Transcript CCLS for Literacy in History/Social Studies, Science and

*Technical subjects – A course
devoted to a practical study, such as
technology,
Cengineering,
OMMON CORE
LEARNINGdesign,
orFOR
other
workforce-related
Sbusiness,
TANDARDS
LITERACY
IN
a OCIAL
technical
aspect
a wider
Hsubject;
ISTORY/S
STUDIES
, SofCIENCE
fieldTof
study, such
as art *or music.
AND
ECHNICAL
SUBJECTS
p. 43 Appendix A, CCLS
Amy Rudat & Kristen Sikora
Office of Curriculum and instruction
NYSED
S/CDN March, 2015
SHIFTING IN THE DISCIPLINES
Build background knowledge and
activate prior knowledge through
exposure to – not mastery of – texts
that have rich themes based in
science, social studies, and other
content areas.
Access complex text with rich
vocabulary and academic language.
Be engaged enough in the text to do
the work required to comprehend it
(struggling, not non-readers).
Enjoy reading.
Talk about text using text to support
opinions.
ACCESSING TEXT ACROSS CONTENT AREAS
• Layers of
meaning
• Purpose
• Concept
complexity
•Vocabulary
•Sentence
length and
structure
•Figurative
language
•Regional or
historical
usage
(dialects)
• Text features
• Genre
• Organization
Meaning
Structure
Language
Knowledge
• Background
• Experiences
CCLS FOR LITERACY IN THE CONTENT AREAS
What it does NOT mean
content teachers are
reading teachers
 content teachers are
ELA teachers
 ELA teachers are
reading teachers
 ELA teachers are
content (social studies,
science, etc.) teachers

What it means

ALL teachers are
responsible for
ensuring that their
students (inclusive
of ELLs and SWDs)
have equitable
access to the content
in their discipline.
How can we insure that students acquire literacy in the
content areas at all grade levels?
THE GAP BEGINS EARLY

By age two, children from low income homes are six months behind
their high income peers in language proficiency. (Fernald, 2013)

By age three, children from low income backgrounds know half as
many words as their high income peers. (Hart and Risley, 2005)



By age five, children from low income backgrounds can score more
than two years below their high income peers on standardized
language development tests. (Fernald 2013)
By age six, linguistically “poor” first graders know 5,000 words;
linguistically “rich” first graders know 20,000. (Moats, 2001)
By age ten, fourth grade students performing above the 75th
percentile in reading comprehension in 2011 also had the cohort’s
highest average vocabulary scores. The converse is also true.
(Shanahan & Duffett 2013)
GOAL: building word and world knowledge through implementation of the
shifts and content aligned to the content standards and the P-5 ELA standards
ELEMENTARY (P-5)
Students
Administrators
Teachers
• Purposeful play
• Content-based
curriculum
• Hands on work
with science
• Concepts beyond
literacy; learning
by doing
• Close reading (P5)
• Maintain strong
CONTENT (SS,
Science)
curriculum
• Do not eliminate
content for
additional ELA
and Math
instruction
• Creative targeted
approach for RTI
(Level 1
especially)
• Content-based
curriculum
• Comprehensive
Phonics program
• Access to text at
independent
reading level
• Collaborate to
ensure spiral of
content in
curriculum
• Thoughtful
Center Time
GOAL: preparing students for the rigorous demands of higher level texts
and synthesis of information gained from those texts
MIDDLE SCHOOL (6-8)
Students
• Connections across
content regarding
word and world
knowledge
• Close reading in
content areas
• Authentic learning
experiences
• Inquiry with rigor
Administrators
Teachers
• Rethink RTI in the
classroom
• Rethink AIStargeting skills
• Maintain content
area curriculum; do
not reduce to
increase ELA and
Math
• Close coordination
with teachers
• Coordinate across
content areas to
provide integrated
and consistent
routines regarding:
• Vocabulary
• Reading
strategy
• Writing
instruction
• Facilitation with
targeted instruction
• Supplement
curriculum
• Positive parent
interaction
GOAL: preparation for college, careers and life through the synthesis of
content area knowledge
HIGH SCHOOL
(9-12)
Students
Administrators
Teachers
• Read for argument
and evidence
• Closely read
content (historical
documents)
• Vocabulary
acquisition
• Ownership for
learning
• Reading Reading
Reading
• Make connections
• Rethink AIS
• Common writing
and research
expectations
• Encourage
collaboration
• Encourage
equitable access to
opportunity
• Material coverage
vs ensuring
comprehension
• Targeted
remediation
• Less memorization
• Instruct &
Facilitate
• Explicit
vocabulary
instruction
• Various ways to
access content
WHEN STUDENTS CAN’T READ
THE TEXT IN CONTENT AREAS
Educators say:





My student/s can’t read
I have no time to slow
down [dumb down]
I’m not an ELA/AIS/
SWD teacher/social
worker/parent
I don’t have the
resources
I’m not a reading
teacher
Possible Solutions:





Recognize fair is not
equal
Look beyond the
textbook
Adjust curriculum
(administrative
collaboration/support)
Online/Administrators
Guided reading, group
reading, pair reading,
accountable
independent reading
SCAFFOLDS FOR READING COMPLEX TEXT
ADDITIONAL TEACHER OPTIONS
•
•
•
•
•
•
•
•
•
•
•
Chunking
Reading and rereading
Read aloud
Strategic think aloud
Scaffolding questions
Heterogeneous small groups
Recording
Pre-prepping struggling readers to support confidence
and participation
Annotation strategies
Cornell notes
Paraphrasing and journaling
10
GRAPHIC NOVELS
Roaring 20s & the
Depression: 19201940- Graphic U.S.
History
Graphic Global Conflict: Graphic Novels in the
High School Social Studies Classroom
LILA L. CHRISTENSEN
http://racomics.pbworks.com/f/GN%20Social%20Studies.pdf
The Art of War:
A Graphic
AfterThe a study of graphicNovel
novels,
Anne Frank:
Trickster: Native
Anne Frank
House
researchers concluded
the average
American Tales:that
A
Authorized Graphic
Graphic
Collection
graphic novel
introduced
readers
to
Biography
Theseus and
Minotaur
twice as many words as thetheaverage
Best Shot in
Little White
children’s book.
This
the West:
The realization has
Duck:
Adventures
A Childhood
reinforced the
idea
that the “comics”
of
Nat
Love
Americans Move
in China
format is a good wayWest:
to1800-1850
impart
Graphic U.S. History
information.
VOCABULARY AND TIERS
peninsula,
habitat,
climate,
evaporation
Tier 3: Low Frequency/ Content-Specific
Important to learn when specific need arises
Often critical for content area learning
glance,
confident,
commotion
regret
happy,
jump,
clock
Tier 2: High Utility Across Content Areas
High frequency for mature language users
Found across a variety of content areas
Vary according to age and development
Words that we assume they know, but they may have
only “heard”
Tier 1: High Frequency of Use
Rarely require instruction
12
VOCABULARY INSTRUCTION
Which words to teach?





Essential to text
Likely to appear in
future texts students
will choose or be asked
to read
Relatively more abstract
ideas and concepts
Symbols, doubt, control
Multiple meanings in
content areas
How to teach them?
State and repeat
 Use them in a
sentence
 Give examples and
non examples
 Refer to the text
 Have students use
them

CONTENT LITERACY & ACCOUNTABILITY
Content-based curriculum
+Focus on content literacy
+Strong Vocabulary
+Comprehensive reading program
Higher Student Achievement
2013 AND 2014 RELEASED TOPICS FOR ELA EXAM GR 3-8
Science
• Astronomy, Global Climate,
Geography
• Otters and their habitat
• Sea turtles, habitat, and
endangered status
• Sleep in the animal kingdom
• Sea turtles
• Elephants, vocalization,
mammals
• Oil Spills and oceans
• Crows and Intelligence
• Fireflies, insects, natural world
• Science, baking, and global
implications for food
accessibility
Social Studies
• Tibet and Culture
• Revolutionary War and
Spinning
• Shackleton’s Artic Adventure
and Sea Ice
• Paul Revere and American
Revolution
• Boston Tea Party
• Family dynamics and
international cultural
traditions
• Circumnavigating the globe on
sea
• Native Story Traditions
• Iroquois
• Global Winds and Desert,
Geography
2013 AND 2014 RELEASED TOPICS FOR ELA EXAM GR 3-8
Extra-Curricular
•
Mountain Climbing
•
BMX Racing
•
Risk Taking
•
Ice Climbing
•
Baseball
•
Swimming
•
Caving
•
Fishing
Implications for Instruction:
 Exposure to cross section of
topics
 Instruction on reading
strategies and the demands
for different kinds of reading
 Understanding of global
geography
 Understanding of maps and
charts
 Expansive vocabulary
 Ability to synthesize
information in text boxes and
maps, as it relates to central
texts
 Background knowledge of
United States History
• Consumer
privacy
• Economics of
hosting
Olympic
Games
• Ethics of Deextinction
Part III
• Carl Sagan,
Broca’s Brain
• Wang Anyi,
The Song of
Everlasting
Sorrow
• Stephen
Hawking &
Leonard
Mlodinow,
“The (Elusive)
Theory of
Everything”
Part II
Part I
2014 AND 1/2015 ELA CC REGENTS
EXAM TOPICS & TASKS
• Anna Howard
Shaw,
Women’s
Suffrage, 1915
• Red Jacket,
Chief of the
Seneca
Nation,
Speech to US
War Dept,
1801
• Henry D.
Thoreau ,
Walden, 1910
Literacy is not about P-12. It
is about succeeding beyond
Common Core.
It’s also about
EMPOWERMENT- creating
a culture where all teachers
are empowered to embrace
the Common Core and work
together for student
achievement.
FREE TEXT COMPLEXITY RESOURCES
Quantitative Measures









ATOS Analyzer from Renaissance Learning:
http://www/renlearn.com/ar/overview/atos/
Degrees of Reading Power from Questar:
http://www/questarai.com
The Lexile Framework from Metamatrix:
http://www.lexile.com/analyzer
Coh-Metrix Easability Tool from University of Memphis:
http://141.225.42.101/cohmetrixgates/Home
Reading Maturity from Pearson Knowledge Technologies:
http://www.readingmaturity.com (Beta site)
SourceRater from Educators Testing Service:
http://naeptba.ets.org/SourceRater3/ (Beta site)
Readability-Score.com
https://readability-score.com/
Flesch-Kincaid (part of your Microsoft Word)
https://www.engageny.org/resource/selection-of-authentic-texts-forcommon-core-instruction-guidance-and-a-list-of-resources
Text Complexity Tools:
http://achievethecore.org/page/642/text-complexity-collectionqualitativemeasures
RESOURCES
Literacy Design Collaborative:
https://ldc.org/how-ldc-works/overview
Teaching Channel.org- videos on cross-discipline work and a series
of inquiry-based teaching:
https://www.teachingchannel.org/videos/inquiry-based-teachingdiscussing-non-fiction
Text Complexity, NTI 12/2014:
https://www.engageny.org/resource/december-2014-ntiunderstanding-text-complexity-grades-3-8
https://www.engageny.org/resource/december-2014-ntiunderstanding-text-complexity-grades-9-12
Explicit Instruction (Vocabulary):
http://explicitinstruction.org/
QUESTIONS?
Thank you!
Amy Rudat , Race to the Top Literacy and Curriculum
Specialist
[email protected]
Kristen Sikora, Assistant in ELA Curriculum
[email protected]
518-474-5922
Office of Curriculum and Instruction
New York State Education Department