1 / 33

Common Core State Standards Professional Learning Module Series

Common Core State Standards Professional Learning Module Series. Content Literacy for Technical Subjects Unit 3. Welcome to Unit 3. Building Content Literacy in the Technical Subjects: 6 – 12 Reading. LEARNING OBJECTIVES FOR UNIT 3.

astrid
Download Presentation

Common Core State Standards Professional Learning Module Series

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Common Core State Standards Professional Learning Module Series Content Literacy for Technical Subjects Unit 3

  2. Welcome to Unit 3 Building Content Literacy in the Technical Subjects: 6 – 12 Reading | California Department of Education

  3. LEARNING OBJECTIVES FOR UNIT 3 Examine the CCR Anchor Standards for Reading to understand how they define the literacy expectations for students entering college and careers, and provide the foundation for the Reading Standards for Literacy in Science and Technical Subjects 6–12. Understand the organizational structure, content, and intent of the Reading Standards for Literacy in Science and Technical Subjects 6–12. Understand that reading “texts” within the technical disciplines often goes beyond the written word. Explore teachers’ ideas of incorporating the Reading Standards for Literacy in Science and Technical Subjects 6–12 into lesson plans. Develop an action plan for incorporating the Reading Standards for Literacy in Science and Technical Subjects 6–12 in your content curriculum. | California Department of Education

  4. College and Career Anchor Standards for Reading • Define the literacy expectations for students entering college and careers • Provide the foundation for the CA CCSS for ELA/Literacy | California Department of Education

  5. College and Career Readiness Anchor Standards for Reading CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | California Department of Education

  6. College and Career Readiness Anchor Standards for Reading CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. | California Department of Education

  7. Reading Many Types of Texts in Technical Subjects • Reading in the technical subjects requires students to read both literal English language texts, as well as, complex discipline-specific texts that contain unique symbol systems, syntax, and visual representations. This type of reading is specified in the CCR Anchor Standards: • CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | California Department of Education

  8. Reading Standard 1: Evidence, Inferences and Conclusions | California Department of Education

  9. Reading Evidence and Text-Dependent Questions • What are text dependent questions? • What do good text dependent questions typically ask students to do? • Link to: Complete Guide to Creating Text-Dependent Questions, http://achievethecore.org/ela-literacy-common-core/text-dependent-questions/ | California Department of Education

  10. Generating Lesson Ideas in Technical Subjects, Standard 1 • Review sample ideas • Develop an action plan for Standard 1 | California Department of Education

  11. Reading Standard 2: Central Ideas and Summarizing | California Department of Education

  12. Finding Central Ideas: Thinking Notes • Thinking Notes: A Strategy to Encourage Close Reading [video] | California Department of Education

  13. Generating Lesson Ideas in Technical Subjects, Standard 2 • Review sample ideas • Develop an action plan for Standard 2 | California Department of Education

  14. Reading Standard 3: Multistep Procedures | California Department of Education

  15. Generating Lesson Ideas in Technical Subjects, Standard 3 • Review sample ideas • Develop an action plan for Standard 3 | California Department of Education

  16. CCR Anchor Standards, Reading 4, 5, & 6 | California Department of Education

  17. CCR Anchor Standards, Reading 4, 5, & 6 | California Department of Education

  18. CCR Anchor Standards, Reading 4, 5, & 6 | California Department of Education

  19. Reflecting on Standards 4, 5, & 6 • What domain-specific words and phrases are essential to your technical subject? • How do you support students in determining the meaning of domain-specific symbols when found in technical contexts? • What are some ways you have helped students understand and analyze text structures for your technical subject? | California Department of Education

  20. Discipline-Specific Vocabulary • Modern Dance: Three-Dimensional Vocabulary [video] | California Department of Education

  21. Analyzing the Author's Purpose • Supporting students in determining the author’s purpose in a variety of texts | California Department of Education

  22. Generating Lesson Ideas in Technical Subjects, Standards 4, 5, & 6 • Review sample ideas • Develop an action plan for Standards 4, 5, & 6 | California Department of Education

  23. Reading Standards 7, 8, and 9: Integration of Knowledge and Ideas | California Department of Education

  24. Reading Standards 7, 8, and 9: Integration of Knowledge and Ideas | California Department of Education

  25. Reading Standards 7, 8, and 9: Integration of Knowledge and Ideas | California Department of Education

  26. Evaluating Arguments • Cuesta College presents clear guidelines to help students evaluate author's arguments for Reading Standard 8. • How you can modify the materials for your technical subject? • Link to Evaluating the Logic and Validity of Information: http://academic.cuesta.edu/acasupp/as/403.htm | California Department of Education

  27. Resource • University of Virginia's Writing Program's “Argument Handout" Website • Link: http://faculty.virginia.edu/schoolhouse/WP/ArgumentHandouts.html | California Department of Education

  28. Generating Lesson Ideas in Technical Subjects for Standards 7, 8, and 9 • Review sample ideas • Develop an action plan for Standards 7, 8, & 9 | California Department of Education

  29. Reading Standard 10: Text Complexity | California Department of Education

  30. There are three factors to use to measure the complexity of a text: • Qualitative evaluation of a text • Quantitative evaluation of a text • Match of the reader to the text and the task | California Department of Education

  31. Text Exemplars and Sample Performance Tasks • In reviewing the sample texts consider these questions • In what ways do you provide students, in your content area, with increasingly complex texts? • How do you select these texts? • How do you support all students so they become independent and proficient readers of complex texts in your content area? | California Department of Education

  32. Lesson Ideas in Technical Subjects for Standard 10 How might you apply these concepts to your own lessons? | California Department of Education

  33. Unit 3 Summary • The organization and content of the Reading Standards for Literacy in Science and Technical Subjects 6–12 and their relationship to the CCR Anchor Standards for Reading • That reading “texts” within the technical disciplines goes beyond the written word. • Sample lesson ideas by technical subjects’ teachers which incorporated the Reading Standards for Literacy in Science and Technical Subjects 6–12 into their diverse technical subject courses. | California Department of Education

More Related