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Literacy

Literacy. Across the Curriculum. Today’s Agenda. 1. Introduction to the Common Core – Ken Robinson video 2. Common Core Recommended Focus on Reading – Informational and Literary Texts 3. Incorporating Reading Time into Every Classroom 4. Cross Curricular Collaboration Opportunities

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Literacy

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  1. Literacy Across the Curriculum

  2. Today’s Agenda 1. Introduction to the Common Core – Ken Robinson video 2. Common Core Recommended Focus on Reading – Informational and Literary Texts 3. Incorporating Reading Time into Every Classroom 4. Cross Curricular Collaboration Opportunities 5. Using Tier 3: Academic Vocabulary 6. Developing Text Dependent Questions 7. Close Reading/Annotation • Small Group Assignment and Discussion • Examples of TDQ’s 8. Group Share of Ideas – How to adapt individual classrooms to meet the Common Core requirements. 9. Grade Level Cross Curricular Collaboration

  3. Shift: Reading, Writing and Speaking Grounded in Evidence from Text, Both Literary and Informational

  4. Recommended Percentages for Reading throughout the Day

  5. Recommended Percentages for Reading during English Language Arts Class

  6. Recommended Percentage of Each Type of Writing

  7. Incorporating Reading Time into Every Classroom • There is a direct correlation between how much students read and how well they write. • More reading=better writing! • Teachers should stress the importance of why being a good reader and writer is important within their subject areas. • For example, why an accountant or a nurse or a mechanic needs to be able to read and write well.

  8. School Wide Reading Initiative??? • As a school we could decide to implement a reading initiative across curriculums. • In order to keep students engaged at all times, all non-instructional time could be used for independent reading. • For example, when a student finishes his math test he could read a novel he has selected to read instead of just sitting quietly while others work on their tests.

  9. Cross Curricular Collaboration Mastering the NXGen Standards and Literacy Instruction

  10. From Achieve the Core… Collaboration is an Essential Aspect of Common Core Instruction • “Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.”

  11. Rigor regarding literacy, vocabulary, and writing has increased across disciplines These things aren’t just for English class anymore… • Text analysis • Vocabulary development • Argumentative Writing • Research papers • Literacy Instruction

  12. Overview of Standards for History/Social Studies, Science, and Technical Subjects • Reading Standards for History/Social Studies, Science, and Technical Subjects • Knowledge of domain-specific vocabulary • Analyze, evaluate, and differentiate primary and secondary sources • Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams • Writing Standards for History/Social Studies, Science, and Technical Subjects • Write arguments on discipline-specific content and informative/explanatory texts • Use of data, evidence, and reason to support arguments and claims • Use of domain-specific vocabulary

  13. Working together to Master the NxGen Literacy Standards • Create Cross-curricular units. • Use novels to teach history and science • Use non-fiction articles and research studies to teach English • Check in with each other and align curriculum

  14. Tier Vocabulary Vocabulary Instruction in All Content Areas

  15. Research Says: • Manzo, Manzo, and Thomas (2006):"word learning can improve thecapacityto learn" and "a rich vocabulary increases comprehension and, therefore, most all learning" (p. 615). • Lubliner and Smetana (2005): "Children with larger vocabularies find reading easier, read more widely, and do better in school" (p. 163). • Ultimately, vocabulary acquisition impacts achievement in all classes, not only ELA classes.

  16. Tier 3: Precision Vocabulary Specialized words that are content specific Common Core Appendix A Tier 2 High frequency Multiple meaning words Tier 1 Basic Vocabulary

  17. Vocabulary Tools Interactive: I Have … Who has … Save The Last Word For Me “Kick Me” Nonlinguistic: Word Web 4-square Newspaper picture & caption Shutter Book Cornell notes Alpha boxes Technology Tools: WordSiftTagxedoVocabGrabberInstaGrok

  18. Let’s Practice Haiku definition activity: 5-7-5 1) Brainstorm words & definition. Circle # of syllables isotope 3 equal protons 4 different number of neutrons 8 order of operation 7 PEMDAS 2 correct answer 4 2)Alter wording to fit formula 5 syllables first line 7 syllables second line 5 syllables last line Share vocabulary ideas with your elbow buddy.

  19. Haiku Fun with Content Vocabulary Isotope Definition protons are equal isotopes of hydrogen different neutrons Order of Operation when you’re doing math remember to do PEMDAS so it will be right

  20. Close Reading Text Dependent Questions & Annotation

  21. Text Dependent Questions (TDQs) Text Dependent Questions: Questions that can only be answered by referring explicitly back to the text that is being read .

  22. Text Dependent Questions (TDQs) • The Common Core State Standards (CCSS) require students to “read closely to determine what the text says explicitly and make logical inferences from it”. • Students need to be able to find evidence in the text, so our questioning should reinforce this skill.

  23. Text Dependent Questions (TDQ) Shifts in teaching •Using TDQs Purposefully: –Many good teachers already use some kind of TDQ in their classroom! •Making use of supplemental texts –Use TDQs with supplemental texts that are more challenging than the traditional textbook –Focusing on evidence and argument, not just recall or comprehension.

  24. TDQs: What They are Not •Low-level, literal, or recall questions –Low-level referring to Bloom’s Taxonomy or Webb’s Depth of Knowledge (comprehension = low level) –good TDQs can be very complex and inferential •Focused on comprehension strategies –Questions are meant to point towards the important aspects of the text and to knowledge that is transferable •Just questions… TDQs are not just questions; –they can be powerful. Along with high quality complex text – they will drive the CCSS in the classroom

  25. TDQs: What They Should Be •Can only be answered with evidence from the text. –TDQ’s should not require background knowledge •Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation. •Focus on difficult portions of text in order to enhance reading proficiency. –TDQ’s are an opportunity to address the academic (tier two) vocabulary and syntax that are features of complex text – the features that make text difficult for students.

  26. Examples and Nonexamples of TDQs Not Text Dependent •In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? •Why do you think that improving your memory is important? Text Dependent •“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? •How does the author support the statement “nerves are the body’s wiring?”. Give specific words or phrases that the author uses as evidence.

  27. Close Reading: Annotating Texts •Annotation: While reading, students mark the pages for: – important information –text meaning or key details –Ideas and questions •The amount of annotation is not necessarily relevant, but the act of writing something helps the students to read the text more closely

  28. Close Reading: Annotating Texts •We need to teach purposeful annotation –This means NOT HIGHLIGHTING EVERYTHING! •When we can’t write in the book… –Post-it notes –Copy important sections of text that you want to have students annotate

  29. Annotation Strategies •Margin comments: –Outline main ideas –Comments and questions •Underlining and brackets around important information •Circling unfamiliar vocabulary •Symbols

  30. Annotation Strategy: Symbols

  31. Collaboration/Practice • Sit with your grade level (Go with your data team grade level) • Annotation practice • Preassigned English teachers as facilitators • Annotate assigned informational texts • Text Dependent Question Practice • With a partner in your grade level group, create a text dependent question based on the informational text

  32. EBSCOHOST • http://search.ebscohost.com/ • Login: WEST • Password: VIRGINIA

  33. Resources http://search.ebscohost.com/ - Database of Articles ID: West PW: Virginia http://wvinfodepot.org/:Access to a variety of informational texts in all subject areas http://www.lexile.com/ - website that indicates reading level http://berkeleycountyschools.org/Page/1743 - area on Berkeley County Schools that has ELA and Literacy information http://kellygallagher.org/resources/articles.html - Kelly Gallagher articles http://www.corestandards.org/assets/Appendix_B.pdf - Common Core Text Exemplars for ELA, Science, Social Studies and Technical Courses, pp. 101-183

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