2. The Common Core State Standards On Literacy

3. Common Core State Standards Initiative “The Standards are designed to build upon the most advanced current thinking about preparing all students for success in college and their careers.” “The Standards recognize that both content and skills are important.” “Evidence shows that the complexity of texts students are reading today does not match what is demanded in college and the workplace, creating a gap between what high school students can do and what they need to be able to do. The Common Core State Standards create a staircase of increasing text complexity, so that students are expected to both develop their skills and apply them to more and more complex texts.” “…because college and career readiness overwhelmingly focuses on complex texts outside of literature, these standards also ensure students are being prepared to read, write, and research across the curriculum.”

5. All teachers are responsible for LITERACY (a.k.a. Writing Across the Curriculum) All teachers are responsible for teaching Academic Vocabulary All teachers must be familiar with and use the CCSS rubrics for literacy All teachers will use and enrich their curriculum with Informational Texts All teachers will document their literacy support in their lesson plans All teacher evaluations will be based on student performance New Teacher Evaluation Criteria

7. Directions  Using only 6 words  Describe your all- time favorite book or magazine…

9. Literacy Reading Writing ListeningSpeakingObserving

10. “LITERACY IS…the ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in society as a whole.”

11.  The ability to interpret graphics and visuals  The ability to speak properly in multiple situations and communicate ideas effectively  The ability to comprehend what is heard  The ability to navigate through a technological world  The ability to write effectively in multiple genres

12. Literacy in the 21 st Century “Literacy in the 21 st Century will mean the ability to find information, decode it, critically evaluate it, organize it into personal digital libraries, and find meaningful ways to share it with others. Information is raw material — students will need to learn to build with it.” From: The World is Flat by Thomas Friedman

13. According to UNICEF, "Nearly a billion people will enter the 21st century unable to read a book or sign their names and two thirds of them are women."

14. Reading Statistics Total percent of U.S. population that has specific reading disorders15% Total percentage of American adults who can’t understand the labels on their prescriptions46% Total percent of young people who claim they read more than 10 books a year56% Total percentage of U.S. adults who are unable to read an 8th grade level book50% Total amount of words read annually by a person who reads 15 minutes a day1 million Total percent of U.S. high school graduates who will never read a book after high school33% Total percentage of college students who will never read another book after they graduate42% Total percentage of adults that have not been in a book store in the past 5 years70% Total percentage of books started that aren’t read to completion57% Total percent of U.S. students that are dyslexic15% Total percentage of NASA employees that are dyslexic They are deliberately sought after because they have superb problem solving skills and excellent 3D and spatial awareness. 50% http://www.readfaster.com/education_stats.asp#readingstatistics Research Date: 4.28.2013

15. Literacy Statistics and Juvenile Court  85 percent of all juveniles who interface with the juvenile court system are functionally illiterate.  Penal institution records show that inmates have a 16% chance of returning to prison if they receive literacy help, as opposed to 70% who receive no help. This equates to taxpayer costs of $25,000 per year per inmate and nearly double that amount for juvenile offenders.  Illiteracy and crime are closely related. The Department of Justice states, "The link between academic failure and delinquency, violence, and crime is welded to reading failure." Over 70% of inmates in America's prisons cannot read above a fourth grade level. http://www.begintoread.com/research/literacystatistics.html

17. According to a study conducted in late April by the U.S. Department of Education and the National Institute of Literacy, 32 million adults in the U.S. can't read. That's 14 percent of the population. 21 percent of adults in the U.S. read below a 5th grade level, and 19 percent of high school graduates can't read. http://www.huffingtonpost.com/2013/09/06/illiteracy-rate_n_3880355.html

18. Many of the USA ills are directly related to illiteracy.  Literacy is learned. Illiteracy is passed along by parents who cannot read or write.  One child in four grows up not knowing how to read.  53% of 4th graders admitted to reading recreationally “almost every day,” while only 20% of 8th graders could say the same.  3 out of 4 food stamp recipients perform in the lowest 2 literacy levels  75% of Americans who receive food stamps perform at the lowest 2 levels of literacy, and 90% of high school dropouts are on welfare.  16 to 19 year old girls at the poverty level and below, with below average skills, are 6 times more likely to have out-of-wedlock children than their reading counterparts.  Low literary costs $73 million per year in terms of direct health care costs. http://www.begintoread.com/research/literacystatistics.html

23. Listen my children and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy- five; Hardly a man is now alive Who remembers that famous day and year. Attendite me et audite filii Media autem nocte Paulus, de odio, de colis, In decimo mensis Aprilis septuaginta quinque; Quod vix aliquis hodie vivunt Annus dies, et qui illam. Move to Reveal Answer

24. What are Academic Literacy Demands? Across all content areas students should be able to… – Read – Write – Listen/view – Discuss/present – Think critically and creatively – Use language and vocabulary to read and comprehend text to support the learning of content

25. 30 Million Word Gap A recent study included 42 families and when completed included 2 ½ years or more of sequential monthly hour-long observations. Socioeconomic Breakdown of the families: 13 Upper SES 10 Middle SES 13 Lower SES 6 Welfare SES (Betty Hart & Todd Risely, American Educator, Spring 2003)

26. 30 Million Word Gap Findings: 86-98% of the words recorded in each child’s vocabulary consisted of words also recorded in their parents’ vocabularies. (American Educator, Spring 2003)

27. 30 Million Word Gap Findings: 3 year old children from the families on welfare not only had smaller vocabularies than did children of the same age in professional families, but they were also adding words more slowly. (American Educator, Spring 2003)

28. 30 Million Word Gap Findings: In four years, an average child in a professional family would accumulate experience with almost 45 million words, an average child in a working-class family 26 million words, and an average child in a welfare family 13 million words. (American Educator, Spring 2003)

29. Dr. Kimberly Tyson www.learningunlimitedllc.com Effective vocabulary instruction across grade levels and content areas is key. With the increased emphasis on nonfiction and informational text as part of the Common Core ELA & Literacy Standards, vocabulary instruction will be key to supporting student success with these texts.

30. Types of Formative Assessment

31. Article of the Week A common core literacy gold mine!

32. Why Use Article Of Week ? As a direct result of living impoverished lives (poverty means so much more than just not having enough money. Poverty means LACK and WANT throughout) our students can’t make connections between literature and real world events. We want to open as many doors as possible for them, allowing them to peer in and realize there are lots of interesting things happening every day, and, whether they directly impact us or not, they do matter.

33. Vocabulary Encounters Since most of our students live in severe poverty they have extreme lack in vocabulary development. Annotate for vocabulary issues:  Level 1 – Words the student has never heard before & never knew existed  Level 2 – the student has heard the word, but likely could not use it correctly.  Level 3 – The student has heard the word and COULD probably use it, but needs some support  Level 4 – The student knows and uses the word with no problem.

34. Where to get good articles? www.newsela.com Requires registration (free) but there is also a paid version. Allows the teacher to adjust the lexile level of the article being read, so that the article can be leveled for the needs of the students. A great resource for SPL. https://newsela.com/

35. Another source www.theweek.com A news site with fairly short articles – summarized from reputable sources. One of my favorite pieces of this web site is 10 THINGS YOU NEED TO KNOW TODAY which features up to the minute current events

36. Vocabulary Coding Patient Cloak Roamed Flimsy Vast Occasion Observed Strict Gleam Revolution Fascinated Envied Curious Formal

37. Vocabulary Coding Each student does their own assessment of the words in the story / article.

38. Vocabulary Coding Use Post It notes to create a visual representation.

39. Key Takeaways 1.Students need multiple exposures to words to learn them well. 2.Direct vocabulary instruction must be part of a balanced literacy program. 3.Self-reflected independent reading is important grades K-12. 4.Your key takeaway?

40. WORD WALL OEPA wants to see this in EVERY classroom in Logan County, regardless of course content. There is so much research backing that a word wall, when used properly, is one of the very best tools for increasing vocabulary.

41. 5 Steps to Rockin’ Word Walls STEP 1 Create the Word Wall with your students. Dr. Kimberly Tyson www.learningunlimitedllc.comwww.learningunlimitedllc.com

42. 5 Steps to Rockin’ Word Walls STEP 2 Display the Word Wall YOUR way. Dr. Kimberly Tyson www.learningunlimitedllc.comwww.learningunlimitedllc.com

43. 5 Steps to Rockin’ Word Walls STEP 2

44. 5 Steps to Rockin’ Word Walls STEP 2

45. 5 Steps to Rockin’ Word Walls STEP 2

46. 5 Steps to Rockin’ Word Walls Step 3 CHANGE your Word Wall. Dr. Kimberly Tyson www.learningunlimitedllc.comwww.learningunlimitedllc.com

47. 5 Steps to Rockin’ Word Walls Step 4 Add images to accompany the words. Dr. Kimberly Tyson www.learningunlimitedllc.comwww.learningunlimitedllc.com

48. 5 Steps to Rockin’ Word Walls Step 5 Review & Play Games to reinforce. Dr. Kimberly Tyson www.learningunlimitedllc.comwww.learningunlimitedllc.com

49. Bio Poem First name Four traits that describe the person Relative of Lover of Who feels Who needs Who fears Who would like to see Resident of Last name.

50. Bio Poem Abraham Honest, tall, determined, brave Relative of Mary, William, Tad, Robert and Edward Lover of the Union Who feels great burden Who needs the support of the people Who fears a nation divided Who would like to see peace and equality Resident of Illinois Lincoln First name Four traits that describe the person Relative of Lover of Who feels Who needs Who fears Who would like to see Resident of Last name.

51. Paraphrase Retell a sentence or idea in your own words  Often makes the message clearer  Does not change the meaning  Be careful not to plagiarize! http://www.brainpop.com/english/writing/paraphrasing/preview.weml

52. Summarize According to the WVDE website: Summarization is the restating of the main ideas of the text in as few words as possible. It can be done in writing, orally, through drama, through art and music, in groups and individually. There is extensive research that shows that summarization is among the top nine most effective teaching strategies in the history of education (Marzano, Pickering, and Pollock, 2001). Teachers who start a lesson by summarizing the big points in the day's lesson and end by having students summarize their learning see gains in the retention of the material.

53. SomebodyWantedButSoThen

54. Insert play-doh video http://www.wingclips.com/movie- clips/how-do-you-know/play-doh- story http://www.wingclips.com/movie- clips/how-do-you-know/play-doh- story

55. The History of Play-Doh SOMEBODY: A man named Joe McFicker WANTED: to make money from his gooey invention BUT: his product was no longer needed for removing soot because heating systems improved SO: his sister-in-law, a nursery school teacher, suggested he market the product to children THEN: he added color to his creation and named the product Play-Doh

56. GIST Strategy

57. Insert fun slide on Child migration Clip

58. 1. Divide the reading material into five segments (could be more or less). 2. If needed, make five copies of each segment to be read. 3. Divide students into groups of five. Give group one a segment to read, give group two a different segment, and so forth. 4. Give each group a specific location in which to congregate. 5. Distribute the piece of material you want each group to read. 6. Instruct them to read the material carefully, taking notes. 7. When all members of a group have finished, they should go around the group, and each member contributes what he/she thinks the most important points are. Then group members discuss the material until all members are confident of their mastery for the piece. 8. Re-form groups so that one person from each of the original groups is in each new group. (Make sure that all segments of the reading are represented in each group.) 9. Each member of the new group “teaches ” the material from his/her reading segment. Jigsaw

59. $2 summary-each word is worth 10 cents One sentence summary (one key point) One paragraph summary (three key points) Don’t Look Back Refine & Reduce Storyboard 3-2-1 Exit slip (Closing and Reflection) Other quick summarization strategies:

60. Summative Assessment

61. Research Writing There are numerous formats to use when demonstrating learning Mathematics: Argumentation Sample Structured Writing Guide Write Your Own Problem Social Studies: Process Writing

62. Essay Writing Persuasive Civic Writing Research Reports Using Narrative to Demonstrate Knowledge Science: Argumentation Informational Writing Investigation Report I-Search Paper Journalistic Reporting

63. Narrative Writing Research Report English Language Arts: Informational Text I-Search Paper Journalistic Writing Multi-Genre Paper Narrative Writing Poetry Research Report Argumentation (Toulmin’s Model)

64. Informational Informational writing may be used: To inform To provide ideas, facts, and principles related to the physical, biological, or social world To provide an account related to an historical event or the life of an individual To persuade To report To offer learning opportunities in note taking, public speaking, and data collection

65. Examples of informational writing Research Reports (MLA-English and Humanities; APA-Education, Social Sciences, Natural & Health Sciences) Procedurally or sequentially ordered texts Persuasive texts Reference materials Journalistic texts Autobiographical/biographical narratives Various newspaper and magazine pieces

66. Argumentation An argument involves the process of establishing a claim and then proving it with the use of logical reasoning, examples, and research. The argument guides an audience through the writer’s reasoning process, offers a clear explanation of each point argued, and demonstrates credibility of the writer. This model also coincides with expectations for college writing.

67. Examples of argumentative writing The United States should close its borders. Marijuana should be legalized for medical and recreational use in the United States. Students in public schools should wear school uniforms. Animal testing for cosmetics should be stopped. Euthanasia should be the right of every citizen.

68. Summative Writing Rubrics http://wvde.state.wv.us/teach21/writi ngrubrics/

69. According to the Michigan Board of Education:  Writing promotes learning.  Integration of writing and the writing process promotes student participation, a diversity of student voices, and engages student as critical thinkers while promoting their texts as important resources and thinking tools.  Effective writing instruction integrates disciplines.  The opportunity to write in every class develops good writers.  Using writing as part of instruction can be used in every classroom.  Only by practicing the thinking and writing conventions of an academic discipline will students begin to communicate effectively within that discipline.

70. Gere (1985) distinguishes between the terms “writing across the curriculum” and “writing to learn” by the primary purpose of each. She says that the main goal of writing across the curriculum is to improve the quality of writing while the main goal of writing to learn is to use writing as a tool for thinking and learning. Scarborough (2001) explains that writing to learn is “subsumed under the larger umbrella of writing across the curriculum” (p. 3). She notes that it is of interest to secondary teachers with whom she has worked because it doesn’t have to be graded, doesn’t have to result in a finished product, can be used as a stepping-stone to more formal writing, and gives students a chance to interact with content material in order to gain understanding.

71. A writing to demonstrate knowledge assignment is one that teachers employ when they assign reports, essays, and persuasive writing, and creative or expressive writing, as well as research papers. When writing to demonstrate knowledge, students show what they have learned by synthesizing information and explaining their understanding of concepts and ideas. Students write for an audience with a specific purpose. Products may apply knowledge in new ways or use academic structures for research and/or formal writing.

72. There are numerous formats to use when demonstrating learning Mathematics:  Argumentation  Sample Structured Writing Guide  Write Your Own Problem Social Studies:  Process Writing

73.  Essay Writing  Persuasive Civic Writing  Research Reports  Using Narrative to Demonstrate Knowledge Science:  Argumentation  Informational Writing  Investigation Report  I-Search Paper  Journalistic Reporting

74.  Narrative Writing  Research Report English Language Arts:  Informational Text  I-Search Paper  Journalistic Writing  Multi-Genre Paper  Narrative Writing  Research Report  Argumentation

75. Informational writing may be used:  To inform  To provide ideas, facts, and principles related to the physical, biological, or social world  To provide an account related to an historical event or the life of an individual  To persuade  To report  To offer learning opportunities in note taking, public speaking, and data collection

76.  Research Reports (MLA-English and Humanities; APA-Education, Social Sciences, Natural & Health Sciences)  Procedurally or sequentially ordered texts  Persuasive texts  Reference materials  Journalistic texts  Autobiographical/biographical narratives  Various newspaper and magazine pieces

77. An argument involves the process of establishing a claim and then proving it with the use of logical reasoning, examples, and research. The argument guides an audience through the writer’s reasoning process, offers a clear explanation of each point argued, and demonstrates credibility of the writer. This model also coincides with expectations for college writing.

78.  The United States should close its borders.  Marijuana should be legalized for medical and recreational use in the United States.  Students in public schools should wear school uniforms.  Animal testing for cosmetics should be stopped.  Euthanasia should be the right of every citizen.

79. It is important to help students understand what is meant by “plagiarism,” how they can avoid it, and why it matters. In brief, “plagiarism” refers to presenting someone else’s work as one’s own. It may involve failure to cite sources, intentional misrepresentation of work, or careless paraphrasing. Dornan, Rosen, and Wilson (2003) indicate that “Students often resort to plagiarism when they are forced to read and write about material they cannot fully understand, when they are short of time, and when they feel that most of the paper’s points are awarded for following instructions than for content” (pp. 145-146). They suggest that teachers can help discourage plagiarism by doing the following: helping students understand the concept of intellectual property rights making sure that students are given resources to help them dig deep into understanding their topics requiring students occasionally to talk about or submit drafts of the works in progress giving students practice paraphrasing and summarizing requiring students to photocopy all sources.

80. Several internet resources can assist teachers as they deal with issues of plagiarism. Helpful information about plagiarizing and paraphrasing can be found at the Purdue Online Writing Lab at http://owl.english.purdue.edu/handouts/researc h/r_plagiar.htmlhttp://owl.english.purdue.edu/handouts/researc h/r_plagiar.html. Also, resources such as Turnitin.com allow teachers to submit excerpts from papers to check for evidence of plagiarism by running the excerpt against information available on the web.

81. In general, teachers are most likely to be able to spot plagiarism when they are very familiar with their students’ writing. Some of the following may indicate the possibility of plagiarism: syntax that is too sophisticated for the writer, individual reference citations which use different formats, vocabulary students usually don’t use, and essays which are missing some of the specific criteria given in the assignment.

82. Questions? Comments?