LiteracyIowa Core Implementation Network

February 2013

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

21st Century

Skills

Iowa Core

Social StudiesMath

Literacy

Science

Key Design ConsiderationsK-12 Anchor Standards

◦Provide broad statements of expectations to hold in place the Grade Level Standards

◦Limited in number – 32 totalGrade Level Standards

◦Provide a focus for instruction to be used throughout the school year.

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”

Key Design ConsiderationsIntegrated 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.

READING

Key Ideas & Details

1. Evidence 2. Main Idea 3. InteractionsCraft and

Structure 4. Vocabulary 5. Text Structure 6. Point of View

Integration of Knowledge and Ideas

7. Multi-media 8. Argument (only for

informational text) 9. Multi -TextRange of Reading

& Level of Text Complexity

10. Text Complexity & Range

Reading Anchor Standards

8

Standard 10 The Standards’ Approach to Text Complexity

Appendix A, p. 4-103 part modelEqually importantTo be integrated with the first 9 reading standards

9

Important Shift1. 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 10

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

Literary Text

11

Informational text is defined as Literary Nonfiction and Historical, Scientific, and Technical Texts which includes:

Biographies and autobiographiesBooks about history, social studies, science

and the artsTechnical texts, including directions, formsInformation displayed in graphs, charts, or

mapsDigital sources on a range of topics

Informational Text

12

Foundational Skills K-5 (Pages 19-21)

13

Instruction must be differentiated with some learners needing more practice than others.

Print Concepts: Basic Features of Print

Phonological Awareness: Sound Structure of Spoken Words

Phonics and Word Recognition: Decoding and using blending and segmenting to

manipulate written language

Fluency: Accuracy, rate, expression supporting meaning

Elfrieda H. Hiebert and 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.”

WRITING

Writing Anchor Standards (p. 22)Text Types and Purposes

1. Arguments2. Informative/Explanatory3. 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 Writing10. Range of tasks, purposes & audiences

16

WHAT

HOW

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

17

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

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

SPEAKING AND LISTENING

Comprehension and Collaboration 1. Range of conversations 2. Integrate & evaluate 3. Evaluate speaker’s point of

viewPresentation of Knowledge and

Ideas 4. Present info clearly, know

your audience 5. Use digital media 6. Adapt speech to context

Speaking and Listening Anchor Standards (p. 28)

21

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.

Speaking and Listening

22

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 presentationsStudents participate in informal

discussions for a variety of purposes:◦Collaborate to answer questions, Build

understanding, & Solve problems

Instructional Implications: Speaking and Listening

23

LANGUAGE

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.

Conventions of Standard English

1. Grammar & Usage 2. Spelling & PunctuationKnowledge of Language 3. Use Knowledge of LanguageVocabulary Acquisition and Use 4. Use Context Clues 5. Use Figurative Language 6. Use Academic Language

Language Anchor Standards (p. 33)

25

Instructional Implications: Language

1. Punctuation and grammar instruction must occur in embedded and authentic contexts.

2. Vocabulary instruction must be intentional and occur in authentic contexts.

26

Video Demonstration5th grade Discussion8 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.

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?

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

MS/HS ELA INVESTIGATIONSReminder of PD opportunity:Please ask staff to enroll through the course catalog

Middle SchoolOttumwa & Burlington -April 8th

Albia – April 9th

High SchoolAlbia – April 16th Ottumwa & Burlington – April 18th