Exploring Literacy in Ohio’s New Learning Standards Shantelle Hill July 2013

Session Objective To develop an understanding of the Literacy Standards as found in the Common Core State Standards for ELA

Something to think about… Imagine that you are being interviewed for a teaching position, and the administrator interviewing you asks you to define the word literacy. Your response would be…

Something more to think about… As a follow-up question, the interviewer asks you to define literacy as it applies to the subject you will be teaching. What would literacy look like in your classroom? Your response would be…

How is Literacy Defined? “Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts.” -United Nations Educational, Scientific & Cultural Organization

What are the Literacy Standards? The cross curricular skills needed to prepare students to be college and career ready Standards for reading and writing in –Science –Social Studies –History –Other Technical Subjects*

What does “Other Technical Subjects” mean? A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subjects; a technical aspect of a wider field of study, such as art or music. (CCSS Glossary)

Who is responsible for teaching the Literacy Standards? “Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenge of reading, writing, speaking, listening, and language in their respective fields.” (Introduction to CCSS, p.3)

Why not grades K – 5? The Literacy Standards are predicated on the assumption that K-5 teachers already teach reading and writing across content areas.

Where are the Literacy Standards located?

Reading Standards for Literacy in History/Social Studies 6-8 Standards What knowledge or skills will students need in order to master this standard? How will this standard change my instruction? What does this standard look like in practice? Key Ideas and Details RH Cite specific textual evidence to support analysis of primary and secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

How do I approach these standards in my content area? 12

1 Building knowledge through content-rich nonfiction

What does it mean for students? Students must be able to: –Engage in the reading of the texts that are the sources of knowledge and communication in their field Textbooks Speeches Essays Literary Criticisms

What does it mean for instruction? Teachers must be able to: –Choose and present content that is thought- provoking and requiring an in depth study –Create a balance of instruction of literary texts and informational texts

Why? Makes up the vast majority of required reading in college/workplace Supports students learning how to read different types of informational text Rich texts requires students to think critically

Integrate units: literature & informational text Be strategic when choosing textUtilize strategies for teaching informational text How?

2 Reading, writing and speaking grounded in evidence from text, both literary and informational

What does it mean for students and instruction? Students must be able to: –Analyze and synthesize text –Present careful analysis, well- defended claims, and clear information orally and in writing

What does it mean for students and instruction? Teachers must be able to: –Create text-dependent writing prompts that require students to rely primarily on the text to support their arguments/responses –Place an emphasis on writing that marshals arguments –Increase the opportunities for research

Why? Most college and workplace writing requires evidence. Being able to locate and deploy evidence are hallmarks of strong readers and writers Promotes a balance of literary and informational text in ELA classrooms

Shift Two: How?

What do text dependent questions look like in grade 3? Text DependentNon-Text Dependent Ask and answer questions regarding the plot of Patricia MacLachlan’s, Sarah, Plain and Tall, explicitly referring to the book to form the basis for their answers. [RL.3.1] One of the themes in the book, Sarah, Plain and Tall is loss. Write about a time when you or someone you know experienced the loss of a loved one.

What do text dependent questions look like in grades 9-10? Text DependentNon-Text Dependent Analyze in detail the theme of relationships between mothers and daughters and how that theme develops over the course of Amy Tan’s The Joy Luck Club. Explore the ways that both Chinese and American superstitions drive thoughts and choices. Does superstition help generations connect, or does it separate them?

3 Regular practice with complex text and its academic language

What does this mean for students and instruction? Students must be able to: –Read and comprehend complex text independently and proficiently –Build an extensive vocabulary by reading, writing, and engaging in purposeful conversation around complex texts

What does this mean for students and instruction? Teachers must be able to: –Create meaningful opportunities that support the close reading of multifaceted texts

Features of Complex Text Multiple and/or subtle themes and purposes Unfamiliar settings, topics or events Complex sentences

Features of Complex Text Uncommon vocabulary Longer paragraphs Any text structure which is less narrative and/or mixes structures

ELA/Literacy shifts Why is this shift essential for student success? OpportunitiesChallenges How does this shift impact your instruction? 1. Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language

Standards into Practice While viewing the video, reflect on one of the following: 1.What did you see in the video that reinforces what you currently do to support literacy in your classroom? 2.What new concept did you see that you can implement to further support literacy in your classroom?

Four Big Ideas 1.Literacy is a shared responsibility. 2.Students must read complex texts independently and proficiently in every discipline. 3.Students must write argumentative and explanatory pieces in every discipline. 4.Whenever possible, allow students the opportunity to talk about the text.

Next Steps Engage students in complex text Create meaningful opportunities that build students’ speaking and listening skills

Next Steps Increase the quantity and quality of writing in all contents Begin to dig into the shifts and the standards

education.ohio.gov Shantelle Hill Office of Curriculum and Assessment

Social ohio-department-of-education Ohio Families and Education Ohio Teachers’ Homeroom OhioEdDept storify.com/ohioEdDept