Literacy Standards for All Subjects

1. Literacy Standards for All Subjects Victor Jaccarino and Jonathan Klomp LIASCD Common Core

2. The Six Shifts

3. Why these shifts? Building knowledge through content-rich informational text Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

4. Students who struggle greatly to read texts within (or even below) their text complexity grade band must be given the support needed to enable them to read at a grade-appropriate level of complexity. Even many students on course for college and career readiness are likely to need scaffolding as they master higher levels of text complexity. From Appendix A, p.9 CCSS - ELA

5. What’s In and What’s Out for Literacy?

6. Resources to Help on engageny.org The PARCC model frameworks PARCC sample items newly released (August 2012) Revised Publishers’ Criteria for Grade 3-12 Exemplars that show attention to supporting teachers in learning how to support ALL students in this work Qualitative Scales and Companion Guide SCASS Qualitative Rubrics Revised Band Ranges Chart by measurement tool The Tri-State Rubric Guide to Creating Text Dependent Question Other resources from www.achievethecore.org/stealthesetools/ and EngageNewYork.

7. NEED TO MAKE THREE TIGHTLY INTERRELATED INSTRUCTIONAL SHIFTS Regular practice for all students with complex text and its academic vocabulary – Repeat: all students Reading and writing (speaking and listening) grounded in evidence from text – Not from personal experience Building knowledge through content-rich nonfiction and informational texts – teaching content is teaching reading as long as…. 7 GETTING STARTED ON THE COMMON CORE STATE STANDARDS for LANGUAGE ARTS

8. Why the CCSS Emphasis on Complexity? “Between the Lines” ACT 2006 Study Complexity Gap between 12th grade and college and career demands 6th Grade McGuffey Reader circa 1961 was more difficult than average high school anthology is now Too many students never get to complex text GETTING STARTED ON THE COMMON CORE STATE STANDARDS for ENGLISH LANGUAGE ARTS 8

9. WHAT ARE THE FEATURES OF COMPLEX TEXT? • Complex text can contain any possible combination of these features • Can’t possibly isolate these or control for these features in a scope and sequence or traditional skill based approach • Where does that leave you? Subtle and/or frequent transitions Multiple and/or subtle themes and purposes Density of information Unfamiliar settings, topics or events Lack of repetition, overlap or similarity in words and sentences Complex sentences Uncommon vocabulary Lack of words, sentences or paragraphs that review or pull things together for the student Longer paragraphs Any text structure which is less narrative and/or mixes genres

10. COMPLEX TEXT To teach students how to read complex text we need to use complex text. READING requires extensive support! Doing so will align with the standards in a number of ways.

11. BENEFITS OF CLOSE READING OF COMPLEX TEXT Each question supports multiple standards. Each lesson addresses many of the standards. The CCSS are written so that reading, writing, listening and speaking are inextricably linked. Tom Sawyer example Full exemplar and others can be found at www.achievethecore.org

12. TOM SAWYER Example • But Tom’s energy did not last. He began to think of the fun he had planned for this day, and his sorrows multiplied. Soon the free boys would come tripping along on all sorts of delicious expeditions, and they would make a world of fun of him for having to work—the very thought of it burnt him like fire. He got out his worldly wealth and examined it—bits of toys, marbles, and trash; enough to buy an exchange of WORK, maybe, but not half enough to buy so much as half an hour of pure freedom. So he returned his straitened means to his pocket, and gave up the idea of trying to buy the boys. At this dark and hopeless moment an inspiration burst upon him! Nothing less than a great, magnificent inspiration. • (straitened: severely limited)

13. SAMPLE QUESTION TO ENCOURAGE A CLOSE READING OF COMPLEX TEXT Describe Tom’s state of mind prior to his inspiration. Work together to find as many phrases as possible that point to his mood.

14. SOCIAL STUDIES PRACTICES K-12 The Social Studies Practices represent the social science and historical thinking skills that students should develop throughout their K‐12 education. 1) Chronological Reasoning and Causation 2) Comparison and Contextualization 3) Geographic Reasoning (people, places, regions, environment, interactions) 4) Gathering, Using, and Interpreting Evidence 5) The Role of the Individual in Social and Political Participation

15. African Americans had no friend in Lincoln by Prof. Scott Hancock Though typically perceived as the most important legal act for African Americans, it was for white Americans because it helped secure national preservation. In 1966, Stokely Carmichael made a similar point, declaring that “every civil rights bill in this country was passed for white people, not for black people.” Echoing Carmichael, this is my revision of American history. The evidence? Lincoln’s Preliminary Proclamation, made public 150 years ago this month, left a legal loophole allowing Confederate areas that ceased rebelling to maintain slavery. Black men, women, and children would only be “forever free” in areas still rebelling on January 1, 1863. Despite the improbability of any state abandoning the Confederacy, this loophole’s purpose was to weaken the rebellion. Lincoln’s final 1863 Proclamation removed the loophole but added the phrase “a fit and necessary war measure for suppressing said rebellion,” reemphasizing the primary goal. Freeing African Americans, though important, was absolutely secondary… This revision matters because too often emancipation is perceived as something that was done for African Americans, which connotes a gift or a grant. We often say Lincoln…or the Emancipation Proclamation…or the Union freed the slaves. That phrasing shapes political thinking.

16. “Geology.” U*X*L Encyclopedia of Science . Edited by Rob Nagel. Farmington Hills, Mich.: Gale Cengage Learning, 2007. (2007) Geology is the scientific study of Earth. Geologists study the planet—its formation, its internal structure, its materials, its chemical and physical processes, and its history. Mountains, valleys, plains, sea floors, minerals, rocks, fossils, and the processes that create and destroy each of these are all the domain of the geologist. Geology is divided into two broad categories of study: physical geology and historical geology. Physical geology is concerned with the processes occurring on or below the surface of Earth and the materials on which they operate. These processes include volcanic eruptions, landslides, earthquakes, and floods. Materials include rocks, air, seawater, soils, and sediment. Physical geology further divides into more specific branches, each of which deals with its own part of Earth’s materials, landforms, and processes. Mineralogy and petrology investigate the com- position and origin of minerals and rocks. Volcanologists study lava, rocks, and gases on live, dormant, and extinct volcanoes. Seismologists use instruments to monitor and predict earthquakes and volcanic eruptions.

17. CLOSE READING ALONE IS NOT ENOUGH Need to look carefully at fluency program at every grade level. Need to look carefully at how vocabulary and word study are taught. Need to look carefully at syntax. All of these aspects need to be carefully attended to if the achievement gap is to be reduced rather than enlarged by the advent of the CCSS for ELA.

18. Victor Jaccarino vicjaccarino@gmail.com Jonathan Klomp jonathanklomp@gmail.com Contact