1. Literacy: Mastery Across Academic Disciplines Focus on Information Reading & Writing and Academic Vocabulary within Content Areas

2. Reading Like a Detective "Lunchroom Murder" "Slip or Trip?" Read the introduction and examine the accompanying crime scene. Answer the question posed and be able to supply evidence for your conclusions.

3. Examine Your Process As you were being the detective, what skills did you use to analyze the crime scene, answer the question and come up with your evidence? In small groups, use a circle map to brainstorm (on chart paper) your process for reading your chosen crime scene. For example, use background knowledge to make an inference.

4. “…read like a detective and write like a reporter.” Sharp detectives have to be perceptive about people and circumstances, courageous in their pursuit of evidence, and smart problem-solvers. Effective reporters must be fiercely skilled at crafting a compelling argument, skilled and curious with their questioning, and stable enough to stay cool when situations are intense. Are there any other skills that detectives and reporters use to effectively do their jobs? http://ctlonline.org/read-like-a-detective-write-like-a-reporter/ How would those skill sets translate to our classrooms?

5. Outcomes Participants will: identify the connection between information reading and writing arguments and informational/expository texts identify the academic vocabulary within the standards that students should know to move them toward proficiency of the standards

6. Literacy in Other Disciplines Watch the video twice. The first time just listen. The second time, jot down notes for each heading on your guide. Discuss: Why does literacy matter?

7. A Closer Look at the WRITING Strand Convene in content alike groups of 3 or 4. Each group will be assigned: a set of standards (Writing Standards for ELA or Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects) a grade level (ELA 7, 8, 9-10, or 11-12/Literacy 6-8, 9-10, 11-12) a writing standard (Writing Standard 1-Argument or Writing Standard 2-Informative/Explanatory)

8. A Closer Look at the WRITING Strand ELA Header Header for other contents

9. A Closer Look at the WRITING Strand Considering the standard you were assigned-- Writing Strand: Text Types and Purposes--W.__.1, W.__.2 What do students need to know, understand and be able to do in order to demonstrate proficiency in the standards? What Academic Vocabulary do students need to know? What are the Student Expectations for Proficiency to show mastery of these standards?

10. A Closer Look at the WRITING Strand Example of academic vocabulary students need to know.

11. A Closer Look at the WRITING Strand Considering the standard you were assigned-- Writing Strand: Text Types and Purposes--W.__.1, W.__.2 What do students need to know, understand and be able to do in order to demonstrate proficiency in the standards? What Academic Vocabulary do students need to know? What are the Student Expectations for Proficiency to show mastery of these standards? YOUR TURN!

12. A Closer Look at the WRITING Strand Considering what you now know about mastering one of the writing standards, how will you use that information to AMP up what you will do or are already doing in your content classroom?

13. A Closer Look at the WRITING Strand Writing Strand: In your groups, discuss how standards 4- 10 inform and support proficiency in writing arguments writing informative/explanatory texts Share your findings with the group.

14. Connecting READING and WRITING According to the standards in the Writing Strand, how is reading used to support and connect to writing? Which writing standard specifically mentions reading? What does it say? What does it mean?

15. Shape Up Activity for READING Depending on your content area, you will receive one of the following slides as a handout. Read the information in the slide and complete the “Shape up” activity. Be ready to discuss your finding with the group.

16. From the Anchor Standards for READING English/Language Arts To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects for California Public Schools Kindergarten Through Grade Twelve page 40

17. From the Anchor Standards for READING History/Social Studies, Science, and Technical Subjects Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects for California Public Schools Kindergarten Through Grade Twelve page 40

18. A Closer Look at the READING Strand In your same content alike groups, you will examine an assigned section of the Reading standards. The sections are: Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Review the same grade level for these standards that you reviewed for the writing standards.

19. A Closer Look at the READING Strand Consider the following questions as you review your assigned reading standards. How do the standards relate to the heading under which they fall? How do the standards build across grade levels? Make the connection between the assigned reading standards and writing standards 1 and 2.

20. A Closer Look at the READING Strand Think and Write About: When do students use Key Ideas and Details, Craft and Structure, or Integration of Knowledge and Ideas in your content? Pair up with someone not in your content alike group. Share your response with them and listen to their response. Share responses with the group.

21. Academic Vocabulary Individually, identify a reading standard from the section you analyzed that will support your content standard. What academic vocabulary would you expect to hear to ensure students have a clear and proficient understanding of the reading standard and the content standard? Example: If I were teaching RI.6.8, I would minimally expect students to use the terms arguments, claim, reasons, evidence.

22. What about Reading Standard 10? Did you know? The text complexity of K-12 textbooks has become increasingly "easier" over the last 50 years. The Common Core Standards quote research showing steep declines in average sentence length and vocabulary level in reading textbooks. The text demands of college and careers have remained consistent or increased over the same time period. College students are expected to read complex text with greater independence than are high school students. As a result, there is a significant gap between students' reading abilities and the text demands of their postsecondary pursuits. Research shows that this gap is equal to a Lexile difference between grade 4 and grade 8 texts on the National Assessment of Educational Progress (NAEP).

23. What about Reading Standard 10? Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR Expectations "Stretch" Lexile Band K-1N/A 2-3450-725L450-790L420-820L 4-5645-845L770-980L740-1010L 6-8860-1010L955-1155L925-1185L 9-10960-1115L1080-1305L1050-1335L 11-CCR1070-1220L1215-1355L1185-1385L Lexile ranges currently used to assign grade level to books. The use of these numbers will not prepare students for the text complexities needed in college and career.

24. What about Reading Standard 10? What are the implications for teaching and learning with these new lexile ranges? Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR Expectations "Stretch" Lexile Band K-1N/A 2-3450-725L450-790L420-820L 4-5645-845L770-980L740-1010L 6-8860-1010L955-1155L925-1185L 9-10960-1115L1080-1305L1050-1335L 11-CCR1070-1220L1215-1355L1185-1385L At the lowest grade in each band, students focus on reading texts within that text complexity band.

25. What about Reading Standard 10? In the subsequent grade or grades within a band, students must "stretch" to read a certain proportion of texts from the next higher text complexity band. This band stretches students toward the next grade level. Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR Expectations "Stretch" Lexile Band K-1N/A 2-3450-725L450-790L420-820L 4-5645-845L770-980L740-1010L 6-8860-1010L955-1155L925-1185L 9-10960-1115L1080-1305L1050-1335L 11-CCR1070-1220L1215-1355L1185-1385L

26. What about Reading Standard 10? What are the implications for teaching and learning? Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR Expectations "Stretch" Lexile Band K-1N/A 2-3450-725L450-790L420-820L 4-5645-845L770-980L740-1010L 6-8860-1010L955-1155L925-1185L 9-10960-1115L1080-1305L1050-1335L 11-CCR1070-1220L1215-1355L1185-1385L

27. “…read like a detective....” Sharp detectives have to be perceptive about people and circumstances, courageous in their pursuit of evidence, and smart problem-solvers. How do the CCSS support students in developing the skills of reading like a detective? http://ctlonline.org/read-like-a-detective-write-like-a-reporter/ Exit Card The Common core standards support students in reading like a detective by ____________ (use language from the standards)

28. “… write like a reporter.” Effective reporters must be fiercely skilled at crafting a compelling argument, skilled and curious with their questioning, and stable enough to stay cool when situations are intense. How do the CCSS support students in developing the skills of writing like a reporter? http://ctlonline.org/read-like-a-detective-write-like-a-reporter/ Exit Card The Common core standards support students in writing like a reporter by ____________ (use language from the standards)

29. Next Steps in classrooms Open ended responses Orally Written (Exit Slips, 3-2-1 Closure) Think-Pair-Write-Share Use of Thinking Maps Taking information off the map orally and in writing http://ctlonline.org/read-like-a-detective-write-like-a-reporter/

30. Coming Soon!! Connecting Thinking Maps to rigorous reading and writing by way of Text Structure Close Reading Informational and Argumentative Writing http://ctlonline.org/read-like-a-detective-write-like-a-reporter/

31. Questions? Thank You!!