indiana standards (2014)

Indiana Standards (2014)

Instructional Shifts in College and Career Readiness:Strategies that Empower Teaching and Learning

Secondary Content Teachers: Implementing the Content Area Literacy

Standards

TODAYS AGENDA

1. Welcome2. Introductions3. Why Content Area Literacy

Standards?4. Shifts in instruction5. Implementing the Standards -

Examples You Can Use

Bruce Blomberg Social Studies

Specialist

Jeremy Eltz Science Specialist

Jill Lyday Secondary EL/A

Specialist

Alyson McIntyre-Reiger

Family and Consumer Sciences State Specialist

Kristan Sievers–Coffer

Special Education Specialist

Text Comparisons

Science The general name for an

enzyme that transfers phosphate groups from ATP to a protein is protein kinase. Unlike receptor tyrosine kinases, most cytoplasmic protein kinases act not on themselves, but on other substrate proteins; also, most phosphorylate their substrates on either of two other amino acids, serine or threonine.

English/Language Arts

“Atticus said to Jem one day, “I’d rather you shot at tin cans in the backyard, but I know you’ll go after birds. Shoot all the blue jays you want, if you can hit ‘em, but remember it’s a sin to kill a mockingbird.” That was the only time I ever heard Atticus say it was a sin to do something, and I asked Miss Maudie about it. “Your father’s right,” she said. “Mockingbirds don’t do one thing except make music for us to enjoy. They don’t eat up people’s gardens, don’t nest in corn cribs, they don’t do one thing but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird.” - Harper Lee, To Kill a Mockingbird

Text Comparisons

Social Studies “Yesterday, December 7, 1941—a

date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.

The United States was at peace with that nation, and, at the solicitation of Japan, was still in conversation with its government and its emperor looking toward the maintenance of peace in the Pacific……..”

CTE To understand how car ac

refrigerant is used to cool the interior of the vehicle the effects of pressure and temperature should be understood first. If the pressure is high so is its temperature. If the pressure of the refrigerant is low then again so is its temperature. High psi lines are small diameter and hot. Low side lines are larger and cold to the touch.

Indiana Content Area Literacy Standards:What are they?

In April, 2014, the Indiana State Board of Education adopted the new college and career ready Indiana Academic Standards for English/Language Arts.

Included in the adoption of these standards are Content Area Literacy Standards for History/Social Studies and Science and Technical Subjects for grades 6 – 12

Dividing the 6-12 standards this way ensures that students develop consistent literacy skills in many academic contexts and reflects the role English/Language Arts teachers and teachers in other content areas play in developing students’ literacy abilities.

Purpose for Literacy Standards

As we look to prepare our students for college or careers, it becomes every teacher’s responsibility to support and instruct students in reading informational text within each content area.

Each discipline relies on different types of texts, writing styles, and language to convey ideas and learning

Educators in all subject areas will be expected to incorporate content-specific literacy into their instruction

LITERACY – A WHOLE SCHOOL APPROACH

Each discipline requires unique forms of reading and writing

The way knowledge is acquired, developed, and shared in a given field often requires discipline- specific skills

Content area teachers are NOT being asked to be English teachers

LITERACY: A SHARED RESPONSIBILITY

SCHOOL OF THOUGHT IN BROCKTON, MASSACHUSETTS (PBS Video)

..

Finding and Navigating Resources

http://www.doe.in.gov/standards

3 INSTRUCTIONAL SHIFTS

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

1. BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTION

• Much of our knowledge base comes from informational text

• Informational text makes up the vast majority of required reading in college/workplace (80%)

• Informational text can be harder for students to comprehend than narrative text

• Yet, students are asked to read very little of it in elementary and middle school

WHAT IS INFORMATIONAL TEXT?

At the K-5 level, INFORMATIONAL TEXT includes biographies and autobiographies; books about history, social studies, science and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

For Grades 6-12, INFORMATIONAL TEXT 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

2. Reading, Writing & Speaking Grounded in Evidence, Both Literary

and Informational

• Most college and workplace writing requires evidence.

• Ability to cite evidence differentiates strong from weak student performance on NAEP (National Assessment of Educational Progress)

• Evidence is a major emphasis of the Content Area Literacy Standards

• Being able to locate and deploy evidence are hallmarks of strong readers and writers

• More emphasis on Text Dependent Questions

Text-Dependent Questions...

• Can only be answered with evidence from the text.

• Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.

• Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.

• Focus on difficult portions of text in order to enhance reading proficiency.

• Can also include prompts for writing and discussion questions.

Text-Dependent Questions are not…

Low-level, literal, or recall questions

Focused on comprehension strategies

Just questions…

Not Text Dependent vs. Text Dependent

In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

3. Regular Practice with Complex Text and its Academic Language

• Gap between complexity of college and high school texts is huge.

• What students can read, in terms of complexity is greatest predictor of success in college (ACT study).

• Too many students reading at too low a level (Less than 50% of graduates can read sufficiently complex texts).

• Standards include a staircase of increasing text complexity from elementary through high school.

• Standards also focus on building vocabulary that is shared across many types of complex texts and many content areas.

TIERED VOCABULARY

Disciplinary Literacy - Tier III VocabularyWords that have a specific meaning within a discipline.

Intermediate Literacy - Tier II Vocabulary

Words that are encountered in academic discourse but are not specific to any discipline.

Basic Literacy – Tier I Vocabulary The most frequent words in English

NEXT STEPS

Teachers should read through the Content Area Literacy Standards assigned to their specific content area • Become familiar with the standards

Make connections with lessons and instruction already utilized in your classroom or classrooms in your building through collaboration

Think of ways to modify lessons you have already created and implemented to incorporate the literacy standards

How can Indiana Content Standards be integrated with the Content Area Literacy Standards?

8.2.8: Explain that human activities, beginning with the earliest herding and agricultural activities, have drastically changed the environment and have affected the capacity of the environment to support native species. Explain current efforts to reduce and eliminate these impacts and encourage sustainability.

6-8.LST.5.2: Write informative texts, including scientific procedures/experiments or technical processes that include precise descriptions and conclusions drawn from data and research.

Indiana Academic Standard: Science

Content Area Literacy Standard: Science & Technical Subjects

INTEGRATINGContent and Content Area Literacy

Standards: Science

8.1.8 Compare and contrast the views of Thomas Jefferson and Alexander Hamilton and explain how their differences gave rise to the development of political parties

6-8.LH.7.3 Draw evidence from informational texts to support analysis, reflection, and research

Indiana Academic Standard: Social Studies: Grade 8

Content Area Literacy Standard: History/Social Studies

INTEGRATINGContent and Content Area Literacy

Standards: Social Studies

WTI-4 Students interpret technical drawings and documents to perform welding processes to specifications.

11-12.LST.3.1 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.

Indiana Academic Standard: Welding Technology I

Content Area Literacy Standard: Science & Technical Subjects

INTEGRATINGContent and Content Area Literacy

Standards: CTE

ECEII-3.4Examine existing and emerging child development theories and their implications for educational and child care practices.

Indiana Academic Standard: Early Childhood Education II

Content Area Literacy Standard: Science & Technical Subjects

11-12.LST.7.2: Gather relevant information from multiple types of authoritative sources, using advanced searches effectively; annotate sources; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; synthesize and integrate information into the text selectively…

INTEGRATINGContent and Content Area Literacy

Standards: Early Childhood Education

IMPLICATIONS FOR INSTRUCTION

KEY CONSIDERATIONS1. Does our school’s curriculum provide

multiple opportunities for students to read texts that meet the expectations of the Content Area Literacy Standards?

2. Do students reading below grade-level

receive adequate support to master challenging texts?

HOW TO CREATE ASSIGNMENTS/ACTIVITIES TO

IMPLEMENT THE CONTENT AREA LITERACY STANDARDS

USE THESE STRATEGIES WHEN YOU BEGIN CREATING ASSIGNMENTS/ACTIVITIES:

1

2

3

4

5

Choose vocabulary strategically

Include more primary sources – and juxtapose against secondary sources

Introduce 21st century sources

Ask thought provoking questions

Emphasize writing arguments

When Creating Assignments for ALL students, The Three Most Important

Questions to Continually Ask Yourself…

SO…AS YOU BEGIN CREATING ASSIGNMENTS/ACTIVITIES DON’T

FORGET:

HIGH ABILITY Instead of doing additional work at the same level, students

with high ability need to focus on big ideas that tie disciplines together

Include critical thinking and problem solving of complex issues.

SPECIAL NEEDS Other interventions and strategies are needed for students

who are English Learners or students with disabilities Incorporate WIDA resources

http://www.doe.in.gov/standards/special-populations-students

Scaffolds for Reading Complex Text(Handout)

Chunking Reading and

rereading Read aloud Strategic think aloud Scaffolding

questions Heterogeneous

small groups

Recording Pre-prepping

struggling readers to support confidence and participation

Annotation strategies Cornell notes Paraphrasing and

journaling

SO WHY IS IT IMPORTANT THAT ALL TEACHERS INCORPORATE CONTENT AREA LITERACY STANDARDS INTO

THEIR CURRICULUM?

EXAMPLES

Making the Declaration of Independence Come Alive

MAKING THE DECLARATION OF INDEPENDENCE COME ALIVE (from the Teaching Channel)

SOCIAL STUDIES EXAMPLEEXAMINING THE PREAMBLE TO THE

UNITED STATES CONSTITUTION

BEFORE WE EXAMINE THE PREAMBLE, WE NEED TO ANSWER THE FOLLOWING:What is a CONSTITUTION?Why do countries need a CONSTITUTION?Why was the United States creating a new CONSTITUTION?What is a PREAMBLE?

We the People of the United States, in Order to

form a more perfect Union, establish Justice, insure Domestic

Tranquility, provide for the common defence, promote the

General Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the

United States of America.

WE THE PEOPLE OF THE UNITED STATES, IN ORDER

TO …1. Form a more perfect union2. Establish justice3. Insure domestic tranquility4. Provide for the common defense5. Promote the general welfare (and)6. Secure the blessings of liberty to

ourselves and our posterity

…do ordain and establish this Constitution FOR the United States

of America

PREAMBLE VIDEO (Schoolhouse Rock)

ANSWER THE 3 ITEMS ON THE SHEET PROVIDED :

1. Write as much of the Preamble as you can remember – Can you recall the SIX REASONS?

2. Which of the SIX REASONS do you think is the most important? WHY?

3. What other reasons could have been included? – give a short explanation as to why this should have been included.

A REVIEW OF THIS LESSON

INDIANA ACADEMIC STANDARD3 subjects – -8th grade U.S. History (8.1.6) -High School U.S. History (USH.1.1) -U.S. Government (USG.2.1, USG.3.1)

RESOURCES• Copy of the Preamble (3 versions)

• Schoolhouse Rock Video• Culminating assignment

CONTENT AREA LITERACY STANDARDLH.1.1-Read and comprehend history/social studies texts within a range of complexity …..LH.2.1-Cite specific textual evidence to support analysis of primary and secondary sources……LH.2.2-Determine the central ideas or information of a primary or secondary source; …………LH.3.1-Determine the meaning of words and phrases as they are used in a text, …………

ACCOMMODATIONS• Multiple versions of the text• Text was read out loud• Key words identified

• Video provided graphic illustrations of key words

Template: Argumentation

[Insert question] After reading (literature or informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s).

Level 2: Be sure to acknowledge competing views.

Level 3: Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

POSSIBLE CONTENT AREA LITERACY ASSIGNMENTS

(Handout)

EXAMPLES

Social Studies Example: After researching academic articles on censorship, write an editorial that argues your position on the use of filters by schools. Support your position with evidence from your research.

Level 2 Be sure to acknowledge competing views.

Level 3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

Science Example: After researching technical and academic articles on the use of pesticides in agriculture, write a speech that argues your position on the use of pesticides in managing crop production. Support your position with evidence from your research.

Level 2 Be sure to acknowledge competing views. (Argumentation/Analysis)

Use your own text to create an assignment/activity linked to the Content Area Literacy Standards

You can use the templates provided if you need help getting started

Make sure to answer the 3 questions! (Handout)

Provide the following for your assignment/activity: Indiana Academic Standard(s) used Content Area Literacy Standard(s) used Resources needed for the assignment/activity Accommodation for High Ability or Special Needs

CREATE AN ASSIGNMENT

HOW DID WE DO?

Can you identify one Content Area Literacy Standard that is already part of your curriculum or instruction?

Can you identify a Content Area Literacy Standard that represents a new emphasis or a new level of rigor that you will use in your school/classroom?

Can you identify one strategy, approach, or classroom context that supports learning to read informational text in your content area?

What questions do you still have?

CONTACT INFORMATION:

Bruce Blomberg Social Studies

Specialistbblomberg@doe.in.gov(317) 232- 9078

Jeremy EltzScience Specialistjeltz@doe.in.gov(317) 232-9172

Jill LydaySecondary EL/A

Specialistjlyday@doe.in.gov(317) 232-0867

Kristan Sievers– Coffer

Special Education Specialist

ksievers@doe.in.gov(317) 232-0595

Alyson McIntyre-ReigerFamily and Consumer Sciences State Specialistamreiger@doe.in.gov(317) 232-9168

Thank you for your dedication and hard work for students!

SCIENCE ACTIVITY SLIDES

SCIENCE EXAMPLEEXAMINING PROPERTIES OF MATTER

BEFORE WE EXAMINE PROPERTIES OF MATTER, WE NEED TO ANSWER THE

FOLLOWING:What is MATTER?What are properties?Why are properties important to science and your learning?What background information may students need?

Odor is an example of a physical property, a characteristic

displayed by a sample of matter without undergoing any change in

its composition. Another way to distinguish matter is by it’s

chemical properties, a characteristic displayed by a

sample of matter as it undergoes a change in composition or

chemical reaction.

Vocabulary Concept Cards

Side 1 What it is

* Example* Drawing* Sentence

What it is not* Reader* Textbook* Dictionary* Definition

Side 2

Target Word

Property

Uses

Examples

Definitions

Non-examples

Concept of Definition Maps

MassSizeVolumeTextureShape

ColorSolubilityDensityHardnessMelting Point

Media Reader Dictionary Activity

To determine if something is a substance or mixture

Preview GuidesPreview Guide Question

Guess(before reading)

Answer(after reading)

Is solubility a property?

What other words can you think of that might be related to solubility?

What might make a substance dissolve

What kinds of substances might be soluble?

When might one substance dissolve in another?

Why is solubility important?

List two key aspects of solubility

PROPERTIES OF MATTER VIDEO

THE PROPERTIES OF MATTER RAP

A REVIEW OF THIS LESSON

INDIANA ACADEMIC STANDARD6.1.1, 8.1.6,

RESOURCES-Solubility Text

-Video

CONTENT AREA LITERACY STANDARD6-8.RS.1, 6-8.RS.4, 6-8.RS.8, 6-8.WS.2, 6-8.WS.8, 6-8.WS.9, 6-8.RS.9

ACCOMMODATIONSFlash cards, pre-reading, tiered reading, multiple modes of accessing the information, concept mapping, reading guides