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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. Welcome Introductions Why Content Area Literacy Standards?

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Indiana Standards (2014)

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  1. 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

  2. TODAYS AGENDA Welcome Introductions Why Content Area Literacy Standards? Shifts in instruction Implementing the Standards - Examples You Can Use

  3. Davis Moore Jeremy Eltz

  4. Text Comparisons 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 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.

  5. Text Comparisons 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. 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……..”

  6. 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

  7. Technical Subjects

  8. SCHOOL OF THOUGHT IN BROCKTON, MASSACHUSETTS (PBS Video)

  9. Finding and Navigating Resources • . http://www.doe.in.gov/standards

  10. 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

  11. WHAT IS INFORMATIONAL TEXT? • 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

  12. 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 • 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

  13. 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.

  14. 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 vs. Text Dependent Not Text-Dependent 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?

  15. 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.

  16. 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?

  17. INTEGRATINGContent and Content Area Literacy Standards: CTE Content Area Literacy Standard: Science & Technical Subjects Indiana Academic Standard: Welding Technology I

  18. INTEGRATINGContent and Content Area Literacy Standards: Early Childhood Education 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…

  19. IMPLICATIONS FOR INSTRUCTION KEY CONSIDERATIONS Does our school’s curriculum provide multiple opportunities for students to read texts that meet the expectations of the Content Area Literacy Standards? Do students reading below grade-level receive adequate support to master challenging texts?

  20. HOW TO CREATE ASSIGNMENTS/ACTIVITIES TO IMPLEMENT THE CONTENT AREA LITERACY STANDARDS

  21. USE THESE STRATEGIES WHEN YOU BEGIN CREATING ASSIGNMENTS/ACTIVITIES:

  22. 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

  23. Scaffolds for Reading Complex Text • 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

  24. SO WHY IS IT IMPORTANT THAT ALL TEACHERS INCORPORATE CONTENT AREA LITERACY STANDARDS INTO THEIR CURRICULUM?

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