Transcript Document

LIASCD Common Core
Literacy Standards for All
Subjects
Victor Jaccarino and Jonathan Klomp
The Six Shifts
6 Shifts (NYS)
1. Balance literature and informational text (K-5)
2. Literacy as part of science and social studies/history;
informational text as part of ELA (6-12)
4. Questions regarding text are
text-dependent
5. Writing to inform or argue using evidence
3. Appropriately complex text
6. Academic vocabulary
Why these shifts?
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Building knowledge through content-rich
informational text
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Reading, writing and speaking grounded in evidence
from text, both literary and informational
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Regular practice with complex text and its
academic language
Students who struggle greatly to read texts
within (or even below) their text complexity
grade band must be given the support needed to
enable them to read at a grade-appropriate level
of complexity.
Even many students on course for college and
career readiness are likely to need scaffolding as
they master higher levels of text complexity.
From Appendix A, p.9 CCSS - ELA
What’s In and What’s Out for Literacy?
IN
OUT
1. Daily encounters w/complex texts
1. Leveled texts (only)
2. Texts worthy of close attention
2. Reading any text
3. Balance of literary and info texts
3. Solely literature
4. Coherent sequences of texts
4. Collection of unrelated texts
5. Mostly text-dependent questions
5. Mostly text-to-self questions
6. Mainly evidence-based analyses
6. Mainly writing without sources
7. Accent on academic vocabulary
7. Accent on literary and content
based terminology
8. Emphasis on reading & re-reading
8. Emphasis on pre-reading
9. Reading strategies (as means)
9. Reading strategies (as end goal)
10. Reading foundations (central,
coherent and systematic)
10. Reading foundations (peripheral
and detached)
Resources to Help on engageny.org
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The PARCC model frameworks
PARCC sample items newly released (August 2012)
Revised Publishers’ Criteria for Grade 3-12
Exemplars that show attention to supporting teachers in learning how to
support ALL students in this work
Qualitative Scales and Companion Guide
SCASS Qualitative Rubrics
Revised Band Ranges Chart by measurement tool
The Tri-State Rubric Guide to Creating Text Dependent Question
Other resources from www.achievethecore.org/stealthesetools/ and
EngageNewYork.
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NEED TO MAKE THREE TIGHTLY
INTERRELATED INSTRUCTIONAL SHIFTS
1.
Regular practice for all students with complex text and its academic
vocabulary – Repeat: all students
2.
Reading and writing (speaking and listening) grounded in evidence
from text – Not from personal experience
3.
Building knowledge through content-rich nonfiction and
informational texts – teaching content is teaching reading as long
as….
GETTING STARTED ON THE COMMON CORE STATE STANDARDS for
LANGUAGE ARTS
7
Why the CCSS Emphasis on Complexity?
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“Between the Lines” ACT 2006 Study
Complexity Gap between 12th grade and
college and career demands
6th Grade McGuffey Reader circa 1961 was
more difficult than average high school
anthology is now
Too many students never get to complex text
GETTING STARTED ON THE COMMON CORE
STATE STANDARDS for
ENGLISH LANGUAGE ARTS
8
WHAT ARE THE FEATURES OF
COMPLEX TEXT?
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Complex text can contain
any possible combination
of these features
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Can’t possibly isolate these
or control for these features
in a scope and sequence or
traditional skill based
approach
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Where does that leave
you?
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Subtle and/or frequent transitions
Multiple and/or subtle themes and
purposes
Density of information
Unfamiliar settings, topics or events
Lack of repetition, overlap or
similarity in words and sentences
Complex sentences
Uncommon vocabulary
Lack of words, sentences or
paragraphs that review or pull things
together for the student
Longer paragraphs
Any text structure which is less
narrative and/or mixes genres
COMPLEX TEXT
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To teach students how to read complex text
we need to use complex text.
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READING requires extensive support!
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Doing so will align with the standards in a
number of ways.
BENEFITS OF CLOSE READING OF COMPLEX
TEXT
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Each question supports multiple standards.
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Each lesson addresses many of the standards.
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The CCSS are written so that reading, writing,
listening and speaking are inextricably linked.
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Tom Sawyer example
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Full exemplar and others can be found at
www.achievethecore.org
TOM SAWYER Example
But Tom’s energy did not last. He began to think of the fun he
had planned for this day, and his sorrows multiplied. Soon the
free boys would come tripping along on all sorts of delicious
expeditions, and they would make a world of fun of him for
having to work—the very thought of it burnt him like fire. He
got out his worldly wealth and examined it—bits of toys, marbles,
and trash; enough to buy an exchange of WORK, maybe, but not
half enough to buy so much as half an hour of pure freedom. So
he returned his straitened means to his pocket, and gave up the
idea of trying to buy the boys. At this dark and hopeless moment
an inspiration burst upon him! Nothing less than a great,
magnificent inspiration.
(straitened: severely limited)
SAMPLE QUESTION TO ENCOURAGE A
CLOSE READING OF COMPLEX TEXT
Describe Tom’s state of mind prior to his
inspiration. Work together to find as many
phrases as possible that point to his mood.
SOCIAL STUDIES PRACTICES K-12
The Social Studies Practices represent the social science and
historical thinking skills that students should develop throughout
their K‐12 education.
1) Chronological Reasoning and Causation
2) Comparison and Contextualization
3) Geographic Reasoning (people, places, regions, environment,
interactions)
4) Gathering, Using, and Interpreting Evidence
5) The Role of the Individual in Social and Political Participation
African Americans had no friend in Lincoln by
Prof. Scott Hancock
Though typically perceived as the most important legal act for African Americans, it
was for white Americans because it helped secure national preservation. In 1966,
Stokely Carmichael made a similar point, declaring that “every civil rights bill in this
country was passed for white people, not for black people.” Echoing Carmichael, this is
my revision of American history.
The evidence? Lincoln’s Preliminary Proclamation, made public 150 years ago this
month, left a legal loophole allowing Confederate areas that ceased rebelling to
maintain slavery. Black men, women, and children would only be “forever free” in
areas still rebelling on January 1, 1863. Despite the improbability of any state
abandoning the Confederacy, this loophole’s purpose was to weaken the rebellion.
Lincoln’s final 1863 Proclamation removed the loophole but added the phrase “a fit and
necessary war measure for suppressing said rebellion,” reemphasizing the primary goal.
Freeing African Americans, though important, was absolutely secondary…
This revision matters because too often emancipation is perceived as something that
was done for African Americans, which connotes a gift or a grant. We often say
Lincoln…or the Emancipation Proclamation…or the Union freed the slaves. That
phrasing shapes political thinking.
“Geology.”
U*X*L Encyclopedia of Science
. Edited by Rob Nagel. Farmington Hills, Mich.: Gale Cengage Learning, 2007. (2007)
Geology is the scientific study of Earth. Geologists study the planet—its
formation, its internal structure, its materials, its chemical and physical
processes, and its history. Mountains, valleys, plains, sea floors, minerals,
rocks, fossils, and the processes that create and destroy each of these are
all the domain of the geologist. Geology is divided into two broad
categories of study: physical geology and historical geology.
Physical geology is concerned with the processes occurring on or below
the surface of Earth and the materials on which they operate. These
processes include volcanic eruptions, landslides, earthquakes, and floods.
Materials include rocks, air, seawater, soils, and sediment. Physical
geology further divides into more specific branches, each of which deals
with its own part of Earth’s materials, landforms, and processes.
Mineralogy and petrology investigate the com- position and origin of
minerals and rocks. Volcanologists study lava, rocks, and gases on live,
dormant, and extinct volcanoes. Seismologists use instruments to monitor
and predict earthquakes and volcanic eruptions.
CLOSE READING ALONE IS NOT
ENOUGH
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Need to look carefully at fluency program at every
grade level.
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Need to look carefully at how vocabulary and word
study are taught.
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Need to look carefully at syntax.
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All of these aspects need to be carefully attended to if
the achievement gap is to be reduced rather than
enlarged by the advent of the CCSS for ELA.
Contact
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Victor Jaccarino
 [email protected]
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Jonathan Klomp
 [email protected]