Presentation on theme: "Division of Youth Services Oct 26, 2012 Common Core & the Content Areas."— Presentation transcript:
Division of Youth Services Oct 26, 2012 Common Core & the Content Areas
What CC Literacy Standards are NOT … just having students read and write more … assigning more vocabulary words to look up and write definitions for … conducting basic literacy techniques to struggling readers during social studies … giving students Venn diagrams and sentence diagramming assignments in social studies …assigning more “What did you do during …” essays
What They Are Modeling and scaffolding what reading in social studies looks and sounds like Teaching students what is important/vital information for a historian, geographer, economist, politician Using the text book as a starting place not the definitive source Reading a wide variety of texts – Maps, charts, tables, graphs, photographs, pictures, cartoons, journals, letters, documents, artifacts
CCSS Implications for Classroom More nonfiction More research – begins in earlier grades – both short and extended research Higher text complexity More teacher collaboration – across grades – across content areas
CCSS Implications for Classroom Everyone a literacy teacher – reading and writing emphasis Teachers tell/summarize less and use more scaffolding Teaching students to read as – Scientists – Historians – Mathematicians – Economists – Geographers, etc. More responsibility placed on students for their learning
Questions to think about now How do we help students think in social studies/science/technical subjects? What types of critical texts are students expected to learn and maneuver? What types of writing are expected?
Close Reading Requires: Understanding your purpose in reading Understanding the author’s purpose in writing Seeing ideas in a text as being interconnected Looking for and understanding systems of meaning Engaging a text while reading Getting beyond impressionist reading Formulating questions and seeking answers to those questions while reading
Establishing a Routine for Close Reading 1.Pre-teach the vocabulary and concepts. 2.Set a purpose for reading. 3.Model close reading.
Establishing a Routine for Close Reading 4.Provide guided practice and check for understanding. 5.Provide independent practice. 6.Organize discussions and debates. 7.Have students write about the text. Adapted from the Consortium on Reaching Excellence in Education, Inc
Comprehension Strategies All Good Readers Use Pre-reading Review vocabulary Make predictions Review text features (brainstorm, predict, skim, assess prior knowledge)
Comprehension Strategies All Good Readers Use While reading Monitor for understanding; reread if needed; summarize Draw a visual representation of the unfolding argument Ask questions about the main ideas as they unfold; infer Make note of unfamiliar words, concepts, ideas to research later
Comprehension Strategies All Good Readers Use After reading: – Summarize and restate the text’s main points – Compare notes with other students – Discuss what you read – Reread, confirm predictions, reflect, question
Strategies for Close Reading Story Mapping SOAPS Text-Self-World Connections Three Levels of Questions Arguments and Evidence Appeals – Logical, Ethical, Emotional Assumptions
Reading for SOAPS Speaker – – Who is the Speaker? The voice behind the text; what do you know/learn about him/her from reading the text? What authority does this person have to deliver the message? Occasion – – What is the Occasion? The time and place of the piece; the situation that provoked or moved the writer to write? Audience – – Who is the Audience? The group of readers to whom the piece is directed. How is the message tailored to the specific needs of a group?
Reading for SOAPS Purpose – What is the Purpose? The reason behind the text; why it was written? What is the goal of the speaker? Why does this text exist? What does the author want the reader to think or do as a result of reading this? Subject – What is the Subject? The general topic, content, ideas contained in the text. Is it specific or general, abstract or concrete, current or timeless?
Connections Four fundamental ways we relate to text: 1.Text to Self - How does this text relate to me? 2.Text to Itself - What are the distinguishing features of this text? 3.Text to Text - How is this text similar to other texts? 4.Text to World - Why does it matter for people to read this text?
Three Levels of Questions Level One Questions: Right There The answers to these questions can be found explicitly in the text. These are most often who, what, when, and where kinds of questions. They work on the factual level and establish evidence of basic information. Level Two Questions: Think and Search The answers to these questions are not found explicitly in the text – the reader has to infer, interpret, or analyze. They are what the text suggests but does not say. These are often how and why questions.
Three Levels of Questions Level Three Questions: Author and Me The answers to these questions go beyond the text and are often found in parallel situations outside the text. The reader has to analyze, synthesize, and/or evaluate, using the text as a guide to explore larger issues. They often require outside knowledge or experience to answer.
Student Lens to Historian Lens: Student lens Fact collecting Textbook Notice who’s, what’s, where’s, and chronology of events Truth statements Historian lens Notice why’s and how’s Read a variety of texts critically Notice cause/effect relationships and hypotheses Critically examine