Across the Curriculum. 1. Introduction to the Common Core – Ken Robinson video 2.Common Core...
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Transcript of Across the Curriculum. 1. Introduction to the Common Core – Ken Robinson video 2.Common Core...
LiteracyAcross the Curriculum
DM.Craigo
Does anyone mind if I add color? I choose pink for October and because it doesn't belong to any school.
jhobbs
it is great!
Today’s Agenda1. Introduction to the Common Core – Ken Robinson video
2. Common Core Recommended Focus on Reading – Informational and Literary Texts
3. Incorporating Reading Time into Every Classroom
4. Cross Curricular Collaboration Opportunities
5. Using Tier 3: Academic Vocabulary
6. Developing Text Dependent Questions
7. Close Reading/Annotationa. Small Group Assignment and Discussionb. Examples of TDQ’s
8. Group Share of Ideas – How to adapt individual classrooms to meet the Common Core requirements.
9. Grade Level Cross Curricular Collaboration
DM.Craigo
Is that what you wanted for the last 2 items, or do you want actual slides?
DM.Craigo
Why are the last 2 items numbered differently? Did I do this? I didn't mean to. Can I change it?
DM.Craigo
This is the right video, but it doesn't play from this slide. Can we put in a link instead?
jhobbs
I can put a hyperlink on a powerpoint but I do not know about this. Yes this is the right video
tparker
I got it to play. I clicked "present" at the top left of the doc, then clicked on the slide itself. A new window opens & plays the video. (I first signed into webtop)
tparker
OOPs, top right tool bar
DM.Craigo
I have a problem -- when we run the slide show the literature percentages slides are black and can't be read.
tparker
I changed the background to white, seems to be OK now. Do you mindchecking on your computer, too? Thanks
Shift: Reading, Writing and Speaking Grounded in Evidence from Text, Both Literary and Informational
Recommended Percentages for Reading throughout the Day
Recommended Percentages for Reading during English Language Arts Class
DM.Craigo
These slides run black.
Recommended Percentage of Each Type of Writing
Incorporating Reading Time into Every Classroom
There is a direct correlation between how much students read and how well they write. More reading=better writing!
Teachers should stress the importance of why being a good reader and writer is important within their subject areas. For example, why an accountant or a nurse or a
mechanic needs to be able to read and write well.
School Wide Reading Initiative???
• As a school we could decide to implement a reading initiative across curriculums.
• In order to keep students engaged at all times, all non-instructional time could be used for independent reading.
• For example, when a student finishes his math test he could read a novel he has selected to read instead of just sitting quietly while others work on their tests.
Cross Curricular Collaboration
Mastering the NXGen Standards and Literacy Instruction
Collaboration is an Essential Aspect of Common Core Instruction
• “Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.”
From Achieve the Core…
Rigor regarding literacy, vocabulary, and writing has increased across disciplines
These things aren’t just for English class anymore… • Text analysis
• Vocabulary development
• Argumentative Writing• Research papers• Literacy Instruction
Overview of Standards for History/Social Studies, Science, and Technical Subjects
• Reading Standards for History/Social Studies, Science, and Technical Subjects
– Knowledge of domain-specific vocabulary – Analyze, evaluate, and differentiate primary and secondary sources – Synthesize quantitative and technical information, including facts presented in
maps, timelines, flowcharts, or diagrams
• Writing Standards for History/Social Studies, Science, and Technical Subjects
– Write arguments on discipline-specific content and informative/explanatory texts– Use of data, evidence, and reason to support arguments and claims – Use of domain-specific vocabulary
Working together to Master the NxGen Literacy Standards
• Create Cross-curricular units.
• Use novels to teach history and science
• Use non-fiction articles and research studies to teach English
• Check in with each other and align curriculum
Tier VocabularyVocabulary Instruction in All Content Areas
• Manzo, Manzo, and Thomas (2006):"word learning can improve the capacity to learn" and "a rich vocabulary increases comprehension and, therefore, most all learning" (p. 615).
• Lubliner and Smetana (2005): "Children with larger vocabularies find reading easier, read more widely, and do better in school" (p. 163).
• Ultimately, vocabulary acquisition impacts achievement in all classes, not only ELA classes.
Research Says:
Tier 1Basic Vocabulary
Tier 2High frequency
Multiple meaning words
Tier 3:Precision Vocabulary
Specialized words that are content specific
Common
Core
Appendix A
Vocabulary Tools
Interactive:I Have … Who has …Save The Last Word For Me“Kick Me”
Nonlinguistic:Word Web 4-square Newspaper picture & captionShutter Book Cornell notes Alpha boxes
Technology Tools:WordSift Tagxedo VocabGrabber
InstaGrok
Haiku definition activity: 5-7-5
1) Brainstorm words & definition. Circle # of syllables
isotope 3 equal protons 4 different number of neutrons 8
order of operation 7 PEMDAS 2 correct answer 4
2)Alter wording to fit formula5 syllables first line
7 syllables second line5 syllables last line
Let’s Practice
Share vocabulary ideas with your elbow buddy.
Haiku Fun with Content Vocabulary
Isotope Definition
protons are equalisotopes of hydrogen
different neutrons
Order of Operation
when you’re doing mathremember to do
PEMDASso it will be right
Close ReadingText Dependent Questions & Annotation
Text Dependent Questions (TDQs)
Text Dependent Questions: Questions that can only be answered by referring explicitly back to the text that is being read
.
Text Dependent Questions (TDQs)
● The Common Core State Standards (CCSS) require students to “read closely to determine what the text says explicitly and make logical inferences from it”.
● Students need to be able to find evidence in the text, so our questioning should reinforce this skill.
Text Dependent Questions (TDQ)Shifts in teaching
•Using TDQs Purposefully:–Many good teachers already use some kind
of TDQ in their classroom!
•Making use of supplemental texts–Use TDQs with supplemental texts that are
more challenging than the traditional textbook
–Focusing on evidence and argument, not just recall or comprehension.
TDQs: What They are Not
•Low-level, literal, or recall questions–Low-level referring to Bloom’s Taxonomy or Webb’s Depth of Knowledge (comprehension = low level)
–good TDQs can be very complex and inferential
•Focused on comprehension strategies–Questions are meant to point towards the important aspects of the text and to knowledge that is transferable
•Just questions… TDQs are not just questions;–they can be powerful. Along with high quality complex text – they will drive the CCSS in the classroom
TDQs: What They Should Be
•Can only be answered with evidence from the text.
–TDQ’s should not require background knowledge
•Can be literal (checking for understanding) but
must also involve analysis, synthesis, evaluation.
•Focus on difficult portions of text in order to enhance reading proficiency.
–TDQ’s are an opportunity to address the academic (tier two) vocabulary and syntax that are features of complex text – the features that make text difficult for students.
Examples and Nonexamples of TDQs
Not Text Dependent
•In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?
•Why do you think that improving your memory is important?
Text Dependent
•“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?
•How does the author support the statement “nerves are the body’s wiring?”. Give specific words or phrases that the author uses as evidence.
Close Reading: Annotating Texts•Annotation: While reading, students
mark the pages for:– important information
–text meaning or key details
–Ideas and questions
•The amount of annotation is not necessarily relevant, but the act of writing something helps the students to read the text more closely
Close Reading: Annotating Texts
•We need to teach purposeful annotation
–This means NOT HIGHLIGHTING EVERYTHING!
•When we can’t write in the book…–Post-it notes
–Copy important sections of text that you want to have students annotate
Annotation Strategies
•Margin comments:–Outline main ideas
–Comments and questions
•Underlining and brackets around important information
•Circling unfamiliar vocabulary
•Symbols
Annotation Strategy: Symbols
DM.Craigo
I think this may be way too long! We have a 2 hour slot and we are asking them to annotate. Any thoughts?
tparker
Should we take out the vocab activity? This was not agreed upon. I justtook it upon myself to add...
jhobbs
All of it is necessary. Maybe cut the time for the last 2 activities since they are not up there and leave for a next IS Day. But to collaborate there must be a joint understanding of literacy. I was thinking about putting on the ELA page after you present. What do you think?
Collaboration/Practice
• Sit with your grade level (Go with your data team grade level)
• Annotation practice• Preassigned English teachers as facilitators• Annotate assigned informational texts
• Text Dependent Question Practice• With a partner in your grade level group, create a text
dependent question based on the informational text
EBSCOHOST
• http://search.ebscohost.com/
• Login: WEST• Password: VIRGINIA
Resources http://search.ebscohost.com/ - Database of Articles
ID: West PW: Virginia
http://wvinfodepot.org/: Access to a variety of informational texts in all subject areas
http://www.lexile.com/ - website that indicates reading level
http://berkeleycountyschools.org/Page/1743 - area on Berkeley County
Schools that has ELA and Literacy information
http://kellygallagher.org/resources/articles.html - Kelly Gallagher articles
http://www.corestandards.org/assets/Appendix_B.pdf - Common Core Text
Exemplars for ELA, Science, Social Studies and Technical Courses, pp. 101-183
