An Introduction to. The CA Common Core

What does literacy mean in my discipline?Making Meaning Makers

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How do we make meaning?Interest-MakingComprehension-MakingSense-MakingMeaning-MakingHmmCuriousThere it isOh!A ha!Tell me moreNow I knowI understandI get it. Now lets do something with it.But why does it matter?So thats the answerThat makes senseThis connects to meThat was interesting. Thanks.Is this on the test?Ill file that awayIm taking the next steps

What is literacy?Literacy isPower and Privilege: to change the world

On a sticky note, then share with your team and share out to whole group.

LevelsEarly Literacybirth to strategic readerContent-area Literacyfrom the time of exposure to a text that can function beyond just decoding as we construct meaning from textDisciplinary Literacyshifting from a focus on reading to a focus on learning

Subject Literacy & Disciplinary Literacy

What it looks like for readingK-2: Building a foundationDecoding, Phonemic Awareness/Whole Language/ Balanced Literacy, Reciprocal Teaching, Read Aloud, et al3-5: Encouraging autonomyStudents moving to inference and argument with evidenceClose reading6-12: Facilitating learningClose reading with increasingly complex textText as the access point and material for learning

Its not all about readingMaking meaning is:Receptive, but actively soReadingListeningObservingProductive, but not without meaningful stimuli WritingSpeakingCreatingAll elements must be present, every day

Disciplinary Literacy: What is it?

Disciplinary Literacy: What is it?Disciplinary literacy is NOT the new name for content area reading. Rather, it is anchored in the disciplines with explicit instruction focused on discipline-specific cognitive strategies, language skills, and habits of practice.

The idea is not that content-area teachers should become reading and writing teachers, but rather that they should emphasize the reading and writing practices that are specific to their subjects, so students are encouraged to read and write like historians, mathematicians, and other subject-area experts.

Dr. Tim Shanahan

The expertsin their own wordsEach discipline has its own literacy and by stripping away the one-size-fits-all literacy "strategies" and engaging students in the way historians and scientists actually read and write, literacy learning will be central, no longer a side dishDr. Elizabeth Moje, U. of Michigan

So now what?Build from prior knowledge of studentsImplement strategies to build specialized vocabulary (Tier 3)Teach and model how to deconstruct complex sentencesTeach and model text structures and genres to predict main and subordinate ideasMap graphic (and mathematical) representations against explanation in the textPose discipline-relevant questionsCompare claims and propositions across textsUse norms for reasoning within the discipline and evaluate claims--i.e. what counts as evidence and the ranking of that evidence

From: Shanahan & Shanahan Carnegie 2010 report

Discipline-Specific Reading Strategies:

Distinguish the what of reading from the how of reading

Turn and Talk

Disciplinary Literacy in actionAuthor-CenteredStudents identify authorsArgumentPerspectiveEvidenceEmphasizes the literacy practices and tools of professionals in a content areaModeling how historians/scientists/mathematicians/etc. read, listen, converse, and write

What kinds of things surprised you as you read?What literary tools, patterns, or systems did you use?How did you get to the meaning of your text?Students identify authorsArgumentPerspectiveEvidenceLiteracy Standards in History/Social Studies, Science, and Technical Subjects1-3: What does the text say?4-6: How does it say it?7-9: Why is it significant? How does it connect with other texts and ideas?

Close Reading

Students present:ArgumentPerspectiveEvidence

CCSS: Literacy in History/Social Studies, Science, and Technical Subjects1-3: What does the text say?4-6: How does it say it?7-9: Why is it significant? How does it connect with other texts and ideas?

Argumentative Writing

Implement the four Cs with your students and colleagues each dayContinue your collaborative discussions as you develop your units of studyDevelop systems that capitalize on disciplinary literacyreading, observing, listening, speaking, presenting, writing,Infuse the notion of literacy as student power and privilege to change the world

Next stepsPreparing todays students for tomorrows world

Moral Imperative

Resourceshttp://www.corestandards.org/http://www.nextgenscience.org/http://www.smarterbalanced.org/http://www.cde.ca.gov/re/cc/http://pinterest.com/hesperiak12/http://www.cccoe.k12.ca.us/edsvcs/commoncore.htmlhttp://www.ocde.us/commoncoreca/Pages/default.aspxhttp://www.schoolimprovement.com/video.php?video=http://beta.schoolimprovement.com/docs/common-core-standards-video.mp4https://www.teachingchannel.org/http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdfwww.eyeoneducation.com/white-papers

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Resourceshttp://achievethecore.org/http://www.engageny.org/http://www.definedstem.com/index.cfmhttp://www.marzanoresearch.com/services/ccss.aspxhttp://blogs.egusd.net/ccss/http://www.doe.k12.de.us/commoncore/math/teachertoolkit/assessement.shtmlhttp://commoncoremath.us/professional-development/examining-the-common-core-aligned-bundle#axzz28B2EqOHnhttp://insidemathematics.org/http://teachershero.com/html/common_core_ss.htmlhttp://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/defining-text-complexity/

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