ELA Network – Continuation Cadre

1. ELA Network – Continuation Cadre December 18, 2013 kadi.ralston@education.ky.gov

2. NORMS • TALK WHEN YOU WANT! • ASK QUESTIONS! • BE ENGAGED! • CONTRIBUTE TO CONVERSATIONS! • AND/OR • SHARE YOUR THOUGHTS ON CHAT!

3. Why are we here today? • ELA Common Core standards work IS NOT FINISHED! • You still have a network and support system. • Your district and school still need your LEADERSHIP skills and CONTENT knowledge. • YOU are the expert in your field.

4. Supporting Disciplinary Literacy • PGES Domain 4: Professional Responsibilities • Supporting shared literacy responsibility across contents (Common Core shift - critical) • Contributing to effectiveness of Writing Program Review • Supporting incorporation of Literacy Standards for Social Studies/Science and Tech. Subjects • Supporting disciplinary literacy within their own classrooms • Supporting disciplinary literacy support in the District Leadership Team

5. TPGES Domain 4Professional Responsibilities 4D – Participating in a Professional Community “Schools are . . . professional organizations for teachers-organizations whose full potential is realized only when teachers regard themselves as members of a professional community. This community is characterized by mutual respect and support and respect and by recognition of the responsibility of all teachers to be constantly seeking ways to improve their practice and to contribute to the life of the school.” Take a moment to read the Accomplished and Exemplary Performance Levels on the Framework for Teaching for 4D. Highlight or underline any criteria in these Performance Levels that might be addressed through active participation in your District Leadership Team.

6. TPGES Domain 4Professional Responsibilities 4E – Growing and Developing Professionally “Networking with colleagues through such activities as joint planning, study groups, and lesson study provides opportunities for teachers to learn from one another. These activities allow for job-embedded professional development.” Take a moment to read the Accomplished and Exemplary Performance Levels on the Framework for Teaching for 4D. Highlight or underline any criteria in these Performance Levels that might be addressed through active participation in your District Leadership Team.

7. How can you support teachers of other disciplines in their literacy endeavors? You already have much expertise in this area. Literacy Standards in Social Studies and Science/Technical Subjects (emailed yesterday) What are the similarities and/or differences?

8. Reading Standard #1 Anchor Standard: RL & RI.CCR.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. Discussion: HOW MANY CONTENT AREA TEACHERS IN YOUR BUILDING ARE AWARE OF THESE STANDARDS and AREIMPLEMENTING THEM IN THEIR CLASSROOM?

9. Writing Standard #1 Anchor Standard: W.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. K-12 Progressions

10. What does literacy look like? In Science? In Social Studies? In P.E., music, business, career and technical classes?

11. What ISContent Area Literacy? What ISDisciplinary Literacy? • Content area literacy focuses on study skills that can be used to help students learn from subject matter specific texts. • Techniques a novice might use to make sense of a disciplinary text, like studying a history book for an assessment. • Disciplinary literacy is defined by Shanahan and Shanahan (2008) as advanced literacy instruction embedded within content-areas. • Disciplinary literacy instruction engages learners with content in ways that mirror what scientists, historians, and mathematicians do to inquire and gain understanding in their disciplines.

12. Disciplinary Literacy: CCSS Literacy Standards Literary Fiction Mathematics Bio Science Phy Science History Social Studies Technical HealthFitness Humanities Intermediate Literacy Disciplinary Literacy Basic Literacy Doug Buehl, Developing Readers in the Academic Disciplines, 2011, p.13

13. Some of the Shifts Demanded in ELA Standards • Focus on informational texts—balance the reading of informational and literary texts, making sure they are developmentally appropriate. • Work on Content Area/Disciplinary Literacy—sharing it among ALL teachers • Attend to TEXT COMPLEXITY—discern ideas of more and more complex texts; “we should not be so dependent on leveled readers especially with struggling students” (Coleman) • Focus on TEXT DEPENDENT QUESTIONS – those that REQUIRE careful reading of the text (vs ‘text-free’—which rely on prior knowledge instead of the actual text) • Focus on 3 Modes of WRITING –Argumentation with Evidence, Informational/Explanatory, and Narrative Writing • Emphasize ACADEMIC VOCABULARY Karen Kidwell, Highly Effective Teaching, Learning and Assessment: 2011 KAAC Presentation

14. Common Core Standards Define Literacy in Content Areas “While the English language arts classroom has often been seen as the proper site for literacy instruction, this document acknowledges that the responsibility for teaching such skills must also extend to other content areas.” www.corestandards.org

15. What about Next Generation Science Standards?

16. See anything familiar?

17. What do ELA teachers know about science instruction?

18. What about Social Studies?

19. Inquiry Arc “A set of interlocking and mutually reinforcing ideas that feature the four dimensions of informed inquiry in social studies.”

22. Reading Like a Historian “Because so few students pursue historical study beyond high school, it it crucial that they learn to read like historians in the middle and high school social studies classes. Historians have developed powerful ways of reading that allow them to see patterns, make sense of contradictions, and formulate reasoned interpretations when others get lost in the forest of detail and throw up their hands in frustration.” “Introduction” Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano

23. One last thought… What are your “Go-To” strategies for YOUR reading standards? • Citing textual evidence • Evaluating structure of text • Determining central idea • Determining author’s purpose • Etc… • Challenge for District Leadership Team PLC: Think of FIVE “Go-To” strategies for big concepts in the ELA standards. Help content area teachers translate those strategies into discipline specific tools.

24. Resources Close reading exemplars -achievethecore.org Newsela.com – Articles for content areas with a Lexile determination

25. Common Core You Tube Videos Videos Produced by James B. Hunt, Jr. Institute for Educational Leadership and Policy And the Council of Chief State School Officers (CCSSO) Example: Literacy in Other Disciplines: (3:61) http://www.youtube.com/watch?v=1zHWMfg_8r0&feature=related

26. http://carnegie.org/fileadmin/Media/Publications/PDF/tta_Lee.pdfhttp://carnegie.org/fileadmin/Media/Publications/PDF/tta_Lee.pdf

27. Teaching Literacy in the Disciplines and Teaching Disciplinary LiteracyTimothy and Cynthia Shanahan: University of Illinois at Chicagowww.shanahanonliteracy.com • Disciplinary Literacy • Disciplinary Reading Instruction • Emphasis on Informational Text • Emphasis on Challenging Text • Close Reading

28. “It Says” – “We Think” Activity After reading the handout containing points made by the Shanahan and Shanahan: • Work with a small group and identify ONE important point from each category • Record your group’s thoughts about it in the appropriate box on the handout • When all groups are finished, share your thoughts with a group that chose a different point