Common Core: Reading and Writing Across the Curriculum

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Featured Guests

Donna Ogle, a professor of reading and language at National Louis University in Chicago, is active in professional-development projects in the United States and internationally. She co-directs the Reading Leadership Institute at NLU and was a senior advisor to the Chicago Striving Readers Research Project. Her areas of interest include content-area literacy and school-based professional development. Laura Lang has worked as a high school English teacher, reading teacher, and literacy coach in both urban and suburban settings. As a literacy coach, she worked with teachers in multiple content areas, and she developed and facilitated interdisciplinary literacy teams at two high schools in Illinois and Wisconsin. She recently received her Ph.D. in Curriculum and Instruction (Literacy Studies) from the University of Wisconsin, Madison.

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Who We Are

Donna Ogle, Ed.D. Chicago, IL

Laura Lang, Ph.D. Madison, WI

Agenda Examine the CCSS standards focused on cross

curricular learning Reading informational texts Developing academic and disciplinary vocabulary Writing informational and argumentative texts Engaging in and presenting research

Consider ways school teams can be organized to

meet these cross curriculum expectations Elementary and middle schools High schools

Implementation Strategies...A Preview

• Begin in primary grades with more close reading

• Integrate content and literacy processes

• Team across content areas

• Reorganize curriculum – reconstruct learning

• Inquiry-based, problem-based and project-based learning

The Vision...

Preparing students for life-long learning

Literacy Demands in the Work Place

Academics Find Common

Standards Fit for College…

“Instructors of entry-level college courses consider the common core standards in mathematics and English/language arts good reflections of the skills students must master to be successful in courses in a range of disciplines, according to a survey released last week.”

by Catherine Gewertz Ed Week, Aug. 31, 2011

Common Core Assessments… in the works

• Oct. 2012: College-level performance descriptors established

• Fall/Winter 2012-2013: Content-specific performance descriptors will be developed

Smarter Balanced Assessment Consortium

• Oct. 2012: Sample assessments and performance tasks released in ELA/literacy and mathematics

Literacy within the CCSS K

-5

ELA & History/social studies, science & technical subjects

Reading •Literature •Informational Texts

Writing

Speaking & Listening

Language

6-12

ELA Reading •Literature •Informational Texts

Writing

Speaking & Listening

Language

6-12

Reading in history/social studies, science & technical subjects

Writing in history/social studies, science & technical subjects

Anchor Standards for Reading

• Key ideas and Details (1-3) 1. Read closely to determine what the text says

explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

• Craft and Structure (4-6) • Integration of Knowledge and Ideas (7-9) • Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary

and informational texts independently and proficiently.

Common core standa

Increased Focus on Informational Reading

0 10 20 30 40 50 60 70 80 90

100

4th grade 8th grade 12th grade

Fictional/Literary Informational

• Conventions of Standard English (1-2)

• Knowledge of Language (3) • Vocabulary Acquisition and Use (4-6)

• 4. Determine or clarify the meaning of unknown and multiple-meaning words

and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

• 5. Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

• 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important comprehension or expression.

Anchor Standards for Language

Writing Standards Anchor Standards for ELA Anchor Standards for Literacy in

History/Social Studies, Science, and Technical Subjects

Text Types and Purposes (standards 1-3) Production and Distribution of Writing (4-6) Research to Build and Present Knowledge (7-9) Range of Writing (10)

Text types and Purposes (1-3) Production and Distribution of Writing (4-6) Research to build and present knowledge (7-9) Range of Writing (10)

Research to build and present knowledge standards (ELA)

Research standards (Content areas, 6-12)

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

9. Draw evidence from informational texts to support analysis, reflection and research

More close reading of informational texts begins in early grades

• Teacher modeling with think alouds from short mentor texts

• Focus on text meaning (main ideas and details), then craft and structure and then integration of knowledge and ideas

• Attend to general academic vocabulary and domain-specific words and phrases ( 3rd grade)

• Use information from illustrations (e.g. maps and photographs) and the words to demonstrate understanding (3rd grade)

• Interpret information presented visually, orally or quantitatively (charts, graphs, diagrams, animations or interactive elements on Web pages) (4th grade)

• Draw on information from multiple print or digital sources to locate an answer or solve a problem (5th)

A wealth of strategies • Close Reading (Coleman) • Reading with pen in hand (Atwell) • Text mapping • Illuminating texts (Burke) • Question the Author (Beck, McKeown, Kucan)

o What point was the author making? o How did that example support the idea? o How else could the author have explained those ideas?

• Reciprocal Teaching (Palincsar) • DR-TA (Stauffer)

o What do you think will happen? o Why? (What in the story makes you think that ? o Can you prove it from the text?

• PRC2 (Ogle)

PRC2 Readers Engaged in Partner Reading & Content, Too

Previewing

Reading together Discussing Ideas

Some books in a text set for science literacy development written at different levels of difficulty.

Partners read text together using routine

• Preview two page spread together • Silently read both pages • Each partner

o Prepares their page to read orally o Writes a question for partner on content

of the page o Reads page orally and asks their

question • Partners discuss questions; clarify

ideas • Continue with next 2 pages

What was most important? Why? (Explain; give Examples from text)

What was most interesting? Why? (Explain with examples from the text)

What new ideas and information did you learn? (Explain, refer to the text )

What could the author make clearer? How? (Explain)

Vocabulary – What are important words to remember?

Bookmark to guide discussions

• Spanish • Más elaboración y desarrollo de la idea • ■ ¿Puedes decirme más? • ■ ¿Qué quiere decir eso? • ■ ¿Puedes pensar en otro ejemplo? • ■ Lo que dices me recuerda....

• Clarificación • ■ ¿Puedes explicar un poco más? • ■ No estoy seguro(a) de lo que quieres decir, ¿puedes • decirlo de otra manera? • ■ ¿Dónde encontraste esa idea en el texto? • ■ ¿Puedes decirme por qué piensas eso? • Clarification • Haciendo conexiones • ■ Esa es una conexión interesante. Yo estaba • pensando en otra cosa. • ■ Hice esa conexión con.... • ■ Creo que esto es como.... • ■ Recuerdo cuando.... • ■ Recuerdo que leí acerca de.... • ■ Eso me recuerda....

RECEIVING WHAT THE PARTNER SAYS ■ Those are good ideas. ■ That was interesting. ■ You helped me understand this in a new way. ELABORATION AND EXTENSION ■ Can you tell me more? ■ What does that mean? ■ Can you think of another example? ■ What you said reminds me of.... CLARIFICATION ■ Can you explain that a little more? ■ I’m not sure what you mean; can you say it in a different way? ■ Where in the text did you find that idea? ■ Can you tell me why you think that? Making connections ■ That’s an interesting connection. I was thinking of something else. ■ I made that connection with.... ■ I think this is like.... ■ I remember when.... ■ I remember reading about.... ■ It reminds me of.... Add a different perspective ■ That’s interesting. ■ I hadn’t thought of it in that way. I was thinking something different.

Part of a class chart with contributions from partners: each pair decides on one important fact they gained from their reading that day that they want to share and writes it on a sticky note. Several share orally what they have learned.

Exploding a comment and elaborating on text

Taking the first steps • Create an instructional team for CCSS • Analyze current instructional practices and

curriculum using the CCSS • Map the steps you need to take to move to CCCSS

alignment o Within ELA o Across content areas

• Select one area for initial work (informational reading, opinion/argumentative writing, research, unit development, or…)

Reading and writing across the curriculum How are we doing?

Reflections Possible tasks/approaches Do our students engage daily with quality texts in a variety of genres?

Each teacher selects one student and charts his/her reading for one day (interview and observation)

Are students regularly asked to ask and answer questions that require text information?

• Review lesson plans • Video-tape lessons for review • Share written activities

Do students routinely write from sources to inform, explain or support an argument?

Collect samples of classroom writing across content areas.

Do students show growth in or command of strategies to analyze unfamiliar vocabulary, especially academic and domain-specific terms?

Collect data from short vocabulary quizzes or other assessments.

Are students able to identify questions worth researching and use a variety of sources to conduct research, synthesize findings and create a report or presentation on their findings for others?

The Northfield Literacy Guide

Developed by: Interdisciplinary team of teachers, department chairs and the principal of New Trier High School’s freshman (Northfield) campus

PARCC: Recommended yearly schedule with integrated language arts

Grade 5 NYA CC Aligned Curriculum Map

from Expeditionary Learning Module 1 Module 2A Module

2B Module 3A

Module 3B

Module 4

Title Becoming a close reader and writer to learn: Stories of Human Rights

Researching to Build K. And Teach Others: Field Journals on Amazon

Research Inventors and Inventions

Considering perspectives and supporting opinions: Sports and athletes impact on culture

Considering perspectives … Balancing competing needs in Canada

Gathering evidence and Speaking to others: Natural Disasters in the Western Hemisphere

End of Module Perf. Task

Narrative writing: Human story of human rights

Informative Writing: Field Guide to the Amazon

Informative and narrative writing: Graphic novel-style Frames about an inventor

Opinion writing: A Famous Athlete’s Impact

Opinion writing: Balancing Competing Needs in Canada

Opinion writing and speaking: How to prepare for or respond to a natural disaster

Guiding ?? & big ideas

What lessons can we learn about h.r. from literature and life? …

How do scientists learn…

What process do inventors use…

How do sports reflect and shape…

How is our perspective Shaped … From: Expeditionary

What causes natural disasters … Learning

Available Resources and Units

• EngageNY • State departments of Education • Read/write/think • CORI, Seeds of Science, Roots of Literacy, • IRA’s developing collection • Richard Beach, David Pearson • Buck Institute for Education: Project-Based Lessons

Integrated Unit Planning Guide

Beyond ELA Social studies/History, Science, Technical

Subjects

Unit Name: Courses involved:

Length: Performance Assessment:

Unifying concepts/Key Understandings Knowledge focus:

Essential Questions: Extended texts: (challenge levels) Author, Title, Date, Genre, Point of View

Short texts: (challenge levels) Author, title, Date, Genre, Point of View, Features -Also includes video, artwork & artifacts

Learning Activities: Assessing & Anticipating Building Knowledge Gradual Release of Responsibility Consolidating Learning

Deep reading: Vocabulary Writing to texts Exploring content Collaborating and discussing

ELA Standards focus: RI, RL, W, L, S & L

Content Area Standards focus:

Culminating Sharing and Celebration

Teaming to Promote Interdisciplinary Study and

Research at the Middle and High Schools

What can this look like?

Exploring problem or project-based learning Creating interdisciplinary courses

Planning integrated units, projects or lessons Developing common assessments and/rubrics

Co-teaching and co-planning Organizing common reading and writing experiences

Engaging with literacy across the curriculum:

Expand text engagement • Identify a current text (article, book, essay) and locate

additional readings on the same topic or theme that expand students’ awareness of other points of view, of ways of presenting the ideas, and of authors’ choices in examples and evidence.

• Analyze the text complexity of each (using all three dimensions) and be sure one is a challenging text that can be used to model close reading.

Example: Rachael Carson’s Silent Spring with recent articles on the controversy i.e. NYTimes, Sunday Oct. 28, 2012; PBS special

Develop close reading and use of text

Teacher teams select key texts; create questions to guide students in developing deep understanding of the ideas, structures, literary techniques and visuals.

See sample lessons developed by Engage NY

Encourage writing across the curriculum Develop a weekly schedule in which each content area commits to having students engage in routine writing one day a week in response to current articles or course texts. Monday: history Wednesday: language arts Tuesday: science Thursday: applied arts Friday: math

Students sharing their projects This student studied earthquakes and their impact. Each student had to use a variety of sources including: • 3 news articles • An interview with

an expert • Websites

Time for Your Questions and

Comments

Helping You Step Up To Common Core

Partnering with You Every Step of the Way

Partnering with You Every Step of the Way

Partnering with You Every Step of the Way

Partnering with You Every Step of the Way

Partnering with You Every Step of the Way

Supporting Shifts In Learning And Instruction

Increasing Levels of Academic Rigor

Personalizing Learning to Remove Barriers

Managing Data and Accountability

One Goal, One Partner You Can Count On

Learn more at PearsonSchool.com/DigitalCommonCore

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in less than 24hrs.

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