Clay County Schools September 25, 2012 Diane.johnson@lewis.kyschools

1. Clay County Schools September 25, 2012 Diane.johnson@lewis.kyschools.us

2. Introductions • Diane Johnson • Diane.johnson@uky.edu

3. Who’s in the room? • Name • School • Grade • ‘Secret’ about yourself

4. Session 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. 

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

6. Rate Your Familiarity with KCAS • Choose one of the following that best describes your familiarity with the KCAS Literacy Standards and explain your choice: • Not very familiar with them • Read some of the Standards • Designed lessons using them

7. 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.

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

9. College and Career Readiness Anchor Standards for Reading • The concept of ANCHOR standards: • Created before the K-12 standards • Present a big picture or overarching idea • Represent overall outcomes • Reflect research about post-secondary education programs and what employers identified as critical skills • Vetted for international comparability

10. College and Career Readiness Anchor Standards for Reading • Compare the CCR Anchor Standards for Reading for K-5 and 6-12 (pgs. 10 and 60) • Identify similarities and differences • Write one word that best summarizes each statement on a small post-it note and place at the end of each statement.

11. Evidence

13. Standards for Reading • Number off 1 – 10 • Examine the standard that corresponds to your number across grade levels/bands, highlight the word(s) that distinguish the standard at each grade level. • Share with your group. • Discuss any shifts in your curriculum with respect to reading that might be needed.

14. 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

15. “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

18. 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

19. Text Complexity and the Common Core State Standards

20. 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)

21. “…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

22. Important Book • As a grade level team, create a page for The Important Book. • The most important thing about the KCAS for Reading is…

23. Important Book

24. “…reading is not separate from content learning, but is intimately connected.” (pg. xiv) • “Content reading that supports content learning provides opportunities for students to develop their understanding. The texts that are selected and the lessons that are designed to incorporate those texts work in support of learning about and interacting with the core concepts of the discipline….content reading for content learning opens opportunities for students to build conceptual understanding through critical analysis and application.” (pg. xix) • Reading for Learning, Heather Lattimer, 2010

25. Comprehension Strategies

26. From Power Tools for Adolescent Literacy by Rozzelle & Scearce

27. Learn as much by writing as by reading. • Lord Acton • Meaning making is not a spectator sport. Knowledge is a constructive process; to really understand something each learner has to create a model or metaphor derived from that learner’s personal world. Humans don’t get ideas, they make ideas. • Art Costa

28. From Power Tools for Adolescent Literacy by Rozzelle & Scearce

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

30. WHAT IS READING FOR MEANING?

31. 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

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

33. 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

34. 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!

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

36. What is reading for meaning?

37. 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?

38. 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

39. 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?

40. 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?

41. 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?

42. 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?

43. 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.

44. 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.

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

46. 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.

47. 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.

48. Mental Companions • We all have mental companions whose voices reside inside our minds. Perhaps these voices come from a friend, your parents, a coach, or even the words from a song, a poem, or a famous person. • What voices have helped you to define who you are? Identify one of these voices and explain how it has influenced you.

49. There are many famous Americans whose voices have played an important role in our American heritage. Today we are going to look at the words from a great speech given by Abraham Lincoln at Gettysburg to honor the soldiers who fought and died there in the Civil War. As you listen to Lincoln’s words, I want you to ask yourself if Lincoln’s speech is as relevant today for all Americans as it was on Thursday, November 19, 1863.

50. Sticky Notes (Summarize) • Now use “sticky notes” to briefly summarize each portion of the Gettysburg Address.