Transcript Slide 1

Developing Literacy Strategies
Across the Curriculum
Common Core Standards and the
Changing ELA/Science/Social
Studies/CTE Literacy Initiatives
Jim Kelch
SREB School Improvement Consultant
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Board
Objectives
 Learn about the Common Core Standards
 Compare the current depth of teaching (rigor)
and learning occurring within the
Albuquerque Public Schools with the new
standards and identify goals for reading and
writing in CTE
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 Create templates for increasing literacy
through the Literacy Development Coalition
model
Ticket in the Door! HSTW Frayer Model
Write your thoughts on your handout and tablediscuss
What Does It Look
Like Across the
School
What Does It Look Like
in Academic
Classrooms
Rigor
Ways Leaders
Support It
What Does It Look
Like in CTE
Classrooms
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Deborah Bass, SREB
A Quick Time on Standards
Analysis
 How much do you teach literacy
practices necessary for the study
of CTE?
High 80% or more
Med 50-80%
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Low less than 50%
Eleanor Dougherty, LDC
Essential Questions
1. What is rigor?
2. How can we measure, monitor
and encourage rigor at the
school-wide and classroom
levels?
3. What are the Common Core
Standards?
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Deborah Bass, SREB
The World Is Flat
“Our nation is
doomed if we do
not deliver a
rigorous and
relevant education
to every American
child.”
~Thomas Friedman
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What is rigor?
“Rigor is the goal of helping students
develop the capacity to understand
content that is complex, ambiguous,
provocative, and personally or
emotionally challenging.”
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Harvey F. Silver, Richard W. Strong,
and Matthew J. Perini
Essential Question #2:
How can we increase the number of
students who are career and
college ready?
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CTE -- Real World Readiness
Table Discussion:
 How do you address college and
career readiness in your classroom?
 What strategies do you use to insure your students are
prepared for life after high school?
 What community resources do you utilize to ensure your
students are ready?
 What district resources are available for your use to
insure high-quality, up-to-date instruction and
instructional resources?
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 What resources are available to you at the school level
to insure high-quality, up-to-date instruction is occurring?
Essential Question #3:
What are the Common Core
State Standards?
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Example: CCS Writing 9-10.7
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 Conduct short as well as more sustained
research projects to answer a question
 (including a self-generated question) or solve
a problem;
 narrow or broaden the inquiry when
appropriate;
 synthesize multiple sources on the subject,
 demonstrating understanding of the subject
under investigation.
What is the Common Core
State Standards Initiative?
 Effort to establish set of K–12 academic
content standards in English and math for
multiple states to adopt.
 Content standards are expectations of what
students should know and be able to do.
 If a state adopts CCSS, it is expected to adopt
them verbatim.
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 CCSS must comprise at least 85% of a state's
standards in English and math.
Deborah Bass, SREB – following slides
Who Is Involved with the CCSS
Initiative?
National Governors Association
Council of Chief State Schools Officers
Scores of curriculum specialists and content experts
from all over the country (and a few people from other
countries) to work on the standards.
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Supported by grants from foundations
Funds from the National Governors Association Center
for Best Practices.
List of specific sources of funding for this initiative is
not yet available from the Common Core State
Standards Initiative website.
What Problem Does CCSS Aim
to Solve?

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Some see the current variety of content
standards among states as a "crazy patchwork,"
with many states having learning expectations
that lack rigor, specificity, and focus.
Supporters see the CCSS as an opportunity for
states to establish a common set of rich,
challenging, specific, high-priority learning
expectations.
The intent is to create education systems
throughout the country that will help all students
graduate from high school ready for college or a
career and make the United States more
competitive in the global economy.
What problem does it try to
solve?
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 Proponents acknowledge that standards
alone will not accomplish that goal. They hope
the new standards will form a basis for states
to build systems of aligned curriculum,
assessments, teacher training and
preparation, and teacher and student
supports.
 Skeptics believe that consensus around what
content to include is difficult.
 Some question the wisdom of standardization
when students vary widely in needs, goals,
and abilities.
www.corestandards.org
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Comprehensive Framework
High Schools That Work
Key Practices
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 Using Data for
Continuous
Improvement
 Raise Expectations
 Challenging
Career/Technical
Studies
 Work-based
Learning
 Challenging
Program of Study
 Challenging
Academic Studies
 Actively Engage
Students
 Teachers Working
Together
 Guidance and
Advisement
 Extra Help and
Transitions
Content with Rigor and
Challenge…
Literacy
All students should…
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 Read and study 8-10 books per year as a part of
the language arts curriculum
 Complete a research paper yearly in grades 6-12
 Write one page or more weekly in all classes
 Leave 8th grade ready for college prep English
 Leave 12th grade ready for college and careers
 Oral presentations in classes at least each
semester
Eleanor Dougherty, LDC (following slides)
Brainstorm!
How can we emphasize
weekly technical reading?
•
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…and
•How can we increase
weekly technical writing?
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…and
•How can we increase
reading and writing
through technical
research papers?
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…and
How can we increase
professional oral
presentations?
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How can we help support the
CCSS?
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 GAIN UNDERSTANDING OF
CCSS Literacy
 Create high quality tasks –
SPEND TIME ON READING
AND WRITING
 Share expertise
 Create professional learning
communities across grades,
disciplines, and borders
CCS RI/E 9-10.1
 Cite specific textual evidence
to support analysis of science
and technical texts, attending
to the precise details of
explanations or descriptions.
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CCS Sci/Tech Standards 1112.4
 Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific or technical
context relevant to grades 11–12
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texts and topics.
The LDC/HSTW Connection
 Bill and Melinda Gates Foundation
 Educational Improvement Goals
 Emphasis on reading and writing
• Formation of the Literacy Design Collaborative
• Development of writing research to support reading
• Template Development
 SREB
 Investigation of partnership opportunities
 Use of HSTW coaches to deploy templates
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 Collect and share data from field use
“…small, strategic
changes in practice can
produce huge benefits in
learning.”
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 Daniel Cole, The Talent Code
CTE Template Design
Make an Argument Provide
Information or
Make an
Explanation
Tell a Narrative or
Story
State a claim, give
the logic or
reasoning behind it,
and substantiate it
with support or
justification.
Use an organized
structure to describe a
concept or process,
outline steps to reach
a goal, or provide
supporting details to
explain.
Use descriptive
language to describe
experiences or events
so that the story has a
beginning, middle, and
an end.
Write a “how-to”
manual for a process.
Write an incident
report of a workplace
accident
Authentic Writing Examples:
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Write a proposal to
see an idea, design,
or service to a client.
Examples from Your Career Field:
Writing Assessment Tasks
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Step
Examples
Begin by identifying something
the student is to read or do prior
to the writing, such as
conducting research or reading
information. This adds reading to
the writing task.
“After researching ….”
“After reading…”
After researching technical
manuals and websites on types
of insulation…”
Describe what the students are to
write. Use authentic types of
writing. Think about whether you
are asking the student to make an
argument, provide or explain
information, or tell a narrative.
Write a presentation that argues
your position…” (Argument)
“Write an article for a trade
journal…” (Provide Information)
“Write an account of your
experience…” (Tell a Narrative)
“After reading three articles on
different views about the health
care crisis…”
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Add instructions to increase
the level of thinking (DOK) for
the task.
Describe the implications you
draw from the reading.
Support your position with
evidence from your research (or
reading).
Describe the accuracy or your
sources.
Compare the positions of different
sources and relate them to your
own position.
Argue the causes of the problem
and advocate for what you believe
is the best solution.
Put all the sections of the
assessment task together.
After researching professional journal
articles, write a business memo to
your supervisor that suggests what
your company’s position should be on
going green in the office. Support
your position with data on going
green and describe the credibility of
your sources. (Make an Argument)
After reading technical manuals
and government regulations on
automobile emissions, prepare a
presentation to your colleagues on
the history of regulations in this
area and its impact on the
automotive industry. Be sure to
compare and contrast different
eras of regulation versus nonregulation and analyze the
implications for businesses in the
field. (Provide Information or Make
an Explanation)
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After reading articles on patient
care, write a story of a day in the
life of a health care provider who
faces patient care issues. Make
sure your story reflects the
challenges of patient care and
reflect the impact of these
challenges on the day-to-day
work in the field. (Narrative Story)
Directions: Write three sample writing
assessments for your CTE course,
following the previous steps.
Make an Argument Provide
Information or
Make an
Explanation
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Tell a Narrative or
Story
LDC Quick Reference Task Chart
Argumentation Template Tasks
Analysis
“After Researching”
Task 1: After researching ________ (informational texts) on ________
(content), write ________ (essay or substitute) that argues your
position on ________ (content). Support your position with evidence
from your research. L2 Be sure to acknowledge competing views. L3
Give examples from past or current events or issues to illustrate and
clarify your position. (Argumentation/Analysis)
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“Essential Question”
Task 2: [Insert question] After reading ________ (literature or
informational texts), write ________ (essay or substitute) that
addresses the question and support your position with evidence from
the text(s). L2 Be sure to acknowledge competing views. L3 Give
examples from past or current events or issues to illustrate and clarify
your position. (Argumentation/Analysis)
Informational or Explanatory Template Tasks
“After Researching”
Task 11: After researching ________ (informational texts) on
________ (content), write a ________ (report or substitute) that
defines ________ (term or concept) and explains ________ (content).
Support your discussion with evidence from your research. L2 What
________ (conclusions or implications) can you draw? (Informational
or Explanatory/Definition)
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“Essential Question”
Task 12: [Insert question] After reading ________ (literature or
informational texts), write ________ (essay, report, or substitute) that
defines ________ (term or concept) and explains ________ (content).
Support your discussion with evidence from the text(s). L2 What
________ (conclusions or implications) can you draw? (Informational
or Explanatory/Definition)
Narrative Template Tasks
Description
“After Researching”
Task 26: After researching ________ (informational texts) on
________ (content), write ________ (narrative or substitute) that
describes ________ (content). L2 Use ___ (stylistic devices) to
develop a narrative. L3 Use ___ (techniques) to convey multiple
storylines. (Narrative/Description)
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“Essential Question”
Task 27: [Insert question] After reading ________ (literature or
informational texts) about ________ (content), write ________
(narrative or substitute) from the perspective of ________
(content). L2 Use ________ (stylistic devices) to develop a
narrative effect in your work. L3 Use ________ (techniques) to
convey multiple storylines. (Narrative/Description)
LDC MODULE
 PROTOTYPE instructional
plan
 Tracks progress during
reading and writing process
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 Teaches literacy skills
alongside content
What skills?
Ability to……
• Understand task
• Read and analyze reading
material
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• Write a response
What instruction?
Skills list + mini-tasks
Write an opening to include title,
author, claim, and reaction to work
based on teaching task.
-- create the lesson design -Southern
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Interpreting Data
What does the student work tell
you about …
 Effectiveness of the teaching
task?
 Student strengths?
 Student weaknesses?
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 What next?

Scoring rubrics under construction
Brilliant!
“My students did better on the
end of course exam after doing
six modules this year in my
history classes than those in
classes that didn’t teach the
modules.”
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– Teacher HS History
Partners!
Literacy Design Collaborative -- SREB/HSTW
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Ticket Out the Door
 What did I learn about:
 ADDITIONAL READING
 ADDITIONAL WRITING
 ORAL PRESENTATIONS
 How can I better support College and
Career Readiness?
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Thank you!
Layla Grace Kelch,
World’s Best Granddaughter
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James R. (Jim) Kelch
[email protected]
SREB School Improvement Consultant