1. Linking Disciplinary Literacies to the Common Core State Standards EDC 448 – Workshop Dr. Julie Coiro

2. Workshop Agenda 12:30-12:50 Overview of the CCSS and general reactions 12:50-1:35 Workshop: Explore disciplinary text sets and use template task guide to craft an Essential Question and Related Teaching Task that aligns with CCSS expectations for close reading and quality writing 1:35-1:45 Understanding homework (Jigsaw Groups and Faculty Meeting)

3. CCSS – Mission Statement The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

4. CCSS – Portrait of a Student

5. ELA Anchor Standards & Strands Reading Anchor Standards ◦Key Ideas and Details (1-3) ◦Craft and Structure (4-6) ◦Integration of Knowledge and Ideas (7-9) ◦Range of reading and level of text complexity (10) Writing Anchor Standards ◦Text types and purposes (1-3) ◦Production and distribution of writing (4-6) ◦Research to build and present knowledge (7-9) ◦Range of writing (10)

6. ELA Anchor Standards & Strands Speaking & Listening Anchor Standards ◦Comprehension and Collaboration (1-3) ◦Presentation of Knowledge and Ideas (4-6) Language Anchor Standards ◦Conventions of Standard English (1-2) ◦Knowledge of Language (3) ◦Vocabulary Acquisition and Use (4-6)

7. Shifts in ELA/ Literacy Shift 1 Balancing Informational & Literary Text Students read a true balance of informational and literary texts. (Informational Text: Elem 50%, Middle 55% High School, 70%) Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities. In addition, research and inquiry are PROCESSES, not events. Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4 Discussion and Text-based Answers Students engage in rich and rigorous evidence based conversations about text. DISCUSSION is key component of learning and building shared knowledge. (SPEAKING & LISTENING Is intentional) Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. (Three types of writing: opinion/argument; informative/explanatory, and narrative) Shift 6 Academic Vocabulary Vocabulary instruction is explicit and intentional. Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts. 7

8. What Falls Under “Informational Texts” in the CCSS Grades 6-12 Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience

9. Shifts in Mathematics Shift 1 FocusTeachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. Shift 2 CoherencePrincipals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Shift 3 FluencyStudents are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions. Shift 4 Deep Understandin g Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. Shift 5 ApplicationStudents are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Shift 6 Dual IntensityStudents are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity. 9

10. CCSS Assessments PARCC (RI) ◦Deeper encounters with authentic texts ◦Reward careful, close reading ◦Focus on words that matter (academic language rather than obscure words) ◦Cite evidence from text ◦Write to text sources rather than decontextualized expository prompts Innovative Item Types ◦Evidence-Based Selected Responses ◦Technology-Enhanced Constructed Responses ◦Prose Constructed Responses

11. Exemplar Modules & Your Task Be more specific about your texts….

12. Exemplar Modules

13. History Teaching Task Template 4 Argumentation/Comparison What is a “government of the people”? After reading and discussing (our excerpt from) “Funeral Oration” and “The Gettysburg Address,” write a fully developed essay that compares the speeches and argues which leader (Pericles or Lincoln) delivers the most rhetorically compelling definition of democracy. Be sure to support your position with evidence from the texts.

14. Science Teaching Task Template 3 Argumentation & Comparison After researching the 1948 Nobel Presentation Speech for the discovery of DDT and selected sections of Rachel Carson's "Silent Spring" on DDT, write an essay that compares the evidence about DDT’s impact from the speech and the book and argues whether the pesticide discovery should have received the Nobel Prize. Be sure to support your position with evidence from the texts.

15. Language Arts Teaching Task Template 21 Informational or Explanatory Analysis How do writers and artists organize or construct text to convey meaning? After reading a variety of written and visual texts (film and photography), write an essay that addresses the question and analyzes the “stranger in the village” theme, providing examples to clarify your analysis. What conclusions or implications can you draw?

16. Homework Prepare for Faculty Meeting on Trends in Adolescent Literacy View 20 minute Intro. Video Read/SKIM Assigned Report Prepare a two page handout using template (make enough copies for each group member) Next class: Share in Jigsaw group (your team members are depending on you!)