Winn Parish September 2013 LOUISIANA STATE SUPERINTENDENT OF EDUCATION JOHN WHITE

Name the Standards Activity College and Career Readiness Anchor Standards for Reading College and Career Readiness Anchor Standards for Writing

Instructional Shifts to Meet Literacy Standards Building knowledge through content-rich nonfiction Reading, writing and speaking grounded in evidence from text, both literary and Informational Regular practice with complex text and its academic language Louisiana Believes

Shift 1: Building knowledge through content-rich nonfiction More emphasis on informational texts: High school = 70% informational/30% literary College and workplace reading: informational Reading informational texts: essential to building background knowledge Best way to “grow” academic vocabulary SHARED RESPONSIBILITY: THE STANDARDS REQUIRE THAT STUDENTS WORK ON LITERACY IN ALL CONTENT AREAS. This does not mean that every teacher has to become a reading/writing teacher, but that every teacher must acknowledge and support the role of literacy in their content area. Louisiana Believes

Providing evidence: Hallmarks of strong readers and writers Shift 2: Reading, Writing and Speaking Grounded in Evidence from Text, both Literary and Informational Students are required to support what they say or write about by providing evidence from text Providing evidence: Hallmarks of strong readers and writers Reading like a detective and writing like a reporter. ELA teachers had to do this last year to prepare students for the state assessment. CCSS will require that we all have students speak and write about what they are reading and use textual evidence. They need to analyze, synthesize, infer. Go beyond basic recall. Be able to cite evidence from more than one text on a topic! Does this mean they are not to interject their own ideas or opinions…? It does not. But, unlike past assessments, their opinion or ideas should be supported with evidence from a text. Louisiana Believes

Shift 3: Regular Practice with Complex Text and its Academic Language All students, even struggling readers, need to be exposed to grade-level complex text Gaps exist between high school and college/career What students can read, in terms of complexity, is greatest predictor of success in college (2006 ACT study) Standards focus on academic vocabulary Struggling readers: Help them during RTI, chunk the text for them , etc Gap: about a 4 year gap – Research cited in the Standards= today’s texts for average 11th grade students is about equal in complexity to what 7th grade students read in 1961. Louisiana Believes

CCSS and Vocabulary Tier 3 Words: Domain-Specific Tier 2 Words: General Academic Vocabulary Tier 1 Words: Basic, high frequency words Explain each Tier and Give Examples. Louisiana Believes

Why Close Reading of Complex Text? A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness. (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7) Point out the “struggling reader” part. ALL STUDENTS NEED TO BE EXPOSED TO GRADE-LEVEL COMPLEX TEXTS…..even those who are behind in their reading. Louisiana Believes

What is Close Reading? Close Reading is a goal. Many strategies for implementation Reading and re-reading of rich, complex texts Grappling (struggling) with the text Looking at what the author is saying and how he is saying it Requires prompting students with text-dependent questions See the Close Reading handout.- page 2 Louisiana Believes

Video Close Reading: Literacy in Physics https://www.teachingchannel.org/videos/problem-solving-with-technology?fd=1

Scaffolds for Reading Complex Text Chunking Reading and re-reading Read aloud Strategic think aloud (Metacognition) Scaffolding questions Heterogeneous small groups Recordings Pre-prepping struggling readers Annotation strategies (Example: Thinking Notes) Cornell Notes (Split-page Note-taking) Louisiana Believes

Strategy for Close Reading Close Reading is the Goal Many Strategies Available to Reach the Goal Thinking Notes Thinking Notes * Main Idea-Central to the Author’s Purpose ! I love this part! Great writing or idea ? Raises a question—possible discussion point ?? Something is unclear or confusing to me—I need to ask about this in class. Louisiana Believes

What are Text Dependent Questions? Require that students have read the text. They are answered through close reading of complex and worthy texts. Require an understanding beyond basic facts. Ensure that readers understand the points the author is making and how the author is making those points. Often require that students return to the text and reread to find evidence. Refer to Handouts: 1. A Guide to Creating Text Dependent Questions for Close Analytic Reading 2. Checklist for Evaluating Question Quality Louisiana Believes

Text-Dependent Questions Explain what each level means (Use the definitions in the We the People chart. Louisiana Believes

Close Reading of a Text- “We, the People “ Students read text silently Teacher reads text aloud Teacher models annotating and engaging in the text Teacher poses text dependent question for student focus Students read again making annotations, engaging in the text The teacher and students engage in a discussion of the students’ notes They will have a texts: social studies – We, the People . Read silently…then read=-aloud. Have them annotate while I read aloud. Then go over each question type/example in the chart. If time, have them partner with someone and try to compose their own text-dependent questions. Read both silently. Read We, the People aloud as they annotate. Thinking Notes * Main Idea-Central to the Author’s Purpose ! I love this part! Great writing or idea ? Raises a question—possible discussion point ?? Something is unclear or confusing to me—I need to ask about this in class. Louisiana Believes

Video David Coleman and Lincoln’s Gettysburg Address http://www.engageny.org/resource/high-school-ela-curriculum-video-the-gettysburg-address

Creating Text Dependent Questions Multiple Levels of Questions At this point take the texts: (We, the People) and go over the chart. Leave blank spaces on the chart for them to get with a small group (2-4) and create their own text dependent questions. Louisiana Believes

Essay based on We, the People. Text – based Writing Essay based on We, the People. Culminating writing activity: good formative assessment First look at the sample essay based on We, the People. After students have closely read the text, after you have posed text-dependent questions about that text and the class has engaged in rich discussions (Compass rubric), a valid next step is to have the students respond to a writing prompt about the text. A piece of student writing in which you require that they support their ideas with evidence from the text is a great way for you to gauge what their level of mastery and understanding is. It will tell you much about the content knowledge they have gained as well as to reinforce writing skills. Work with and depend on your ELA people to support your work with this. Start out small…..short text-based paragraphs. Louisiana Believes

Other Resources Appendix B: Text Exemplars & Sample Performance Tasks Appendix C: Samples of Student Writing Teacher Toolbox Eagle Louisiana Believes

Career Technical Education Example – Auto Tech CCSS-CTE Classroom Tasks Resources Instructional Practice Guide Louisiana Believes

The Shifts Mean a Change in Practice! From: Content knowledge primarily from teacher-led lecture To: Content knowledge from a balance of reading, writing, lecture and hands-on experience. With this shift, think of the text as teacher. Group work, multi-media, hands-on activities and teacher lecture all have their place. But reading of complex texts must hold a significant place as a means of imparting knowledge. If these changes happen for just one week per month in your school year in all content areas, we will have made a huge move toward buildinng literacy skills for our students. Louisiana Believes

WHAT WILL YOU DO DIFFERENTLY AS YOU PLAN FOR INSTRUCTION? NEXT STEPS! WHAT WILL YOU DO DIFFERENTLY AS YOU PLAN FOR INSTRUCTION? Louisiana Believes

Questions Have a great instructional year! For any further questions, email Ann Smith: ann.smith@la.gov Have a great instructional year! 23