Indiana Standards (2014)

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. 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

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. 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.

7. 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

8. 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

9. LITERACY: A SHARED RESPONSIBILITY

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

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

14. 3 INSTRUCTIONAL SHIFTS Building knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

15. 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

16. 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

17. 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

18. 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.

19. Text-Dependent Questions are not… • Low-level, literal, or recall questions • Focused on comprehension strategies • Just questions…

20. Not Text Dependent vs. Text Dependent 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 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?

21. 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.

22. TIERED VOCABULARY • Disciplinary Literacy - Tier III Vocabulary • Words 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

23. 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?

24. INTEGRATINGContent and Content Area Literacy Standards: Science Indiana Academic Standard: Science Content Area Literacy Standard: Science & Technical Subjects

25. INTEGRATINGContent and Content Area Literacy Standards: Social Studies Content Area Literacy Standard: History/Social Studies Indiana Academic Standard: Social Studies: Grade 8

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

27. 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…

28. 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?

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

30. USE THESE STRATEGIES WHEN YOU BEGIN CREATING ASSIGNMENTS/ACTIVITIES: 1 Choose vocabulary strategically 2 Include more primary sources – and juxtapose against secondary sources 3 Introduce 21st century sources 4 Ask thought provoking questions 5 Emphasize writing arguments

31. When Creating Assignments for ALL students, The Three Most Important Questions to Continually Ask Yourself…

32. 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

33. 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

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

36. EXAMPLES

37. Making the Declaration of Independence Come Alive

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

39. 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?

42. We the People of the United States, in Order to form a more perfectUnion, establish Justice, insure Domestic Tranquility, provide for the common defence, promote the General Welfare, and secure the Blessings of Liberty to ourselves and ourPosterity, do ordain and establish thisConstitutionfor the United States of America.

43. WE THE PEOPLE OF THE UNITED STATES, IN ORDER TO … Form a more perfect union Establish justice Insure domestic tranquility Provide for the common defense 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

45. PREAMBLE VIDEO (Schoolhouse Rock)

46. ANSWER THE 3 ITEMS ON THE SHEET PROVIDED : Write as much of the Preamble as you can remember – Can you recall the SIX REASONS? Which of the SIX REASONS do you think is the most important? WHY? What other reasons could have been included? – give a short explanation as to why this should have been included.

47. A REVIEW OF THIS LESSON INDIANA ACADEMIC STANDARD 3 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) CONTENT AREA LITERACY STANDARD LH.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, ………… • RESOURCES • Copy of the Preamble (3 versions) • Schoolhouse Rock Video • Culminating assignment • ACCOMMODATIONS • Multiple versions of the text • Text was read out loud • Key words identified • Video provided graphic illustrations of key words

48. POSSIBLE CONTENT AREA LITERACY ASSIGNMENTS (Handout) Template: Argumentation [Insert question] After reading (literature or informational texts), write a/an ________ (essay or substitute) that addressesthe 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)

49. 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)

50. CREATE AN ASSIGNMENT • 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