html5-img
1 / 25

Linking Disciplinary Literacies to the Common Core State Standards

Linking Disciplinary Literacies to the Common Core State Standards . EDC 448 – Workshop Dr. Julie Coiro . 2:00-2:20 Overview of the CCSS and general reactions 2:20-3:05 Workshop : CCSS Test Items and discuss alignment with cognitive strategies and aligns with CCSS Standards

chacha
Download Presentation

Linking Disciplinary Literacies to the Common Core State Standards

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Linking Disciplinary Literacies to the Common Core State Standards EDC 448 – Workshop Dr. Julie Coiro

  2. 2:00-2:20 Overview of the CCSS and general reactions • 2:20-3:05 Workshop: CCSS Test Items and discuss alignment with cognitive strategies and aligns with CCSS Standards • 3:05-3:15 Understanding homework (Jigsaw Groups and Faculty Meeting) Workshop Agenda

  3. Notetaking Scaffolds for Foreign Language Teachers  • Feedback on Strategy Self-Assessments • Reflection? Explicit examples and implications for teaching struggling readers? • Infer? Analyze? Catching up on a few things…

  4. Global Languages

  5. Infer: to conclude from evidence and reasoning; to read between the lines HOW? Text clues + Prior knowledge = Inference(evidence) + (reasoning) Kathy froze in her footsteps. The hair stood up on the back of her neck. Something was definitely ________ (wrong/great). What might happen next and why? (predict) Teach Strategies Explicitly (Define & Explain WHY and HOW; example)

  6. Teach Strategies Explicitly (Define & Explain WHY and HOW; example) • Analyze: to separate into parts and study their interrelations; break complex concept into parts to gain better understanding (opposite of synthesize) HOW? Zoom In (to carefully examine, inspect, and scrutinize details around a concept or idea) Zoom Out (determine how details are related to each other and to the rest of the text or key ideas)

  7. Zoom In: Authenticity of A History Professor: • Amount and quality of preparation • Skill in teaching • Well versed in the literature of his/her field • Plentiful publications • Well presented publications • Engage with other scholars in the discipline • NOT race or gender • Zoom Out: Notions of authenticity should be based on preparation, skill, and scholarly actions rather than gender and race Analyze Example

  8. Who needs to ANALYZE??CCSS ELA Anchor Standards 10. Read and comprehend complex literacy and informational texts independently and proficiently.

  9. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills our young people need for success in college and careers. • With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. CCSS – Mission Statement

  10. CCSS – Portrait ofa Student

  11. Reading Anchor Standards • Key Ideas and Details (1-3) • Craft and Structure (4-6) • Integration of Knowledge and Ideas (7-9) • Range of reading and level of text complexity (10) • Writing Anchor Standards • 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) ELA Anchor Standards & Strands

  12. Speaking & Listening Anchor Standards • Comprehension and Collaboration (1-3) • Presentation of Knowledge and Ideas (4-6) • Language Anchor Standards • Conventions of Standard English (1-2) • Knowledge of Language (3) • Vocabulary Acquisition and Use (4-6) ELA Anchor Standards & Strands

  13. Shifts in ELA/ Literacy

  14. Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience What Falls Under “Informational Texts” in the CCSS Grades 6-12

  15. Shifts in Mathematics

  16. PARCC (RI) • Deeper encounters with authentic texts • Reward careful, close reading • Focus on words that matter (academic language rather than obscure words) • Cite evidence from text • Write to text sources rather than decontextualized expository prompts • Innovative Item Types • Evidence-Based Selected Responses • Technology-Enhanced Constructed Responses • Prose Constructed Responses CCSS Assessments

  17. 1. Choose Sample CCSS Task • Gr. 11 Research English/History • HS Math and Science • 2. Take the test individually • 3. In small groups, consider: • key concepts/vocabulary likely to be challenging • M&MDAAVISS reading/thinking strategies • CCSS Standards in English Language Arts, History/Social Studies, and Technical Subjects • 4. Ask questions and discuss implications for interdisciplinary planning and teaching Workshop

  18. Strand.Grade.Standard# • RL.11-12.1 (Reading Literature, #1) • RI.11-12.3 (Reading Information, #3 • RH.11-12.4 (Reading History, #4) • RST.9-10.5 (Reading Science/Tech, #5) • W.11-12.4 (Writing, #4) • SL.11-12.1 (Speaking & Listening, #1) • L.9-10.3 (Language) How to Refer to Standards?

  19. CCSS ELA Anchor Standards Range of Reading and Level of Text Complexity 10. Read and comprehend complex literacy and informational texts independently and proficiently.

  20. Exemplar Modules

  21. Prepare for Faculty Meeting on Trends in Adolescent Literacy • View 20 minute Intro. Video • Read/SKIM Assigned Report • Prepare a two page handout using template (make enough copies for each group member) • Next class: Share in Jigsaw group (your team members are depending on you!) Homework

  22. Exemplar Modules & Your Task Be more specific about your texts….

  23. Template 4 Argumentation/Comparison • What is a “government of the people”? After reading and discussing (our excerpt from) “Funeral Oration” and “The Gettysburg Address,” write a fully developed essay that compares the speeches and argues which leader (Pericles or Lincoln) delivers the most rhetorically compelling definition of democracy. Be sure to support your position with evidence from the texts. History Teaching Task

  24. Template 3 Argumentation & Comparison • After researching the 1948 Nobel Presentation Speech for the discovery of DDT and selected sections of Rachel Carson's "Silent Spring" on DDT, write an essay that compares the evidence about DDT’s impact from the speech and the book and argues whether the pesticide discovery should have received the Nobel Prize. Be sure to support your position with evidence from the texts. Science Teaching Task

  25. Template 21 Informational or Explanatory Analysis • How do writers and artists organize or construct text to convey meaning? After reading a variety of written and visual texts (film and photography), write an essay that addresses the question and analyzes the “stranger in the village” theme, providing examples to clarify your analysis. What conclusions or implications can you draw? Language Arts Teaching Task

More Related