welcome to: how to integrate literacy skills with concepts in your curriculum gr. 6-8

Welcome to:How to Integrate Literacy Skills with Concepts in Your Curriculum Gr. 6-8

Presented by:Michelle LebaWashington Technology Magnet SchoolSaint Paul Public Schoolsmichelle.leba@spps.org

General ItemsIntroductionsSchedule and FormatEvaluationsAll items can be found at http://michelleleba.wikispaces.com/

Goals for Today1. Develop an understanding of the Common Core Standards

for Literacy in History/Social Studies, Science, and Technical Subjects by analyzing the benchmarks and determining what each benchmark is asking students to do.

2. Examine the benchmarks and share ideas for how to address them.

3. Be provided with ideas for strategies to address these benchmarks from the Common Core; main idea, summary, author’s purpose, and text structure.

4. Work with other participants in order to integrate literacy benchmarks with curriculum for next school year.

What do you know about the Common Core Standards in General?

Common Core Standards• The Common Core State Standards Initiative is a state-led

effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).

• The 2010 standards include reading, writing, speaking, viewing, listening and media literacy, as well as standards for literacy in history/social studies, science, and technical subjects.

• Public schools in Minnesota are required to implement the 2010 standards no later than the 2012-2013 school year.

Goals of the StandardsTo develop a set of shared national standards

ensuring that students in every state are held to the same level of expectations that students in the world's highest-performing countries are, and that they gain the knowledge and skills that will prepare them for success in postsecondary education and in the global arena.

What do you know about theCommon Core Standards specific to Literacy in History/Social Studies, Science, and Technical Subjects?

What is literacy?

Literacy DefinedLITERACY IS…the ability to identify,understand, interpret, create, communicate,compute, and use printed and writtenmaterials associated with varying contexts.Literacy involves a continuum of learning toenable an individual to achieve his or hergoals, to develop his or her knowledge andpotential, and to participate fully in society asa whole.

Literacy for the 21st Century “Adolescents entering the adult world in the 21st

century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. In a complex and sometimes even dangerous world, their ability to read will be crucial.” (IRA, 1999)

Literacy in the 21st Century “Literacy in the 21st Century will mean the

ability to find information, decode it, critically evaluate it, organize it into personal digital libraries, and find meaningful ways to share it with others. Information is raw material — students will need to learn to build with it.”

From: The World is Flat by Thomas Friedman

Why is it important to include literacy skills in the content areas?

Changing Literacy DemandsBetween 1996 and 2006, the average literacy

required for all American occupations increased by 14%.

The 25 fastest growing professions have far greater than average literacy demands, while the 25 fastest declining professions have lower than average literacy demands.

(Barton, 2000; Reading Next, 2004)

Today’s Reality: High School Only 30% of high school students graduate as

proficient readers who are college-ready (Greene & Forster, 2003).

Less than 50% of youth who take the ACT are prepared for the demands of college reading (ACT, 2006).

35 - 40% of high school graduates do not have the sophisticated reading and writing skills that employers seek (Achieve, Inc., 2005; Kaestle et al., 2001; National Commission on Writing, 2004).

Today’s Reality: College ReadinessOnly 51% of ACT-tested high school graduates

were able to successfully perfom college-level reading tasks.

Students’ readiness for college-level reading is at its lowest point in more than a decade.

(Reading Between the Lines, ACT, 2006)

Definitions

Standard• A general goal or summary description of student

learning in a content area;

Benchmark (Minn. Stat. § 120B.023)• Specific “academic knowledge and skills schools must

offer and students must achieve to satisfactorily complete a state standard” by the end of that grade level or grade band

• Used to inform and guide parents, teachers, school districts and others and for use in developing tests

Change over Time

Common Core simply takes the 10 Anchor Standards in

Reading and Writing and adds levels of sophistication over

time.

Increasing Sophistication

Grades 6-8 Grades 11-12Integration of Knowledge and Ideas

9. Analyze the relationship between a primary and secondary source on the same topic

Integration of Knowledge and Ideas

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Reading Anchor Standard #9 Integration of Knowledge and IdeasAnalyze how two or more texts address similar themes or topics in

order to build knowledge or to compare the approaches the authors take.

Benchmark #1Science and other technical subjectsCite specific textual evidence to support analysis

of science and technical texts.History/Social StudiesCite specific textual, visual or physical evidence

to support analysis of primary and secondary sources.

Individually complete the Summary Column just for Page 1

Share your answers with the group for the Summary Column just for Page 1

Individually complete the How I do this now column just for Page 1

I have a collection of chapter worksheets that students fill in as they read a section, such as this worksheet on the cell. I do not plan to completely eliminate these worksheets, but I see that with minor adjustments we can change them to address standard 1.

At the end of the worksheets, I can simply add a section that requires students to find page numbers and paragraphs where certain information can be found.

This requires students to actually look back to the information they just read to find information they may have skimmed over the first time they read it. A simple addition to the bottom of the worksheet now requires students to CITE sources in their textbook, thus meeting the standard.

Main Idea and SummaryDo your students struggle with finding the

main idea?

Do your students struggle with summarizing?

Teach students a specific process for dealing with main idea and summary

Step One-Identify the topic. Ask, “Whom or what is this about?”Step Two-Identify the main idea. Ask, “What is the main thing the writer is saying about the topic?”Step Three-Identify important details. Ask, “What details are needed to understand the main idea?”Step Four-Use the main idea and important details to summarize.

Main Idea and SummaryLook through the Summary Packet. What do

you notice about the way it is structured?How does the structure help support

students?How could you integrate this structure into

materials you use?

Individually complete the Summary Column just for Page 2

Share your answers with the group for the Summary Column just for Page 2

Individually complete the How I do this now column just for Page 2

As a group complete the Ideas for how I could do this in the future just for Page 2

Text StructureWhy is it important to teach text structure to

students?

Proper fire safety procedures were not followed therefore the city’s fire marshal fined the owner of the apartment complex.

Cause and Effect PersuasionDescription Compare – contrastProblem – solution Sequence

To overcome her fear of snakes, Mia made sure she touched or held her sister’s corn snake several times a week.

Cause and Effect PersuasionDescription Compare – contrastProblem – solution Sequence

My favorite dish at the Rainbow restaurant is the cilantro pork dinner. It is spicy and has the unique flavor of cilantro embedded throughout. The portion is generous enough for two people which makes it a good deal at $11.99.

Cause and Effect PersuasionDescription Compare – contrastProblem – solution Sequence

Kangaroos and rabbits, both Australian mammals, have the ability to jump high and far. But while the kangaroo is a native species, the rabbit was introduced by European settlers many years ago and has since wrecked havoc on the ecosystem there.

Cause and Effect PersuasionDescription Compare – contrastProblem – solution Sequence

“Lucky Bamboo” will grow almost anywhere, under almost any conditions. It can survive in low light but will thrive in direct sun also. You can plant the shoots in dirt, or just leave them in water too. It is also a suitable pant

for aquariums.

Problem - Solution Description Compare - Contrast SequenceCause & effect Persuasion

Cichlids and loaches are both tropical fish. Loaches are considered bottom feeders but

in reality they swim at all levels of the aquarium. Cichlids, on the other hand, are not considered to be bottom feeders. They eat at the surface and grab food as it sinks

down. Problem - Solution Description Compare - Contrast SequenceCause & effect Persuasion

Text Structure

Author’s Purpose and

Point of View

This section of the slide show is from

trudyamiller.wikispaces.com/file/view/Authors_Purpose.ppt

What is the purpose?

• Did you know that everything you read has a purpose?

• When an author writes something (book, magazine, textbook, newspaper article), he/she chooses his/her words for a purpose.

What is the purpose?

• The author’s purpose is the main reason that he/she has for writing the selection.

• The author’s purpose will be to:– Entertain– Inform– Persuade

What is the author’s point of view?

• When an author writes to entertain, persuade, or inform, he/she will have his/her point of view on the subject.

• Point of view is an author’s opinion about the subject.

How does the author’s purpose & author’s point of view go together?

• Author’s purpose and point of view go together.

• The author will want you to see the topic from his/her point of view or through his/her eyes.

• For some issues, you will be able to tell if the author is FOR or AGAINST something.

I know the purpose!

• When you are able to recognize the author’s purpose, you will have a better understanding of the selection.

• Also, the purpose will determine how you read a selection.

Can a selection have two purposes?• Some selections will

have two purposes.• For example, if the

article is about eating healthy, it will try to persuade you to eat your vegetables as well as, inform you about the different types of food groups.

Author’s Purpose: Inform• If the author’s purpose is

to inform, you will learn something from the selection.

• Information pieces sometime use one or more of the following:– Facts– Details/Instructions– Places– Events – People

Author’s Purpose: Persuade• If the author’s purpose is

to persuade, the author will want you to believe his/her position.

• Persuasive pieces are usually non-fiction.

• Although there are facts, it contains the author’s opinions.

• With persuasive pieces, it is clear on the author’s point of view (if he/she is FOR or AGAINST it).

Author’s Purpose: Entertain• If the author’s purpose is

to entertain, one goal may be to tell a story or to describe characters, places or events (real or imaginary).

• Examples of entertaining texts include: plays, poems, stories, jokes, or even comic strips..

Determine the author’s purpose

• Use the information on the bottle to determine the author’s purpose.– A. To Inform– B. To Entertain– C. To Persuade

Can you identify the author’s purpose?

• The correct answer is A, to inform.

• The label contained information and instructions on how to use the medicine.

Can you identify the author’s purpose?

• His face appeared in the window. She knew he had been the cause of her waking at 3 a.m. Was she seeing things? Was his face real? She tried to lie still and decide what to do. Just then, the window shattered. She flew across the room to the hallway and straight into her mother’s room.

Inform

Entertain

Persuade

Can you identify the author’s purpose?

• The correct answer is to entertain.

• The author tried to capture a suspenseful mood in the story.

• The story is probably fiction.

Can you identify the author’s purpose?

• It is recommended that parents read to their children everyday, starting as early as six months of age. When you read with your children, you are starting them off in life as a life-long reader and learner. It is never too late to pick up a book and read; people in their eighties have learned how to read and discovered the pleasure of reading. Turn off the television and read a book!

Can you identify the author’s purpose?

• You can tell the author wrote this passage to

• A. Inform• B. Entertain• C. Persuade

Can you identify the author’s purpose?

• The correct answer is C, to persuade.

• This is an emotional appeal to do the right thing: READ!

• Also, the last sentence tells you encourages you to do something: “Turn off the television”

What are the steps to determining the author’s purpose and point of view?

1. Read the selection carefully.

2. Determine if the selection is fiction or nonfiction.

What is Fiction?

• A fiction piece is from the author’s imagination and is not based on facts.

• Fiction pieces will be stories.• The purpose of fiction is to entertain the

reader.• Fiction creates a mood, a feeling you get

from reading the selection. The mood could be happy, sad, scary, angry, peaceful, etc…

What is Non-fiction?

• Non-fiction pieces are based on facts and author’s opinions about a subject.

• Non-fiction pieces could be biographies, articles from textbooks, newspaper and magazine articles.

• The purpose of non-fiction writing is to inform and sometimes to persuade.

Fiction/Non-fictionPurpose and Point of View

Activity

Online Activity Author's Purpose Battleship

Text StructureWhy is it important to teach text structure to

students?

Proper fire safety procedures were not followed therefore the city’s fire marshal fined the owner of the apartment complex.

Cause and Effect PersuasionDescription Compare – contrastProblem – solution Sequence

To overcome her fear of snakes, Mia made sure she touched or held her sister’s corn snake several times a week.

Cause and Effect PersuasionDescription Compare – contrastProblem – solution Sequence

My favorite dish at the Rainbow restaurant is the cilantro pork dinner. It is spicy and has the unique flavor of cilantro embedded throughout. The portion is generous enough for two people which makes it a good deal at $11.99.

Cause and Effect PersuasionDescription Compare – contrastProblem – solution Sequence

Kangaroos and rabbits, both Australian mammals, have the ability to jump high and far. But while the kangaroo is a native species, the rabbit was introduced by European settlers many years ago and has since wrecked havoc on the ecosystem there.

Cause and Effect PersuasionDescription Compare – contrastProblem – solution Sequence

“Lucky Bamboo” will grow almost anywhere, under almost any conditions. It can survive in low light but will thrive in direct sun also. You can plant the shoots in dirt, or just leave them in water too. It is also a suitable pant

for aquariums.

Problem - Solution Description Compare - Contrast SequenceCause & effect Persuasion

The seal around my refrigerator door was not sealing properly; cool air was leaking

out and electricity was being wasted. Luckily the fridge was covered under

warranty so all I needed to do was place a call for service.

Problem - Solution Description Compare - Contrast SequenceCause & effect Persuasion

Cichlids and loaches are both tropical fish. Loaches are considered bottom feeders but

in reality they swim at all levels of the aquarium. Cichlids, on the other hand, are not considered to be bottom feeders. They eat at the surface and grab food as it sinks

down. Problem - Solution Description Compare - Contrast SequenceCause & effect Persuasion