Welcome to: How to Integrate Literacy Skills with Concepts in Your Curriculum Gr. 6-8

1. Welcome to:How to Integrate Literacy Skills with Concepts in Your Curriculum Gr. 6-8 Presented by: Michelle Leba Washington Technology Magnet School Saint Paul Public Schools michelle.leba@spps.org

2. General Items • Introductions • Schedule and Format • Evaluations • All items can be found at http://michelleleba.wikispaces.com/

3. Goals for Today • Develop an understanding of the Common Core Standards for Literacy in History/Social Studies, Science, and Technical Subjects by analyzing the benchmarks and determining what each benchmark is asking students to do. • Examine the benchmarks and share ideas for how to address them. • Be provided with ideas for strategies to address these benchmarks from the Common Core; main idea, summary, author’s purpose, and text structure. • Work with other participants in order to integrate literacy benchmarks with curriculum for next school year.

5. What do you know about the Common Core Standards in General?

6. Common Core Standards • The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). • The 2010 standards include reading, writing, speaking, viewing, listening and media literacy, as well as standards for literacy in history/social studies, science, and technical subjects. • Public schools in Minnesota are required to implement the 2010 standards no later than the 2012-2013 school year. 

7. Goals of the Standards • To develop a set of shared national standards ensuring that students in every state are held to the same level of expectations that students in the world's highest-performing countries are, and that they gain the knowledge and skills that will prepare them for success in postsecondary education and in the global arena.

9. What do you know about theCommon Core Standards specific to Literacy in History/Social Studies, Science, and Technical Subjects?

11. What is literacy?

12. Literacy Defined LITERACY IS…the ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in society as a whole.

13. Literacy for the 21st Century “Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. In a complex and sometimes even dangerous world, their ability to read will be crucial.” (IRA, 1999)

14. Literacy in the 21st Century “Literacy in the 21st Century will mean the ability to find information, decode it, critically evaluate it, organize it into personal digital libraries, and find meaningful ways to share it with others. Information is raw material — students will need to learn to build with it.” From: The World is Flat by Thomas Friedman

15. Why is it important to include literacy skills in the content areas?

16. Changing Literacy Demands • Between 1996 and 2006, the average literacy required for all American occupations increased by 14%. • The 25 fastest growing professions have far greater than average literacy demands, while the 25 fastest declining professions have lower than average literacy demands. (Barton, 2000; Reading Next, 2004)

17. Today’s Reality: High School • Only 30% of high school students graduate as proficient readers who are college-ready (Greene & Forster, 2003). • Less than 50% of youth who take the ACT are prepared for the demands of college reading(ACT, 2006). • 35 - 40% of high school graduates do not have the sophisticated reading and writing skills that employers seek (Achieve, Inc., 2005; Kaestle et al., 2001; National Commission on Writing, 2004).

18. Today’s Reality: College Readiness • Only 51% of ACT-tested high school graduates were able to successfully perfom college-level reading tasks. • Students’ readiness for college-level reading is at its lowest point in more than a decade. (Reading Between the Lines, ACT, 2006)

19. Definitions Standard • A general goal or summary description of student learning in a content area; Benchmark(Minn. Stat. § 120B.023) • Specific “academic knowledge and skills schools must offer and students must achieve to satisfactorily complete a state standard” by the end of that grade level or grade band • Used to inform and guide parents, teachers, school districts and others and for use in developing tests

20. Change over Time Common Core simply takes the 10 Anchor Standards in Reading and Writing and adds levels of sophistication over time.

21. Increasing Sophistication Grades 6-8 Grades 11-12 Reading Anchor Standard #9 Integration of Knowledge and Ideas Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Integration of Knowledge and Ideas • 9. Analyze the relationship between a primary and secondary source on the same topic Integration of Knowledge and Ideas • 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

22. Benchmark #1 • Science and other technical subjects Cite specific textual evidence to support analysis of science and technical texts. • History/Social Studies Cite specific textual, visual or physical evidence to support analysis of primary and secondary sources.

23. Individually complete the Summary Column just for Page 1

24. Share your answers with the group for the Summary Column just for Page 1

25. Individually complete the How I do this now column just for Page 1

26. I have a collection of chapter worksheets that students fill in as they read a section, such as this worksheet on the cell. I do not plan to completely eliminate these worksheets, but I see that with minor adjustments we can change them to address standard 1. • At the end of the worksheets, I can simply add a section that requires students to find page numbers and paragraphs where certain information can be found. • This requires students to actually look back to the information they just read to find information they may have skimmed over the first time they read it. A simple addition to the bottom of the worksheet now requires students to CITE sources in their textbook, thus meeting the standard.

27. Main Idea and Summary • Do your students struggle with finding the main idea? • Do your students struggle with summarizing?

28. Teach students a specific process for dealing with main idea and summary Step One-Identify the topic. Ask, “Whom or what is this about?” Step Two-Identify the main idea. Ask, “What is the main thing the writer is saying about the topic?” Step Three-Identify important details. Ask, “What details are needed to understand the main idea?” Step Four-Use the main idea and important details to summarize.

29. Main Idea and Summary • Look through the Summary Packet. What do you notice about the way it is structured? • How does the structure help support students? • How could you integrate this structure into materials you use?

30. Individually complete the Summary Column just for Page 2

31. Share your answers with the group for the Summary Column just for Page 2

32. Individually complete the How I do this now column just for Page 2

33. As a group complete the Ideas for how I could do this in the future just for Page 2

34. Text Structure • Why is it important to teach text structure to students?

35. Proper fire safety procedures were not followed therefore the city’s fire marshal fined the owner of the apartment complex. Cause and Effect Persuasion Description Compare – contrast Problem – solution Sequence

36. To overcome her fear of snakes, Mia made sure she touched or held her sister’s corn snake several times a week. Cause and Effect Persuasion Description Compare – contrast Problem – solution Sequence

37. My favorite dish at the Rainbow restaurant is the cilantro pork dinner. It is spicy and has the unique flavor of cilantro embedded throughout. The portion is generous enough for two people which makes it a good deal at $11.99. Cause and Effect Persuasion Description Compare – contrast Problem – solution Sequence

38. Kangaroos and rabbits, both Australian mammals, have the ability to jump high and far. But while the kangaroo is a native species, the rabbit was introduced by European settlers many years ago and has since wrecked havoc on the ecosystem there. Cause and Effect Persuasion Description Compare – contrast Problem – solution Sequence

39. “Lucky Bamboo” will grow almost anywhere, under almost any conditions. It can survive in low light but will thrive in direct sun also. You can plant the shoots in dirt, or just leave them in water too. It is also a suitable pant for aquariums. Problem - Solution Description Compare - Contrast Sequence Cause & effect Persuasion

40. Cichlids and loaches are both tropical fish. Loaches are considered bottom feeders but in reality they swim at all levels of the aquarium. Cichlids, on the other hand, are not considered to be bottom feeders. They eat at the surface and grab food as it sinks down. Problem - Solution Description Compare - Contrast Sequence Cause & effect Persuasion

41. Text Structure

44. Author’s Purpose and Point of View This section of the slide show is from trudyamiller.wikispaces.com/file/view/Authors_Purpose.ppt

45. What is the purpose? • Did you know that everything you read has a purpose? • When an author writes something (book, magazine, textbook, newspaper article), he/she chooses his/her words for a purpose.

46. What is the purpose? • The author’s purpose is the main reason that he/she has for writing the selection. • The author’s purpose will be to: • Entertain • Inform • Persuade

47. What is the author’s point of view? • When an author writes to entertain, persuade, or inform, he/she will have his/her point of view on the subject. • Point of view is an author’s opinion about the subject.

48. How does the author’s purpose & author’s point of view go together? • Author’s purpose and point of view go together. • The author will want you to see the topic from his/her point of view or through his/her eyes. • For some issues, you will be able to tell if the author is FOR or AGAINST something.

49. I know the purpose! • When you are able to recognize the author’s purpose, you will have a better understanding of the selection. • Also, the purpose will determine how you read a selection.

50. Can a selection have two purposes? • Some selections will have two purposes. • For example, if the article is about eating healthy, it will try to persuade you to eat your vegetables as well as, inform you about the different types of food groups.