5 strategies to support content area teachers with the new common core literacy standards

5 Strategies for5 Strategies for Content Area

hTeachersOctober 10, 2012,

Diane RymeryDirector, Professional DevelopmentCatapult Learning

SETTING THE STAGE

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Common Core: A Quick Refresher

State Standards Common Core State Standards

Bloom’s Taxonomy Application Model

One lifetime job Multiple careers

Reading Non‐fiction, technical skills

National GlobalNational Global

20th Century 21st century

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The Montillation of Traxoline

i i h l bIt is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Cerstannians gristeriate large amounts of fevona and then bracter it to quasel traxoline. Traxoline may

well be one of our most lukized snexlaus in the future because of our zionter lescelidge.

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Literacy – A Whole School Approach

Each discipline requires unique forms of reading

Literature

q gand writing.

The way knowledge isScience

The way knowledge is acquired, developed, and shared in a given field History/

Social Studies

Basic Literary

often requires discipline‐specific skills.

Social Studies

Mathematics

Skills

Content‐area teachers are not being asked to be English teachers

Mathematics

Visual/English teachers. Visual/Performing Arts

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Literacy – A Whole School Approach

90%

100%

Distribution of Literacy and Informational Passage by Grade in 2009 NAEP Reading and FrameworkDistribution of Literacy and Informational Passage by Grade in 2009 NAEP Reading and Framework

Grade Literary Informational

4 50% 50%

% %

70%

80%

8 45% 55%

12 30% 70%Source : National Assessment Governing Board (2008). Reading Framework for 2009 National Assessment of Educational Progress.

50%

60%

Washington, DC. US Government Printing Office.

20%

30%

40%

These expectations are based on the

0%

10%

20%Informational Text

Literary Textcumulative reading experiences from English language arts and

content‐area courses.

Grade 4 Grade 8 Grade 12

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Literacy ‐ Complex Text

It is important to note that text complexity is not necessarily synonymous with text difficulty. According to Marc Bauerlein’s y y ff y g

article, Too Dumb for Complex Texts (2011, Educational Leadership, pp. 28‐32), complex text often contains “…dense meanings,

l b t t t hi ti t d b l d btl th i l

“Complex text demands a willingness to probe, the capacity for uninterrupted thinking, and areceptivity to deep thinking This requires theelaborate structure, sophisticated vocabulary, and subtle authorial

intentions… [which] require a slower labor. Readers can’t proceed to the next paragraph without grasping the previous one, can’t glide

receptivity to deep thinking. This requires the reader to slow down and think while reading

complex texts.”p g p g p g p gover unfamiliar words and phrases, and they can’t forget what they read four pages earlier.” Bauerlein goes on to say that complex text demands a willingness to probe the capacity for uninterrupted

complex texts.

demands a willingness to probe, the capacity for uninterrupted thinking, and a receptivity to deep thinking. This requires the reader

to slow down and think while reading complex texts.

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5 STRATEGIES5 STRATEGIESFOR CONTENT AREA TEACHERSFOR CONTENT AREA TEACHERS

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5 Strategies for Content Area Teachers

1 Choose vocabulary strategically.1 Choose vocabulary strategically.

2 Include more primary sources – and juxtapose against secondary sources.y

3 Introduce 21st century sources.

4 Ask thought‐provoking questions.g p g q

5 Emphasize writing arguments

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5 Emphasize writing arguments.

Strategic Vocabulary Selection

Which words are most important?

How much will prior knowledge affect student understanding?

Is this word encountered frequently?

Is the concept significant?

C i b fi d f ? Can it be figured out from context?

Are there words that should be grouped?Are there words that should be grouped?

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C i d b l l f i i l iTiered VocabularyCategorize words by levels of instructional importance.

Tier I Everyday or basic words which rarely require

direct instruction

W d d b l d

Tier I direct instruction.

EXAMPLES: child, happy, book

Words used by mature language users; words that extend meaning and precision.Tier II

EXAMPLES: coincidence, fortunate, absurd,

Ti III Relate to a specific domain such as Physics,

l b l h

asinine, surreptitious

Tier III Algebra, English, etc.

EXAMPLES: absolute value, exponent, theorem, transversal, vector, sine …. metaphor, meter, dactyl, tone, theme, motif

11* Reference: Isabelle Beck

Practice Activity: The Crisis

These are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman Tyranny like hell is not easily conquered;and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we , g pobtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value.

Thomas Paine, December 23, 1776

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1 Choose vocabulary strategically.

2 Include more primary sources – and juxtapose against secondary sources.1 Choose vocabulary strategically.2 Include more primary sources – and juxtapose against secondary sources.y


y



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Reading for Literacy in History

RH.1 Cite specific textual evidence to support analysis of primary and secondarysupport analysis of primary and secondary sources, attending to such features as the

date and origin of the information.date and origin of the information.

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Primary and Secondary Sources

Why is important to read primary as well as secondary sources?

What are the important questions to ask about historical sources?

1) Authenticity and validity

A h ’2) Author’s purpose

3) Author’s bias

4) Intended audience

5) Context ‐ space and time coordinates5) Context ‐ space and time coordinates

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Sample Activity

Students delineate and evaluate the argument that Thomas Paine makes in Common Sense. They assess the reasoning present in his analysis, including the premises and purposes of his essayincluding the premises and purposes of his essay.

Common Core Appendix BEnglish Language ArtsEnglish Language Arts

Sample Social Studies Activity

Thomas Paine's Common Sense, published in January 1776, was sold by the thousands.

p y

Compare and analyze the arguments made in the Declaration of Independence and trace the impact of Thomas Paine’s Common Sense Cite evidence. (RH.9)

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( )




3 Introduce “other” sources. 3 Introduce 21st century sources.



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Reading for Literacy in Science and Technical Subjects

RST.9 Compare and contrast findings presented in a text to those from other

sources (including their own experiments), noting when the findings

support or contradict previous explanations or accounts.

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It’s No Longer Just About Books….

PODCASTSPODCASTS

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3 Seek out 21st century sources.

4 Ask thought‐provoking questions.4 Ask thought‐provoking questions.g p g q


g p g q

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It’s All About the Questions…

What thought provoking questions could you ask to get students to think deeply about topics?students to think deeply about topics?

21NASA: http://climate.nasa.gov

Global Warming – Statements from Experts

Three years ago I identified problems in previous climate studies that, in my mind, threw doubt on the very existence of globalthat, in my mind, threw doubt on the very existence of global warming. Last year, following an intensive research effort involving a dozen scientists, I concluded that global warming was real and that the prior estimates of the rate of warming werereal and that the prior estimates of the rate of warming were correct. I’m now going a step further: Humans are almost entirely the cause.

The Conversion of a Climate‐Change Skepticg pBy RICHARD A. MULLERPublished: July 28, 2012 , New York Times

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Global Warming – Statements from Experts

ANTHONY WATTS: I agree with him that global warming exists. However the ability to attribute the percentage of globalHowever, the ability to attribute the percentage of global warming to CO2 versus other man‐made influences is still an open question.

September 17, 2012 at 4:55 PM EDT Climate Change Skeptic Says Global Warming Crowd Oversells Its Message By: Spencer Michels, PBS News Hour BlogBy: Spencer Michels, PBS News Hour Blog

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Global Warming – Other Sources

NASA: http://climate nasa gov/keyIndicators/index cfm#globalTempNASA: http://climate.nasa.gov/keyIndicators/index.cfm#globalTemp

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Global Warming – Other Sources

NASA: http://climate.nasa.gov/keyIndicators/index.cfm#globalTemp

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Global Warming – Reactions to the Data

Our results show that the average temperature of the earth’s land

The U.S. temperature record is unreliable. The errors in the record p

has risen by two and a half degrees Fahrenheit over the past 250 years, including an increase of

exceed by a wide margin the purported rise in temperature of 0.7º C (about 1.2º F) during the twentieth

one and a half degrees over the most recent 50 years.

century. Consequently, this record should not be cited as evidence of any trend in temperature that may h d th U S d i

The Conversion of a Climate‐Change Skeptic

have occurred across the U.S. during the past century.

Watts A 2009: Is the U S surfaceSkepticBy RICHARD A. MULLERPublished: July 28, 2012New York Times

Watts, A., 2009: Is the U.S. surface temperature record reliable?Published online at: http://wattsupwiththat.files.wordpress.com/2009/05/surfacestationsreport spring09.pdfstationsreport_spring09.pdf

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5 Emphasize writing arguments5 Emphasize writing arguments

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5 Emphasize writing arguments.5 Emphasize writing arguments.

Reading for Literacy in Science and Technical Subjects

RST.9 Compare and contrast findings t d i t t t th f thpresented in a text to those from other

sources (including their own experiments), noting when the findings support ornoting when the findings support or

contradict previous explanations or accounts.

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Writing Arguments

Write arguments focused on discipline‐specific content:

a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b) Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in alimitations of both claim(s) and counterclaims in a discipline‐appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

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Take a Position, Defend it Using Evidence…

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Useful Resources

http://teachinghistory.org/best‐practices/using‐primary‐sources/14578 (Teaching History) This is an excellent resource for ( g y)guiding students into a deeper analysis of primary sources. The guides focus on life histories, objects, and photographs.

http://learni.st/learnings/21699‐what‐is‐historical‐thinking‐. The video on this site is about thinking historically and includes information on using and comparing sources.information on using and comparing sources.

http://climate.nasa.gov/ ‐ NASA’s Global Climate Change website.

http://www.dataintheclassroom.org/ ‐ Data in the Classroom is an online resource for K‐12 teachers interested in using real scientific data in their teachingdata in their teaching.

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Beyond Basic Literacy

“We have spent a century of education beholden t th li t ti f lit l ito the generalist notion of literacy learning—the idea that if we just provide adequate basic skills from that point forward kids withskills, from that point forward kids with adequate background knowledge will be able to read anything successfully ”read anything successfully.

Shanahan, T & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking contentadolescents: Rethinking content.

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Thank you!Thank you!

Diane RymerDirector, Professional DevelopmentCatapult Learningd l [email protected]