Clay County Schools August 3, 2012 Diane.johnson@uky

1. Clay County Schools August 3, 2012 Diane.johnson@uky.edu

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

3. 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 that will begin when school starts. 

4. Status Check • Install the Socrative app on your phone. • Please enter this room number: 22106 • Click “Join Room” • Complete responses to questions

5. Reading for Meaning • Good reading is active reading. • Comprehension involves a repertoire of skills, or reading and thinking strategies. • Comprehension skills can be taught successfully to nearly all readers, including young and emerging readers. • A wide body of research shows that teaching students comprehension skills has “a significant and lasting effect on students’ understanding” (Keene, 2010, p. 70).

6. The Four Principles of Reading for Meaning • Principle One: Before you get reading, get ready • Good readers… • Call up relevant background knowledge • Make predictions • Establish their purpose for reading

7. The Four Principles of Reading for Meaning • Principle Two: Read like you mean it • Good readers… • Are actively engaging their mind • Separate relevant information from irrelevant information • Make notes and check their comprehension while reading

8. The Four Principles of Reading for Meaning • Principle Three: Just because you’re done reading doesn’t mean your done reading • Good readers… • Look back at the text • Revisit predictions • Discuss evidence • Reflect on how the text has influenced their understanding

9. The Four Principles of Reading for Meaning • Principle Four: Put Reading to Use • The most powerful form of reading is applied reading – reading that leads to a product in which students synthesize what they have learned.

10. Processing and Reflecting • Developing a ‘reading for meaning’ task was like: • Riding a bike • A walk in the park • Creating a map • Climbing a mountain • Because…

12. College and Career Readiness Anchor Standards forWriting • Compare the CCR Anchor Standards for Writing for K-5 and 6-12 (pgs. 18 and 41) • Identify similarities and differences • Working with a partner, write a paragraph that describes the CCR Anchor Standards for Writing. • Use the Descriptive –Example 2

13. Descriptive Example 2

14. Standards forWriting • Prepare a Power Point slide to support the teaching of the standard/category you are assigned (pgs. 42-44 in packet) • Include: • Overall main idea • Important details for informing instruction • Key changes/progression from 6 - 8 • 90 seconds/person to share slide

15. Standard 10 for Writing • Design your short-term writing to help students synthesize their learning for your Reading for Meaning mini-unit. • 3 X 3 writing frame • RAFT • Create your own problem • Summary paragraph using summary frame

17. Key Design Considerations for ELA Standards

18. Integrated Model • How does writing improve student reading? • What kinds of writing improves student reading? • What do students need to be taught in order to use writing to improve reading? • How do you decide what writing strategy to use with a particular reading? • What do the reading standards explicitly state about using writing? The writing standards about using reading?

19. Notetaking vs. Notemaking • Strategy: Placemat Consensus • Working in groups of 4, develop a consensus statement to address this question: • What’s the difference between notetaking and notemaking? • Be prepared to share with the whole group.

20. Placemat Consensus What’s the difference between notetaking and notemaking?

21. Standard 1 for Writing • Is argumentative writing the same as writing a persuasive piece? • Standard 8 requires students to “gather information from multiple print and digital sources…and integrate the information while avoiding plagiarism.”

22. Standard 1 forWriting • Use the I-Chart organizer to capture relevant information to help you address the question. • Synthesize the information from each resource and use it to write a Twitter summary answering the original question, “Is argumentative writing the same as writing a persuasive piece? • Be prepared to share.

24. Next Steps for 2012-2013 • Reflect on the requirements of the CCSS for Content Literacy • Identify 1 commitment for reading and 1 for writing that your students and your colleagues can count on you to do. • Sign the pledge form • Remind 101 • Text (918) 221-3974 • With this message: • @estil

25. 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 that will begin when school starts. 

26. Exit Slip • Use the Socrative app • Send your reply to the “Exit Slip” • Room 22106