Linking Disciplinary Literacies to the Common

Core State Standards EDC 448 – Workshop

Dr. Julie Coiro

Workshop Agenda2:00-2:20 Overview of the CCSS and

general reactions 2:20-3:05 Workshop: CCSS Test Items

and discuss alignment with cognitive strategies and aligns with CCSS Standards

3:05-3:15 Understanding homework (Jigsaw Groups and Faculty Meeting)

Catching up on a few things…

Notetaking Scaffolds for Foreign Language Teachers

Feedback on Strategy Self-Assessments ◦Reflection? Explicit examples and implications for teaching struggling readers?

◦Infer? Analyze?

Global Languages Structured Notetaking 3-2-1 3 Main Ideas

2 Keywords

1 Question or Connection

Infer: to conclude from evidence and reasoning; to read between the lines

HOW? Text clues + Prior knowledge = Inference

(evidence) + (reasoning)

Kathy froze in her footsteps. The hair stood up on the back of her neck. Something was definitely ________ (wrong/great). What might happen next and why? (predict)

Teach Strategies Explicitly (Define & Explain WHY and HOW; example)

Analyze: to separate into parts and study their interrelations; break complex concept into parts to gain better understanding (opposite of synthesize) HOW? Zoom In (to carefully examine, inspect, and

scrutinize details around a concept or idea)Zoom Out (determine how details are related to

each other and to the rest of the text or key ideas)

Teach Strategies Explicitly (Define & Explain WHY and HOW; example)

Analyze ExampleZoom In: Authenticity of A History Professor:

◦Amount and quality of preparation◦Skill in teaching◦Well versed in the literature of his/her field◦Plentiful publications◦Well presented publications◦Engage with other scholars in the discipline◦NOT race or gender

Zoom Out: Notions of authenticity should be based on preparation, skill, and scholarly actions rather than gender and race

Who needs to ANALYZE??CCSS ELA Anchor Standards

10. Read and comprehend complex literacy and informational texts independently and proficiently.

CCSS – Mission StatementThe standards are designed to be

robust and relevant to the real world, reflecting the knowledge and skills our young people need for success in college and careers.

With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

CCSS – Portrait ofa Student

ELA Anchor Standards & StrandsReading Anchor Standards

◦Key Ideas and Details (1-3) ◦Craft and Structure (4-6) ◦Integration of Knowledge and Ideas (7-9) ◦Range of reading and level of text complexity

(10)Writing Anchor Standards

◦Text types and purposes (1-3) ◦Production and distribution of writing (4-6) ◦Research to build and present knowledge (7-9) ◦Range of writing (10)

ELA Anchor Standards & Strands

Speaking & Listening Anchor Standards ◦Comprehension and Collaboration (1-3) ◦Presentation of Knowledge and Ideas (4-6)

Language Anchor Standards◦Conventions of Standard English (1-2) ◦Knowledge of Language (3)◦Vocabulary Acquisition and Use (4-6)

Shifts in ELA/ LiteracyShift 1

Balancing Informational & Literary Text

Students read a true balance of informational and literary texts. (Informational Text: Elem 50%, Middle 55% High School, 70%)

Shift 2

Knowledge in the Disciplines

Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities. In addition, research and inquiry are PROCESSES, not events.

Shift 3

Staircase of Complexity

Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4

Discussion and Text-based Answers

Students engage in rich and rigorous evidence based conversations about text. DISCUSSION is key component of learning and building shared knowledge. (SPEAKING & LISTENING Is intentional)

Shift 5

Writing from Sources

Writing emphasizes use of evidence from sources to inform or make an argument. (Three types of writing: opinion/argument; informative/explanatory, and narrative)

Shift 6

Academic Vocabulary

Vocabulary instruction is explicit and intentional. Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

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What Falls Under “Informational Texts” in the CCSS Grades 6-12

Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience

Shifts in MathematicsShift 1

Focus Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Shift 2

Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Shift 3

Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

Shift 4

Deep Understanding

Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Shift 5

Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Shift 6

Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

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CCSS Assessments PARCC (RI)

◦Deeper encounters with authentic texts◦Reward careful, close reading ◦Focus on words that matter (academic

language rather than obscure words) ◦Cite evidence from text ◦Write to text sources rather than

decontextualized expository promptsInnovative Item Types

◦Evidence-Based Selected Responses◦Technology-Enhanced Constructed Responses◦Prose Constructed Responses

Workshop1. Choose Sample CCSS Task

◦Gr. 11 Research English/History ◦HS Math and Science

2. Take the test individually 3. In small groups, consider:

◦key concepts/vocabulary likely to be challenging◦M&MDAAVISS reading/thinking strategies◦CCSS Standards in English Language Arts,

History/Social Studies, and Technical Subjects 4. Ask questions and discuss implications

for interdisciplinary planning and teaching

How to Refer to Standards?Strand.Grade.Standard# RL.11-12.1 (Reading Literature, #1) RI.11-12.3 (Reading Information, #3 RH.11-12.4 (Reading History, #4) RST.9-10.5 (Reading Science/Tech, #5)W.11-12.4 (Writing, #4)SL.11-12.1 (Speaking & Listening, #1)L.9-10.3 (Language)

CCSS ELA Anchor Standards

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literacy and informational texts independently and proficiently.

Exemplar Modules

HomeworkPrepare for Faculty Meeting on Trends in

Adolescent Literacy

View 20 minute Intro. Video Read/SKIM Assigned Report Prepare a two page handout using template

(make enough copies for each group member) Next class: Share in Jigsaw group (your team

members are depending on you!)

Exemplar Modules & Your Task

Be more specific about your texts….

History Teaching TaskTemplate 4 Argumentation/Comparison

What is a “government of the people”? After reading and discussing (our excerpt from) “Funeral Oration” and “The Gettysburg Address,” write a fully developed essay that compares the speeches and argues which leader (Pericles or Lincoln) delivers the most rhetorically compelling definition of democracy. Be sure to support your position with evidence from the texts.

Science Teaching TaskTemplate 3 Argumentation & Comparison

After researching the 1948 Nobel Presentation Speech for the discovery of DDT and selected sections of Rachel Carson's "Silent Spring" on DDT, write an essay that compares the evidence about DDT’s impact from the speech and the book and argues whether the pesticide discovery should have received the Nobel Prize. Be sure to support your position with evidence from the texts.

Language Arts Teaching TaskTemplate 21 Informational or Explanatory Analysis

How do writers and artists organize or construct text to convey meaning? After reading a variety of written and visual texts (film and photography), write an essay that addresses the question and analyzes the “stranger in the village” theme, providing examples to clarify your analysis. What conclusions or implications can you draw?