Supporting Literacy
with CCSS
2013 Odyssey Conference
Karin Moscon, Literacy Specialist, ODE
Business as Usual?
• Information is exploding
• In 1870 the information a person would
encounter in a lifetime is the same amount of
information now found in one issue of the
New York Times.
• The digital universe has grown 1000% in the
last 2 years
•
There are now 450,000 words in the English
language. That’s 7 times more than William
Shakespeare had to choose from.
• The majority of jobs our students will
have do not currently exist.
• The technology they will use hasn’t
been invented yet.
• They will be solving problems that
haven’t even emerged yet.
The Common Core State
Standards
• How do we
prepare students
for a world that
we can’t even
imagine?
Literacy Across All Content
Areas
• Literacy is a life skill
• The illiterate of the 21st Century will not be
those who cannot read and write, but those
who cannot learn, unlearn, and relearn.
More Reasons Why Literacy is
Necessary in All Content/Classes
With our ever changing industries, businesses are not looking for
employees who have “memorized content knowledge” because
the content of businesses changes so fast. Instead they want
employees who can:
1.
2.
3.
4.
5.
6.
7.
Think critically and problem solve
Collaborate and provide leadership
Be agile and adaptable
Be innovative and entrepreneurial
Communicate effectively orally and in writing
Access and analyze information
Be curious and imaginative
Tony Wagner, Educational Leadership 2008
©CDMT 2008
ELA College and Career Ready:
“a portrait of students who meet the standards”
• 1. Demonstrate Independence
• 2. Build strong content knowledge
• 3. Respond to varying demands of audience, task,
purpose, and discipline
• 4. Comprehend as well as critique
• 5. Value evidence
• 6. Use technology and digital media strategically and
capably
• 7. Respect other perspectives and cultures
Standards
for Mathematical Practice
• 1 -Make sense of problems and persevere in solving
them
• 2 -Reason abstractly and quantitatively
• 3 -Construct viable arguments and critique the
reasoning of others
• 4 -Model with mathematics
• 5 -Use appropriate tools strategically
• 6 -Attend to precision
• 7 -Look for and make use of a pattern or structure
• 8 -Look for and express regularity in repeated
reasoning (generalizing)
Teaching Mathematics
“One important purpose of mathematics
education is to prepare students to incorporate
mathematical reasoning and communication
into their everyday lives. However, conventional
pedagogy has often persuaded students to
consider school mathematics as a subject
divorced from their everyday experiences and
from their attempts to make sense of their
world.”
Tate, William F. Race, retrenchment, and the reform of school mathematics. Phi
Delta Kappan. 1994
©CDMT 2008
Using Language in ALL Classes
Language will be taking a new role in all
classrooms:
–Argument
–Justification
–Collaboration
–Inquiry
–Analyzing
–Presenting
How can teachers orchestrate the
classroom to support their students?
Instructional Shifts
handout
ELA/Literacy Shifts
Math Shifts
– Shift 1: Increase Reading of
Informational Text
– Shift 2: Text Complexity
– Shift 3: Academic
Vocabulary
– Shift 4: Text-Based Answers
– Shift 5: Increase Writing
from Sources
– Shift 6: Literacy Instruction
in all Content Areas
–
–
–
–
Shift 1: Focus
Shift 2: Coherence
Shift 3: Procedural Fluency
Shift 4: Deep Conceptual
Understanding
– Shift 5: Applications
(Modeling)
– Shift 6: Balanced Emphasis
11
Mental Math Activity
Solve this problem mentally.
Please do not use paper and pencil.
73 + 48 =
Now try:
57 - 19
CDMT, 2009
How many circle tiles is the rectangle tile worth in each
equation?
(1)
(2)
=
=
=
(3)
=
(4)
=
(5)
© IDMT
Modes of Representation:
Jerome Bruner
Enactive
Iconic
Symbolic
(Bruner, 1966)
©DMTI 2010
Modes of Representation: Language
Listening/
Speaking
Reading
Writing
(Bruner, 1966)
©DMTI 2010
MARCUS ACTIVITY
Marcus collects lizards and beetles. He has 8
creatures in his collection so far. All together they
have 36 legs. How many of each kind of creature
does he have in his collection?
CDMT, 2009
Your Task:
posters
• Solve the Marcus problem at least 3 different
ways.
• Meet with team mates and share.
• Select at least 3 different methods to put on
poster and share with the group.
Drawing
CDMT, 2009
Table Format
CDMT, 2009
Algebraic Notation
CDMT, 2009
Rate of Change
Lizards Beatles
Total
creatures
Total Legs
0
8
8
8 x 6 =48
1
7
8
(1x4) + (7x6) = 46
2
2
6
8
(2x4) + (6x6) = 44
2
3
5
8
(3x4) + (5x6) = 42
2
4
4
8
(4x4) + (4x6) = 40
2
5
3
8
(5x4) + (3x6) = 38
2
6
2
8
(6X4) + (2x6) = 36
2
7
1
8
(7x4) + (1x8) = 34
2
8
0
8
8 x 4 = 32
2
What is the target?
How many changes to get there?
Rate of change
Mental Networking
• By thinking and talking about similarities and
differences between arithmetic procedures,
students can construct relationships between
them… the instructional goal is not necessarily
to inform one procedure by the other but,
rather, to help students build a coherent
mental network in which all pieces are joined
to others with multiple links.
(Heibert and Carpenter, 1992)
Residue: Context
http://www.gocomics.com/features/66/feature_items/407134
AAAA! I
can’t do
these math
problems?
Why am I so
stupid?
August 2010
© DMTI
23
Residue: Context
http://www.gocomics.com/features/66/feature_items/407134
If 2x + Y =
60 and x +
2y = 75,
solve for x
and y. How
the heck do
I figure that
out?!
August 2010
© DMTI
24
Residue: Context
http://www.gocomics.com/features/66/feature_items/407134
If 2 shirts and
a sweater costs
$60 and a shirt
and 2 sweaters
costs $75.
What does
each item cost?
The shirts are
$15 and the
sweaters cost
$30. Duh!
August 2010
© DMTI
25
Residue: Context
http://www.gocomics.com/features/66/feature_items/407134
You aren’t
stupid,
you’re just
weird.
Come back!
You still
haven’t told
me how to
solve the
problem.
August 2010
© DMTI
26
Why are tasks important for
students to solve?
• Context gives them
something to talk/write
about.
27
Conjectures: Bringing Argumentation
into Math Class
1. Decide if the following conjectures are true or false. Provide
evidence to support your claim. Identify the important
mathematical principles these conjectures address.
• When you add two numbers, you can subtract one of those numbers from the
sum and get the other number you added.
• When you add two numbers you always get a bigger number.
• When you multiply a number by 1, you get that number.
• When you multiply by zero, you get zero.
• When you divide two numbers, you always get a number that is smaller than the
number you’re dividing.
• When you divide any number by zero, you get zero. (…you get 1).
2. Create two conjectures appropriate for your students. One should
be true and one should be false.
ELA College and Career Ready: “a portrait
of students who meet the standards”
• 1. Demonstrate Independence
• 2. Build strong content knowledge
• 3. Respond to varying demands of audience,
task, purpose, and discipline
• 4. Comprehend as well as critique
• 5. Value evidence
• 6. Use technology and digital media
strategically and capably
• 7. They come to respect other perspectives
and cultures
Spending Money at the Game
• How much does a t-shirt cost?
• How much is a drink?
• Explain how you found your answers.
March 16
© DMTI Boise State University
30
Find and substitute a “unit”
Rate of change
March 16
Eliminate one variable
Geometric
© DMTI Boise State University
31
Food at the movies
Cardiff Family
Spends $12
Hughes Family
Spends $19
How much does 1 popcorn cost?
How much does 1 drink cost?
Thanks to MTI, Boise State University
Questions or Comments?
Karin Moscon
karin.moscon@state.or.us
503-947-5706
33