Common Core Literacy Standards in all Content Areas Amanda Bradford GCSC, Literacy Coach

Agenda 6 Common Core shifts in English Language Arts (10 min)- Purple Page Integrating the ELA CCSS into the Content Areas (5 min)-Pink Tab Classroom CCSS/PARCC based tasks, Examples and planning template (6 min)-Tabs(b,g,y,o) Introduction and example of quarterly and assignment specific standards mastery checklist (6 min)-Pink, green, yellow pages INCCSS ELA resources for teachers (3 min)

Common Core in ELA/Literacy 6 Shifts (purple sheet) Common Core in ELA/Literacy

PK-5 Balancing Informational & Literary Text Common Core ELA/Literacy Shift 1 PK-5 Balancing Informational & Literary Text

PK-5 Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Students can access the world- science, social studies, the arts, and literature – through text. At least 50% of what students read is informational. (K-5) At the 6-12 level a majority of text is informational.

6-12 Building Knowledge in the Disciplines Common Core ELA/Literacy Shift 2 6-12 Building Knowledge in the Disciplines

Disciplinary Literacy Content area teachers outside the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science & social studies classrooms Rather than referring to the text, students are expected to learn from what they read in the text Points to Consider: Disciplinary literacy does not mean the content teacher is teaching students “how-to” read, but rather how to “read” in a subject specific manner Developing disciplinary literacy allows teachers to help students deepen their understanding of critical concepts as they engage with content specific texts in ways that mimic how a content person would gather information (i.e. how to think like a historian, or scientist, or mathematician)

Defining Disciplinary Literacy To have disciplinary literacy is to know the essential language and processes of a particular discipline (i.e. geometry) To be literate in a particular discipline means one can function according to the discourse frames of that discipline To be literate in a discipline means one actively engages in the skills germane to a particular discipline, thereby producing high levels of success (i.e. geometry) Points to Consider: Each discipline (subject) contains language students need in order to become literate. Building students’ knowledge and understanding of critical language – beyond defining words allows them to begin growing in their knowledge and understanding of the discipline Being able to understand how a discipline operates (i.e. important rules, patterns, processes, etc.) provides learners with a level of understanding, which will enable them to attain competency in the discipline Once learners begin to understand the language of the discipline and how it operates, they can enhance their ability to take part in the activities that move towards proficiency and mastery

Why it Matters? Literacy is deeper than reading and writing Content areas require students to engage with multiple texts in varying ways The needs of diverse populations require expanded understandings of the scope of literacy There are multiple ways by which a person can be literate Different disciplines require different literacy actions Points to Consider: There are baseline literacy structures; however, there are ways of interacting with texts that may vary between disciplines Learners need to understand how domain-specific texts operate and what is necessary to access these texts in order to gain meaning Developing disciplinary literacy prepares learners to encounter a variety of texts using the appropriate skills to gain deep understanding

Points to ponder… What is the role of content area teachers in advancing students’ literacy? How will content area teachers engage students with text in their instruction? What is meant by “You can’t effectively teach a subject unless you become a literacy teacher?” What are your thoughts about this statement? Points to Consider: Participants should choose 1 question on which to focus and be ready to discuss after viewing the video clip. They should complete the Cornell Notes organizer answering their focal question

DL & the Common Core http://engageny.org/resource/common-core-in-ela-literacy-shift-2-6-12-building-knowledge-in-the-disciplines/

Implications for the Common Core “Everyone has a role in advancing students’ literacy.” “You can’t effectively teach a subject unless you become a literacy teacher” “Rather than referring to the text, students are expected to learn from what they read.”

Key Points for Understanding Disciplinary literacy involves the use of reading , reasoning, investigating, speaking, and writing required to learn and form complex content knowledge appropriate to a particular discipline (McConachie 2002). Requires educators to be able to know and name the thinking frames specific to the kinds of work in their discipline There are generic forms of literacy which can be generalized to all disciplines; however, there are also those literacy skills specific to discipline

Staircase of Complexity Common Core ELA/Literacy Shift 3 Staircase of Complexity

Staircase of Complexity Each grade level requires a “step” of growth on the “staircase” Instruction is centered around grade appropriate texts Close and careful reading is required Scaffolding provided for below grade level readers

Text Complexity Three Part Model

Measures of Text Complexity Quantitative measures or readability formulas as proxies for semantic and syntactic complexity: Word length: word frequency/familiarity Sentence length and text length Qualitative measures complement and sometimes correct quantitative measures: Purpose Language conventionality and clarity Text structures Knowledge demands

Lexile Adjustment

Common Core ELA/Literacy Shift 4 Text-Based Answers

Text-Based Answers Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

Student Actions Rich and rigorous conversations which are dependent on a common text Make evidentiary arguments both in conversation, as well as in writing

Insist that classroom experiences stay deeply connected to the text Teacher Actions Insist that classroom experiences stay deeply connected to the text Use evidentiary arguments to assess comprehension of a text

Common Core ELA/Literacy Shift 5 Writing from Sources

Writing from Sources Emphasize use of evidence to inform or make an argument rather than the personal narrative and other fictional writing Narrative still has a role but students skills develop through written arguments that respond to the ideas, events, facts, and arguments presented in the text they read

Common Core ELA/Literacy Shift 6 Academic Vocabulary

Shift 6: Academic Vocabulary Students constantly build the vocabulary they need to access grade level complex texts. Focus strategically on comprehension of pivotal and commonly found words (“discourse,” “generation,” and “theory”) and less on literary terms (“onomatopoeia” or “homonym”). Students are able to access more complex texts across content areas.

(retrieved August 23, 2011) features the following panelists: Video Clip http://vimeo.com/27077248 (retrieved August 23, 2011) features the following panelists: John B. King, New York State Commissioner of Education David Coleman, contributing author to the Common Core Kate Gerson, Sr. Fellow with the Regents Research Fund

Implications for Instruction? “It’s important to be strategic about the kind of vocabulary that we’re developing.” “Teach fewer words, but teach the webs around them.” “Figuring out which are the Tier 2 words and then…figuring out which ones I am going to teach. Because…[you] can’t possibly teach all…Tier 2 words very thoroughly and still get to the heart of the matter with the reading.” “It goes back to this issue about careful planning…and strategic thinking about how to support students’ skill development.” You may choose to use these quotes from the video as additional discussion points for small groups. The quotes can be divided by groups or throughout groups.

Next Steps for My Role? What do I need to do? How do I need to do it? Task planning How do I need to do it? Task planning sheets and mastery checklist Who can help me? Team effort You could have teachers by grade levels, subject areas, or job alike groups meet to discuss these questions when thinking about the use of vocabulary and tiered words.

Classroom CCSS/PARCC based tasks, Examples and planning template In your folder sample tasks Pink tab- Academic vocabulary organizers Blue tab- Social Studies task Green tab- Math task Yellow tab- P.E. task Orange tab- Science task

Task Planning Sheet- Yellow page

PARCC Rubric- Orange Sheet

Assignment Mastery Checklist- Pink sheet

Quarterly Standards Mastery Checklist- Green Sheet

What next… Power point resource (located on Cougar Access) On going Common Core PD sessions during the 2013-2014 school year Short Survey- sent via e-mail Email questions- abradford@gcsc.k12.in.us