clay county schools september 25, 2012 [email protected]

Clay County SchoolsSeptember 25, 2012

[email protected]

Introductions

• Diane Johnson– [email protected]

Who’s in the room?

• Name• School• Grade• ‘Secret’ about yourself

Session Goals

• I can describe the expectations of the content literacy standards for my content area – including the increased requirements for the use of complex texts and use of evidence from the texts.

• I can design a “reading for meaning” experience using relevant text.

• I can identify several short-term writing strategies to use that will help students learn my content.

• I can develop a personal action plan for utilizing the literacy standards to help students learn content.

Guiding Question

• How can the content literacy standards also help students learn my content?

Rate Your Familiarity with KCAS• Choose one of the following

that best describes your familiarity with the KCAS Literacy Standards and explain your choice:

1) Not very familiar with them2) Read some of the

Standards3) Designed lessons using

them

Disciplinary Practices• Work with a partner.• Sort the statements into

categories based the disciplinary practice with which they belong.– Mathematical, science and

engineering, ELA, historical thinking• Share your ideas with another

pair.• What conclusions can you draw

about practices from this activity?– Be prepared to share with the

whole group.

• “Language capacity is the root of all student performance.”– Heidi Hayes Jacobs, Active Literacy Across the

Curriculum

College and Career Readiness Anchor Standards for Reading

• The concept of ANCHOR standards:– Created before the K-12 standards– Present a big picture or overarching idea– Represent overall outcomes– Reflect research about post-secondary education

programs and what employers identified as critical skills

– Vetted for international comparability

• Compare the CCR Anchor Standards for Reading for K-5 and 6-12 (pgs. 10 and 60)

• Identify similarities and differences• Write one word that best summarizes each

statement on a small post-it note and place at the end of each statement.

College and Career Readiness Anchor Standards for Reading

Evidence

• Number off 1 – 10• Examine the standard that corresponds to

your number across grade levels/bands, highlight the word(s) that distinguish the standard at each grade level.

• Share with your group. • Discuss any shifts in your curriculum with

respect to reading that might be needed.

Standards for Reading

• Read pgs. 2-5 of Appendix A• Capture the main ideas and key details on the

“New American Notebook” organizer• Monitor your understanding of each section

using the symbols on your organizer• Use the cause and effect summary frame to

help you summarize what you read• Be prepared to share

Standard 10 for Reading

• “When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts.

• Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction.”– KCAS, pg. 60

P12 Math Science Outreach 18

1st Semester Freshman Course Load (15 hrs)

3,674 Pages of Reading

20 Quizzes 13 Formal Papers

22 Tests

2 Oral PresentationsTypical

Semester

GradeBand

CurrentLexile Band

"Stretch"Lexile Band

K–1 N/A N/A

2–3 450L–725L 450L–790L

4–5 645L–845L 770L–980L

6–8 860L–1010L 955L–1155L

9-10 960L–1115L 1080L–1305L

11–CCR 1070L–1220L 1215L–1355L

Text Complexity and the Common Core State Standards

Text Complexity Considerations

• Qualitative evaluation of the text– Levels of meaning, structure, language conventionality and clarity, and

knowledge demands

• Quantitative evaluation of the text– Readability measures and other scores of text complexity

• Matching reader to text and task– Reader variables (such as motivation, knowledge, and experiences) and task

variables (such as purpose and the complexity generated by the task assigned and the questions posed)

• “…the clearest differentiator was students’ ability to answer questions associated with complex texts.”

• “The most important implication of this study was that a pedagogy focused only on “higher-order” or “critical” thinking was insufficient to ensure that students were ready for college and careers: what students could read, in terms of complexity, was at least as important as what they could do with what they read.”– KCAS, Appendix A, pg. 2

Important Book

• As a grade level team, create a page for The Important Book.

• The most important thing about the KCAS for Reading is…

Important Book

• “…reading is not separate from content learning, but is intimately connected.” (pg. xiv)

• “Content reading that supports content learning provides opportunities for students to develop their understanding. The texts that are selected and the lessons that are designed to incorporate those texts work in support of learning about and interacting with the core concepts of the discipline….content reading for content learning opens opportunities for students to build conceptual understanding through critical analysis and application.” (pg. xix)– Reading for Learning, Heather Lattimer, 2010

ComprehensionStrategies

From Power Tools for Adolescent Literacy by Rozzelle & Scearce

• Learn as much by writing as by reading.– Lord Acton

• Meaning making is not a spectator sport. Knowledge is a constructive process; to really understand something each learner has to create a model or metaphor derived from that learner’s personal world. Humans don’t get ideas, they make ideas.– Art Costa

From Power Tools for Adolescent Literacy by Rozzelle & Scearce

Reading for Meaning

How to build students’ comprehension, reasoning, and

problem-solving skills

WHAT IS READING FOR MEANING?

What is reading for meaning?

“To read is to fly: it is to soar to a point of vantage which gives a view over wide terrains of history, human variety, ideas, shared experience and the fruits of many inquiries.”

A.C. Grayling, Financial Times (in a review of The History of Reading by Alberto Manquel)

“The habit of reading is the only enjoyment in which there is no alloy; it lasts when all other pleasures fade.”

Anthony Trollope

“We read to know we are not alone.”C.S. Lewis

“If you can read this, thank a teacher.”Anonymous teacher


Is it reading words and understanding them?Are Between ConsistsContinuously Corresponding CurveDraws Variation GraphIf Isolated WithMaking Only OftenOne Points RelationSet Table ValuesVariables Known

Draw a picture explaining your understanding of the text below:

• If the known relation between the variables consists of a table of corresponding values, the graph consists only of the corresponding set of isolated points. If the variables are known to vary continuously, one often draws a curve to show the variation.

Basic Math, 1945


Is it reading words carefully?• I cdnuolt blvelee that I cluod aulacity uesdnatnrd what I

was rdanieg. The phaonmeal pweor of the hmuan mnid. Aoccdrnig to rscheearch sdtuy at Cmabrigde Uinervtisy, it deosn’t mttaer in what oredr the ltteers in a word are, the olny iprmoatnt tihng is that the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can still raed it wouthit a porbelm. Thisis bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? Yaeh and I awlyas thought sipeling was ipmorantt!


Is it answering comprehension questions?The Montillation of Traxoline


An Anthology of Rigorous Texts• Read your assigned selection from the Anthology

of Rigorous Texts taken from Reading for Meaning Strategic PLC Guide. After reading, be ready to summarize it in your own words for your table group.

• What made your text rigorous?• What moves did you make to comprehend the

text you read?


An Anthology of Rigorous Texts• Reading One: Excerpt from the Federalist Papers,

“Concerning the General Power of Taxation,” by Alexander Hamilton

• Reading Two: “There’s a certain Slant of light,” by Emily Dickinson

• Reading Three: A Description of the Healing Process, Adapted from a High School Biology Textbook

• Reading Four: Excerpt from The Souls of Black Folk, by W.E.B. DuBois

• Reading Five: What is the Hailstone Sequence? Exploring a Mathematical Mystery

What Reading and Thinking Skills Did You Use?• Before reading did you…Draw forth relevant background knowledge to

help you put the reading in context?Make predictions about what the text would

say or include?Establish a purpose?

• During reading did you… Apply certain criteria that helped you separate critical

information from less relevant information? Pay attention to how the ideas were presented and

organized? Make notes to help you highlight and clarify important

ideas? Form images in your head to help you “see” the content? Note when the text confirmed or refuted your initial ideas

or prereading predictions?

What Reading and Thinking Skills Did You Use?

• After reading did you…Reflect on what you read?Try to assess and shore up gaps in your

comprehension? (What do I need to better understand?)

Look for opportunities to discuss your ideas with other readers?

What Reading and Thinking Skills Did You Use?

Thinking About the Skills of Comprehension

• How did the skills you checked off help you understand the texts you read?

• What are some ways you teach these skills in your classroom?

• What are some of the recurring challenges you face in helping students build their reading and reasoning skills?

• A reading strategy that uses simple statements to help students find and evaluate evidence and build thoughtful interpretations of text.


• Present students with list of ‘agree or disagree statements’ about an assigned text (e.g., “Frog is a good friend.”)

• Have students preview the statements and then begin reading the text.

• Ask students to indicate whether they agree or disagree with the statements based on what they read.

• Have students justify their agree/disagree positions by citing appropriate evidence from the text.


A Sample Reading for Meaning Lesson

The Gettysburg Address:A Study in the Power of Words

(Common Core Mini Unit)

Common Core State Standards• The lesson will focus on the Gettysburg Address. Teaching

students how to read primary documents supports these CCSS:

• [RH.6-8.1] Cite specific textual evidence to support analysis of primary and secondary sources.

• [RH.6-8.2] Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

• [RH.6-8.6] Identify aspects of a text that reveal an author’s point of view or purpose.

Common Core State Standards

• Students will also be writing an editorial addressing these CCSS:

• [WHST.6-8.1] Write arguments based on discipline specific content.

• [WHST.6-8.9] Draw evidence from informational texts to support analysis, reflection, and research.

Mental Companions

• We all have mental companions whose voices reside inside our minds. Perhaps these voices come from a friend, your parents, a coach, or even the words from a song, a poem, or a famous person.

• What voices have helped you to define who you are? Identify one of these voices and explain how it has influenced you.

• There are many famous Americans whose voices have played an important role in our American heritage. Today we are going to look at the words from a great speech given by Abraham Lincoln at Gettysburg to honor the soldiers who fought and died there in the Civil War. As you listen to Lincoln’s words, I want you to ask yourself if Lincoln’s speech is as relevant today for all Americans as it was on Thursday, November 19, 1863.

http://www.youtube.com/watch?v=W3TgkH7VGSk

Sticky Notes (Summarize)

• Now use “sticky notes” to briefly summarize each portion of the Gettysburg Address.

Connecting to the CCSSAnchor Standards for Reading

Online Editorial

• Lincoln reminds us in the Gettysburg Address that the work of maintaining a “United” States of America remains unfinished. Do you agree or disagree with his thesis?

• A local university is developing a website to commemorate President Lincoln and is looking for editorial content related to his Gettysburg Address.

• Develop an editorial in which you discuss the importance of Lincoln’s message at Gettysburg and what it means to Americans today.

Guidelines• Make sure you…• Provide a valid argument• Indicate whether you agree or disagree with Lincoln’s

thesis• Avoid summarization. Instead, include specific

references from the speech to help you make your case.• Organize your ideas so that they follow a logical

sequence• Follow the conventions of standard written English

Introducing Reading for Meaning

• Good reading is active reading.• Comprehension involves a repertoire of skills, or

reading and thinking strategies.• Comprehension skills can be taught successfully to

nearly all readers, including young and emerging readers.

• A wide body of research shows that teaching students comprehension skills has “a significant and lasting effect on students’ understanding” (Keene, 2010, p. 70).

The Four Principles of Reading for Meaning

• Principle One: Before you get reading, get ready

• Good readers…• Call up relevant background knowledge• Make predictions• Establish their purpose for reading

• Principle Two: Read like you mean it• Good readers…• Are actively engaging their mind• Separate relevant information from irrelevant

information• Make notes and check their comprehension

while reading


• Principle Three: Just because you’re done reading doesn’t mean your done reading

• Good readers…• Look back at the text• Revisit predictions• Discuss evidence• Reflect on how the text has influenced their

understanding


• Principle Four: Put Reading to Use• The most powerful form of reading is applied

reading – reading that leads to a product in which students synthesize what they have learned.


Your Turn

• Draft a “Reading for Meaning” task • Keep Anchor and Grade Level reading

standards in mind as you develop statements.• Appendix B of ELA – useful for identifying

suggested readings that are stretch texts

Getting Started

• Use the “Reading for Meaning Planning Forms” to assist you in breaking down the task into manageable chunks.

• The “Customizing Reading for Meaning Statements to Meet Specific Objectives” handout provides suggestions for crafting RFM statements.

• Additionally, the “Classroom Tips” handout provides development and implementation ideas to support task development.

Processing and Reflecting

• Developing a ‘reading for meaning’ task was like:

a) Riding a bikeb) A walk in the parkc) Creating a mapd) Climbing a mountain• Because…

Making ConnectionsSupport Statement Refute

1. If CCSS for reading are implemented well, then students will be more CCR.

2. Reading for Meaning is a strategy that will help students meet the CCSS for Reading.

• Compare the CCR Anchor Standards for Writing for K-5 and 6-12 (pgs. 18 and 60)

• Identify similarities and differences• Working with a partner, write a paragraph that

describes the CCR Anchor Standards for Writing.– Use the Descriptive –Example 2

College and Career Readiness Anchor Standards for Writing

Descriptive Example 2

• Prepare a Power Point slide to support the teaching of the standard/category you are assigned (pgs. 19-21 & pgs. 64-66 in packet)

• Include:– Overall main idea– Important details for informing instruction– Key changes/progression from 5 - 8

• 90 seconds/person to share slide

Standards for Writing

Standard 10 for Writing

• Design your short-term writing to help students synthesize their learning for your Reading for Meaning mini-unit.– 3 X 3 writing frame– RAFT– Create your own problem– Summary paragraph using summary frame

Key Design Considerations for ELA Standards

Integrated Model

1. How does writing improve student reading?2. What kinds of writing improves student reading?3. What do students need to be taught in order to

use writing to improve reading?4. How do you decide what writing strategy to use

with a particular reading?5. What do the reading standards explicitly state

about using writing? The writing standards about using reading?

• Is argumentative writing the same as writing a persuasive piece?

• Standard 8 requires students to “gather information from multiple print and digital sources…and integrate the information while avoiding plagiarism.”


• Use the I-Chart organizer to capture relevant information to help you address the question.

• Synthesize the information from each resource and use it to write a Twitter summary answering the original question, “Is argumentative writing the same as writing a persuasive piece?

• Be prepared to share.


Next Steps for 2012-2013

• Reflect on the requirements of the CCSS for Content Literacy

• Identify 1 commitment for reading and 1 for writing that your students and your colleagues can count on you to do.

• Sign the pledge form.

http://www.youtube.com/watch?v=Jt_2jI010WU

Session Goals

• I can describe the expectations of the content literacy standards for my content area – including the increased requirements for the use of complex texts and use of evidence from the texts.

• I can design a “reading for meaning” experience using relevant text.

• I can identify several short-term writing strategies to use that will help students learn my content.

• I can develop a personal action plan for utilizing the literacy standards to help students learn content.

clay county schools september 25, 2012 [email protected]

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