What Does Literacy Standards in History/Social Studies, Science, and Technical Subjects Mean for Social Studies Teachers?
Common Core State Standards Who? What? How? Why?When?
Who?When do I need to do this? What? How does this affect me?Where do I find more information?WHY?
All K-12 teachers
3When? & Where?Grades K-2: 2011-2012Grades 3-8: 2012 - 2013Grades 9-12: 2013-2014
All Districts in AR
4What Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (CCSS)
Affect all content areas
Baby StepsHow will I Transition to the CCSS and find accurate information to assist?
6Next Step, Reflection!Examine the lesson/unit. What is the topic/theme/time period? How do you begin / set the stage? Assignments? Texts? Activities? Assessment?
7Where to locate CCSS informationCCSS site http://www.corestandards.org/ PARCC Model Content Frameworks http://www.parcconline.org/parcc-content-frameworksStudent Achievement Partners site http://www.achievethecore.org/
Publishers Criteria grades K-2 http://www.corestandards.org/assets/Publishers_Criteria_for_K-2.pdfPublishers Criteria grades 3-12 http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf
The chart is meant to illustrate and provide context for the standards but not replace the standards themselves.
9Where to locate CCSS informationAETN IDEAS site http://ideas.aetn.org/commoncore/strategic-planADE CCSS Microsite http://www.commoncorearkansas.org/
ADE CCSS wiki http://ccssarkansas.pbworks.com
To Do this year from Sandra Alberti:
Teachers must be aware of CCSS and understand the big shifts
Identify, evaluate, and develop text dependent and text specific questions
Teachers must begin reviewing existing materials to develop these text dependent questions
11Clearing Up ConfusionCommon Core Curriculum Maps http://commoncore.org/maps/
Crosswalk a reverse crosswalk is available for ELA and math. The crosswalk begins with what you are teaching now. http://ccssarkansas.pbworks.com
12WHY CCSS? Your zip code should NOT determine the quality of your education
13CCSS Implications for ClassroomMore nonfictionHigher text complexity More teacher collaboration across grades across content areasMore research begins in earlier grades both short and extended research
14All courses in high school, not just English and social studies but mathematics and science as well, must challenge students to read and understand complex texts.
American College Testing Program (2006)
16Text Complexity Qualitative Quantitative Reader and Task is often best measured by
17Reading more complex texts requires TIME --for teachers to model how to comprehendfor students to learn how to extract informationfor students to practicefor students to share
18Teacher ImplicationsEveryone a literacy teacherReading and writing emphasisTeaching (modeling) students to read as scientists, historians, economists, mathematicians, geographers More sources of information
19Student ImplicationsTeachers tell/summarize less and use more scaffolding = More responsibility placed on students for their learning
20Shared ResponsibilityThe Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.
CCSS, page 4
21Grade Span Specific Literacy Standards Reading History/Social Studies (RH) page 61
Reading Science and Technical Subjects ( RST) page 62
22 Informational Textif students have not developed the skill, concentration and stamina to read complex texts they will read less in general. CCSS ELA Appendix A, p. 4
23Informational texts/literary nonfictionPersonal essays, opinion pieces, speechesEssays about art or literature Biographies and memoirs Journalism (newspapers in the classroom)Historical, scientific, technical, or economic accounts written for a broad audience (Nonfiction sources in library)Digital sources (like EBSCO magazine index) Common Core State Standards, p. 57
24Resources for Informational Reading Content SpecificADE - Curriculum Educators Resources for Lesson Plans http://arkansased.org/educators/curriculum/resources.html#social
Check out the 100 Milestone documents, Avalon Project, and LOC just to name a few excellent resources for educators
There are also links for Arkansas History, Science, music, art
25What does it mean to READ?Define the term read Share your definitions
What are some types of reading that you do?Share your definitions
How would you define yourself as a reader?Your identity as a reader helps determine how successful you will be when reading in certain content areasDoug Buehl
26Reader Identities According to Literacy theorist J.P. Gee (2000) there are 4 categories of identities that help define a person.Identities that:are part of our nature (little control)are related to positions (e.g., I am a citizen of the U.S., a school teacher, a resident of AR, a college graduate)reflect personal traits or characteristics (e.g., I am creative, listen to rock n roll)We share with others through our associations (e.g., Razorback fan, CS4 member, Bunco player)
D. Buehl (2011)
27Types of reading required
Literary fiction, Math Science - biology, phys. sci., history, social studies, economics, technical subjects, health, fitness, humanities art, music
Doug Buehl (2011) taken from Shanahan and Shanahan (2008)
28Building the FoundationBasic Literacy:
Skills that help kids learn to read
Usually early primary grades
Doug Buehl, Developing Readers in the Academic Disciplines, 2011.
29Intermediate LiteracyStruggling learners lack extensive vocabularies
reading should become a fluent, streamlined process brain is multi-tasking in the backgroundnot thinking about reading, frees the frontal lobe for critical thinking
30Disciplinary LiteracyPredominates middle school to high school
What does it mean to read, write, and think through a disciplinary lens?
Navigate texts from unrelated & distinct disciplinesmath, science, history, geography, music, art
31Disciplinary literacySpecific ways of reading and writing in the disciplines of history, social studies, science and technical subjects
What if I'm expected to behave as a certain kind of thinker? Scientist, historian, mathematician
32 Disciplinary Reading Range and ContentNecessitates an understanding of domain-specific words and phrases
Requires an appreciation of norms & conventions of each discipline
Critical to building knowledge in content areas
33 Disciplinary Reading Range and ContentCalls for an attention to precise details
Demands the capacity to evaluate intricate arguments, synthesize complex information , and follow detailed descriptions of events and concepts
What Do Literacy Standards in History/Social Studies, Science, and Technical Subjects Really Mean for Content Area Teachers?
35What CC Literacy Standards are NOT just having students read and write more
assigning more vocabulary words to look up and write definitions for
conducting basic literacy techniques to struggling readers during social studies
36What CC Literacy Standards are NOT giving students Venn diagrams and sentence diagramming assignments in social studies
assigning more What did you do during essays
What They Are Modeling and scaffolding what reading in social studies looks and sounds like
Teaching students what is important/vital information for a historian, geographer, economist, politician
38What They Are Using the text book as a starting place not the definitive source
Reading a wide variety of textsMaps, charts, tables, graphs, photographs, pictures, cartoons, journals, letters, documents, artifacts
How do we help students think in social studies/science?
What types of critical texts are students expected to learn and maneuver in social studies/science?
What types of writing are expected in social studies/science?
40Close Reading of Complex TextA significant body of research links the close reading of complex textregardless if the student is a strugglingreader or advancedto significant gainsin reading proficiency, and finds close reading to be a key component of college and career readiness. PARCC Model Content Frameworks for ELA/Literacy p. 6
41Comprehension Strategies All Good Readers UsePre-readingReview vocabularyMake predictionsReview text features
(brainstorm, predict, skim, assess prior knowledge)
42Comprehension Strategies All Good Readers UseWhile readingMonitor for understanding; reread if needed; summarize Draw a visual representation of the unfolding argumentAsk questions about the main ideas as they unfold; inferMake note of unfamiliar words, concepts, ideas to research later
43Comprehension Strategies All Good Readers UseAfter readingSummarize and restate the texts main pointsCompare notes with other studentsDiscuss what you readReread, confirm predictions, reflect, question
44Authentic opportunities to learn and practice literacy are important techniques through which we engage students in thinking deeply and critically about social studies, science, economics
45 Student Lens to Historian Lens:
Student lens Fact collecting Textbook Notice whos, whats, wheres, and chronology of events
Truth statementsHistorian lens Notice whys and hows
Read a variety of texts critically Notice cause/effect relationships and hypotheses
46Establishing a Routine for Close ReadingPre-teach the vocabulary and concepts.
Set a purpose for reading.
Model close reading.
47Establishing a Routine for Close ReadingProvide guided practice and check for understanding.
Provide independent practice.
Organize discussions and debates.
Have students write about the text.Adapted from the Consortium on Reaching Excellence in Education, Inc
48SCAFFOLDINGDefinition - a temporary structure put up to allow you to work the text in a way that wouldn't be possible w/o the scaffold.It is NOT a reading assignment, which treats kids as independent readers.
Taken from slide created by Jacob HaywardInformation from CORE
51Writing & CC Literacy StandardsWhat does that mean and look like in the content areas?
52Grade Span Specific StandardsWriting History/Social Studies, Science and Technical Subjects ( WHST) pages 64-66
*note that narrative writing is not applicable as a separate requirement in the content areas
53Disciplinary Writing Range and ContentKey means of asserting and defending claims and showing what is knownConsiders audience, task, and purposeUses technology strategically Emphasizes writing arguments and informative/explanatory pieces
54Writing Standards 7, 8, and 9:
Research to Build and Present KnowledgeResearch at all grade levels Use print and digital sourcesEvaluate sourcesWrite without plagiarism
55WritingArgument or Persuasive WritingWith evidence from the textMost emphasized with CCSS
57Maggie Herrick firstname.lastname@example.org
Shirley Fetherolf email@example.com
Michele Snyder 501-682-7942Michele.firstname.lastname@example.org