Transcript Slide 1

Writing in CTE
Supporting student understanding through
CCSS
Short Response Questions
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Business as Usual?
• Information is exploding
• In 1870 the information a person would
encounter in a lifetime is the same amount of
information now found in one issue of the
New York Times.
• The digital Universe has grown 1000% in the
last 2 years
•
There are now 450,000 words in the English
Language. That’s 7times more than William
Shakespeare had to choose from.
• The majority of jobs our students will
have do not currently exist.
• The technology they will use hasn’t
been invented yet
• They will be solving problems that
haven’t even emerged yet.
CTE!
• How do we
prepare students
for a world that
we can’t even
imagine?
ELA College and Career Ready: “a portrait of
students who meet the standards”
• 1. Demonstrate Independence
• 2. Build strong content knowledge
• 3. Respond to varying demands of audience,
task, purpose, and discipline
• 4. Comprehend as well as critique
• 5. Value evidence
• 6. Use technology and digital media
strategically and capably
• 7. They come to respect other perspectives
and cultures
CCSS for Science and Technical
Subjects
• What are they?
• Will they be assessed?
• How do we prepare our students for college
and careers?
Instructional Shifts
handout
ELA/Literacy Shifts
Math Shifts
– Shift 1: Increase Reading of
Informational Text
– Shift 2: Text Complexity
– Shift 3: Academic
Vocabulary
– Shift 4: Text-Based Answers
– Shift 5: Increase Writing
from Sources
– Shift 6: Literacy Instruction
in all Content Areas
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–
–
–
Shift 1: Focus
Shift 2: Coherence
Shift 3: Procedural Fluency
Shift 4: Deep Conceptual
Understanding
– Shift 5: Applications
(Modeling)
– Shift 6: Balanced Emphasis
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CTE and Oregon Instructional
Shifts
ELA/Literacy Shifts
Math Shifts
– Shift 1: Increase Reading of
Informational Text
– Shift 2: Text Complexity
– Shift 3: Academic
Vocabulary
– Shift 4: Text-Based Answers
– Shift 5: Increase Writing
from Sources
– Shift 6: Literacy Instruction
in all Content Areas
–
–
–
–
Shift 1: Focus
Shift 2: Coherence
Shift 3: Procedural Fluency
Shift 4: Deep Conceptual
Understanding
– Shift 5: Applications
(Modeling)
– Shift 6: Balanced Emphasis
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1. What are the CCSS for
Technical Subjects?
2 handouts
• Will they be assessed with the CCSS?
• 70% content/technical reading
– Listening
– Speaking
– writing
Modes of Representation:
Jerome Bruner
Enactive
Iconic
Symbolic
(Bruner, 1966)
©DMTI 2010
Modes of Representation Language
Listening/Speaking
Reading
Writing
(Bruner, 1966)
©DMTI 2010
Writing in CTE
• What are some of the ways that you use
writing in your classes now?
Common Core Anchor Standard
for English Language Arts
1. Comprehension and Collaboration
Students are able to:
• prepare for and participate effectively in a range of
conversations and collaborations with diverse
partners, building on others’ ideas and expressing
their own clearly and persuasively;
• integrate and evaluate information presented in
diverse media and formats, including visually,
qualitatively, and orally; and
• evaluate a speaker’s point of view, reasoning, and use
of evidence and rhetoric.
Common Core Anchor Standard
for English Language Arts
2. Presentation of Knowledge and Ideas
Students are able to:
• present information, findings, and supporting
evidence that listeners can follow the line of reasoning
and make sure the organization, development, and
style are appropriate to task, purpose, and audience;
• make strategic use of digital media and visual displays
of data to express information and enhance
understanding of presentations; and
• adapt speech to a variety of contexts and
communicative tasks, demonstrating command of
formal English when indicated or appropriate.
Text Dependent questions
• What qualifies as “text”? (for these purposes)
– Articles
– Books
– Guest speaker (speech)
– Video
– Lesson
– any piece of written or spoken discourse ?
What does not?
-- prior knowledge or experiences outside of class
An issue of equality: Time in class/text
•
More instructional time spent outside the text
means less time inside the text.
•
Departing from the text in classroom discussion
privileges only those who already have experience
with the topic.
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It is easier to talk about our experiences than to
analyze the text—especially for students reluctant to
engage with reading/ writing.
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The CCSS are College and Career Readiness
Standards.
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Text-Dependent Questions are not…
 Low-level, literal, or recall questions
 Focused on comprehension strategies
 Just questions…
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Text-Dependent Questions...
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Can only be answered with evidence from the text.
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Focus on word, sentence, and paragraph, as well as
larger ideas, themes, or events.
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Focus on difficult portions of text in order to
enhance reading proficiency.
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Can also include prompts for writing and discussion
questions.
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Can be literal (checking for understanding) but must
also involve analysis, synthesis, evaluation.
Non-Examples and Examples
Not Text-Dependent
•In “Casey at the Bat,” Casey strikes out.
Describe a time when you failed at
something.
•In “Letter from a Birmingham Jail,” Dr.
King discusses nonviolent protest.
Discuss, in writing, a time when you
wanted to fight against something that
you felt was unfair.
•In “The Gettysburg Address” Lincoln
says the nation is dedicated to the
proposition that all men are created
equal. Why is equality an important
value to promote?
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Text-Dependent
What makes Casey’s experiences at bat
humorous?
What can you infer from King’s letter
about the letter that he received?
“The Gettysburg Address” mentions the
year 1776. According to Lincoln’s
speech, why is this year significant to
the events described in the speech?
Text dependent or not?
Has your family made any changes
to reduce water consumption?
Text dependent or not?
What are the differences
between soft and hard paths to
water management?
“A Way Forward? The Soft Path for Water” by
Peter Gleick, an essay in Last Call at
the Oasis: The Global Water Crisis and
Where We Go From Here (edited by
Karl Weber, 2012, PublicAffairs):
Text dependent or not?
According to this speech, why did the
North fight the civil war?
Have you ever been to a funeral or
gravesite?
Lincoln says that the nation is
dedicated to the proposition that “all
men are created equal.” Why is
equality an important value to
promote?
Creating Text-Dependent Questions
Step One: Identify the core understandings and key ideas of
the text.
Step Two: Start small to build confidence.
Step Three: Target vocabulary and text structure.
Step Four: Tackle tough sections head-on.
Step Five: Create coherent sequences of text-dependent
questions.
Step Six: Identify the standards that are being addressed.
Step Seven: Create the culminating assessment.
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• Core Understanding/ Key Ideas:
– Civil War was a battle to preserve the Union and
principles of equality that it represents.
• Synopsis:
– During the Gettysburg address, Lincoln reiterated
the principles of human equality and the founding
principles of the US. He did this while honoring
those who gave their lives in the Battle of
Gettysburg to preserve a “government of the
people, by the people, for the people”.
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Vocabulary:
Which words should be taught?
– Essential to understanding text
– Likely to appear in future reading
Which words should get more time and attention?
– More abstract words (as opposed to concrete words)
persist vs. checkpoint
noticed vs. accident
– Words which are part of semantic word family
secure, securely, security, secured
Tier Two words
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Structure and Text-Dependent Questions
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Text-dependent questions can be crafted to
point students’ attention to features of text
that enhance understanding (such as how
section headers and captions lead to greater
clarity or provide hints regarding what is most
important in informational text, or how
illustrations add to a narrative).
Structure and Text Dependent Questions
Examples:
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“Look at the illustrations on page 31. Why did they include details
like the power outlets in the walls?”
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“Dillard is careful to place opposing descriptions of the natural and
man-made side-by-side.
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How does this fit with or challenge what we have already read?
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Why might she have chosen this point in the text for these descriptions?”
Reading Strategies and Text-Dependent
Questions
• Text-dependent questions generally call on
students to employ reading strategies.
• Strategies are no longer taught in isolation.
• The text and readers’ need to comprehend it
should determine what strategies are
activated - not the other way around.
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Now your turn:
• In your group, select and read one of the 2
articles
• With your group create 3 text dependent
questions from the article.
• Be prepared to share (and defend) your
questions.
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Final Thoughts
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There is no one right way to have students work with text- dependent
questions.
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Providing for the differing needs of students means providing and
scaffolding supports differentially - not asking easier questions or
substituting simpler text.
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Listening and speaking should be built into any sequence of activities
along with reading and writing.
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“Re-read it, think it, talk it, write it”
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The CCSS require ALL students to read and engage with grade appropriate
complex text regularly. This requires new ways of working in our
classrooms.
Reading
• https://www.teachingchannel.org/videos/com
mon-core-collaborative-discussions
Questions or Comments?
• Karin Moscon
• [email protected]
• 503-947-5706
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