6-12 English/LA and Disciplinary Literacy

1. 6-12 English/LA and Disciplinary Literacy Floyd County Literacy Leaders November 27, 2017 Carole Mullins, NBCT KVEC Literacy Instructional Specialist carole.mullins@hazard.kyschools.ky.us www.kvecelatln.weebly.com Kimberly Sergent KVEC Social Studies Instructional Specialist Kimberly.sergent@letcher.kyschools.us

2. “He who dares to teach, must never cease to learn. ” ~John Cotton Dana

3. October 24, 2017 Step 1: Read the article and identify 2-3 “AHAs”. Step 2: Record your thoughts/comments about each aha on the paper covering your table. Sign your name. Step 3: Walk around the table(s) and read your colleague’s thoughts/comments. Step 4: Respond to the thoughts/comment when appropriate. Step 5: Return to your seat for discussion.

4. What is meant by College and Career Readiness (CCR) Anchor Standards? …the acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution (such as a two- or four-year college, trade school, or technical school) without the need for remediation. (ACT) The standards were built on this vision for every single student who graduates from high school.

5. A Few Major Problems Identified… • Significant numbers of students read so poorly that they are unlikely to have access to full participation in American society • Significant numbers of students who are deemed literate are not sufficiently literate to succeed in college or career • According to NAEP, there have been clear reading improvements among fourth-graders since 1992. And yet, middle school students are reading no better than then and high school students appear to have fallen • Teachers have found ways of getting info to students without texts (e.g., Powerpoint, video) and omitting reading of text • But, ACT research has found that the amount of text reading between 7th and 12th grades was the best preparation of later success

6. Elevating Literacy And Literacy Instruction Up Through The Grade Levels ACT found that state standards did not take specific Reading standards through high school. The Kentucky Academic Standards (KAS) for English/LA changed this… • Reading Foundational Skills for K-5 • Literacy Skills for K-5 content area classes embedded • Grades 6-12: 10 Reading/Writing Standards specific to History/Social Studies; Science and Technical Subjects

7. “The Standards” Kentucky’s Academic Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects • What Does It Mean to be a Literate Person in the 21st Century? • Public School is an adventure. • If you are going to use a map, make sure it’s correct!

8. Same Skills, Different Approach !

9. “Read like a detective, write like a reporter.”

10. Reading Standard #1CCR Anchor Standard #1(Literature and Informational) 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. K-12 Progressions

11. Deconstructed Reading Informational Standard 1: 7th Grade

12. Distribution of Literary and Informational Passages by Grade in the NAEP Reading Framework The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. ELA CCSS Page 5

13. Literary vs Informational CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

14. Specific Elementary Reading Issues… “Sounding the Alarm on Kentucky’s Academic Test Scores” Hal Heiner, Secretary KY Education & Workforce Development Cabinet http://kentuckytoday.com/stories/sounding-the-alarm-on-kentuckys-academic-test-scores,9455 “The Prichard Statement on 2017 Academic Test Scores” http://prichblog.blogspot.com/2017/09/prichard-statement-on-2017-results.html

15. Writing Standard #1CCR Anchor Standard #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

16. Deconstructed Writing Standard 1: 7th Grade Kentucky Academic Standards with Targets

17. Distribution of Communicative Purposes by Grade in the NAEP Writing Framework It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP. ELA CCSS Page 5

18. Disciplinary Literacy: KAS Literacy Standards • Each content or subject discipline has: • its own unique knowledge core and … • its own ways of inquiring, investigating, reasoning, representing, and questioning.  Literary Fiction Mathematics Bio Science Phy Science History Social Studies Technical Health Fitness Humanities Intermediate Literacy Basic Literacy Doug Buehl, Developing Readers in the Academic Disciplines, 2011, p.13

19. Overview of the Reading Standards for History/Social Studies • Key Ideas and Detail: Cite specific textual evidence to support analysis of primary and secondary sources • Craft and Structure: Analyze, evaluate, and differentiate primary and secondary sources • Integration of Knowledge and Ideas: Integrate information from diverse primary and secondary sources into a coherent understanding of an idea or event

20. Overview of the Reading Standards for Science & Technical Subjects 6-12 • Key Ideas and Detail: Cite specific textual evidence to support analysis of scientific and technical texts • Craft and Structure: Analyze the scope and purpose of an experiment or explanation and determine which issues remain unresolved or uncertain • Integration of Knowledge and Ideas: Synthesize information in different formats by representing complex information in a text in graphical form (e.g., a table or chart) or translating a graphic or equation into words

21. Including Tier Words in Instruction The standards suggest that it's important to target specific instruction on Tier 2 and Tier 3 vocabulary words to help students develop deep understanding that cannot be acquired through independent reading. Since Tier 3 words are typically targeted in content specific instruction, it's particularly important and challenging to identify and target Tier 2 words, since they appear across all disciplines. The task at hand, then, appears to be identifying the Tier 2 words and finding effective instructional strategies to support acquisition of those words.

22. What About Disciplinary Writing?

23. Discipline-specific Considerations

24. Discipline-specific Considerations

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: Writing to Inform and Make Arguments (3:36) http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related

27. What Really Matters… “What really matters, in terms of developing readers and writers, is the quality of classroom instruction.” ---Richard Allington

28. Common Core Shifts • Increase Reading of Informational Text • Text Complexity • Academic Vocabulary • Text-based Answers • Increase Writing from Sources • Literacy Instruction in all Content Areas

29. Shifts Mean a Change in Practice! Quick Explanation of the Shifts by Kate Gerson, Senior Regent Research Fellow for Common Core with the Regents Research Fund (And, Former Secondary Teacher) https://www.engageny.org/resource/quick-explanation-of-the-shifts-by-kate-gerson From… Content knowledge primarily from teacher-led lecture To… Content knowledge comes from a balance of reading, writing lecture, and hands-on experience

30. High Level Summary of the “Biggest” Shifts • Building knowledge through content-rich nonfiction and informational texts • Reading, writing and speaking grounded in evidence from text • Regular practice with complex text and its academic vocabulary

31. Comprehension and Collaboration SL.CCR.1 the

32. 10. Read and comprehend complex literary and informational texts independently and proficiently.

33. The Crisis of Text Complexity • Complexity of texts students are expected to read is way below what is required to achieve college and career readiness: • High school textbooks have declined in all subject areas over several decades • Average length of sentences in K-8 textbooks has declined from 20 to 14 words • Vocabulary demands have declined, e.g., 8th grade textbooks = former 5th grade texts; 12th grade anthologies = former 7th grade texts • Complexity of college and careers texts has remained steady or increased, resulting in a huge gap (350L)

34. What does it mean to you? Anchor Standard R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently.

35. What Makes Text Complex? Educational Leadership, March 2012 The Challenge of Challenging Text Timothy Shanahan, Douglas Fisher and Nancy Frey • Vocabulary: Knowledge of word meaning • Sentence Structure: How the words operate together • Coherence: How particular words, ideas, and sentences in text connect with one another • Organization: The patterns authors use to communicate complex information • Background Knowledge: The reader’s prior knowledge

36. Text Complexity is Defined in the Standards by: 1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. 2. Quantitative measures – readability and other scores of text complexity often best measured by computer software. Quantitative Qualitative 3. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Reader and Task

37. Ripe Figs by Kate Chopin As a small group, read “Ripe Figs” and answer the three questions provided….

38. Discussion • On a scale of 1 to 10, how would you rate the overall complexity of this text? • What features of this text support your rating of its complexity? •  At what grade level might this text be appropriate for instruction? Why?

39. Determining Text Complexity Page 31, Elementary Page 57, Secondary Determine the quantitative measures of the text. Analyze the qualitative measures of the text. Reflect upon the reader and task considerations. Recommend placement in the appropriate text complexity band. Quantitative Qualitative Reader and Task

40. Step 1: Quantitative Measures Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Qualitative Quantitative Reader and Task

41. This Chart Demonstrates the Lexile Ranges for Text Complexity Grade Bands CCSS Appendix Pg. 8

42. Step 2: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Quantitative Qualitative Reader and Task

43. Qualitative Measures Resource

44. Step 3: Reader and Task Considerations Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Quantitative Qualitative Reader and Task

45. Matching Reader, Task, and Text Utilize your professional judgement and instructional goals for each specific text to design lessons based on your knowledge of students' individual needs.

46. Step 4: Recommended Placement After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference. Quantitative Qualitative Reader and Task Additional Resource: “What Makes This Text Complex?” achievethecore.org

47. BRAIN BREAK!!! 10 Minutes

48. Range of Writing: Write routinely for range of tasks, purposes, and audiences (10)

49. One BIG Change in the Writing Standards: Building Student’s Argumentative Skills from Elementary to Secondary From…To… What differentiates argument from opinion? The use of textual evidence!

50. A Vertical Leap .