1. “Reading” Visual Art Connecting Process and Skills with the Common Core Anchor Standards for Literacy How do the analysis and creation of art complement the processes and skills needed to read and write complex texts?

2. Table Talk to Debrief  What techniques did Camille use in the galleries to facilitate a deep analysis of the works of art?  What techniques did Kristen use to facilitate a deep analysis of the text?  What connections do you see?

3. Scaffolding as a Process  Why do we scaffold to support meaning- making?  Have end goal in mind  Consider “end goal” = end of course  Consider “end goal” = end of lesson/unit  How do we help students make meaning?  Before viewing/reading  During viewing/reading  After viewing/reading

4. Before “Reading”: how do we prepare students for meaning-making? Written Text  Anticipation Guide  Interest Survey  Journaling connecting to theme  KWL  Read-Aloud  Student Questioning  Think-Aloud  Vocabulary Frontloading Visual Text abcdabcd

5. During “Reading”: how do we help students stay engaged, process their ideas, and use metacognition? Written Text  Concept Maps  Directed Note-taking  Processes to guide re- reading  Read-Write-Pair-Share  SQ3R Visual Text abcdabcd

6. After “Reading”: how do we ensure that students are engaging in the highest levels of thinking? Written Text  Exit Slips  Revisit AG/KWL/Journal  Specific Discussion Protocols  Writing:  Formal informative/argumentative paper  Found Poems  RAFT Visual Text abcdabcd

7. Making the Connection with CC Anchor Standards for Literacy  Think-Pair-Share  What skills do students need to:  make meaning from a text?  Create their own text?

8. Common Core Standards focus on process and skills rather than content Divided According to Subject Area:  Mathematical Practice  English Language Arts  Literacy in History/Social Studies, Science, and Technical Subjects (Across the School) United According to:  K-12 Progression (Vertical)  Shared Anchor Standards (Cross-Curricular)  Reading  Writing

9. CC Anchor Standards for Reading  (1-3) Key Ideas and Detail: What does the text say?  (4-6) Craft and Structure: How does the text say it?  (7-9) Integration of Knowledge and Ideas: What does the text mean? What is its value? How does the text connect to other texts?  (10) Variety of Complex Texts  Consider: how does analysis of visual art sharpen these same skills?

10.  (1-3) Text types and Purposes:  Putting key ideas/details into writing  (4-6) Production and Distribution of Writing:  About the craft of being an author  (7-9) Research to Build Knowledge  Putting knowledge and ideas into writing  (10) Range of Writing  Here again, consider how analysis and creation of visual art sharpens the same skills? CC Anchor Standards for Writing

11. How do we already complement the standards? Where can we improve?  In group, focus on one of the three primary “chunks”  Ideas/Text Types (1-3)  Craft/Production (4-6)  Integration/Research (7-9)  Consider Reading (Viewing) and Writing (Creating)  What are you already doing to hone these skills?  Where do you see areas where you can more explicitly sharpen these skills?