South Dakota Common Core Literacy in the Content Areas Michele Davis @

1. South Dakota Common Core Literacy in the Content AreasMichele Davis @

2. Agenda • Begin 11 a.m. • Working Lunch 12:30 p.m. • Dismiss 4:30 p.m.?

3. Norms • Listen with engagement • Honor each other’s thinking • Honor private think time • Everyone has a voice • Be respectful of all comments • Participation is expected • Limit side conversations • Take care of your needs • Turn cell phones off or to vibrate

4. Yellow Brick Road Where are you with your understanding of the Common Core State Standards and the 6 major shifts in education from these standard adoptions?

5. Outcomes • Integrate Common Core State Standards for Informational Literacy into content • Work with strategies to enhance informational/content literacy

6. Think about a child, a student, a group of students in our state for whom you have high hopes and expectations.

7. Where and how are they living? • What are they doing professionally? • What are they doing outside of their work time?* How are they solving problems? • What science, math, reading, writing skills will they need?

8. Think about this student in a class with a teacher, a school, a district, a principal, a system, etc. that you work with. Use this to help you engage with literacy strategies we need our teachers to use in ANY content area.

9. Content Background Discuss with your elbow partner: • Look at the title. Simply scan the article. • What seems important about this content? • What do you want "your" student to know, understand, and do as a result of this text reading?

11. A's: Share your quote and then summarize the video and your thoughts.

12. B's: Share your quote and then discuss what you could imagine teachers would say to challenge or question this video.

13. C's: Share your quote, then give yourself 30 seconds to compose 1 SENTENCE that combines the main ideas you've heard.

15. What Does This Mean to ME? • Building literacy skills builds student content knowledge • Building literacy skills among students is the shared responsibility of all staff • WE ARE ALL TEACHERS OF LITERACY!

16. 4 Anchor Standards of Reading • Key Ideas & Details • Craft & Structure • Integration of Knowledge & Ideas • Range & Complexity http://sdccteachers.k12.sd.us

17. On 2 STICKY NOTES→title one: LITERACY STANDARDS USEDtitle the other one:LITERACY STANDARDS not USED

18. Small group activity -- look @ Literacy Standards Together, discuss: • what you notice, • what seems to be a strength of how the CCSS's are written, and • what seems to be a challenge to teach them.

19. How is this NOT adding more for teachers? Think about the ABC activity: In a short, fairly social activity with every "kid" participating, we hit: --citing textual evidence --discussing key details and main idea --compared and contrasted ideas --synthesized complex ideas into 1 fluent thought

21. 1. Go back to the text, skim again. 2. Read through the Literacy Standards. 3. Choose at least 2 standards that might go with the text. 4. Work with partner(s) to decide on a definitive 2 that you think will be/could be addressed.

22. READ, REFLECT, RESPOND Sticky Notes--MAKE PREDICTIONS • Choose content and grade level. • Review as many of the disaggregated standards as possible. • Identify which standards you think the teachers already incorporate into their content instruction. Write the number(s) of the standard on a STICKY NOTE. • Identify which ones are not included as much or at all. Write these on a STICKY NOTE as well.

23. The GREAT understanding of this exercise: Teachers ARE already teaching LITERACY, but they need to do so EXPLICITLY. What does this mean?

25. Common Core Literacy for All

26. What is a Close Reading? "Read and take notes."

27. What is a Close Reading?

28. Teaching Channel: https://www.teachingchannel.org/videos/reading-like-a-historian-contextualization-complete-lesson 8:55—13:10 On a sticky note--> What is EFFECTIVE about this teacher's practices?

29. Engaging the Adolescent Learning, 1/2012 Why do our students need to converse with the text in new ways?

30. Close Reading We want students to be “text detectives” who gather evidence to support the conclusions they draw. –Catherine Thome

31. Close Reading • Three Levels of Reading • On the lines • Between the lines • Beyond the lines • Laying the Foundation • LITERAL • INFERENTIAL • EVALUATIVE

32. On the line: Where is the young man going? Between the lines: What might the red flag be used for? What does their sun burns suggest they do for a living? BEYOND the lines: What does the blue color suggest vs. the white…and how does it relate to where the 2 are looking?

33. Marking the Text-Technology

34. Marking the Text

35. Marking the Text

36. Reading with Your Pen

37. Reading for Meaning What you need to do: Have students record evidence for or against while they read. Have students discuss their evidence (in pairs or small groups). Integrate ideas into a large group discussion where you can provide additional clarifications. Extension: Written argument in support of their ideas. • Identify a short piece of text (or visual, lab, table, graph, blog post, text excerpt, article) • Generate a series of statements which you want students to support or refute. • Introduce the topic and have students preview statements before reading. The Core Six: Essential Strategies for Achieving Excellence with the Common Core

38. 3-2-1 Visual Literacy • Social Studies/History • Examine the picture or item • On an index card or sticky note (or in a journal) • List 3 things you observe • List 2 things you caninfer with supporting evidence • List 1 thing you want to explore further or know more about • Conduct a group “share” • How does this fit with content rich informational text? With using evidence to support statements?

39. Visual Literacy Social Studies/History 3 = Observe 2 = Infer 1= Explore

40. 3-2-1 Visual Literacy • Science, Technical Subjects • Examine the picture or item (Science) • On an index card or sticky note (or in a journal) • List 3 things you observe • List 2 things you canclaim with supporting evidence and reasoning • List 1 thing you want to explore further to gather more evidence to prove your claim • Conduct a group “share” • How does this fit with content rich informational text? With using evidence to support statements?

41. Visual Literacy Science 3 = Observe 2 = Claim 1= Explore

42. 3-2-1 Visual Literacy • Art, Music • Examine the picture or item • On an index card or sticky note (or in a journal) • List 3 things you observe • List 2 things you canclaim or infer with supporting evidence and reasoning • List 1 thing you want to explore further • Conduct a group “share” • How does this fit with content rich informational text? With using evidence to support statements?

43. Visual Literacy Art 3 = Observe 2 = Claim or Infer 1= Explore

44. Back to Your TEXT • Consider the text you brought with you today. What types of images might you use to provide a close reading that would engage your students with the content you are presenting. What constitutes a visual image? • How would a close reading of a visual text cause your students to engage in high-level thinking?

45. Google Search: topic + skyscrapers +art skyscrapers +"political cartoon" skyscrapers +"science fiction" skyscrapers +clipart skyscrapers +b/w skyscrapers +photography skyscrapers +cartoon skyscrapers +graffiti synonyms: cityscape, skyline, high rises, architecture Search ideas: • SCIENCE + • US STUDENTS FALLING BEHIND • FAILING MATH

46. Close Reading and CCSS "Which close reading strategies apply to your lesson and chosen standards?“ 1) Marking the text 2) Reading with your pen 3) Reading for meaning—statements 4) visuals • How will close reading improve student success? • Which one do you consider the MOST important? (think of the student from the beginning)

47. Close Reading and CCSS Look at the Literacy Standards again--which ones did we use throughout these strategies. Share with Table Partner. Key Ideas and Details: • Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence… • Determine central ideas or themes and analyze their development; summarize key supporting details and ideas • Analyze how and why individuals, events, or ideas develop and interact (Reading for Meaning—depending on teacher-created questions) Craft and Structure: 4: Words and phrases shape meaning Integration of Knowledge and Ideas: 7: Integrate and evaluate content presented in diverse formats and media 8: Delineate and evaluate the argument and claims

48. Common Core Literacy for All

49. Text Dependent Questions What are they?

50. Text Dependent Questions from achievethecore.org……. • Questions that can only be answered by referring explicitly back to the text in front of them • 80 to 90 percent of the Reading Standards in each grade require text dependent analysis • Aligned curriculum materials should have a similar percentage of text dependent questions