Transcript Literacy - Berkeley County Schools

Across the Curriculum
1. Introduction to the Common Core – Ken Robinson video
2. Common Core Recommended Focus on Reading – Informational and Literary Texts
3. Incorporating Reading Time into Every Classroom
4.
Cross Curricular Collaboration Opportunities
5.
Using Tier 3: Academic Vocabulary
6.
Developing Text Dependent Questions
7.
Close Reading/Annotation
a. Small Group Assignment and Discussion
b. Examples of TDQ’s
8. Group Share of Ideas – How to adapt individual classrooms to meet the Common Core requirements.
9.
Grade Level Cross Curricular Collaboration
Shift: Reading, Writing and Speaking
Grounded in Evidence from Text,
Both Literary and Informational
Recommended Percentages for Reading
throughout the Day
Recommended Percentages for Reading
during English Language Arts Class
Recommended Percentage of Each Type of Writing
 There is a direct correlation between how much students read
and how well they write.
 More reading=better writing!
 Teachers should stress the importance of why being a good
reader and writer is important within their subject areas.
 For example, why an accountant or a nurse or a mechanic needs to be
able to read and write well.
• As a school we could decide to implement a reading initiative
across curriculums.
• In order to keep students engaged at all times, all noninstructional time could be used for independent reading.
• For example, when a student finishes his math test he could read a novel
he has selected to read instead of just sitting quietly while others work
on their tests.
Cross Curricular Collaboration
Mastering the NXGen Standards and
Literacy Instruction
Collaboration is an Essential Aspect of
Common Core Instruction
From Achieve the Core…
• “Collaboration: The standards create a
foundation to work collaboratively across
states and districts, pooling resources and
expertise, to create curricular tools,
professional development, common
assessments and other materials.”
Rigor regarding literacy, vocabulary, and
writing has increased across disciplines
These things aren’t just
for English class
anymore…
• Text analysis
• Vocabulary
development
• Argumentative Writing
• Research papers
• Literacy Instruction
Overview of Standards for History/Social
Studies, Science, and Technical Subjects
• Reading Standards for History/Social Studies, Science, and
Technical Subjects
– Knowledge of domain-specific vocabulary
– Analyze, evaluate, and differentiate primary and secondary sources
– Synthesize quantitative and technical information, including facts presented in
maps, timelines, flowcharts, or diagrams
• Writing Standards for History/Social Studies, Science, and
Technical Subjects
– Write arguments on discipline-specific content and informative/explanatory texts
– Use of data, evidence, and reason to support arguments and claims
– Use of domain-specific vocabulary
Working together to Master the NxGen
Literacy Standards
• Create Cross-curricular
units.
• Use novels to teach
history and science
• Use non-fiction articles
and research studies to
teach English
• Check in with each
other and align
curriculum
Vocabulary Instruction in All Content Areas
Research Says:
• Manzo, Manzo, and Thomas (2006):"word learning
can improve the capacity to learn" and "a rich
vocabulary increases comprehension and, therefore,
most all learning" (p. 615).
• Lubliner and Smetana (2005): "Children with larger
vocabularies find reading easier, read more widely,
and do better in school" (p. 163).
•
Ultimately, vocabulary acquisition impacts
achievement in all classes, not only ELA classes.
Tier 3:
Precision Vocabulary
Specialized
words that are
content specific
Tier 2
High frequency
Multiple meaning words
Tier 1
Basic Vocabulary
Vocabulary Tools
Interactive:
I Have … Who has …
Save The Last Word For Me
“Kick Me”
Nonlinguistic:
Word Web 4-square
Newspaper picture & caption
Shutter Book
Cornell notes
Alpha boxes
Technology Tools:
WordSift
InstaGrok
Tagxedo
VocabGrabber
Let’s Practice
Haiku definition activity: 5-7-5
1) Brainstorm words & definition. Circle # of syllables
isotope 3
equal protons 4 different number of neutrons 8
order of operation 7 PEMDAS 2 correct answer 4
2)Alter wording to fit formula
5 syllables first line
7 syllables second line
5 syllables last line
Share vocabulary ideas with your elbow buddy.
Isotope Definition
protons are equal
isotopes of hydrogen
different neutrons
Order of Operation
when you’re doing math
remember to do PEMDAS
so it will be right
Text Dependent Questions &
Annotation
Text Dependent Questions: Questions that can
only be answered by referring explicitly back
to the text that is being read
.
● The Common Core State Standards (CCSS)
require students to “read closely to determine
what the text says explicitly and make logical
inferences from it”.
● Students need to be able to find evidence in
the text, so our questioning should reinforce
this skill.
•Using TDQs Purposefully:
–Many good teachers already use some kind of TDQ in
their classroom!
•Making use of supplemental texts
–Use TDQs with supplemental texts that are more
challenging than the traditional textbook
–Focusing on evidence and argument, not just recall or
comprehension.
•Low-level, literal, or recall questions
–Low-level referring to Bloom’s Taxonomy or Webb’s Depth of
Knowledge (comprehension = low level)
–good TDQs can be very complex and inferential
•Focused on comprehension strategies
–Questions are meant to point towards the important aspects
of the text and to knowledge that is transferable
•Just questions… TDQs are not just questions;
–they can be powerful. Along with high quality complex text
– they will drive the CCSS in the classroom
•Can only be answered with evidence from the text.
–TDQ’s should not require background knowledge
•Can be literal (checking for understanding) but must also
involve analysis,
synthesis, evaluation.
•Focus on difficult portions of text in order to enhance reading
proficiency.
–TDQ’s are an opportunity to address the academic (tier two)
vocabulary and syntax that are features of complex text – the
features that make text difficult for students.
Not Text Dependent
Text Dependent
•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?
•“The Gettysburg Address”
mentions the year 1776.
According to Lincoln’s speech,
why is this year significant to
the events described in the
speech?
•Why do you think that
improving your memory is
important?
•How does the author support the
statement “nerves are the
body’s wiring?”. Give specific
words or phrases that the
author uses as evidence.
•Annotation: While reading, students mark the
pages for:
– important information
–text meaning or key details
–Ideas and questions
•The amount of annotation is not necessarily
relevant, but the act of writing something helps
the students to read the text more closely
•We need to teach purposeful annotation
–This means NOT HIGHLIGHTING EVERYTHING!
•When we can’t write in the book…
–Post-it notes
–Copy important sections of text that you want to have
students annotate
•Margin comments:
–Outline main ideas
–Comments and questions
•Underlining and brackets around important
information
•Circling unfamiliar vocabulary
•Symbols
• Sit with your grade level (Go with your data team grade level)
• Annotation practice
• Preassigned English teachers as facilitators
• Annotate assigned informational texts
• Text Dependent Question Practice
• With a partner in your grade level group, create a text dependent
question based on the informational text
EBSCOHOST
• http://search.ebscohost.com/
• Login: WEST
• Password: VIRGINIA
http://search.ebscohost.com/ - Database of Articles
ID: West PW: Virginia
http://wvinfodepot.org/: Access to a variety of informational texts in all subject areas
http://www.lexile.com/ - website that indicates reading level
http://berkeleycountyschools.org/Page/1743 - area on Berkeley County
Schools that has ELA and Literacy information
http://kellygallagher.org/resources/articles.html - Kelly Gallagher articles
http://www.corestandards.org/assets/Appendix_B.pdf - Common Core Text
Exemplars for ELA, Science, Social Studies and Technical Courses,
pp. 101-183