Clay County Administrators September 13 , 2012 Diane.johnson@lewis.kyschools

1. Clay County Administrators September 13, 2012 Diane.johnson@lewis.kyschools.us

2. 2-DaySession Goals • I can describe the expectations of the content literacy standards for my content area – including the increased requirements for the use of complex texts and use of evidence from the texts. • I can design a “reading for meaning” experience using relevant text. • I can identify several short-term writing strategies to use that will help students learn my content. • I can develop a personal action plan for utilizing the literacy standards to help students learn content that will begin when school starts. 

3. Guiding Question • How can the content literacy standards also help students learn my content?

4. Disciplinary Practices • Work with a partner. • Sort the statements into categories based the disciplinary practice with which they belong. • Mathematical, science and engineering, ELA, historical thinking • Share your ideas with another pair. • What conclusions can you draw about practices from this activity? • Be prepared to share with the whole group.

5. “Language capacity is the root of all student performance.” • Heidi Hayes Jacobs, Active Literacy Across the Curriculum

6. Standard 10 for Reading • Read pgs. 2-5 of Appendix A • Capture the main ideas and key details on the “New American Notebook” organizer • Monitor your understanding of each section using the symbols on your organizer • Use the cause and effect summary frame to help you summarize what you read • Be prepared to share

7. “When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. • Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction.” • KCAS, pg. 60

8. “…the clearest differentiator was students’ ability to answer questions associated with complex texts.” • “The most important implication of this study was that a pedagogy focused only on “higher-order” or “critical” thinking was insufficient to ensure that students were ready for college and careers: what students could read, in terms of complexity, was at least as important as what they could do with what they read.” • KCAS, Appendix A, pg. 2

11. 1st Semester Freshman Course Load (15 hrs) 22 Tests Typical Semester 3,674 Pages of Reading 2 Oral Presentations 20 Quizzes 13 Formal Papers P12 Math Science Outreach

12. Text Complexity and the Common Core State Standards

13. Action Item • Determine the Lexile level of a sampling of texts used with students

14. Text Complexity Considerations • Qualitative evaluation of the text • Levels of meaning, structure, language conventionality and clarity, and knowledge demands • Quantitative evaluation of the text • Readability measures and other scores of text complexity • Matching reader to text and task • Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

15. Common Core ShiftsFor Literacy • Building knowledge through content-rich nonfiction • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Regular practice with complextextand its academic language

16. Reading for Meaning How to build students’ comprehension, reasoning, and problem-solving skills

17. WHAT IS READING FOR MEANING?

18. What is reading for meaning? “To read is to fly: it is to soar to a point of vantage which gives a view over wide terrains of history, human variety, ideas, shared experience and the fruits of many inquiries.” A.C. Grayling, Financial Times (in a review of The History of Reading by Alberto Manquel) “The habit of reading is the only enjoyment in which there is no alloy; it lasts when all other pleasures fade.” Anthony Trollope “We read to know we are not alone.” C.S. Lewis “If you can read this, thank a teacher.” Anonymous teacher

19. What is reading for meaning? Is it reading words and understanding them?

20. What is reading for meaning? Draw a picture explaining your understanding of the text below: • If the known relation between the variables consists of a table of corresponding values, the graph consists only of the corresponding set of isolated points. If the variables are known to vary continuously, one often draws a curve to show the variation. Basic Math, 1945

21. What is reading for meaning? Is it reading words carefully? • I cdnuoltblvelee that I cluodaulacityuesdnatnrd what I was rdanieg. The phaonmealpweor of the hmuanmnid. Aoccdrnig to rscheearchsdtuy at CmabrigdeUinervtisy, it deosn’tmttaer in what oredr the ltteers in a word are, the olnyiprmoatnttihng is that the frist and lsatltteer be in the rghitpclae. The rset can be a taotlmses and you can still raed it wouthit a porbelm. Thisisbcuseae the huamnmniddeos not raederveylteter by istlef, but the wrod as a wlohe. Amzanig huh? Yaeh and I awlyas thought sipeling was ipmorantt!

22. What is reading for meaning? Is it answering comprehension questions? The Montillation of Traxoline

23. What is reading for meaning?

24. What is reading for meaning? An Anthology of Rigorous Texts • Read your assigned selection from the Anthology of Rigorous Texts taken from Reading for Meaning Strategic PLC Guide. After reading, be ready to summarize it in your own words for your table group. • What made your text rigorous? • What moves did you make to comprehend the text you read?

25. An Anthology of Rigorous Texts • Reading One: Excerpt from the Federalist Papers, “Concerning the General Power of Taxation,” by Alexander Hamilton • Reading Two: “There’s a certain Slant of light,” by Emily Dickinson • Reading Three: A Description of the Healing Process, Adapted from a High School Biology Textbook • Reading Four: Excerpt from The Souls of Black Folk, by W.E.B. DuBois • Reading Five: What is the Hailstone Sequence? Exploring a Mathematical Mystery

26. What Reading and Thinking Skills Did You Use? • Before reading did you… • Draw forth relevant background knowledge to help you put the reading in context? • Make predictions about what the text would say or include? • Establish a purpose?

27. What Reading and Thinking Skills Did You Use? • During reading did you… • Apply certain criteria that helped you separate critical information from less relevant information? • Pay attention to how the ideas were presented and organized? • Make notes to help you highlight and clarify important ideas? • Form images in your head to help you “see” the content? • Note when the text confirmed or refuted your initial ideas or prereading predictions?

28. What Reading and Thinking Skills Did You Use? • After reading did you… • Reflect on what you read? • Try to assess and shore up gaps in your comprehension? (What do I need to better understand?) • Look for opportunities to discuss your ideas with other readers?

29. Thinking About the Skills of Comprehension • How did the skills you checked off help you understand the texts you read? • What are some ways you teach these skills in your classroom? • What are some of the recurring challenges you face in helping students build their reading and reasoning skills?

30. What is reading for meaning? • A reading strategy that uses simple statements to help students find and evaluate evidence and build thoughtful interpretations of text.

31. What is reading for meaning? • Present students with list of ‘agree or disagree statements’ about an assigned text (e.g., “Frog is a good friend.”) • Have students preview the statements and then begin reading the text. • Ask students to indicate whether they agree or disagree with the statements based on what they read. • Have students justify their agree/disagree positions by citing appropriate evidence from the text.

32. A Sample Reading for Meaning Lesson The Gettysburg Address: A Study in the Power of Words (Common Core Mini Unit)

33. Connecting to the CCSSAnchor Standards for Reading

34. Common Core State Standards • The lesson will focus on the Gettysburg Address. Teaching students how to read primary documents supports these CCSS: • [RH.6-8.1] Cite specific textual evidence to support analysis of primary and secondary sources. • [RH.6-8.2] Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. • [RH.6-8.6] Identify aspects of a text that reveal an author’s point of view or purpose.

35. Common Core State Standards • Students will also be writing an editorial addressing these CCSS: • [WHST.6-8.1] Write arguments based on discipline specific content. • [WHST.6-8.9] Draw evidence from informational texts to support analysis, reflection, and research.

36. Action Item • Draft a “Reading for Meaning” task • Keep Anchor and Grade Level reading standards in mind as you develop statements. • Appendix B of ELA – useful for identifying suggested readings that are stretch texts

37. Getting Started • Use the “Reading for Meaning Planning Forms” to assist you in breaking down the task into manageable chunks. • The “Customizing Reading for Meaning Statements to Meet Specific Objectives” handout provides suggestions for crafting RFM statements. • Additionally, the “Classroom Tips” handout provides development and implementation ideas to support task development.

38. Making Connections

39. Strategies Explicitly Practiced • 1-word summary • Partner talk • Standing meeting • New American Notebook organizer • Summary frames • Text structures • Important book page • Analysis of text for rigor • “Sticky” note summary • Chunking text • Reading for Meaning – Gettysburg Address • Socrative App – FA check • Power Point slide summary • Placemat Consensus • I-Chart Organizer • Twitter Summary

40. Next Steps for 2012-2013 • Reflect on the requirements of the CCSS for Content Literacy • Identify 1 commitment for reading and 1 for writing that your students and your colleagues can count on you to do. • Sign the pledge form.