Common Core Literacy Standards

for Content Area Teachers

Job Alike Seating

Please make sure you are seated at the appropriate table for your level and

content

Insert photo of table tent here

Table Introductions Name, School, Grade Level, Courses What you hope to get out of today’s

session Choose A/B Partner

Today’s Agenda

Learning Targets I can analyze and

articulate ELA standards for my content area.

I can help develop my student’s ability to read my content area text.

I can develop student activities and assessments that support ELA standards in my content area.

Starting … Getting there… Got it!

Starting … Getting there… Got it!

Starting … Getting there… Got it!

Current Understanding with CCSS

4 I can lead trainings

3 I’ve begun transitioning my own practice2 I know what they are

1 This is totally new to me

K-W-LWhat do I

KNOW about CCSS ELA in

Content Areas?

What do I WANT

to know about CCSS ELA in

Content Areas?

What have I LEARNED

about CCSS ELA in Content Areas?

The way we learn"If reform plans are to be made operational, enabling teachers to really change the way they work, then teachers must have opportunities to talk, think, try, and hone new practices, which means they must be involved in learning about, developing, and using new ideas with their students.” -Lieberman, A.

Common Core State Standards (CCSS)

Anticipation Guide

Mark Yes/No/? in the left column

Independentlythen with A/B Partner

Common Core State Standards Initiative A joint effort:National Governors AssociationCouncil of Chief State School Officers

A State-Led initiative

The federal government did not develop the standards nor require their adoption

Goals of CCSS U.S. students will become more

competitive with A+ countries.

Colleges will have less remediation for incoming students.

Students across the country will have standards that are of equal rigor.

Allows for development of common assessments and teaching materials.

College and Career-Readiness standards for English / Language Arts and Mathematics developed in summer of 2009

K-12 standards for each grade were created Continual input throughout the process

from states, educators, business and higher education leaders with 10,000 responses during the public comment period

Standards Development Process

Final standards were released on June 2, 2010

Adopted by Oregon State Board of Education on October 28, 2010

ELA & Literacy in History/SS, Science and Technical Subjects

Mathematics

Standards Development Process

Students are College and Career Ready when they can . . . Demonstrate Independence: comprehend

complex texts in all content areas Build strong content knowledge across all

subjects and disciplines Respond to varying demands of audience,

task, purpose, and discipline

Students are College and Career Ready when they can . . . Comprehend and critique Value evidence Use technology and digital media

strategically and capably Understand other perspectives and

cultures

The Standards Define: What is most essential Grade level expectations What students are expected to know

and be able to do Cross-disciplinary literacy skills Mathematical habits of mind

The Standards Do NOT Define: How teachers should teach All that can or should be

taught The nature of advanced

work Intervention methods or

materials The full range of supports

for English learners and students with special needs

Processing Time

The CCSS define ______, but they do not define ________.

Instructional Shift #6Literacy Instruction in all

Content Areas

CCR ELA/Literacy StrandsCollege and Career Readiness (CCR) Anchor

Standards are divided into four interrelated literacy strands.

Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

Writing Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing

Other CCR Strand Subheadings

Speaking and Listening Comprehension and Collaboration Presentation of Knowledge and Ideas

Language Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

Other CCR Strand Subheadings

CCSS ELA StructureAnchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

9-10Text Types and Purposes

1. Write arguments focused on discipline-specific content.

a. Introduce precise claims, distinguish the claim…

Grade Level Subheading

Stan

dard

WHST.9-

10.1

CCSS Appendices: A, B and CAppendix A: Research Supporting Key Elements of the Standards (143 pages)*New supplement out last fall

Appendix B: Text Exemplars and Sample Performance Tasks (183 pages)

Appendix C: Samples of Student Writing (107 pages)

Important CCSS Shifts for ELA in the Content Areas:

Increase reading of informational text Text Complexity Academic Vocabulary Text-based Answers Increase Writing From Sources Literacy Instruction in all Content Areas

27

Disciplinary Literacy

Disciplinary Literacy is advanced literacy instruction embedded within content-areas. Disciplinary Literacy instruction engages learners with content in ways that mirror what scientists and mathematicians do to inquire and gain understanding in their disciplines.

~Shanahan and Shanahan 2008

What is Disciplinary Literacy?

What is Literacy?

Literacy is the ability to read, write, listen, speak, think critically, and perform in different ways and for different purposes.

~Wisconsin Common Core State Standards For Literacy

Scavenger Hunt

Work as partners or small groups to complete the scavenger hunt using

your standards packet.

1. No 2. Yes3. No4. No 5. Yes6. Yes7. No8. No9. Yes10. Yes

Anticipation GuideAnswer Key

What are you already doing?

1. Brainstorm what students already read and write in your class.

2. Look through your standards and determine which standards you are either already addressing, or you could address with some simple modifications.

CCSS Toolkit: Content Area Literacy

Learning Targets I can analyze and articulate

ELA standards for my content area.

I can help develop my student’s ability to read my content area text.

I can develop student activities and assessments that support ELA standards in my content area.

Starting … Getting there… Got it!

Starting … Getting there… Got it!

Starting … Getting there… Got it!

Break I still want to

know about.

I hope I learn more about

.

Other comments:

Instructional Shift #2Text Complexity

Quantitative Information should drive placement of texts into Grade Bands.

Quantitative

1. Structure of the text – Chronological order, simple graphics, well-marked vs. more complex text structures

 2. Language conventionality and clarity – how familiar is the language of the

text.  

3. Knowledge Demands- Make few assumptions about the extent of readers’ life experiences and the depth of their cultural/literary and content/discipline

knowledge vs. texts that make assumptions. 

4. Levels of meaning (literary) or Purpose (informational): Satire may be more difficult. Or an informational text with a more obscure purpose.

 

Qualitative Information should drive placement of texts into specific grades.

Qualitative

How do I know if my text is complex?

Quantitative lens Lexile Analyzer Gale Power Search (Advanced Search)

Qualitative Have you been studying this topic? Do they

have background? High-interest?

Instructional Shift #1Increase Reading of Informational Text

Who Are You as a Reader? What do you feel comfortable reading? What do you not like to read and how do you

handle this? What do students need to be able to read for

everyday life? What do students need to be able to read for

your specific content area?

41

List the things you’ve read in the last 48 hours.

Ok…I get it…But how do I do it?

Think Alouds Expert Blind Spot (Wiggins) “…the failure to grasp that key lessons

involve understandings that have to be engineered, not facts to be transmitted. When the Expert Blind Spot is at work, we have lost sight of this understanding about understanding. What is obvious to us is rarely obvious to a novice—and was once not obvious to us either, but we have forgotten our former views and struggles” (Understanding By Design).

Let’s Try This…

Just so your expert blind spot will not get in the way…

House Bill 2220

Read the house bill and write a short summary of the bill. What are the significant

implications of this legislation?

1. Read the text independently.2. Write a quick summary of

the bill and what implications it may have.

You will have about 10 minutes to complete this task.

Start the Task

1. Turn and Talk with your partner. 1. What were you feeling during the task?2. How effective do you think you were at

completing the task?3. What strategies did you try as you were reading

this challenging text?You need to understand your own metacognition around reading in order to know how to help your

students with theirs.

How Did that Feel?

What do good readers do?

76th OREGON LEGISLATIVE ASSEMBLY-2011 Regular SessionEnrolled

House Bill 2220Sponsored by Representative BUCKLEY; Representative GELSER

(Presession filed.)

CHAPTER_______________________

AN ACTRelating to students assessments; amending ORS 329.485; and prescribing an effective date. Be It Enacted by the People of the State of Oregon:

Section 1. ORS 329.485 is amended to read:329.485. (1) As used in this sections:(a) “Content-based assessment” means testing of the understanding of a student

of a predetermined body of knowledge.(b) “Criterion-referenced assessment” means testing of the knowledge or ability of

a student with respect to some standard. (c) “ Performance-based assessment” means testing the ability of a student to use

knowledge and skills to create a complex or multifaceted product or complete a complex task.

(2)(a) the Department of Education shall implement statewide a valid and reliable

Annotated Close ReadingHas to do with politics..

When in 2011? Comes from House of Representatives

Why is this blank?

Oregon Revised Statute=Law

Organizational System

Definitions

Give One Get One1. Fold your paper into six squares

2. In two of the squares write down reading strategies for reading a house bill or any background information you have about HB 2220 .

3. Travel around and “give” them one of your reading strategies or pieces of background information and “get” one from them

Annotated Reading• Continue close reading of this

text. • Share background information

and strategies you gathered during Give One-Get One.

• Annotate your text as you read it.

Text Dependent Question about HB

22201.What is the gist? Write a 25 word

paragraph summarizing this house bill. 2.What would you say is the intent of this

bill? Provide two pieces of textual evidence to support your position.

Text Dependent QuestionsA text dependent question can only be answered by

referring explicitly back to the text.

Text: The Gettysburg Address Non Text Dependent Examples

•Why did the North fight in the civil war?

•Why is equality an important value to promote?

Text Dependent Examples

•What does Lincoln mean by “four score and seven years ago”?

•What is Lincoln saying is significant about America? Cite specific evidence from the text to support your answer.

(1)Does the question require the use of information drawn from the text itself?—both in terms of what it says and how it says it?

(2)Does the question encourage students to think about important information?

A Little Humor …

The Interview

Lunch

See you back here at 12:30

Let’s Try This With Your Content Area…

What Do Good Readers of Your Specific Content Do?

“Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently.” -Shanahan

2008

The Shanahan Research

“Mathematicians emphasized rereading and close reading as two of their most important strategies. ..Math reading requires a precision and meaning, and each word must be understood specifically in service to that particular meaning.”

“Chemists were most interested in the transformation of information from one form to another….they were visualizing, writing down formulas, or, if a diagram or chart were on the page, going back and forth between the graph and the chart.”

“The historians emphasized paying attention to the author or source when reading any text. Their purpose in reading seemed to be to figure out what story a particular author wanted to tell...they were keenly aware they were reading an interpretation of a historical event and not ‘truth.” Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy by Timothy

Shanahan and Cynthia Shanahan 2008

Think About Text in Your Content Area

1. How is the text structured?2. Must it be read from beginning to end? Left to Right? Top to

Bottom?3. How should pictures/graphs/sidebars be read?4. Where can the reader locate information? (formulas, charts,

theorems, glossary, etc)

Establish the Purpose for Reading by

Providing a Task

Resources…

The “LDC” design team created an instructional framework:

Literacy Design Collaborativewww.literacydesigncollaborative.org

• Based on “Tasks” that are aligned to the Common Core Standards.

• Supports and guides teachers in creating quality literacy-based curriculum.

• Providing structures while allowing flexibility and encouraging creativity for teachers.

LDC Template Task Teaching Task

Template Task 14After reading _____, write a _______ that describes _______ and addresses the question. Support your discussion with evidence from the text(s).

Teachers fill–in-the-blank by choosing:

text - writing product - content - text structure

66

Task 18 Template (Informational or Explanatory/Synthesis):

After researching ________ (informational texts) on ________ (content), write a ________ (report or substitute) that explains ________ (content). What conclusion or implications can you draw? Cite at least _____ (#) sources, pointing out key elements from each source.

L2 In your discussion, address the credibility and origin of sources in view of your research topic.

L3 Identify any gaps or unanswered questions.67

What is a Template Task?

68

Task 2 Template (Argumentation/Analysis): [Insert question] After reading ____________(literature or informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s).

L2 Be sure to acknowledge competing views.

L3 Give examples from past or current events or issues to illustrate and clarify your position.

What is a Template Task?

Our task

1. Choose an article (partners need to read same article please)

2. Read the article

3. Work with your partner to complete this task:

• After reading your article on ______________, write an editorial in which you argue your position on ____________. Support your position with evidence from the article.

Article Choices

Come up and choose your article while we take a 5 minute break.

Science: Can Genetically Modified Mosquitoes Wipe Out Malaria? Social Science: Supreme Court to Consider Suite Challenging Wiretap LawTechnology/Business: Technology Turns to Tracking People OfflineHealth/PE/Culinary Arts: Caffeine! Or Is High Fructos Corn Syrup Really Good for You? Math: Educators Battle Over Calculator UseAuto Shop: Synthetic Versus Conventional Oil: Viscosity, Temperature, Horsepower

Read Your Article

1. Choose a section of your text to read aloud.2. A- Reads aloud and stops to think-aloud3. B – Records what reading strategies A used4. Repeat with B reading aloud and A recording

Practice with a Partner

Reflection: What were your challenges with modeling your reading strategies?

Both partners reread with ANNOTATION

Practice with a PartnerPut a square

around key words.

Pick 1-2 other annotation marks to

practice as you read.

Our task

1. Work with your partner to complete this task:

• After reading your article on ______________, write an editorial in which you argue your position on ____________. Support your position with evidence from the article.

Creating Text-Dependent Questions

• After students have read and annotated

• Text-Dependent Questions- Require students to go back into the text • Don’t do too many “Right There”

questions that don’t require analysis

Work with your partner to generate a few text dependent questions that apply to the article

you just read.

Scoring ResponsesWhat is relevant to the particular content specific task you assigned to your students? Score that. You don’t have to

score everything.

Smarter Balanced Generic Rubrics

ReadabilityA great resource for using

online articles in the classroom

http://www.readability.com/

Is this a Credible Source?

How does the activity we just did relate to the shift in CCSS to having students read complex texts within the content areas ?

What standards did we address?

Group Reflection

1. Reflect on this activity• Establishing a reading task prior to

reading• Reading a difficult text• Building back ground knowledge• Give One-Get One• Annotated close reading• Text dependent questions

2. How can you apply all or parts of this in your classroom?

Quick Write Reflection

Shift from Persuasive to Argument

Writing

T chart slidePersuasive Writing

Goal: To get the reader to agree with you

Technique: Blend facts and emotion to convince reader you are “right”

Starting Point: Identify topic and your opinion

Viewpoint: Single minded

Audience: Needs an intended audience so writer knows how to attempt persuasion

Argument Writing

Goal: To get reader to acknowledge that your side is valid and deserves consideration

Technique: Offers relevant reasons, credible facts, and sufficient evidence

Starting Point: Research a topic and then align with one side

Viewpoint: Multiple perspectives

Audience: Doesn’t have to be written to a specific audience because writer is not trying to convince anyone

Points to Argue? At your table, brainstorm the the key concepts within your content area which lend themselves well to argument writing.

•Censorship •Civil Rights•Genetic Engineering•Nuclear Energy•Taxing unhealthy foods•Cell phone-cancer connection•Globalization•Technology Dependency

Go Back to Your Article…

Start with a Question: Develop a question related to your article topic that leads into the student making an argument. Example: “Should public institutions be able to sell sugary drinks in large quantities?”Set up an Inquiry: • Define key vocabulary and concepts (sugary

drinks, public institutions)• What do we need to know to answer this

question?• Are there multiple sources you can use?

(include multimedia when possible)

Scaffolding

Use your article to complete

this scaffolded argument planning sheet.

You have two copies so you can participate and keep one to use in your classroom.

http://www.nytimes.com/roomfordebate

Online Resource

Shift Gears

•Replaces OAKS spring of 2015

•Developed using Evidence-Centered Design

•Computer Adaptive Assessment

SBAC Rubrics Compare/Contrast with Oregon 6-trait rubric

Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions

Selected-Response •Items focus primarily on one claim and/or target•Multiple Choice•Designed to take 1-2 minutes each

Constructed-Response (Extended Response)•Items focus primarily on one claim and target•Demonstrate higher order thinking skills•Students produce their own written work which is

rubric scored•Designed to take 5-10 minutes each

Performance Tasks• Integrate knowledge and skills across multiple claims and

targets•Measure capacities such as depth of knowledge, research

skills, complex analysis, and providing relevant evidence•Require production of scorable, extended responses •Reflect real-world tasks/scenario-based problems•Designed to take 90-120 minutes each

In your packet you will find examples of all 3 types of

problems.

Take a Look

1. How will the literacy work done in content area classes contribute to student success on this assessment?

Group Reflection

Learning Targets I can analyze and articulate

ELA standards for literacy in my content area.

I can help develop my student’s ability to read my content area text

I can develop student activities and assessments that support ELA standards in my content area.

Starting … Getting there… Got it!

Starting … Getting there… Got it!

Starting … Getting there… Got it!

K-W-LWhat do I

KNOW about CCSS ELA in

Content Areas?

What do I WANT

to know about CCSS in Content

Areas?

What have I LEARNED

about CCSS ELA in Content Areas?

Action Plan

Exit SlipWhat questions are circling in

your mind? What is squared up in your mind related to teaching CCSS ELA in

your content area?

What three main points

are you leaving with today?