches and leaders an instructional
system for developing students’ literacy skills to prepare
them for the demands of college and careers.
• Empowers and supports teachers as they build students’
literacy and academic learning through meaningful
content-specific reading and writhing assignments that
are aligned to career and college readiness standards.
• Supports teachers to take ownership of their own
professional growth resulting in more rigorous learning
outcomes for students.
Grade 7: Prose Constructed
Response from Research
You have read three texts
describing Amelia Earhart. All
three include the claim that
Earhart was a brave,
courageous person. The three
texts are:
1)”Biography of Amelia Earhart”
2) “Earhart's Final Resting Place
Believed Found”
3) “Amelia Earhart Life and
Disappearance”
Consider the argument each
author uses to demonstrate
Earhart’s bravery. Write an
essay that analyzes the
strength of the arguments
about Earhart bravery in at
least two of the texts.
Remember to use textual
evidence to support your ideas.
LDC Teaching Task 21
[Insert Question] Should Amelia
Earhart be considered a brave and
courageous person?
After reading “Biography of Amelia
Earhart," "Earhart's Final Resting
Place Believed Found," and “Amelia
Earhart, Life and Disappearance on
Amelia Earhart,” write an expository
essay that addresses the question and
analyzes Earhart's bravery and
courageousness, providing examples
to clarify your analysis. What
conclusions or implications can you
draw?
L2 - In your discussion, address the
credibility and origin of sources in
view of your research topic.
L3 - Identify any gaps or unanswered
questions.
Optional - Include a bibliography.
Grade 10: Prose Constructed
Response from Literary
Analysis Task
Use what you have learned
from reading “Daedalus
and Icarus” by Ovid and
“To a Friend Whose Work
Has Come to Triumph” by
Anne Sexton to write an
essay that analyzes how
Icarus’s experience of
flying is portrayed
differently in the two texts.
Develop your essay by
providing textual evidence
from both texts. Be sure to
follow the conventions of
standard English.
LDC Teaching Task 21
Informational or Explanatory/Analysis
[Essential Question]
What are the different ways Icarus’s
experience of flying is portrayed?
After reading “Daedalus and Icarus” by
Ovid and “To a Friend Whose Work Has
Come to Triumph” by Anne Sexton, write
an expository essay that addresses the
question and analyzes how Icarus’s
experience of flying is portrayed
differently in the two texts, providing
examples to clarify your analysis. What
conclusions or implications can you
draw?
L2 In your discussion, address the
credibility and origin of the sources in
view of your topic.
L3 Identify any gaps or unanswered
questions.
Optional: Include a bibliography.
After researching the
article on invasive
species, write an essay
that defines invasive
species and explains
how these organisms
impact an ecosystem,
economy and people.
Support your discussion
with evidence from your
research. Informational
Explain what humans
are doing to negatively
impact the
environment, using
examples we
discussed in class.
Previous Writing
Assignments
LDC Writing Task
Science
LDC Task vs. Traditional Writing Prompt
The Basic Format – Template Task 11
After researching ________ (informational texts) on
________ (content), write an ________ (essay) that defines
________ (term or concept) and explains ______ (content).
Support your discussion with evidence from your research.
D2 What ________ (conclusions or implications) can
you draw?
(Informational or Explanatory/Definition)
Essential Question 1
What challenges do teachers face in
teaching and students in learning the
reading and writing skills called for in the
Common Core State Standards for Literacy?
Essential Question 2
How do you deliver content knowledge
through reading and demonstrate
understanding of the content through
writing?
Best Practice CCSS in Literacy
Best Practice CCSS in Literacy
M
Motivation
before the lesson to build background
knowledge and motivate students
A
Acquisition
During the lesson acquiring information
through independent reading
X
eXtension
After the lesson to assess student
understandings
MAX Teaching - Acquisition/eXtension
Three-Level Guide & CCSS In Literacy Article
A list of statements broken up into 3 levels; providing
scaffolding for students to interact with difficult test at
different levels.
Level 1: The first group of statements are statements
where students find evidence explicitly from the text.
Level 2: The second group of statements are
where students must draw inferences based on textual
evidence.
Level 3: In the last group of statements, students are
evaluating intricate arguments, again, using textual
evidence.
Three Level Guide CCSS in Literacy
LEVEL I: WHAT THE TEXT SAYS EXPLICITLY
___1. If the CC is taught with fidelity students in middle school
and high school will be exposed to more informational text than
fiction.
___2. All content area teachers will be expected to teach
reading and writing starting the 2014-15 school year.
___3. Socioeconomic status has a more significant effect on
achievement than formative assessment instructional practices.
Three Level Guide CCSS in Literacy
LEVEL II: INFERENCES DRAWN FROM TEXT
___4. A classroom with teacher modeling, guided practice,
checks for understanding, and feedback will create self-directed
learners.
___5. A teacher using Max Teaching strategies will satisfy CC
literacy strategies and is likely to produce significant
achievement gains in their students as well.
___6. Literacy skills are by far the most important skills that
students can learn in school.
Three Level Guide CCSS in Literacy
LEVEL III: EVALUATE INTRICATE ARGUMENTS
___7. The Common Core will achieve its goal of getting many
more students ready for college and careers.
___8. Teachers who do not effectively use formative assessment
and feedback in their classrooms should be provided
professional development and coaching until they become
effective.
___9. Knowingly allowing for a significant portion of people not to
become proficient readers is one of the most abusive things a
society can do to its citizens.
Three Level Guide CCSS in Literacy
Prepare to Read
• Before Reading: Mark your paragraphs. Indicate the
paragraph and the line with text-based evidence for each
statement.
• During Reading: Check the boxes on the Three Level
Guide if a statement can be supported by text-based
evidence.
• After Reading: By table, reach consensus on the boxes
checked. Use text-based evidence to convince your
peers.
• Group Consensus: As a class, reach consensus. Argue
for your point of view using text-based evidence.
CCSS in Literacy Article
Content-Literacy-Based Instruction
And the Common Core State Standards
Andrew Pinney
1.
We must teach students explicitly how to do active reading of nonfiction
text – routinely at every grade level – several times a week in every
subject area.” Mike Schmoker
2.
1Realizing that the majority of current graduates are not college- and
2career-literate, the CCSS has shifted the curricular focus from fiction
3to non-fiction reading and writing. The fourth grade standards for ELA
4will necessitate that 40 percent of classroom reading be non-fiction
5text. By the twelfth grade the non-fiction requirement increases to 70
6percent. This reflects the obvious fact that there are not many
7occupations where employees can read fiction on the job. “We must
8teach students explicitly how to do such active reading of nonfiction
9text – routinely at every grade level – several times a week in every
10subject area” (Schmoker, 2010). Content-literacy-based instruction
11 such as MAX Teaching facilitates turning the new literacy standards
12 into reality.
Preparing Student for Success
Have you ever had a graduate tell you they were not
prepared for college or their first job?
• Students need literacy skills that create a solid
foundation for succeeding in college and the workplace.
• The reading and writing skills embedded in LDC are key
elements of Post-Secondary and Workforce Readiness
skills.
Reflections
• What skills and instructional
approaches do you need to improve
your teaching to the expectations of
the CCSS In Literacy?
• How will you measure student
success in preparing all students for
college and careers?
• What are your next steps?
Best Practice Resources: LDC Core Tools
•
https://coretools.ldc.org/#/home
LDC Mini-Task
LDC Mini-Task