Common Core State Standards Professional Learning Module Series

Common Core State Standards Professional Learning Module Series
Content Literacy for Technical Subjects Unit 3 Talking Points: Welcome to the “Content Literacy for Technical Subjects”, a part of the Common Core State Standards for California Educators Professional Learning Module series, Unit 3 Norms: Please turn off cell phones or put in silent mode, and refrain from texting. Supplies: On your tables you will find: Pens and pencils, highlighters, Post-it Notes, chart paper, markers Let’s get started! Facilitator Notes: In addition to the Participant Packets, you should also have table copies of: (if single subject or CTE teachers, they should have copies of the standards specific to their disciplines) CA Visual and Performing Arts Framework, 2004 Before beginning this unit, download, print, read, and highlight the standards for your participants’ grade bands from the Reading Standards for Literacy in Science, and Technical Subjects 6–12 located on pages and the CCR Anchor Standards for Reading on page 74 of California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects.

Building Content Literacy in the Technical Subjects: 6 – 12 Reading
Welcome to Unit 3 Building Content Literacy in the Technical Subjects: 6 – 12 Reading Welcome to Unit 3 Talking Points: Welcome to Unit 3 - Building Content Literacy in the Technical Subjects: 6-12 Reading This unit focuses on understanding the standards that support building content literacy within technical subjects through reading grades 6–12. | California Department of Education

LEARNING OBJECTIVES FOR UNIT 3
Examine the CCR Anchor Standards for Reading to understand how they define the literacy expectations for students entering college and careers, and provide the foundation for the Reading Standards for Literacy in Science and Technical Subjects 6–12. Understand the organizational structure, content, and intent of the Reading Standards for Literacy in Science and Technical Subjects 6–12. Understand that reading “texts” within the technical disciplines often goes beyond the written word. Explore teachers’ ideas of incorporating the Reading Standards for Literacy in Science and Technical Subjects 6–12 into lesson plans. Develop an action plan for incorporating the Reading Standards for Literacy in Science and Technical Subjects 6–12 in your content curriculum. Learning Objectives for Unit 3 Talking Points: Throughout and upon completion of Unit 3, you will – review bullets from the slide. For additional information about subject-specific content standards and frameworks, visit the California Department of Education (CDE) Standards and Frameworks Web page. | California Department of Education

College and Career Anchor Standards for Reading
Define the literacy expectations for students entering college and careers Provide the foundation for the CA CCSS for ELA/Literacy CC Anchor Standards for Reading Talking Points: The CC Anchor Standards are the common broad standards to which the specific grade and subject standards relate. As stated earlier in the module, the College and Career Readiness (CCR) Anchor Standards define the literacy expectations for students entering college and careers. Refer to statements on slide to set the intent and purpose of the CCR Anchor Standards. | California Department of Education

College and Career Readiness Anchor Standards for Reading
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCR ELA - Literacy Anchor Standards Reading (2 slides – 5 standards per slide) Talking Points: The intent of the Reading Standards for Literacy in Science and Technical Subjects 6–12 is to develop and support literacy in the content areas, and prepare students for college and career. Students mastering these standards will be able to demonstrate their understanding of the subjects and be proficient in writing for specific disciplines. There are 10 CA CCSS Reading Standards for Literacy in Science and technical Subjects 6-12. Using the chart in your handouts: Comparing the CCR Anchor Standards for Reading with the CA CCSS Reading Standards for Literacy in Science and Technical Subjects 6–12 (RST) we will explore these standards in depth. Activity At your tables (or in partners) review the chart, we are going to look at the the Reading Standards for Literacy in Science and Technical Subject 6-12, which are organized by grade bands, and the CCR Anchor Standards for Reading. Review these standards by grade-band and underline or highlight the specific language you discover on your chart. Using the chart, compare the Reading Standards for Literacy in Science and Technical Subjects 6–12 that are organized by grade band with the CCR Anchor Standards for Reading. Notice how many of the standards in this section include specific language related to technical subjects. Review these standards by grade-band and underline or highlight this specific language on your chart. Reflect on your curriculum and consider the different types of texts students read in their technical courses. Allow time, 10 to 15 minutes for the comparison activity. Group share out, ask tables or partners to share what they noticed in doing the side by side comparison as well as for specific examples from their technical subject. (Depending on the size of the group and the amount of time for the session, the facilitator may wish to assign a specific grade band to each table) | California Department of Education

College and Career Readiness Anchor Standards for Reading
CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. See slide 5 for Talking Points. | California Department of Education

Reading Many Types of Texts in Technical Subjects
Reading in the technical subjects requires students to read both literal English language texts, as well as, complex discipline-specific texts that contain unique symbol systems, syntax, and visual representations. This type of reading is specified in the CCR Anchor Standards: CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Reading Many Types of Texts in Technical Subjects Talking Points: Reading many types of texts is crucial to building knowledge in technical subjects. Students of technical subjects must critically read various text types including: the written word; discipline-specific language; notations; and symbol systems. Review bullet point on slide about complex discipline-specific texts. Examples of “texts” in the technical subjects include: a painting; the field conditions in agriculture; a dance; road conditions; a theatre production; and viscosity of engine oil. Review rest of slide, pointing out CCRA.R.7 – standard on slide. Question to group: What are some examples of discipline specific “texts” students must be able to read in your technical subject? If you wish to learn more about this approach, David Coleman discusses the close study of primary documents in his Literacy in Other Disciplines video. | California Department of Education

Reading Standard 1: Evidence, Inferences and Conclusions
Talking Points: CCR Anchor Reading Standard 1 is aligned with Reading Standard 1 for Literacy in Science, and Technical Subjects. CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Take a moment to read the chart on the slide. Questions for Discussion: How does Reading Standard 1 expand and build across the grade bands? How do the grade level standards relate to the CCR Anchor Standard for Reading 1? | California Department of Education

Reading Evidence and Text-Dependent Questions
What are text dependent questions? What do good text dependent questions typically ask students to do? Link to: Complete Guide to Creating Text-Dependent Questions, Reading Evidence and Text Dependent Questions Talking Points: Guiding students to read closely, draw inferences from text, and cite textual evidence to support conclusions requires well-crafted text-dependent questions. These text-dependent questions direct students to return to their text to provide evidence for their answers. Such text-dependent questions can guide students to address the other Reading Standards including Standard 2 regarding summarizing central ideas, Standard 4 about determining academic vocabulary, or Standard 6 related to understanding the author’s purpose. Similarly, citing textual evidence helps prepare students for many of the Writing and Speaking and Listening Standards. Student Achievement Partners has web-based resources to help teachers develop text-dependent questions. Take a few minutes to read the “Complete Guide to Creating Text-Dependent Questions” handout from their webpage. (Handout 3_2_1 TextDependentQuestions Complete Guide.pdf) Engage participants in the questions on the slide. Review the steps in the handout for process of generating a set of text dependent questions. For more information about the importance of evidence in the Reading and Writing Standards, watch the Secondary Literacy Partnership's "An Introduction to Reading and Writing, Common Core Style" Webinar beginning at minute 51:00 which demonstrates how Reading Standard 1 and Writing Standard 1 (writing arguments) both focus on the importance of evidence in reading. Additional resources and extension activity: Text-Dependent Questions: Using Evidence" Web page provides tools to help teachers develop text-dependent questions Watch the "Getting Ready to Write: Citing Textual Evidence" video to see how a teacher guides her students in citing textual evidence directly from a document on child labor. Concurrently, pay particular attention to the other Reading and Writing Standards that the lesson addresses. Handout: Getting Ready to Write: Citing Textual Evidence | California Department of Education

Generating Lesson Ideas in Technical Subjects, Standard 1
Review sample ideas Develop an action plan for Standard 1 Generating Lesson Ideas in Technical Subjects, Standard 1 Talking Points: There are many ways to design instruction to develop reading skills and provide multiple opportunities for students to foster reading competencies within the technical subjects. Lets take a look at a few ideas teachers in the technical subjects are thinking about. Pass out handouts 3_2_2 – either a full set to each person, or one set for pairs. Handouts 3_2_2: Grade 6, Dance, Artistic Perception, 1.5 High School Proficient Dance Standard, Aesthetic Valuing, 4.1 High School Advanced Dance Standard, Historical and Cultural Context, 3.1 Career Technical 9-12: Industry Sector: Business and Finance Pathway B: Financial Services, 1.2, 4.1, 9.7 Take a look at your handouts and read the ideas presented, consider how you would modify the instruction to fit your subject. Allow time for reading of samples and discussion. Pass out a blank action plan template to each person and handout 3_2_3. Now you have an opportunity to create a lesson idea related to Standard 1 for your classroom. Directions for Completing the Action Plan for Reading (allow 20 to 30 minutes) Review the content standards for one or more of your courses and read the corresponding CCSS grade band for Reading Standard 1. To improve students’ reading skills within your content area course, choose a content standard, or group of standards, in which you can develop students’ abilities to cite evidence to support conclusions as described in CCSS Reading Standard 1. Identify what you want the students to learn and the standards you will be addressing and list them on the Action Plan. Next, view the document, “What is Formative Assessment?” ( Handout 3_2_3) as a guide to complete the next step, Assessment Tools. Determine a formative assessment that will provide insight and feedback to both the students and the teacher on the students’ progress in meeting both the content expectations and the literacy expectations of the two standards. Note the formative assessment idea in the Action Plan Template. Then choose learning activities that will help students attain the identified standards. The activities could be from a lesson you have your students do now that could be expanded to address evidence, or they could be for a new lesson. You may wish to have some of the participants share out their ideas or share in small groups. | California Department of Education

Reading Standard 2: Central Ideas and Summarizing
Talking Points: CCR Anchor Reading Standard 2 is aligned with Reading Standard 2 for Literacy in Science, and Technical Subjects. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Take a moment to read the chart on the slide. Questions for Discussion: How do these standards expand and build on one another across the grade bands? | California Department of Education

Finding Central Ideas: Thinking Notes
Thinking Notes: A Strategy to Encourage Close Reading [video] Thinking Notes Video Talking Points: Lets take a few minutes to watch the following video to see how one teacher uses a strategy called "Thinking Notes" to help students engage in close reading, note their observations, and identify the central ideas of a text with his students. Play video. Question for discussion: Consider a text that you have your students read for your technical subject, how would you introduce Thinking Notes with your class? | California Department of Education

Review sample ideas Develop an action plan for Standard 2 Generating Lesson Ideas in Technical Subjects, Standard 2 Talking Points: There are many ways to design instruction to develop reading skills and provide multiple opportunities for students to foster reading competencies within the technical subjects. Lets take a look at a few ideas teachers in the technical subjects are thinking about. Pass out handouts 3_3_2 – either a full set to each person, or one set for pairs. Handouts: Reading Standard 2 & Technical Subjects Lesson Ideas: Grade 6, Visual Arts, Aesthetic Valuing, 4.1 High School Visual Arts Proficient, Artistic Perception, 1.3 High School Visual Arts Advanced, Artistic Perception, 1.1 Career Technical 9–12: Industry Sector: Engineering and Architecture Pathway D: Environmental Engineering, D.5.0, D5.1 Take a look at your handouts and read the ideas presented, consider how you would modify the instruction to fit your subject. Allow time for reading of samples and discussion. Pass out a blank action plan template to each person and handout 3_3_3. Now you have an opportunity to create a lesson idea related to Standard 2 for your classroom. Directions for Completing the Action Plan for Reading (allow 20 to 30 minutes) Review the content standards for one or more of your courses and read the corresponding CCSS grade band for Reading Standard 2. To improve students’ reading skills within your content area course, choose a content standard, or group of standards, in which you can develop students’ abilities to cite evidence to support conclusions as described in CCSS Reading Standard 1. Identify what you want the students to learn and the standards you will be addressing and list them on the Action Plan. Next, review the document, “What is Formative Assessment?” ( Handout 3_2_3) as a guide to complete the next step, Assessment Tools. Determine a formative assessment that will provide insight and feedback to both the students and the teacher on the students’ progress in meeting both the content expectations and the literacy expectations of the two standards. Note the formative assessment idea in the Action Plan Template. Then choose learning activities that will help students attain the identified standards. The activities could be from a lesson you have your students do now that could be expanded to address evidence, or they could be for a new lesson. You may wish to have some of the participants share out their ideas or share in small groups. | California Department of Education

Reading Standard 3: Multistep Procedures
CA CCSS Reading Standards for Literacy in Science and Technical Subjects 6–12 (RST) CCR Anchor Standards for Reading Grade 6–8 Students Grade 9–12 Students Grade 11–12 Students Key Ideas and Details 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Reading Standard 3: Multistep Procedures Talking Points: The CCR Anchor Standard is aligned with Reading Standard 3 for Literacy in Science and Technical Subjects: CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Take a moment to read the chart for Standard 3 across all grade bands and the CCR Anchor Standard for Reading to understand how the standards scaffold student reading expectations within the technical subjects' content areas to prepare them for college and career. Allow time for reading. What did you notice? (ask for responses) In review, notice how the standard builds across the grade bands in increasingly complex expectations of students’ abilities to engage in procedures. The expectation of the student progresses from being able to demonstrate that they can follow the procedure, to being able to make decisions on adjustments to the procedure, to finally being able to analyze their results in following the procedure. | California Department of Education

Review sample ideas Develop an action plan for Standard 3 Generating Lesson Ideas in Technical Subjects, Standard 3 Talking Points: There are many ways to design instruction to develop reading skills and provide multiple opportunities for students to foster reading competencies within the technical subjects. Lets take a look at a few ideas teachers in the technical subjects are thinking about. Pass out handouts 3_4_1 – either a full set to each person, or one set for pairs. Handouts: CCR Reading Standard 3 & Technical Subjects Lesson Ideas: Grade 7, Visual Arts, Creative Expression, 2.6 High School Proficient, Theatre, Creative Expression, 2.1 High School Advanced, Theatre, Historical and Cultural Context, 3.1 Technical Subject: World Languages, Gr. 11–12, Content, Stage 3, 3.0 Take a look at your handouts and read the ideas presented, consider how you would modify the instruction to fit your subject. Allow time for reading of samples and discussion. Pass out a blank action plan template to each person and handout 3_4_2. Now you have an opportunity to create a lesson idea related to Standard 3 for your classroom. Action Plan Template for Reading Sample Action Plan for Reading Directions for Completing the Action Plan for Reading Review the content standards for one or more of your courses and read the corresponding CCSS grade band for Reading Standard 3. To improve students’ reading skills within your content area course, choose a content standard, or group of standards, in which you can develop students’ abilities to cite evidence to support conclusions as described in CCSS Reading Standard 3. Identify what you want the students to learn and the standards you will be addressing and list them on the Action Plan. Next, view the document, “What is Formative Assessment?” as a guide to complete the next step, Assessment Tools. Determine a formative assessment that will provide insight and feedback to both the students and the teacher on the students’ progress in meeting both the content expectations and the literacy expectations of the two standards. Note the formative assessment idea in the Action Plan Template. Then choose learning activities that will help students attain the identified standards. The activities could be from a lesson you have your students do now that could be expanded to address evidence, or they could be for a new lesson. You may wish the participants to share out their ideas and plans as a whole or in small groups. | California Department of Education

CCR Anchor Standards, Reading 4, 5, & 6
CA CCSS Reading Standards for Literacy in Science and Technical Subjects 6–12 (RST) CCR Anchor Standards for Reading Grade 6–8 Students Grade 9–12 Students Grade 11–12 Students Key Ideas and Details 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 6–8 texts and topics. 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 9–10 texts and topics. 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 texts and topics. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCR Anchor Reading Standards 4,5, & 6: Multistep Procedures (3 slides, 4, 5, 6 of charts follow) Talking Points: The CCR Anchor Standard is aligned with Reading Standards 4, 5, and 6 for Literacy in Science and Technical Subjects CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. Take a moment to read the charts for Standards 4, 5, & 6 across all grade bands and the CCR Anchor Standard for Reading to understand how the standards scaffold student reading expectations within the technical subjects' content areas to prepare them for college and career. Allow time for reading the multiple slide What did you notice? In review: Reading Standards 4, 5, and 6 are grouped together into the sub-strand of Craft and Structure, which supports students’ abilities in understanding how word choices, text structure, and the authors’ purposes influence the meaning of the text. Students are asked to interpret words or phrases in their text to determine domain-specific meanings. Students are also expected to analyze how text structure, organization, and relationships among ideas influence the understanding of the text. Additionally, students are asked to analyze the author’s purpose for the explanation, description, or experiment. | California Department of Education

See slide 16 for Talking Points | California Department of Education

CA CCSS Reading Standards for Literacy in Science and Technical Subjects 6–12 (RST) CCR Anchor Standards for Reading Grade 6–8 Students Grade 9–12 Students Grade 11–12 Students Key Ideas and Details 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. 6. Assess how point of view or purpose shapes the content and style of a text. See slide 16 for Talking Points | California Department of Education

Reflecting on Standards 4, 5, & 6
What domain-specific words and phrases are essential to your technical subject? How do you support students in determining the meaning of domain-specific symbols when found in technical contexts? What are some ways you have helped students understand and analyze text structures for your technical subject? Reflecting on Standards 4, 5, & 6 Talking Points: Lets take a few minutes to think about standards 4, 5, and 6. Read questions on slide. Allow think time. Ask for share out of first thoughts on the three standards, depending on size of group either by pairs or from volunteer pairs. Ask follow up questions and draw connections to other aspects of the Common Core. | California Department of Education

Discipline-Specific Vocabulary
Modern Dance: Three-Dimensional Vocabulary [video] Discipline-Specific Vocabulary (Video) Talking Points As described in Reading Standard 4, developing discipline-specific vocabulary is important for building students' content knowledge and reading abilities in the technical subjects. Let’s watch the "Modern Dance: Three Dimensional Vocabulary" video beginning (from minute 4:33) to see how a dance teacher helps students develop discipline-specific vocabulary. After watching the video, discuss these questions: How does the teacher help students develop discipline-specific vocabulary? How can you modify these activities to address vocabulary in your technical subject? Now let’s explore a bit more about analyzing the author’s purpose as it relates to Reaching Standard 6. | California Department of Education

Analyzing the Author's Purpose
Supporting students in determining the author’s purpose in a variety of texts Analyzing the Author’s Purpose Talking Points: Reading Standard 6 calls on students in the technical subjects to be able to analyze the author’s purpose in texts they read. Remember in the technical subjects, texts include and go beyond the literal written text. Let’s take a few minutes to read The Internet Academy’s Thinking Critically handout. Thinking Critically provides a helpful explanation and lesson that explains how to determine the author’s purpose. The first page offers questions and tips, and each of the following pages provides an example text and activities to help students consider the purpose. Allow time for reading. How might you apply these suggestions with your students? Call on respondents. Now, let’s explore another resource from the University of North Carolina at Chapel Hill. Determining the Author's Purpose: Analyzing a Recruitment Video” in which students analyze the author’s purpose in a video. Notice how by analyzing a video, students are also addressing another reading standard: CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | California Department of Education

Generating Lesson Ideas in Technical Subjects, Standards 4, 5, & 6
Review sample ideas Develop an action plan for Standards 4, 5, & 6 Generating Lesson Ideas in Technical Subjects, Standards 4, 5, & 6 Talking Points: There are many ways to design instruction to develop reading skills and provide multiple opportunities for students to foster reading competencies within the technical subjects. Lets take a look at a few ideas teachers in the technical subjects are thinking about. Pass out handouts 3_5_4 (s4, s5,s6) – either a full set to each person, or one set for pairs or small groups. Handouts: CCR Reading Standard 4 & Technical Subjects Lesson Ideas: Grade 6, Music, Artistic Perception, 1.2 High School Proficient, Music, Artistic Perception, 1.1 High School Advanced, Music, Artistic Perception, 1.1 CCR Reading Standard 5 & Technical Subjects Lesson Ideas: Grade 7, Theatre, Artistic Perception, 1.2 High School Proficient, Theatre, Historical and Cultural Context, 3.2 High School Advanced, Theatre, Artistic Perception, 1.3 Career Technical 9–12: Industry Sector: Transportation Pathway A: Operations A3.0 & A3.3 CCR Reading Standard 6 & Technical Subjects Lesson Ideas: Grade 7, Visual Arts, Artistic Perception, 1.1 High School Proficient, Visual Arts, Artistic Perception, 1.3 High School Advanced, Visual Arts, Aesthetic Valuing, 4.2 Career Technical 9–12: Industry Sector: Education, Child Development and Family Services Pathway A: Child Development, A6.0 & A6.1 You now have an opportunity to complete an Action Plan Template for Reading Standards 4, 5, and 6. If you already began an action plan, you may add to the same file or you may use the Action Plan Template and the Sample Action Plan to help guide your work. Handouts: Action Plan Template for Reading 4, 5, & 6 Action Plan Template for Reading Directions for Completing the Action Plan for Reading Review the content standards for one or more of your courses and read the corresponding CCSS grade band for Reading Standards 4, 5, & 6. To improve students’ reading skills within your content area course, choose a content standard, or group of standards, in which you can develop students’ abilities to cite evidence to support conclusions as described in CCSS Reading Standards 4, 5, & 6. Identify what you want the students to learn and the standards you will be addressing and list them on the Action Plan. Next, view the document, “What is Formative Assessment?” as a guide to complete the next step, Assessment Tools. Determine a formative assessment that will provide insight and feedback to both the students and the teacher on the students’ progress in meeting both the content expectations and the literacy expectations of the two standards. Note the formative assessment idea in the Action Plan Template. Then choose learning activities that will help students attain the identified standards. The activities could be from a lesson you have your students do now that could be expanded to address evidence, or they could be for a new lesson. You may wish the participants to share out their ideas and plans as a whole or in small groups. | California Department of Education

Reading Standards 7, 8, and 9: Integration of Knowledge and Ideas
CA CCSS Reading Standards for Literacy in Science and Technical Subjects 6–12 (RST) CCR Anchor Standards for Reading Grade 6–8 Students Grade 9–12 Students Grade 11–12 Students Key Ideas and Details 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Standards 7, 8 and 9: Integration of Knowledge and Ideas (3 slides of standards 7, 8, 9 follow, one standard per slide) Standard 7 this slide. Talking Points: The CCR Anchor Standard is aligned with Reading Standards 7, 8, and 9 for Literacy in Science and Technical Subjects: CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Reading Standards 7, 8, and 9 are grouped together into the sub-strand of the Integration of Knowledge and Ideas, which supports students’ abilities to take information from more than one source, and analyze, combine, and compare its content. By integrating the various sources, the student is better able to build knowledge and make reasoned judgments. This sub-strand supports students’ abilities to read, evaluate, and use content that is presented in diverse media and formats, find and evaluate arguments and claims made in the text, and to be able to analyze multiple texts addressing similar topics or themes. The combination of these reading competencies provides the foundation for students to engage deeply, critically and thoughtfully with multiple texts and formats. We are going to take a few minutes and read the charts of these three standards. In your reading, pay attention to how the standard scaffold student reading expectation within the technical subjects’ content areas to prep students for college and career. Allow time for reading of the 3 charts on this slide and the next 2 slides. | California Department of Education

CA CCSS Reading Standards for Literacy in Science and Technical Subjects 6–12 (RST) CCR Anchor Standards for Reading Grade 6–8 Students Grade 9–12 Students Grade 11–12 Students Key Ideas and Details 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Standard 8, see slide 23 for Talking Points | California Department of Education

CA CCSS Reading Standards for Literacy in Science and Technical Subjects 6–12 (RST) CCR Anchor Standards for Reading Grade 6–8 Students Grade 9–12 Students Grade 11–12 Students Key Ideas and Details 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standard 9, see slide 23 for Talking Points | California Department of Education

Evaluating Arguments Cuesta College presents clear guidelines to help students evaluate author's arguments for Reading Standard 8. How you can modify the materials for your technical subject? Link to Evaluating the Logic and Validity of Information: Optional Slide Evaluating Arguments You will need to access the Critically Evaluating the Logic and Validity of Information website if using this slide. Talking Points: Standard 8 asks students to evaluate author’s arguments in their reading. Cuesta College’s "Critically Evaluating the Logic and Validity of Information” is one resource that provides guidelines to help students. Lets take a few minutes to read Cuesta College's Web page and consider ways you might modify the suggestions for your technical subject? | California Department of Education

Resource University of Virginia's Writing Program's “Argument Handout" Website Link: Resource Talking Points: As you begin to support students in developing skills in analysis and evaluation, the University of Virginia’s Argument Handout is a valuable resource. The website has useful handouts that you can download and use with your students to help them analyze and evaluate author's arguments, claims, evidence, and reasoning. Suggested Activity: You may wish to divide the group into smaller groups and give one of the Argument handouts to each group to read, brainstorm ideas for their students, and then share out main points and the ideas. Handouts Multiple handouts numbered: 3_6_1 | California Department of Education

Develop an action plan for Standards 7, 8, & 9
Generating Lesson Ideas in Technical Subjects for Standards 7, 8, and 9 Review sample ideas Develop an action plan for Standards 7, 8, & 9 Lesson Ideas for Standards 7,8, & 9 Talking Points: There are many ways to design instruction to develop reading skills and provide multiple opportunities for students to foster these reading competencies within the technical subjects The following lesson ideas were created by California technical subjects teachers to demonstrate how to address Reading Standards 7, 8, and 9 in tandem with specific content standards. Select the lesson ideas that most closely relate to your grade or subject. While you read the example, consider how you will apply these concepts to your own lessons. CCR Reading Standard 7 & Technical Subjects Lesson Ideas: Grade 8, Theatre, Artistic Perception, 1.1 High School Proficient, Theatre, Creative Expression, 2.3 High School Advanced, Theatre, Creative Expression, 2.3 CCR Reading Standard 8 & Technical Subjects Lesson Ideas: Grade 6, Visual Arts, Aesthetic Valuing, 4.1 High School Proficient, Visual Arts, Aesthetic Valuing, 4.3 High School Advanced, Visual Arts, Aesthetic Valuing, 4.4 CCR Reading Standard 9 & Technical Subjects Lesson Ideas: Grade 8, Dance, Aesthetic Valuing, 4.2 Grades 9-10, Dance, Creative Expression, 2.5 Grades Advanced, Dance, Aesthetic Valuing, 4.4 You now have an opportunity to complete an Action Plan Template for Reading Standards 7, 8, and 9. Action Plan Template for Reading Sample Action Plan for Reading Directions for Completing the Action Plan for Reading Review the content standards for one or more of your courses and read the corresponding CCSS grade band for Reading Standards 7, 8, & 9. To improve students’ reading skills within your content area course, choose a content standard, or group of standards, in which you can develop students’ abilities to cite evidence to support conclusions as described in CCSS Reading Standards 7, 8, & 9. Identify what you want the students to learn and the standards you will be addressing and list them on the Action Plan. Next, view the document, “What is Formative Assessment?” as a guide to complete the next step, Assessment Tools. Determine a formative assessment that will provide insight and feedback to both the students and the teacher on the students’ progress in meeting both the content expectations and the literacy expectations of the two standards. Note the formative assessment idea in the Action Plan Template. Then choose learning activities that will help students attain the identified standards. The activities could be from a lesson you have your students do now that could be expanded to address evidence, or they could be for a new lesson. You may wish the participants to share out their ideas and plans as a whole or in small groups. | California Department of Education

Reading Standard 10: Text Complexity
CA CCSS Reading Standards for Literacy in Science and Technical Subjects 6–12 (RST) CCR Anchor Standards for Reading Grade 6–8 Students Grade 9–12 Students Grade 11–12 Students Key Ideas and Details 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. 10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. 10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently. 10. Read and comprehend complex literary and informational texts independently and proficiently. Reading Standard 10: Text Complexity Talking Points: Standard 10 is written in the same manner throughout the grade bands with the only adjustment being the difficulty of the text. This standard is asking for students to read and comprehend sufficiently complex technical texts independently. The CCR Anchor Standard is aligned with Reading Standard 10 for Literacy Science and Technical Subjects: CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. Using the chart that follows, read Standard 10 across all grade bands and the CCR Anchor Standard for Reading to understand how the standard scaffolds student reading expectations within the technical subjects' content areas to prepare them for college and career. Read question below and ask for share out or pose the question to table groups and then share out. What did you notice about this standard and the scaffolding of student expectations? You can find more information on Standard 10 and measuring text complexity, see "Measuring Text Complexity: Three Factors" and the Appendix A of the CCSS for ELA-Literacy, pages 4–10 by the Common Core State Standards Initiative. See Unit 2: The Dimensions of Text Complexity in the CCSS for ELA: Reading Informational Text Professional Learning Module for additional resources. | California Department of Education

There are three factors to use to measure the complexity of a text:
Qualitative evaluation of a text Quantitative evaluation of a text Match of the reader to the text and the task Three Factors Talking Points: When choosing texts for students, there are three factors to use in measuring the complexity of a text. Review factors written on slide. | California Department of Education

Text Exemplars and Sample Performance Tasks
In reviewing the sample texts consider these questions In what ways do you provide students, in your content area, with increasingly complex texts? How do you select these texts? How do you support all students so they become independent and proficient readers of complex texts in your content area? Optional Extension Text Exemplars and Sample Performance Tasks Appendix B of the CCSS document includes sample texts aligned to the grade-level complexity bands and is organized by content areas. Pass out Handout 3_7_1 “Appendix B: Text Exemplars and Sample Performance Tasks” of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Give participants an opportunity to read handout. Use the table of contents to find and read the sample texts for either “Drama” or “Informational Texts: Science, Mathematics, and Technical Subjects” for your grade band. Discuss questions on slide. | California Department of Education

Lesson Ideas in Technical Subjects for Standard 10
How might you apply these concepts to your own lessons? Reviewing Lesson Ideas for Standard 10 Talking Points: There are many ways to design instruction to develop reading skills and provide multiple opportunities for students to foster these reading competencies within the technical subjects The following lesson ideas were created by California technical subjects teachers to demonstrate how to address Reading Standard 10 in tandem with specific content standards. Select the lesson ideas that most closely relate to your grade or subject. While you read the examples, consider how you will apply these concepts to your own lessons. Handouts numbered 3_7_2 s10 CCR Reading Standard 10 & Technical Subjects Lesson Ideas: Grade 6,VAPA, Music, Artistic Perception, 1.4 Grades 9–12, VAPA, Music, Artistic Perception, Proficient, 1.3 Grades 9–12, VAPA, Music, Artistic Perception, Advanced, 1.3 | California Department of Education

Unit 3 Summary The organization and content of the Reading Standards for Literacy in Science and Technical Subjects 6–12 and their relationship to the CCR Anchor Standards for Reading That reading “texts” within the technical disciplines goes beyond the written word. Sample lesson ideas by technical subjects’ teachers which incorporated the Reading Standards for Literacy in Science and Technical Subjects 6–12 into their diverse technical subject courses. Unit 3 Summary Talking Points: Authentic reading in the context of technical subjects provides the student reader a real-world basis for demonstrating understanding. This “authenticity” is a catalyst for developing literacy sensibilities in the student. To be a fluent interpreter of technical subjects, readers must be able to decode the technical symbols and notation systems related to the subject and have a working understanding of the language specific to that subject. Interpretation of the language is also linked to the formats used in the specific subject areas. For example, script formats for movies differ from script formats for theatre or television. Proficient readers in technical subjects understand that, while there are terms that have similar meanings common to more than one discipline, often there are terms that seem similar, but have different definitions. Technical subject reading is exercised in various forms. Technical subject readers are exposed to text in context of the need of the subject: traditional paper-printed, Web-based, or multi-media. In review in Unit 3 we have discovered- refer to bullets on slide. | California Department of Education

Common Core State Standards Professional Learning Module Series

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