South Dakota Common Core
Literacy in the Content
AreasMichele Davis @
Agenda
• Begin 11 a.m.
• Working Lunch 12:30 p.m.
• Dismiss 4:30 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
Yellow Brick Road
Where are you with your
understanding of the Common
Core State Standards and the 6
major shifts in education from
these standard adoptions?
Outcomes
• Integrate Common Core State Standards for
Informational Literacy into content
• Work with strategies to enhance
informational/content literacy
Think about a child, a student, a group of students in our
state for whom you have high hopes and expectations.
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Where and how are they living?
What are they doing professionally?
What are they doing outside of their
work time?* How are they solving
problems?
What science, math, reading, writing
skills will they need?
Think about this student in a class with a teacher, a
school, a district, a principal, a system, etc. that you
work with.
Use this to help you engage with literacy strategies we
need our teachers to use in ANY content area.
Content Background
Discuss with your elbow partner:
• Look at the title. Simply scan the article.
• What seems important about this content?
• What do you want "your" student to know,
understand, and do as a result of this text
reading?
A's:
Share your quote and then
summarize the video and your
thoughts.
B's:
Share your quote and then discuss
what you could imagine teachers
would say to challenge or question
this video.
C's:
Share your quote, then give
yourself 30 seconds to compose
1 SENTENCE that combines the
main ideas you've heard.
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
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Key Ideas & Details
Craft & Structure
Integration of Knowledge & Ideas
Range & Complexity
http://sdccteachers.k12.sd.us
On 2 STICKY NOTES→
title one: LITERACY STANDARDS
USEDtitle the other one:LITERACY
STANDARDS not USED
Small group activity -- look @
Literacy Standards
Together, discuss:
• what you notice,
• what seems to be a strength
of how the CCSS's are
written, and
• what seems to be a
challenge to teach them.
How is this NOT adding more for teachers?
Think about the ABC activity:
In a short, fairly social activity with every "kid"
participating, we hit:
--citing textual evidence
--discussing key details and main idea
--compared and contrasted ideas
--synthesized complex ideas into 1 fluent thought
1. Go back to the text, skim again.
2. Read through the Literacy
Standards.
3. Choose at least 2 standards that
might go with the text.
4. Work with partner(s) to decide on
a definitive 2 that you think will
be/could be addressed.
READ, REFLECT, RESPOND
Sticky Notes--MAKE PREDICTIONS
1. Choose content and grade level.
2. Review as many of the disaggregated standards as
possible.
3. Identify which standards you think the teachers
already incorporate into their content instruction.
Write the number(s) of the standard on a STICKY
NOTE.
4. Identify which ones are not included as much or at
all. Write these on a STICKY NOTE as well.
The GREAT understanding of this exercise:
Teachers ARE already teaching LITERACY,
but they need to do so EXPLICITLY.
What does this mean?
Common Core Literacy for All
What is a Close Reading?
"Read and take notes."
What is a Close Reading?
Teaching Channel:
https://www.teachingchannel.org/videos/readinglike-a-historian-contextualization-complete-lesson
8:55—13:10
On a sticky note--> What is EFFECTIVE about this
teacher's practices?
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
• Have students record
What you need to do:
evidence for or against
while they read.
• Identify a short piece of text
• Have students discuss their
(or visual, lab, table, graph,
evidence (in pairs or small
blog post, text excerpt,
groups).
article)
• Integrate ideas into a large
• Generate a series of
group discussion where you
statements which you want
can provide additional
students to support or
clarifications.
refute.
• Extension: Written
• Introduce the topic and
argument in support of
have students preview
their ideas.
statements before reading.
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?
Google Search: topic +
skyscrapers +art
skyscrapers +"political cartoon"
skyscrapers +"science fiction"
skyscrapers +clipart
skyscrapers +b/w
skyscrapers +photography
skyscrapers +cartoon
skyscrapers +graffiti
Search ideas:
• SCIENCE +
• US STUDENTS
FALLING BEHIND
• FAILING MATH
synonyms: cityscape, skyline, high rises, architecture
Close Reading and CCSS
"Which close reading strategies apply to your lesson
and chosen standards?“
1) Marking the text
2) Reading with your pen
3) Reading for meaning—statements
4) visuals
• How will close reading improve student
success?
• Which one do you consider the MOST
important? (think of the student from the
beginning)
Close Reading and CCSS
Look at the Literacy Standards again--which ones did we
use throughout these strategies. Share with Table Partner.
Key Ideas and Details:
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
Analyze how and why individuals, events, or ideas develop and interact
(Reading for Meaning—depending on teacher-created questions)
1.
3.
Craft and Structure:
4: Words and phrases shape meaning
Common Core Literacy for All
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:
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Why did the North fight the civil war?
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)
Higher Level Questions
Non-Examples and Examples
Not 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.
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?
Text-Dependent
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?
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?
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?
Choose at least 1 of the following:
Which tasks would be appropriate for the text you
brought? Write a question/prompt adding to 1 of
the following, with specifics from text:
• 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
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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.
→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.
Think about the ABC activity:
In a short, fairly social activity with every
"kid" participating, we hit:
--citing textual evidence
--discussing key details and main idea
--compared and contrasted ideas
--synthesized complex ideas into 1 fluent
thought
Most Importantly!
Begin with the TEXT.
Common Core Literacy for All
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
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: What graphic organizer could you use
with the article?
• PAIR: Find a partner at your table and briefly
discuss your findings. Why is it a good fit?
• SHARE: With whole table group, develop a
consensus about your topic.
Revisiting
• How does this information of SHARED
LITERACY affect or change the existing lesson
structure of READ/Answer ?'s at the back of
the chapter.
• Examine your own text. How do the strategies
we've discussed help texts in these ways?
• Is it content rich?
• Does it contain academic language?
• Is it of appropriate complexity?
SD DOE Info Literacy Pinterest
http://goo.gl/40FNR
Other resources:
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NY Times Learning Network Blog
•
twurdy.com
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.
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
• 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
OUT
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What did you learn about the importance of
CLOSE READING?
Why do text dependent questions "force" close
reading?
Why are graphic organizers a great tool for
reading informational texts?
How will this training benefit you at the DOE?
Thank you for a wonderful day
as we discussed: Literacy in the
Content AreasMichele Davis @