Literacy Professional Development October 29, 2013 Margie Sewell

Performance Standards TKES 2: Instructional Planning The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. TKES 3: Instructional Strategies The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills. TKES 4: Differentiated Instruction The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

Learning Targets Understand the Literacy shifts Understand the intentional planning process for using text complexity Understand how Literacy is to be applied in all content areas Understand how writing can be used as a vehicle to promote active literacy Understand vocabulary’s role in literacy

What we Teach College and Career Ready Habits of Mind: Read to infer, interpret and draw conclusions Support arguments with evidence Resolve conflicting views encountered in source documents Solve complex problems with no obvious answer

Learning Target 1: Understanding Common Core Shifts Building knowledge through content-rich nonfiction Reading, writing, speaking grounded in evidence from both literary and informational text Regular practice with complex text and its academic language

Characteristics of an Effective Lesson Opening  Bell Ringer  Standards/Elements/EQ  Activating Strategy  Vocabulary  Teacher Modeling

Characteristics of an Effective Lesson Work Session  Teacher Modeling – What is the teacher doing?  Student Focused – What are students going to do?  Literacy – close reading, non-fictional text, vocabulary, students reading  Instructional strategies – teaching, note- taking

Characteristics of an Effective Lesson Closing  Oral – Students summarizing focus of learning  Written – Students complete a TOD/quick write of today’s learning

Literacy Instruction Reading, Writing, Speaking LEARNING TARGET 2: Literacy practices must be implemented in ALL Content Area Classrooms: Build background knowledge and model Thinking using read-alouds. Reading at appropriate lexile levels in class to allow for scaffolding where needed. Writing daily. Vocabulary instruction daily.

Learning Target 3: Classroom Implementation Pair the concept you teach with a current event, research article, nonfiction, etc. SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. The headache begins, typically, on the seventh day after exposure to the agent. On the seventh day after his New Year’s visit to Kitum cave- January 8, 1980-Monet felt a throbbing pain behind behind his eyeballs…

Learning Target 3: Classroom Implementation Pair the concept you teach with a current event, research article, nonfiction, etc. SSWH6 The student will describe the diverse characteristics of early African societies before 1800 CE SALT: A BRIEF HISTORY Salt comes from dead, dried-up seas or living ones. It can bubble to the surface as brine or crop out in the form of salt licks and shallow caverns. Below the skin of the earth it lies in white veins, some of them thousands of feet deep. It can be evaporated from salt” pans," boiled down from brine, or mined, as it often is today, from shafts extending half a mile down.

Learning Target 3: Classroom Implementation Background material for many of the previously mentioned literature-related topics can be found in the “informational texts” of the Library of Congress Chronicling America newspaper collection. htmlhttp:// html. These examples help teachers fulfill both primary source and informational text requirements of Common Core GPS.

Shorter, Challenging Texts The study of short texts is useful to enable students at a wide range of reading levels to participate in the close analysis of more demanding text. Place a high priority on the close, sustained reading of complex text. Such reading emphasizes the particular over the general and strives to focus on what lies within the four corners of the text. Close reading often requires compact, short, self-contained texts that students can read and re-read deliberately and slowly to probe and ponder the meanings of individual words, the order in which sentences unfold, and the development of ideas over the course of the text.

Close Reading Determine what a text says explicitly Make logical inferences Analyze a text’s craft for structural meaning and tone Evaluate the effectiveness of the text Use information drawn from the text as evidence Engage independently