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Teaching Writing Across the K12 CurriculumProfessional development for teachers.By:Patricia DadonnaDistrict Administration, Feb 2013
To teach Common Core effectively, teachers will have to share such teaching methods within their school districts, says Richard Vacca, professor emeritus of Kent State University and a co-author of Content Area Reading: Literacy and Learning Across the Curriculum. “Traditional professional development was always kind of an add-on,” Vacca says. “The difference (with Common Core) is that it’s going to be ongoing and embedded within a district rather than” about bringing an outside person in, he says.
And Barbara Kapinus, director of English Language Arts and literacy for SMARTER Balanced, adds that in the “best of all worlds,” professional development should entail “teachers sitting down in smaller groups looking at samples of kids’ work and talking about what they see and (how) they’d like the kids to do better.”
This is already happening in some states. In Charlotte-Mecklenburg (N.C.) Schools, teachers are sharing grade rubrics and student writing samples from the World War II performance task and using the information to write lessons on their own, says Jami D. Rodgers, humanities literacy specialist for the district.
By increasing information-based and argumentative writing with Common Core, educators believe teachers can elevate the level of discourse so that students can effectively communicate in every subject.
“What the Common Core is doing more than anything else is emphasizing literate behavior, teaching kids how to use literacy to learn and make sense of the world,” says Vacca. “That’s going to take a lot of concentrated instruction. It’s a process. To the extent that teachers focus on writing and reading across the curriculum, it’s going to be better than if they were just teaching their subject matter and assuming kids know how to learn it.”
Via Susan Golab, Bryan Hartsig
The Common Core State Standards (CCSS) literacy standards for content area teachers provide incentive for teachers to focus on instructional techniques to meet students’ rigorous literacy needs across the curriculum.
Via Cindy Riley Klages
Watch this video presentation here: http://neric.welearntube.org/?q=node/146
Shifts in literacy with CC
1. 50 percent stories and 50 percent informational text. We know in K-5 that is where the foundation of knowledge is developed. Great place to learn about the world and create mental structures for future learning.
2. The building of knowledge rest in science and technical subjects art, history, technology, engineering. The ELA Common Core includes those content area. Those subjects demand that literacy drives learning in those areas. Reading, writing, and thinking. Literacy plays a major role in gaining knowledge in those subjects.
3. Text complexity matters. The difficulty and complexity of the text plays a major role in guiding literacy performance rather than the skills by which you are reading it. First time there is step in complexity of text as student increase in grade level.
4. Focusing on questions that require you to pay attention to the text itself.
5. Writing- Shift to getting student to write persuasive arguments with researched supporting evidence.
6. Academic vocabulary is the true language of power. True for language learners.
Summation: Read like a detective and write like a conscientious investigative reporter
Via Mel Riddile
About This Book
Literacy is a skill for all time, for all people. It is an integral part of our lives, whether we are students or adult professionals. Giving all educators the breadth of knowledge and practical tools that help students strengthen their literacy skills is the focus of Read, Write, Lead.
Drawing on her experience as a mentor teacher, reading specialist, instructional coach, and staff developer, author Regie Routman offers time-tested advice on how to develop a schoolwide learning culture that leads to more effective reading and writing across the curriculum.
She explains how every school—including yours—can
Implement instructional practices that lead to better engagement and achievement in reading and writing for allstudents, from kindergarten through high school, including second-language and struggling learners.Build Professional Literacy Communities of educators working together to create sustainable school change through professional learning based on shared beliefs.Reduce the need for intervention through daily practices that ensure success, even for our most vulnerable learners.Embed the language of productive feedback in responsive instruction, conferences, and observations in order to accelerate learning for students, teachers, and leaders.
In their own voices, teachers, principals, literacy specialists, and students offer real-life examples of changes that led to dramatic improvement in literacy skills and—perhaps just as important—increased joy in teaching and learning.
Scattered throughout the book are "Quick Wins"—ideas and actions that can yield positive, affirming results while tackling the tough work of long-term change.
Meet Amy, the author of NYU #literacies first assigned reading this semester:
"What does the term 'content area literacy' mean to me? I was recently on a string of emails in which professors were arguing that the term 'literacy' should be limited to the reading and writing of printed letters. I get what they mean: the term 'literacy' does come from the same root word as the term 'letter'--therefore, you could call it 'letter-acy.'
But, to me, this position is not viable, and I will explain why. The term 'literacy' has such powerful connotations in our society--Brian Street has argued that the term 'literate' and 'illiterate' now carry the same connotations that the words 'civilized' and 'savage/primitive' used to mean. Therefore, I think that a facility with ALL sign system--gestures, music, speech, and so forth--should be considered literacy so that we do not deny the designation of 'literate' to the people who can produce effective texts using these mediums.
These days, the ability to produce and post a powerful YouTube video may reach more people, and have more communicative power, than the ability to write a blog or an essay. I therefore think that this act of producing a video should be considered an act of 'literacy.' This term shows that the ability to read and produce texts in a variety of formats is a legitimate and important act, worthy of the connotations that are associated with the word 'literate.'
I think that 'literacy' means more than simply being able to comprehend and produce texts, however. I think that literacy also entails critically evaluating texts and using the information that you learn to work toward personal enhancement or social change. What good is reading and writing if they aren't used for something--to make us more thoughtful and well-rounded human beings, to protest the unfair policies, and so forth? I also think that literacy instruction should be grounded in the hoped-for life trajectories, desires, languages, cultures, and identities of the students with whom we are working; as well as in the conventions of the disciplines that we are teaching."
Via anna smith
"The partners will leverage existing, high-quality literacy curricula and content-area instructional strategies to develop this approach, guided by the principles of universal design for learning (UDL), a research-based framework for designing effective and fully inclusive learning environments."
Via Kathleen McClaskey
We are pleased to release three new Professional Development Modules, as well as updates to four previous modules. Each flexible, ready-to-use toolkit can be used to deliver professional development, in professional learning communities, and for individual learning.
Each Module features:
A PowerPoint which introduces and frames the materialHands-on activitiesVideos, handouts, and web resourcesA Facilitator's Guide to delivering the module
Our Modules include:
Introduction to the Literacy Shifts for ELA, and for Content Area teachers - newUnderstanding Text-Dependent QuestionsIntroduction to the Math ShiftsDeep Dive into the Math Shifts - newInstructional Leadership and the CCSSWhy the Common Core? How these Standards are Different - new
Via Deb Gardner
Idaho developed Common Core toolboxes for English langauge arts and mathematics.
Each toolbox provides an overview of the standards, instructional materials and resources, and information on the new assessments.
Embedded are links to videos and reports to assist educators and the public in better understanding the standards.
Via Mel Riddile