Getting Ready

• Connect to the internet (www.msn.com) and this website

https://todaysmeet.com/CCSSinLiteracy

• Respond to the following question:

What are considered best practices forteaching the CCSS in Literacy?

HSTW NE Ohio RegionFall Reconnect

September 24, 2014

Best Practices CCSS in LiteracyLDC and MAX Teaching

Session Facilitators

• Kara Mitchell, State and Nationally Certified LDC Coach karamitchell101@gmail.com

• Diana Rogers, Regional Coordinator/LDC Coach

hstwne@wowway.com

Best Practice CCSS in Literacy:LDC and MAX Teaching

Best Practice CCSS in Literacy

Why LDC?

• Offers teachers, coaches and leaders an instructional system for developing students’ literacy skills to prepare them for the demands of college and careers.

• Empowers and supports teachers as they build students’ literacy and academic learning through meaningful content-specific reading and writhing assignments that are aligned to career and college readiness standards.

• Supports teachers to take ownership of their own professional

growth resulting in more rigorous learning outcomes for students.

Grade 7:  Prose Constructed Response from Research

You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are:

1)”Biography of Amelia Earhart”

2) “Earhart's Final Resting Place Believed Found”

3) “Amelia Earhart Life and Disappearance”

Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments about Earhart bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

LDC Teaching Task 21

[Insert Question] Should Amelia Earhart be considered a brave and courageous person? 

After reading “Biography of Amelia Earhart," "Earhart's Final Resting Place Believed Found," and “Amelia Earhart, Life and Disappearance on Amelia Earhart,” write an expository essay that addresses the question and analyzes Earhart's bravery and courageousness, providing examples to clarify your analysis.  What conclusions or implications can you draw? 

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

L3 - Identify any gaps or unanswered questions. 

Optional - Include a bibliography.

TEACHING

TASK

MS

PARCC

EXAMPLE

Grade 10: Prose Constructed Response from Literary Analysis Task

Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that analyzes how Icarus’s experience of flying is portrayed differently in the two texts.

Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

LDC Teaching Task 21 Informational or Explanatory/Analysis

[Essential Question] What are the different ways Icarus’s experience of flying is portrayed?

After reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton, write an expository essay that addresses the question and analyzes how Icarus’s experience of flying is portrayed differently in the two texts, providing examples to clarify your analysis. What conclusions or implications can you draw?

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

L3 Identify any gaps or unanswered questions.

Optional: Include a bibliography.

TEACHING

TASK

HS

PARCC

EXAMPLE

Science LDC Task vs. Traditional Writing Prompt

After researching the article on invasive species, write an essay that defines invasive species and explains how these organisms impact an ecosystem, economy and people. Support your discussion with evidence from your research. Informational

Explain what humans are doing to negatively impact the environment, using examples we discussed in class.

LD

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Previous W

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The Basic Format – Template Task 11

After researching ________ (informational texts) on

________ (content), write an ________ (essay) that defines

________ (term or concept) and explains ______ (content).

Support your discussion with evidence from your research.

D2 What ________ (conclusions or implications) can

you draw?

(Informational or Explanatory/Definition)

Essential Question 1

What challenges do teachers face in teaching and students in learning the

reading and writing skills called for in the Common Core State Standards for Literacy?

Essential Question 2

How do you deliver content knowledge through reading and demonstrate

understanding of the content through writing?

Best Practice CCSS in Literacy

Best Practice CCSS in Literacy

M Motivation before the lesson to build

background knowledge and motivate students

A Acquisition During the lesson acquiring

information through independent reading

X eXtension After the lesson to assess

student understandings

MAX Teaching - Acquisition/eXtension

Three-Level Guide & CCSS In Literacy Article

A list of statements broken up into 3 levels; providing scaffolding for students to interact with difficult test at different levels.  

Level 1: The first group of statements are statements where students find evidence explicitly from the text.  

Level 2: The second group of statements are where students must draw inferences based on textual evidence.

Level 3: In the last group of statements, students are evaluating intricate arguments, again, using textual evidence.

Three Level Guide CCSS in Literacy

LEVEL I: WHAT THE TEXT SAYS EXPLICITLY

 

___1. If the CC is taught with fidelity students in middle school and high school will be exposed to more informational text than fiction.

 

___2. All content area teachers will be expected to teach reading and writing starting the 2014-15 school year.

 

___3. Socioeconomic status has a more significant effect on achievement than formative assessment instructional practices.

Three Level Guide CCSS in Literacy

LEVEL II: INFERENCES DRAWN FROM TEXT

___4. A classroom with teacher modeling, guided practice, checks for understanding, and feedback will create self-directed learners.

 

___5. A teacher using Max Teaching strategies will satisfy CC literacy strategies and is likely to produce significant achievement gains in their students as well.

 

___6. Literacy skills are by far the most important skills that students can learn in school.

Three Level Guide CCSS in Literacy

LEVEL III: EVALUATE INTRICATE ARGUMENTS

___7. The Common Core will achieve its goal of getting many more students ready for college and careers.

 

___8. Teachers who do not effectively use formative assessment and feedback in their classrooms should be provided professional development and coaching until they become effective.

 

___9. Knowingly allowing for a significant portion of people not to become proficient readers is one of the most abusive things a society can do to its citizens.

Three Level Guide CCSS in Literacy

Prepare to Read

• Before Reading: Mark your paragraphs. Indicate the paragraph and the line with text-based evidence for each statement.

• During Reading: Check the boxes on the Three Level Guide if a statement can be supported by text-based evidence.

• After Reading: By table, reach consensus on the boxes checked. Use text-based evidence to convince your peers.

• Group Consensus: As a class, reach consensus. Argue for your point of view using text-based evidence.

CCSS in Literacy Article

Content-Literacy-Based Instruction

And the Common Core State Standards

Andrew Pinney

 

1. We must teach students explicitly how to do active reading of nonfiction text – routinely at every grade level – several times a week in every subject area.” Mike Schmoker

2. 1Realizing that the majority of current graduates are not college- and 2career-literate, the CCSS has shifted the curricular focus from fiction 3to non-fiction reading and writing. The fourth grade standards for ELA 4will necessitate that 40 percent of classroom reading be non-fiction 5text. By the twelfth grade the non-fiction requirement increases to 70 6percent. This reflects the obvious fact that there are not many 7occupations where employees can read fiction on the job. “We must 8teach students explicitly how to do such active reading of nonfiction 9text – routinely at every grade level – several times a week in every 10subject area” (Schmoker, 2010). Content-literacy-based instruction 11 such as MAX Teaching facilitates turning the new literacy standards 12 into reality.

Preparing Student for Success

Have you ever had a graduate tell you they were not prepared for college or their first job?

• Students need literacy skills that create a solid foundation for succeeding in college and the workplace.

• The reading and writing skills embedded in LDC are key elements of Post-Secondary and Workforce Readiness skills.

Reflections

• What skills and instructional approaches do you need to improve your teaching to the expectations of the CCSS In Literacy?

• How will you measure student success in preparing all students for college and careers?

• What are your next steps?

Best Practice Resources: LDC Core Tools

• https://coretools.ldc.org/#/home

LDC Mini-Task

LDC Mini-Task