Literacy

1. Literacy Iowa Core Implementation Network February 2013

2. Today’s Purposes • As a result of our work today, you will have a better understanding of • the critical organizational features of the literacy section of the Iowa Core • the shifts in thinking and practices demanded by the Iowa Core

3. Iowa Core Social Studies Math Literacy 21st Century Skills Science

4. Key Design Considerations • K-12 Anchor Standards • Provide broad statements of expectations to hold in place the Grade Level Standards • Limited in number – 32 total • Grade Level Standards • Provide a focus for instruction to be used throughout the school year.

5. Reading: “Power Standards. . . 2nd Marriage” • As you read this article, highlight or note those things that push on your understanding and cause you to think or rethink your prior knowledge of the Common Core. Discuss: (With an elbow partner) • Each person share 1 item from the article that you are “thinking or rethinking”

6. Key Design Considerations • Integrated Model of Literacy • The processes of communication are closely connected – should be reflected in the school setting • Shared Responsibility for Literacy Development • Not confined to ELA class or time – “motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. • Focus and Coherence in Instruction and Assessment • Each standard does NOT need to be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task.

7. Reading

8. Reading Anchor Standards • Integration of Knowledge and Ideas 7. Multi-media 8. Argument (only for informational text) 9. Multi -Text • Range of Reading & Level of Text Complexity 10. Text Complexity & Range • Key Ideas & Details 1. Evidence 2. Main Idea 3. Interactions • Craft and Structure 4. Vocabulary 5. Text Structure 6. Point of View

9. Standard 10 The Standards’ Approach to Text Complexity • Appendix A, p. 4-10 • 3 part model • Equally important • To be integrated with the first 9 reading standards

10. Important Shift • Building knowledge through content-rich informational text • K-5 balance of literary and informational text across the day • Very early on, children see text as a source of knowledge • Middle and High School – 75% informational to 25% literary • Text is seen as an important part of learning content; not as a distraction from content

11. Literary Text Literary text is a narrative form of text and can be viewed as stories, dramas or poetry. • Stories: Includes children’s adventure stories, folktales, legends, fantasy, realistic fiction and myths • Dramas: Includes staged dialogue and brief familiar scenes • Poetry: Includes nursery rhymes, and the subgenres of the narrative poem, limerick, and free verse poem

12. Informational Text Informational text is defined as Literary Nonfiction and Historical, Scientific, and Technical Texts which includes: • Biographies and autobiographies • Books about history, social studies, science and the arts • Technical texts, including directions, forms • Information displayed in graphs, charts, or maps • Digital sources on a range of topics

13. Foundational Skills K-5 (Pages 19-21) Fluency: Accuracy, rate, expression supporting meaning Phonics and Word Recognition: Decoding and using blending and segmenting to manipulate written language Phonological Awareness: Sound Structure of Spoken Words Print Concepts: Basic Features of Print Instruction must be differentiated with some learners needing more practice than others.

14. Elfrieda H. Hiebertand P. David Pearson. What Happens to the Basics. Educational Leadership, December 2012/January 2013 | Volume 70 | Number 4 Pages 48-53 • “We must remember the importance of these skills; indeed, they are included in the Common Core standards.” • “But in the Common Core standards, attending to foundational skills does not occur at the expense of engaging students with compelling content in texts. NCLB taught us that a simple view of reading instruction—in which skills come first and learning from text comes next—does not create engaged readers. The Common Core initiative views the foundations of literacy as more than just accurate word recognition. As schools incorporate Common Core standards into the primary grades, teachers and students will experience how powerful literacy can be when texts are not only used to teach basic skills, but also viewed as a source of knowledge.”

15. Writing

16. Writing Anchor Standards (p. 22) • Text Types and Purposes • Arguments • Informative/Explanatory • Narratives • Production and Distribution 4. Write with coherence 5. Plan, revise, rewrite 6. Use technology • Research to Build/Present Knowledge 7. Research (Short & Sustained) 8. Multiple sources (Print & Digital) 9. Text evidence • Range of Writing 10. Range of tasks, purposes & audiences WHAT HOW

17. Production & Distribution of Writing “To build a foundation for college and career readiness, students need to use writing as a tool for learning and communication…They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year. ” Iowa Core, p. 22

18. Research to Build/Present Knowledge “The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. . . . research and media skills and understandings are embedded in the Standards rather than treated in a separate section.” • Key Design Considerations, p. 4

19. Implications: Writing Standard 10 • Writing happens daily • Purposeful writing happens across the day • Students are flexible writers • Experiences and tasks are varied within and between grades

20. Speaking and Listening

21. Speaking and Listening Anchor Standards (p. 28) • Comprehension and Collaboration 1. Range of conversations 2. Integrate & evaluate 3. Evaluate speaker’s point of view • Presentation of Knowledge and Ideas 4. Present info clearly, know your audience 5. Use digital media 6. Adapt speech to context

22. Speaking and Listening • In addition to skills necessary for formal presentations, the Speaking and Listening Standards require students to develop a range of broadly useful oral communication and interpersonal skills. • Students must . . . • Learn to work together, • Express and listen carefully to ideas, • Integrate information from oral, visual, quantitative, and media sources, • Evaluate what they hear, • Use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.

23. Instructional Implications: Speaking and Listening • Students acquire, evaluate, and present increasingly complex ideas, information and evidence . . . • Using speaking and listening • Using multi-media • Students engage in academic discussion in whole-class, small group, and one-on-one • Students make formal presentations • Students participate in informal discussions for a variety of purposes: • Collaborate to answer questions, Build understanding, & Solve problems

24. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts. Language

25. Language Anchor Standards (p. 33) • Conventions of Standard English 1. Grammar & Usage 2. Spelling & Punctuation • Knowledge of Language 3. Use Knowledge of Language • Vocabulary Acquisition and Use 4. Use Context Clues 5. Use Figurative Language 6. Use Academic Language

26. Instructional Implications: Language • Punctuation and grammar instruction must occur in embedded and authentic contexts. • Vocabulary instruction must be intentional and occur in authentic contexts.

27. Video Demonstration • 5th grade Discussion • 8 years ago; “Pre – Common Core” • New York City – public school • Watch and listen to see what anchor standards you believe are included in this video clip.

28. What is Good About the Standards? • What speaks to you personally? • What is particularly timely for your school or district? • What do you want your larger community of stakeholders to know?

29. The challenge before us isn’t about compliance… It is about radically changing the way children read, write, and think. ~Lucy Calkins

30. MS/HS ELA Investigations Reminder of PD opportunity: Please ask staff to enroll through the course catalog Middle School Ottumwa & Burlington -April 8th Albia – April 9th High School Albia – April 16th Ottumwa & Burlington – April 18th