Common Core State Standards

1. Common Core State Standards Exploring Professional Practices in Disciplinary Literacy to Support Student Learning Leadership I and II Howard County Public Schools Presented by ThomasinaPiercy Ph.D.

2. Today’s Outcomes • Increase my understanding of the HCPSS Plan for Disciplinary Literacy as it relates to Student Learning • Acquire a common language in support of the Common Core State Standards One and Ten • Determine how text complexity informs instructional decisions • Understand how insightful questions support professional conversations to leverage student growth • Enhance relationships between and among DOI colleagues to strengthen our learning community

3. Professional Conversations:The Centerpiece for Growth Professional Conversations are conducted to focus improvement efforts within the context of the Framework for Teaching Domains. These conversations focus on means, not ends, in an environment of professional respect. Charlotte Danielson

4. The Centerpiece of Professional Conversations Invites SLO’s to Thrive Professional Conversations require Reflective Questioning to provide the context for trust and respect, the foundations for growth. “Student Learning Objectives promote critical conversations about instruction and assessment, and use evidence of student growth to guide professional development that targets instructional improvement.” MD Teacher/ Principal Evaluation Guidebook, 2012, p. 84

5. Professional Conversations “Research has clearly demonstrated reflection on practice improves teaching.” Charlotte Danielson

6. Today’s Urgency What ACT Reveals About College and Career Readiness in Reading 1. Reading demands in the workforce, college, and life have held steady or increased, yet K-12 texts have declined in sophistication (CCSSI, 2010, Appendix A, p. 2) 2. Gap between end of high school text readability demands and university text is increasing (Williamson, 2008, p. 618; ACT 2011) 3. Students’ ability to understand and respond to questions, about complex text was the main differentiator of student success (CCSSI, Appendix A, 2010, p. 2; ACT 2006, p. 16) 4. Common Core Standards are more truthful. Secondary standards were not written in a different room. Problems are not avoided, but looked directly in the face!

7. Everything Little Thing is Going to be Alright!

8. Disciplinary Literacy Systemic Professional Development Outcomes Common Core Disciplinary Literacy Related Behaviors STUDENTS Need to Know/Be Able to Do: EDUCATORS who Need to Know/Be Able to Do Common Core Disciplinary Literacy Related Behaviors: Classroom Teachers Literacy Team Members Instructional Team Leaders, RSTs, MSTs, Special Educators, ISTs, TDLs Site-based Administrators Curriculum Coordinators, Resource Teachers, Facilitators Directors Board Members Parents/Community Members • Achieve SLOs-as identified • Achieve Grade Level Learning Progressions • Apply Literacy Actions Independently-for Critical Thinking • Read Texts Closely and Analytically • Respond Accurately to Text-dependent, Questions-which are Discipline-specific • Apply Disciplinary Literacy Reading Behaviors • Demonstrate Responsible Behaviors When Taking-in and Distributing Information • Proficiently respond to Performance Tasks • Apply Writing Skills for Argument, Informative and Explanatory Writing • ccssGrade Level Learning Progressions

9. How to Hold On?

10. Disciplinary Literacy Lesson Planning Tool: Implementing Close Analytical Reading Instruction Aligned with CCSS Expectations • Identify CCSS Standards and Content Standards for Lesson- • Determine Text Complexity- • Identify Disciplinary Literacy Reading Behaviors- • Text-dependent, Discipline-specific Questions- • Performance Task Components-

11. Disciplinary Literacy Lesson Planning Tool Column 1 • Common Core Standard 1-Close Analytic Reading • Content Standard- • Common Core Standard 10-Text Complexity Professional Conversations: Write an insightful question to guide teachers to reflect on- the impact of instruction which is aligned with concepts and skills in the CCSS, Domain 1.

12. CoherenceClosing Text Complexity Gap

13. STANDARD 10 • In response, the Common Core State Standards have integrated text complexity expectations into every grade, beginning with Grade 2, through the progression of Standard 10. Kindergarten and Grade 1 are exposed to complex texts. • Increased Text Complexity is a key requirement in the Common Core document (CCSSI, 2010, Appendix A)

14. Stand Independently! GRADES K-12 & CCR- By the end of grade 12, read and comprehend grade 12 complex texts independently and proficiently.

15. How Do Text Complexity & Instruction for ANY Content, Discipline or Career Path Fit? Construction Manager Qualitative Quantitative Reader & Task

16. ONLY One Perspective Quantitive Measures: • Coh-Metrix • Lexile Framework • Flesh-Kincaid • Dale Chall • ATOS analyzer • Text Dimensions: • Word length • Frequency • Sentence Length • Text Cohesion Quantitative

17. Focusing on Text Complexity -Quantitative Factors -Reader and Task Factors -Qualitative Factors: Purpose, Structure, Language Conventionality, Knowledge Demands

18. How can Text Complexity Guide Planning for Disciplinary Literacy Instruction? PARCC’s “Task Prototypes for LITERACY” Analyze an Informational Topic using the Anchor Text, the Biography of Amelia Earhart, to introduce the Topic. Grade 7 ********** Assess Qualitative Text Complexity with Matrix. For COMPLEX indicators, discuss instructional strategies to support all students’ access with a partner. As a Table Team, refer to pink Text Complexity chart to discuss discrepancies/implications for instruction. As a Table Team, write 1 Complex indicator on tag strip, & on back write 1 strategy to scaffold that difficult area.

19. Disciplinary Literacy Lesson Planning Tool Column 2 • Write a brief summary of Text Complexity Factors for Amelia Earhart: -Qualitative factors- -Reader & Task factors- -Quantitative Factor- Professional Conversations: Write an insightful question to guide teachers to reflect on- the connection between Text Complexity factors (Standard 10) and instructional decisions, Domains 1 and 3.

20. Qualitative Dimensions of Text Complexity for Readability and Instruction

21. Close Analytic Reading of any Complex Text Close Reading of any complex text carefully examines and draws evidence with details directly from the text/graphs to increase comprehension, acquisition of knowledge, and insight.

22. Close Analytic Reading of Complex Text • Read the text-Read text more than once; focus on details • Analyze what the text says explicitly • Analyze where the text leaves matters uncertain • Make inferences drawn directly from the text • Pay attention to word meaning, determine meaning of unknown words • Determine how the text is organized-Text Structure • Identify the Context- Determine possible influences on content-Identify bias • Focus on facts leading to questions

23. Disciplinary Literacy- “Literacy skills specialized to history, science, mathematics, literature, or some other subject which are needed to read complex texts.” • Intermediate Literacy- “Literacy skills common to many tasks, including generic comprehension strategies, common word meanings, and basic fluency.”  • Basic Literacy- “Literacy skills such as decoding and knowledge of high frequency words that underlie all reading tasks.”

24. Content Instruction with Discipline-specific Literacy • Content knowledge is strengthened when discipline-specific literacy is integrated into teaching and learning. • Elementary teachers provide K-5 instruction specific to content areas. They extend beyond content areas to provide general literacy instruction including reading, writing, speaking, listening, and thinking. • Disciplinary Literacy instruction broadens this effort to include discipline-specific instruction for complex text based on the unique demands of each discipline. It increases close, analytical reading of complex texts in contents to advance expectations for the CCR Anchor Standards.

27. Disciplinary Literacy and College & Career Literacy Disciplinary Literacy is the use of discipline-specific practices to access, apply, and communicate content knowledge, (MSDE). It identifies and provides Reading Behaviors which guide students on how to comprehend complex text with deep understanding using specific demands in the content areas including History, Science, English, Mathematics and Technical Subjects. College & Career Literacy Reading Behaviors increase students’ access into career-specific complex text.

28. Reading Like a… • Historian- • Scientist- • Mathematician- • Health Advocate- • Literary Critic- • Musician • Construction • Manager- • Others?

29. Disciplinary Literacy Reading Behaviors for History/Social Studies  Historians contextualizeby asking questions about what was happening in the world at the time the text was written. Historians see the text as an argument. They read with caution, due to author bias, and challenge the text. Historians use sourcing to determine what influenced the author’s perspective. Historians critique the credibility of the author’s argument. Historians incorporate close readingto carefully consider wording and word choice. Historians corroborateby comparing the text with other sources. Historians synthesizea large number of texts. Historians evaluate the trustworthiness of multiple sourcesrather than memorize facts and dates. Historians wrestle withcontradictionsin different texts. Reading & Writing Literacy Standards for History/Social Studies • -RH.6-8.1Cite specific textual evidence to support analysis of primary and secondary sources. • RH.6-8.10Bythe end of Grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. • WHST.6-8. 1(a-e) - Write arguments focused on discipline-specific content. • WHST.6-8.2(a-f)-Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

30. Reading & Writing Literacy Standards for Science Next Generation Science Practices- #7. ENGAGING IN ARGUMENT FROM EVIDENCE • -RST.6-8. 1- Cite specific textual evidence to support analysis of science and technical texts. • RST.6-8.10 - Bythe end of Grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. • WHST.6-8.1 (a-e) - Write Arguments focused on discipline-specific content. • WHST.6-8.2 (a-f) -Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Reading Like a Scientist-Reading Behaviors • Scientists judge and collect evidence during reading. • Scientists create questions based on facts and data. • Scientists use sourcingas a predictor of quality. • Scientists read deeply to understand a large number of discipline-specific terms. • Scientists consider data-based graphs as important as the text. They read back and forth between the graphs and text.

31. Disciplinary Literacy Lesson Planning Tool Column 3 • Identify 2 Disciplinary Literacy Reading Behaviors. These will increase students’ deep understanding of the identified Complex Text, (Standard 10). Professional Conversations Write an insightful question to guide teachers to reflect on- connections between Disciplinary Literacy Reading Behaviors and deeper understanding of discipline-specific Complex Text, Domain 3.

32. Discipline-Specific, Text-Dependent QUESTIONING • Identify the core understandings and key ideas of the text. • 2. Include opening questions to orient students to the text and provide confidence. • 3. Craft questions based on powerful academic words and text structures connected to the key ideas. • 4. Develop questions that support tough sections of text. • Sequence a series of questions to build deeper analysis. • 6. Identify which standards are aligned with the questions.

33. Disciplinary Literacy Lesson Planning Tool Column 4 • Create a Text-dependent Question that will require Close Analytic Reading of the Complex Text. Professional Conversations Write an insightful question to guide teachers to reflect on- the impact of Text-dependent Questions on helping students read Complex Text Closely and Analytically, (Standard 1)-Domain 3.

34. Increasing Student Access All students must have opportunities to engage with complex texts and demonstrate and express their understanding. Some students will need different representationsof information and scaffolding to bridgestudent access to accelerate student progress toward independent reading of complex texts. Universal Design for Learning

35. Increasing Student Access into Complex Text • Integrating Universal Design for Learning Principles • Aligning instructional strategies needed for Complex factors in texts • Developing solid Text-dependent, Discipline-specific Questions which require Close Analytic Reading • Including Disciplinary Literacy Reading Behaviors for students to “Read Like a…” for deeper understanding of discipline-specific complex text • Increasing exposure to complex texts, including all Tiers of written and spoken vocabulary. • Increasing communication with parents and community.

36. Aligning Performance Task Rigor • Performance Tasks are aligned with the CCSS. • Performance Tasks are designed to support students’ journey towards proficiency. • The Disciplinary Literacy Lesson Planning Tool aligns instructional decisions for coherence of CCSS’ cognitive demand with Performance Tasks. Guiding Question for Performance Tasks: “How can I help students engage in reading complex texts with deep understanding to learn the CCSS concepts and skills?”

37. Disciplinary Literacy Lesson Planning Tool Column 5 • Consider components to be included for developing a Performance Task for this lesson. Professional Conversations Write an insightful question to guide teachers to reflect on- the need to develop Performance Tasks which are aligned with the cognitive demand of the CCSS and complex texts.

38. REFLECTION: Today’s Outcomes • Increase my understanding of the HCPSS Plan for Disciplinary Literacy as it relates to Student Learning • Acquire a common language in support of the Common Core State Standards One and Ten • Determine how text complexity informs instructional decisions • Understand how insightful questions support professional conversations leverage student growth • Enhance relationships between and among DOI colleagues to strengthen our learning community

39. It is the promise of the CCSS that we coalesce as a one united team of American educators dedicated to each ONE of our students. It is our calling to believe all students will acquire knowledge and confidence to embrace the joy of reaching their dreams.