Literacy Across the Curriculum

Students Come First!

Strategies that Work
Portia Powell
Presenter
June 24-25, 2014
Why are we here?

1








Domain I: Planning (assessed via artifact review, pre-observation and post-observation conferences)

1. Plans lessons that demonstrate knowledge of content and pedagogy
Lesson Plans:
4
Consistently include the necessary content and connect content across disciplines; connections are consistently c l ear, meaningful, a n d relevant to students
lives
Consistently demonstrate appropriate sequencing of learning experiences and provide multiple and varied ways to demonstrate knowledge and skill
Consistently demonstrate collaboration with specialized professionals
1
in making the appropriate choice of strategies, accommodations, resources, and
materials to differentiate instruction for individuals and groups of learners
3
Frequently include the necessary content and connect content across disciplines; however, connections are not consistently clear, meaningful, or relevant to
students lives
Frequently demonstrate appropriate sequencing of learning experiences and provide several ways to demonstrate knowledge and skill
Frequently demonstrate appropriate choice of strategies, accommodations, resources, and materials to differentiate instruction for individuals and groups of
learners but do not demonstrate collaboration with specialized professionals
2
Inconsistently include the necessary content and/or do not connect content across disciplines
Demonstrate inconsistent sequencing of learning experiences or provide only limited ways to demonstrate knowledge and skill
Inconsistently demonstrate appropriate choice of strategies, accommodations, resources, and materials to differentiate instruction for individuals and groups
of learners; do not demonstrate collaboration with specialized professionals
1
Do not include the necessary content and do not connect content across disciplines
Do not or demonstrate appropriate sequencing of learning experiences or provide ways to demonstrate knowledge and skill
Do not demonstrate appropriate choice of strategies, accommodations, resources, and materials to differentiate instruction for individuals and groups of
learners; do not demonstrate collaboration with specialized professionals
Comments:
1
(e.g., special educators, related service providers, language learning specialists, librarians, media specialists)










Simply Put
Domain I: Planning
1. Plans lessons that demonstrate knowledge of content
and pedagogy.
2. Plans lessons that meet the diversity of students
backgrounds, cultures, skills, learning levels, language
proficiencies, interests, and special needs.
3. Selects instructional goals that incorporate higher level
learning for all students.
4. Plans units of instruction that align with Mississippi
Curriculum Framework or, when applicable, the
Common Core State Standards.

Its Worthwhile
Students Come First!
Learning Outcomes
Participants will understand:

The benefits of teaching literacy across
content areas


The expectation of literacy instruction in a
content classroom


How to implement literacy in content areas

Small Group Activities
Leader
Presenter
Recorder
Time Keeper
Task Manager

Take 1 minute to get into groups of 4 to 5. Members in
each group will count-off from 1 to 5. Now assign each
member a role. You will stay in groups for the day and
rotate roles for each small group activity.

Warm-up Activity
Anticipation Guide
Why is it important for literacy to
be implemented across content
areas?
Discuss in your groups
Is this a Literacy or Science Issue?
Literacy Across the Curriculum
Critical to building knowledge
in history/social studies as
well as in science and
technical subjects
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
Literacy Across the Curriculum
College and Career Readiness
Standards
Evidence used in history and science
Understanding of domain-specific words
and phrases
Attention to precise details
Capacity to evaluate intricate arguments
Synthesize complex information
Follow detailed descriptions of events
and concepts
Make extensive use of elaborate
diagrams and data to convey
information and illustrate concepts
Reading and Writing Across the
Curriculum
K- 5 Reading
Standards
require 50-50
balance
between
informational
and literary
reading
Shift 1:

Building
knowledge
through
content-rich
nonfiction
and
informational
texts
6
th
- 12
th
Grade
ELA classes
place much
greater attention
to informational
text- literary
nonfiction than
has been
traditionally.
Complement the
standards in
history/social studies,
science, and technical
subjects
Connection
between what a
child is reading
and writing
Reading and Writing Across the
Curriculum
Reading and
writing
responses are
based on
evidence from
the text
Reading and Writing Across the
Curriculum
Reading and Writing Across the
Curriculum
Strong Focus
on
Academic
Vocabulary
What is Academic
Vocabulary?
ELA STRANDS- K- 12
17
Reading
Reading Literature (RL)
Reading Informational Text
(RI)
Reading Foundation (RF)
WRITING (W)
SPEAKING AND LISTENING
(SL)
LANGUAGE (L)
ELA STRANDS
K- 5 Strand
Reading
Strands

&

Writing
Strands
6
th
-12
th
Grade
Science
&
Technical
Subjects
6
th
-12
th
Grade
History &
Social
Studies
ELA STRANDS
19
Literacy
Standards
for
6
th
-12
th
History/Social Studies,
Science, and Technical
Subjects

Reading
History/Social
Studies (RH)
Reading Science &
Technical Subjects
(RST)
Writing History,
Science, &
Technical Subjects
(WSHT)
ESSENTIAL
UNDERSTANDINGS
Deconstructing the Common Core Standards
Essential Understandings
adapted from Grant Wiggins & Jay McTighe

Since the Common Core State Standards is not a
curriculum that dictates how students should learn, it
allows teachers to become the curriculum developer and
instructional leader in their classrooms


The Common Core State Standards focus on students
understanding and application of knowledge


Essential Understandings
Big Idea/
Concept(s)
Essential
Understandings
Essential
Questions
Understanding by Design
Wiggins & McTighe
Deconstructing the Standards
CCRA.W. 4 Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
Nouns are the Big Ideas or Concepts

development organization style
task audience- purpose
Understanding by Design
Wiggins & McTighe
Deconstructing the Standards
Nouns are the Big Ideas or Concepts

development organization style
task audience- purpose
Essential Understandings

What should students come to understand if they
really learn the concept(s)? Why should they learn this
concept?
Understanding by Design
Wiggins & McTighe
Deconstructing the Standards
Nouns are the Big Ideas or Concepts

development organization style task
audience- purpose
Essential Understandings

Good writers understand that different writing
genres and purposes have unique
organizational patterns.
Understanding by Design
Wiggins & McTighe
Deconstructing the Standards
Essential Understandings

Good writers understand that different writing
genres and purposes have unique
organizational patterns.
Understanding by Design
Wiggins & McTighe
Essential Question

How do good writers hook and hold their
readers in different genres?
Deconstructing the Standards
Nouns are the Big Ideas or Concepts

development organization style task
audience- purpose
Essential Understandings

A writers purpose and audience shapes the
style, development and organization of the
writing.
Understanding by Design
Wiggins & McTighe
Deconstructing the Standards
Essential Understandings

A writers purpose and audience shapes the
style, development and organization of the
writing.
Understanding by Design
Wiggins & McTighe
Essential Question

How does the purpose and audience affect a
writers style and organization?
Deconstructing the Common Core Standards
ESSENTIAL
UNDERSTANDINGS
Participants will place the deconstructed standards on chart paper
STRATEGIES FOR TEACHING
LITERACY
Literacy Strategies
Activating Prior Knowledge

Making Connections

Visualization

Summarization

Questioning

Vocabulary

Routine Writing


Activating Prior Knowledge
Reading comprehension is the process of
adding new information to known
information.

- Amy Benjamin, 2007

Anticipation Guide
Carousel Brainstorming




Carousel Brainstorming Activity
Making Connections
Activity
Students gain
a deeper
understanding
of a text or
concept when
they make
authentic
connections
Visualization
Visualizing helps readers engage with
text in ways that make it personable
and memorable.


Math: encourages students to use
images to describe patterns.


Science: encourages students to use
images to describe complex scientific
concepts and/or processes.
Visualization Activity
Summarization
Summarizing is the process of discriminating
between main ideas and minor details to
develop a brief statement of the main points of
a text.

GIST
Questioning
Question the Author

The idea of "questioning"
the author is a way to
evaluate how well a
selection of text stands
on its own. Students look
at the author's intent, his
craft, his clarity, his
organization.

Question Yourself


MP.1 Make sense of
problems and persevere in
solving them.

Academic Vocabulary
Tier 3- Content
Specific Vocabulary
(such as Science,
Social Studies,)
Tier 2- Transportable
Vocabulary (words that
are used across the
curriculum in multiple
disciplines)
Tier I Basic Vocabulary (vocabulary
that appear in most childrens
vocabulary)
Language
necessary to
survive in school
Vocab-o-gram

Students sort their vocabulary words in a graphic organizer
and make predictions about the story/concept that the
teacher is about to introduce. After the story is read or the
concept is taught, the students go back & revise their
organizer.
ROUTINE WRITING
Process Logs
Learning Logs
Response Journals
Process Logs
Math, Science, and Technical
Subjects:

Help students to provide
reasoning about each step they
employ when they solve problems
ELA & Science:

Help students make sense of the
argument and specific supporting
claims in an informational text

Process Log
Activity
LEARNING LOGS
This can be done the first 5 minutes of class to review or raise
questions, in the middle of a lesson to process ideas, or during the last
5 minutes of class to summarize the days learning.

Sample Prompt
What part of your homework assignment was
most difficult?
Sample Prompt
What are two questions you would like answered
during todays lesson?
Sample Prompt
Summarize what you learned about the this topic
today/yesterday.
RESPONSE JOURNALS
Students write comments and questions about what they have
read before engaging in small-group discussions.
ELA/Soc./Science
Examples of Prompts

1. Making predictions about what will happen next
2. Explaining why the student liked or disliked the text
3. Writing a personal reaction to the text
DEVELOPING ELA UNIT PLANS


88 PARCC Model Content Frameworks for ELA/Literacy
Version 2.0August 2012
ELA Model Content Framework Chart for Grade 11
Below is a chart that organizes the standards into four quarter-length modules that include the
knowledge and skills students will learn and apply over the course of the year. As noted in the
introduction, these modules are offered as optional models to consider when constructing a year-long
course of instruction. The chart is meant to illustrate and provide context (but not replace engaging with
the standards themselves).

Key Terms and Concepts for Grade 11 ELA Model Content Framework Chart
Reading Complex Texts
Exposing students to grade-level texts of appropriate complexity lies at the heart of each module. The
modules reflect the balance of informational texts (literary nonfiction in ELA classes) and literature that
students are expected to read. (Though the chart shows the module with an extended U.S. foundational
text being read in the second module, this is only an example of how one might organize the modules;
some educators may want to emphasize the reading of the extended foundational text earlier or later in
the academic year). Fulfilling the ELA standards for grades 6-12 requires much greater attention to a
specific category of informational text literary nonfiction than has been traditionally taught.
Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary
nonfiction, a great deal of informational reading in grades 6-12 must take place in other classes to meet
the demands of the standards.
Three to five short texts: Selections would include short texts of sufficient complexity for close
Grouping Standards
Focus
Standards
Supporting
Standards
Standards that unit
is built around
Performance Task
and Assessments
Pre-requisites;
standards that are
indirectly taught
Grouping Standards
RL.1.5 Explain major differences between books that tell stories and
books that give information, drawing on a wide reading of a range of
text types.
Essential Understanding

Types of reading materials share commonalities and differences
and each has a specific purpose and structure.
Essential Question

How are various genres similar and different?
Grouping Standards
RL.1.5 Explain major differences between books that tell stories and
books that give information, drawing on a wide reading of a range of
text types.
Essential Understanding

Types of reading materials share commonalities and differences
and each has a specific purpose and structure.
Essential Question

How are various genres similar and different?
Work in groups to find additional major standards that can be grouped with this
standard. Write your responses on chart paper. Please be prepared to explain
your responses.
Developing Performance Tasks
Refer to Appendix B

All reading tasks should include Close
Reading activities followed by a routine
writing or an analyses

Text-based questions and responses

Look at the verbs in the major standards

Look and the PARCC Evidence Tables


ELA Unit Plan Templates
ELA Unit Plan Templates
ELA Unit Plan Templates
ELA Unit Planning Sessions
Unit
Planning
Sessions
Option A- Using
the text to
develop units
Option B- Using
the Common
Core ELA
Standards to
develop units
Option C- Using
the ELA Key
Shifts to
develop units
Refer to the Developing ELA
Unit Plans Document
DEVELOPING ELA UNIT
PLANS
.
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Thank You!
Students Come First!




Portia Powell
portia.powell@gmail.com

601-672-1055(cell)











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