June 7, 2012 Please sit in subject-alike groups!

1. CCSS Instructional Strategies for English Language Arts and Literacies in History, Social Studies, and Technical Subjects June 7, 2012 Please sit in subject-alike groups! Ginny Pender, ELA Coordinator (K-5) Laurie Stapleton, Literacies Coordinator (6-12) Sandi Yellenberg, Science Coordinator (K-12)

2. Outcomes • Analyze and conceptualize a standard. • Experience literacy strategies for 21st Century classroom application. • Reading • Writing • Speaking and Listening • Continue to develop (draft) Site PD plans.

3. CCSS: Collaborative Conversations Engage effectively in collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing one’s own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

4. Our Norms Today… Engage effectively in collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing one’s own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

5. Outcome #1:Analyze and Conceptualize a Standard. aka Breaking down a standard.

6. Breaking Down a Standard • Locate the standards breakdown template…

7. Purpose of the Template • Breakdown the standards • verbs • instructional strategies • curriculum alignment. • Goal: to have a binder which contains all of the standards analyzed. • used as a reference to guide instruction • allow continuity throughout the dept. • enable any new teachers a chance to be “brought up to speed” with the rest of the team.

8. Breaking Down a Standard • Locate your Reading Standards for Informational Text • We will break down Standard #1, 9-10 Grade.

9. Outcome #2:Experience literacy strategies for 21st Century classroom application. Students need explicit instruction and strategies to develop 21st Century literacy skills.

10. Bloom’s Taxonomy

11. Bloom’s Taxonomy (revised)

12. Skill v. Strategy?

13. define describe group identify label list match observe provide quote recite select sort underline

14. calculate categorize explain outline paraphrase restate (own words) summarize translate write

15. apply assemble construct demonstrate develop discuss experiment formulate organize relate solve search utilize

16. analyze arrange categorize classify compare contrast discuss causes dissect give reasons order sequence test for

17. argue challenge choose evaluate draw conclusion interpret justify judge rank/rate recommend reject support validate weigh

18. alter build construct create develop estimate generate hypothesize imagine improve infer plan predict rewrite reorganize revise simplify synthesize write

19. Outcome #2:Experience literacy strategies for 21st Century classroom application. Reading Writing Speaking and Listening Language

20. Outcome #2:Experience literacy strategies for 21st Century classroom application. Reading Writing Speaking and Listening Language

21. Rally Robin What reading strategies did you use to access challenging texts?

22. Round Robin In your subject area, where are students lacking background knowledge?

23. Building Background Knowledge Increases student engagement Increases student comprehension Increases students’ higher order thinking skills Increases student access to complex texts

24. Building Background Knowledge Topic: Brain-Based Learning for Teaching

25. Building Background Knowledge After listening to the short talk, how many facts about nerve cells do you remember?

27. Why are we reading… “The Twelve Principles for Brain-Based Learning” -Sonoma County Department of Education

28. Strategies/Activities to Develop Student Reading Strategies • Intro, Through, and Beyond the text • Before, During, After (BDA) the text

29. Into (before) reading Build students’ background knowledge Establish a purpose for reading Review key features/organization of the text Have students predict/question what they might encounter in reading Have students talk to one another

31. Through (during) reading Headline-Example-Claim (HEC!) Comparison T-Chart Kinesthetic Read-aloud Summary Drawing / Diagram

32. Comparison T-Chart Rested Neural System Recover quickly Respond to patterns/repetition Piano (short notes) Over-stimulated Neural System Fatigue efficiency after 3-5 minutes Organ (sustained notes) _________________________________________________________ ________________________________________

33. Summary Drawing / Diagram A

34. Summary Drawing / Diagram Neural Systems A B

35. Summary Drawing / Diagram Neural Systems A B C D

36. Summary Drawing / Diagram A B C D Neural Systems

37. Summary Drawing / Diagram Neural Systems for Learning

38. Headline-Example-Claim (HEC!) Headline Examples Claim

39. Read once, then highlight. When a child is in a familiar and safe situation, as in most of our classrooms, his or her brain will seek novelty. So, if this child hears only factual information, she will fatigue within minutes. Only four to eight minutes of pure factual lecture can be tolerated before the brain seeks other stimuli, either internal (e.g., daydreaming) or external (Who is that walking down the hall?). If the teacher is not providing that novelty, the brain will go elsewhere. Continuous presentation of facts or concepts in isolation or in a nonstop series of anecdotes will all have the same fatiguing effect – and the child will not learn as much, nor will she come to anticipate and enjoy learning.

40. Headline-Example-Claim (HEC!) Headline Examples Claim Too much of anything is tiring!

41. Read once, then highlight. When a child is in a familiar and safe situation, as in most of our classrooms, his or her brain will seek novelty. So, if this child hears only factual information, she will fatigue within minutes. Only four to eight minutes of pure factual lecture can be tolerated before the brain seeks other stimuli, either internal (e.g., daydreaming) or external (Who is that walking down the hall?). If the teacher is not providing that novelty, the brain will go elsewhere. Continuous presentation of facts or concepts in isolation or in a nonstop series of anecdotes will all have the same fatiguing effect – and the child will not learn as much, nor will she come to anticipate and enjoy learning.

42. Headline-Example-Claim (HEC!) Headline Examples Claim Too much of anything is tiring! Presentation of facts, concepts, stories: >8 mins. Students need a variety of activities to promote their learning, and develop joy in learning.

43. Kinesthetic Read-aloud . . . . . . . . .

44. Your turn! A B C D “The Twelve Principles for Brain-Based Learning” Sonoma County Department of Education

45. Four Corners! A B C D • Highlight-Example-Claim (HEC!) Principles 1-3 and 12 • Summary Drawing / Diagramming Principles 4-5 or 11 • Kinesthetic Read-aloud Principles 6-8 • Comparison T-Chart Principles 9-10

46. Subject-alike debriefs A B C D • Highlight-Example-Claim (HEC!) • Summary Drawing / Diagramming • Kinesthetic Read-aloud • Comparison T-Chart Discussion: How can you envision your colleagues studying, applying, and reflecting on reading strategies during collaboration periods (PD)?

47. Beyond (after) reading Products (written, oral, multimedia, etc.) Student presentations (interactive) Student reflections (interactive) Connect to outcome or new learning

50. Beyond (after) reading • Review the 10 Common Core Reading Standards for your subject area (ELA—Reading for Informational Text). Which standards did the reading strategies address? • How might explicitly teaching students reading strategies strengthen their ability to access complex texts in your content area? • Begin to identify reading strategies that you would recommend your school or department practice this fall.