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Common Core Standards and the Changing ELA/Science/Social Studies/CTE Literacy Initiatives Jim Kelch SREB School Improve

Developing Literacy Strategies Across the Curriculum. Common Core Standards and the Changing ELA/Science/Social Studies/CTE Literacy Initiatives Jim Kelch SREB School Improvement Consultant . Objectives. Learn about the Common Core Standards

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Common Core Standards and the Changing ELA/Science/Social Studies/CTE Literacy Initiatives Jim Kelch SREB School Improve

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  1. Developing Literacy Strategies Across the Curriculum Common Core Standards and the Changing ELA/Science/Social Studies/CTE Literacy Initiatives Jim Kelch SREB School Improvement Consultant

  2. Objectives • Learn about the Common Core Standards • Compare the current depth of teaching (rigor) and learning occurring within the Albuquerque Public Schools with the new standards and identify goals for reading and writing in CTE • Create templates for increasing literacy through the Literacy Development Coalition model

  3. Ticket in the Door! HSTW Frayer Model Write your thoughts on your handout and table-discuss What Does It Look Like Across the School What Does It Look Like in Academic Classrooms Rigor Ways Leaders Support It What Does It Look Like in CTE Classrooms

  4. How much do you teach literacy practices necessary for the study of CTE? High 80% or more Med 50-80% Low less than 50% A Quick Time on Standards Analysis Eleanor Dougherty, LDC

  5. Essential Questions • What is rigor? • How can we measure, monitor and encourage rigor at the school-wide and classroom levels? • What are the Common Core Standards? Deborah Bass, SREB

  6. The World Is Flat “Our nation is doomed if we do not deliver a rigorous and relevant education to every American child.” ~Thomas Friedman

  7. What is rigor? “Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.” Harvey F. Silver, Richard W. Strong, and Matthew J. Perini

  8. Essential Question #2: How can we increase the number of students who are career and college ready?

  9. CTE -- Real World Readiness Table Discussion: • How do you address college and career readiness in your classroom? • What strategies do you use to insure your students are prepared for life after high school? • What community resources do you utilize to ensure your students are ready? • What district resources are available for your use to insure high-quality, up-to-date instruction and instructional resources? • What resources are available to you at the school level to insure high-quality, up-to-date instruction is occurring?

  10. Essential Question #3: What are the Common Core State Standards?

  11. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesizemultiple sources on the subject, demonstrating understanding of the subject under investigation. Example: CCS Writing 9-10.7

  12. What is the Common Core State Standards Initiative? • Effort to establish set of K–12 academic content standards in English and math for multiple states to adopt. • Content standards are expectations of what students should know and be able to do. • If a state adopts CCSS, it is expected to adopt them verbatim. • CCSS must comprise at least 85% of a state's standards in English and math. Deborah Bass, SREB – following slides

  13. Who Is Involved with the CCSS Initiative?National Governors AssociationCouncil of Chief State Schools OfficersScores of curriculum specialists and content experts from all over the country (and a few people from other countries) to work on the standards. Supported by grants from foundationsFunds from the National Governors Association Center for Best Practices. List of specific sources of funding for this initiative is not yet available from the Common Core State Standards Initiative website.

  14. What Problem Does CCSS Aim to Solve? • Some see the current variety of content standards among states as a "crazy patchwork," with many states having learning expectations that lack rigor, specificity, and focus. • Supporters see the CCSS as an opportunity for states to establish a common set of rich, challenging, specific, high-priority learning expectations. • The intent is to create education systems throughout the country that will help all students graduate from high school ready for college or a career and make the United States more competitive in the global economy.

  15. What problem does it try to solve? • Proponents acknowledge that standards alone will not accomplish that goal. They hope the new standards will form a basis for states to build systems of aligned curriculum, assessments, teacher training and preparation, and teacher and student supports. • Skeptics believe that consensus around what content to include is difficult. • Some question the wisdom of standardization when students vary widely in needs, goals, and abilities.

  16. www.corestandards.org

  17. Using Data for Continuous Improvement Raise Expectations Challenging Career/Technical Studies Work-based Learning Challenging Program of Study Comprehensive FrameworkHigh Schools That WorkKey Practices • Challenging Academic Studies • Actively Engage Students • Teachers Working Together • Guidance and Advisement • Extra Help and Transitions

  18. Content with Rigor and Challenge… • Literacy All students should… • Read and study 8-10 books per year as a part of the language arts curriculum • Complete a research paper yearly in grades 6-12 • Write one page or more weekly in all classes • Leave 8th grade ready for college prep English • Leave 12th grade ready for college and careers • Oral presentations in classes at least each semester Eleanor Dougherty, LDC (following slides)

  19. Brainstorm! • How can we emphasize weekly technical reading?

  20. …and • How can we increase weekly technical writing?

  21. …and • How can we increase reading and writing through technical research papers?

  22. …and How can we increase professional oral presentations?

  23. GAIN UNDERSTANDING OF CCSS Literacy Create high quality tasks – SPEND TIME ON READING AND WRITING Share expertise Create professional learning communities across grades, disciplines, and borders How can we help support the CCSS?

  24. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. CCS RI/E 9-10.1

  25. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. CCS Sci/Tech Standards 11-12.4

  26. The LDC/HSTW Connection • Bill and Melinda Gates Foundation • Educational Improvement Goals • Emphasis on reading and writing • Formation of the Literacy Design Collaborative • Development of writing research to support reading • Template Development • SREB • Investigation of partnership opportunities • Use of HSTW coaches to deploy templates • Collect and share data from field use

  27. “…small, strategic changes in practice can produce huge benefits in learning.” Daniel Cole, The Talent Code

  28. CTE Template Design

  29. Writing Assessment Tasks

  30. Directions: Write three sample writing assessments for your CTE course, following the previous steps.

  31. LDC Quick Reference Task Chart Argumentation Template Tasks Analysis “After Researching” Task 1: After researching ________ (informational texts) on ________ (content), write ________ (essay or substitute) that argues your position on ________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis) “Essential Question” Task 2: [Insert question] After reading ________ (literature or informational texts), write ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

  32. Informational or Explanatory Template Tasks “After Researching” Task 11: After researching ________ (informational texts) on ________ (content), write a ________ (report or substitute) that defines ________ (term or concept) and explains ________ (content). Support your discussion with evidence from your research. L2 What ________ (conclusions or implications) can you draw? (Informational or Explanatory/Definition) “Essential Question” Task 12: [Insert question] After reading ________ (literature or informational texts), write ________ (essay, report, or substitute) that defines ________ (term or concept) and explains ________ (content). Support your discussion with evidence from the text(s). L2 What ________ (conclusions or implications) can you draw? (Informational or Explanatory/Definition)

  33. Narrative Template Tasks Description “After Researching” Task 26: After researching ________ (informational texts) on ________ (content), write ________ (narrative or substitute) that describes ________ (content). L2 Use ___ (stylistic devices) to develop a narrative. L3 Use ___ (techniques) to convey multiple storylines. (Narrative/Description) “Essential Question” Task 27: [Insert question] After reading ________ (literature or informational texts) about ________ (content), write ________ (narrative or substitute) from the perspective of ________ (content). L2 Use ________ (stylistic devices) to develop a narrative effect in your work. L3 Use ________ (techniques) to convey multiple storylines. (Narrative/Description)

  34. LDC MODULE • PROTOTYPE instructional plan • Tracks progress during reading and writing process • Teaches literacy skills alongside content

  35. What skills? • Ability to…… • Understand task • Read and analyze reading material • Write a response

  36. What instruction? Skills list + mini-tasks Write an opening to include title, author, claim, and reaction to work based on teaching task. -- create the lesson design --

  37. Interpreting Data • What does the student work tell you about … • Effectiveness of the teaching task? • Student strengths? • Student weaknesses? • What next? • Scoring rubrics under construction

  38. Brilliant! “My students did better on the end of course exam after doing six modules this year in my history classes than those in classes that didn’t teach the modules.” – Teacher HS History

  39. Partners! Literacy Design Collaborative -- SREB/HSTW

  40. Ticket Out the Door • What did I learn about: • ADDITIONAL READING • ADDITIONAL WRITING • ORAL PRESENTATIONS • How can I better support College and Career Readiness?

  41. Thank you! Layla Grace Kelch, World’s Best Granddaughter James R. (Jim) Kelch Jim.kelch@sreb.org SREB School Improvement Consultant

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