Springfield Schools CCSS Literacy Training 2013 - 2014 Getting to the Core Springfield Schools CCSS Literacy Training 2013 - 2014

The District 186 Literacy Department Created By: The District 186 Literacy Department Mary Jo Bangert, Literacy Coordinator Margie Buyze, Literacy TIL Karen Gibson, Literacy TIL Anne Midden, Literacy TIL Debbie Thomas, Literacy TIL

Rate Your Knowledge Level Red = I know it and I can teach it to someone else. Blue = I am familiar with it and I’ve tried it. Yellow = I’ve heard it and/or it’s new.

Today’s Purpose: Participants will… …understand the three instructional shifts needed to effectively implement the Common Core State Standards for ELA/Literacy. …connect the instructional shifts to the Gradual Release of Responsibility Model of Instruction and to backwards planning.

Instructional Shifts Building knowledge through content-rich non-fiction. Reading, writing and speaking grounded in evidence from text, both literary and informational. Regular practice with complex text and its academic language.

A Model for Success for All Students TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Shift #1: Building knowledge through content-rich nonfiction.

Shift #1: Building knowledge through content-rich nonfiction. Grades Literary Informational K-5 50% 6-8 45% 55% 9-12 30% 70% Informational reading primarily includes content rich non-fiction in history/social studies, science, technical subjects and the arts. 6 – 12 ELA classes place greater attention to a specific category of informational text- literary nonfiction. The Standards do require substantial attention to literature throughout K – 12.

Shift #1: Building knowledge through content-rich nonfiction

Shift #1: Building knowledge through content-rich nonfiction.

Lesson Purpose Build content knowledge by reading multiple texts on a topic or concept Use a concept map to organize ideas across texts Work collaboratively to increase knowledge of a topic

Shift # 1 Sample Lesson Asian Carp Epidemic View the video Invasive Asian Carp Attacks CNN Reporter Listen for key ideas and details and jot down notes on the back of your agenda.

Invasive Asian Carp Attacks CNN Reporter To view video click here. Be sure you are logged into the District Intranet.

Concept Map: Asian Carp history characteristics Asian carp Brought to US to clean algae from ponds in 1970’s.

Reading Multiple Texts Select one text from the folder on the table. World Book (online): “Asian Carp” Article: “Asian Carp and the Great Lakes” Poem: “carp” Graph Read the text and underline key ideas and details about Asian carp from the text. Share the key ideas and details from your text. Select a different color for each text and record the information on the concept map.

Which standards were addressed? How could you implement this in your classroom?