LITERACY THE KEY TO READINESS

1. LITERACY THE KEY TO READINESS OHIO VALLEY TRAINING DECEMBER 16, 2016

2. Sasheen Phillips S Phillips Educational Consulting LLC succeed@sphillipseducationalconsulting.com

3. Fact of Fiction • All Ohio Learning Standards have Anchor Standards. • The Ohio Literacy Standards for Grades 6-12 were included in each of the content area standards except for ELA. • The ODE has model curricula for every assessed area. • The End of Course test do not include a writing component.

4. Successful Student Activity • Discuss in small groups what a successful student looks like in your subject area classroom. • Complete the know, think, do chart. • Be prepared to share out with the whole group .

5. Discussion Questions • What are some common characteristics across the content areas? • Is there anything that didn’t appear on the charts, that you thought would? • Was there a column that was populated more than others?

6. Literacy “Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed(digital) and written materials associated with varying contexts.” -United Nations Educational, Scientific & Cultural Organization

7. The Three Key Elements of Literacy “Literacy is the ability toidentify, understand, interpret, create, communicate and compute, using printed(digital) and written materials associated with varying contexts.”

8. The Integrated Literacy Cycle

10. Research and Media • To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section. CCSS Key Design Consideration-

11. Thinking Thinking Thinking The Integrated Literacy Cycle Thinking

12. Source: Systems of Assessment for Deeper Learning

13. ACTIVITY

14. COMMON THREADS WITHIN THE OLS

15. Four Key Understandings • Literacy is a shared responsibility. • Students must read complex texts independently and proficiently in every discipline. • Students must write argumentative and explanatory pieces in every discipline. • Students must have opportunities to listen and talk about the text.

16. Ohio’s Learning Standards Literacy Demand Students in all content areas should be able to • Engage with texts in a variety of formats, types and levels of complexity • Write effectively • Acquire, understanding and use evidence • Present and communicate understanding

17. Cross- Content Literacy Shifts

18. Regular practice with complex text and academic language 1

19. From Then to Now

20. Types of Text • Printed Material • Digital Material • Visual Text • Audio Text • Graphic Text • Text examples include book, article, video, art, charts, diagrams

21. Features of Complex Text • Subtle and/or frequent transitions • Multiple and/or subtle themes and purposes • Density of information • Unfamiliar settings, topics or events • Lack of repetition, overlap or similarity in words and sentences • Complex sentences • Uncommon vocabulary • Lack of words, sentences or paragraphs that review or pull things together for the student • Longer paragraphs • Text structure which is less narrative and/or mixes structures

22. Text Complexity • Appendix A • Supplement to Appendix A • Appendix B

23. Text Complexity (Shift 1) ELA assessments are based on texts of appropriate complexityfor the grade level, as determined by quantitative and qualitative analyses, as well as matching text the reader. Texts build a staircase of increasing complexity within each year and from grade to grade so that students are ready for college and careers.

24. Which Text is Complex? Why?

25. Strategies to Scaffold Text • Scaffold reading of text: • Chunk it and respond (quick writes) • Model text engagement • You read it to them • They read with a partner • They answer text-dependent questions • Accountable talk discussions

26. 2 Building knowledge through content-richnonfiction

27. Text Across the Content Areas NAEP Distribution of Text across the Grades

28. Time in Content- Rich Nonfiction/Informational Text • Text worthy of reading • Text completely aligned to the focus of instruction • Variety of text (e.g., types and formats) • Close and intentional reading of the text. • More instructional time spent inside the text than outside.

29. Close Analytic Reading • Requires prompting students with questions to unpack unique complexity of any text so students learn to read complex text independently and proficiently. • Not teacher "think aloud“. • Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions. • Text dependent questions require text-based answers – evidence.

30. Building Knowledge Through Nonfiction Text Sequencing Texts to Build Knowledge • Not random reading • Literacy in social studies/history, science, technical subjects, and the arts is embedded

31. Read like a detective! • Use clues / evidence from text • Make non-trivial inferences based on that evidence • Use information from multiple sources within or between text to make arguments

32. Reading like a Mathematician Context • Who is the author? How is the author connected to the text? • What areas of mathematics are connected with the text? • What do I predict will be the author’s message? Text 4. What deeper meaning is revealed in the text? 5. What ideas or claims in the text can be explored mathematically? 6. What is the number story? What does the math reveal or tell you?

33. Reading like a Mathematician Impersonal Subtext 7. How does the mathematical analysis or the number story support or refute the author’s ideas? 8. How does the number story deepen your understanding of this text? Personal Subtext 9. Based on your understanding at the point, should this text be changed? How? 10. What new questions does the number story raise? How might these be investigated mathematically? Disciplinary Literacy: Redefining Deep Understanding and Leadership for 21st Century Demands Piercy and Piercy, 2011.

34. Reading like a Historian Impersonal Subtext 11. What does the author plan to do or gain? 12. What larger plan might the author have? 13. What purpose did the author have for writing this text? Was it achieved? Personal Subtext 14. What drove the author to write this text? 15. What author’s intentions can you uncover by reading between the lines of the text? Disciplinary Literacy: Redefining Deep Understanding and Leadership for 21st Century Demands. Piercy and Piercy, 2011.

35. Reading like a Historian Context • When was this text made? • What was happening that was important to society? • What was happening that was historically important? • Who is the speaker? Why is he or she important? Text 5. What is the big idea? 6. What is the form of the text? 7. Who is the audience? 8. What kinds of imagery are used? 9. What is the tone? 10. Describe the conflict.

36. Reading like a Historian Impersonal Subtext 11. What does the author plan to do or gain? 12. What larger plan might the author have? 13. What purpose did the author have for writing this text? Was it achieved? Personal Subtext 14. What drove the author to write this text? 15. What author’s intentions can you uncover by reading between the lines of the text? Disciplinary Literacy: Redefining Deep Understanding and Leadership for 21st Century Demands. Piercy and Piercy, 2011.

37. Reading like a Scientist Context • Who is the author? What scientific expertise does the author have? • What areas of scientific research form the backdrop for the text? • What do I predict will be the author’s message? Text 4. What scientific question(s) are raised by the text? 5. What scientific dilemma is related to the text? Disciplinary Literacy: Redefining Deep Understanding and Leadership for 21st Century Demands Piercy and Piercy, 2011.

38. Reading like a Scientist Impersonal Subtext 6. What scientific question or dilemma should be explored further? How could the question be researched further? 7. Describe a thought experiment that could be developed to answer the question or resolve the dilemma. Personal Subtext 8. How is the answer to this scientific question likely to change my life or the lives of others? 9. How might the resolution of this scientific dilemma impact my life or the lives of others?

39. What are the implications for instruction? Teachers must be able to: • Choose and present content that is thought-provoking and requiring an in depth study • Create a balance of instruction of different types of informational texts

40. 3 Reading, writing and speaking grounded in evidence from text.

41. Evidence • That which tends to prove or disprove a claim • Artifacts or information indicating whether a belief or proposition is true or valid.

43. Learning Targets/Claims Evidence Evidence-Centered Design (ECD) Design begins with the inferences (claims) we want to make about students—should be connected clearly to our new standards - What should students be able to DO or KNOW? Activities/Tasks In order to support claims, we must gather evidence----what can teachers point to, underline or highlight to show that students are making progress toward doing what we claim they can do? Activities and tasks designed to elicit specific evidence from students in support of claims.

44. Text-Dependent Questions

45. Text-Dependent Questions... • Can only be answered with evidence from the text. • Are not limited to literal responses, they (checking for understanding) also require analysis, synthesis, evaluation. • Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events. • Focus on difficult portions of text in order to promote deeper learning. • Can include prompts for writing, discussion questions and performance tasks.

46. Text-Dependent Questions are not… • Low-level, literal, or recall questions • Focused only on comprehension strategies • Limited to tests

47. Text Questions Text- Based Text-Dependent • In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. • In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. • 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? What makes Casey’s experiences at bat humorous? • What can you infer from King’sletter about the letter that he received? • “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

48. Accountable Talk – What is it? • Academically productive talk • Talk in which students exert effort to explain their thinking using evidence and to listen and respond constructively to others ideas. • Uses evidence appropriate to disciplines (e.g., proofs in mathematics, data from investigations in science, textual references in literature, documentary sources in history) and follows established norms of good reasoning. • Student-centered rather than teacher-centered discussions Excerpt from ILF’s Accountable Talk Sourcebook: For Classroom Conversations that Work by : Micheals, Connors, Hall and Resnick

49. Accountable Talk Talk that promotes learning is accountable to: • Learning Community • Accurate and Appropriate Knowledge • Rigorous Thinking

50. Is it or is it not accountable talk? IRE Teacher-Centered Accountable Talk Student-Centered Conventional Evidence driven Makes thinking visible • I-Initiation, R-Response, E-Evaluation • Traditional • Dichotomous answers • Typical Teacher – Student Interaction