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English Language Arts and Literacy in History/Social
Studies, Science, and Technical Subjects
Common Core State Standards
What are the Common Core State Standards?
Based on evidence and researchAligned with college and work expectationsFocused and coherent educational frameworkIncludes rigorous content and application of
knowledge through high-order skillsBuild upon strengths and lessons of current state
standardsInternationally benchmarked so that all students
are prepared to succeed in our global economy and society
Why is This Important?
• Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels
• All students must be prepared to compete with not only their American peers in the next state, but with students
from around the world
Build towards preparing students to be college and career ready in literacy by no later than the end of high school
Provide a vision of what it means to be a literate person in the twenty-first century
Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language
The Common Core State Standards
4
Intentional Design Limitations
• What the Standards DO NOT define: Curriculum or teaching methods All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below
grade level The full range of support for English language
learners and students with special needs Everything needed to be college and career ready
The CCSS Requires Three Shifts in English Language Arts and Literacy
1. Building knowledge through content-rich nonfiction
2. Reading, writing, and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
Organization of the Standards
4 Domains1997 CA Standards
4 Strands2010 Common Core
Reading(includes vocabulary)
Reading
Writing Writing
Written and Oral Language Conventions
Language(includes vocabulary)
Listening and Speaking Speaking and Listening
Key Design Considerations: Anchor Standards
Anchor Standards are College and Career Readiness Standards
Backbone of the Common Core Standards for English Language Arts
Each strand is headed by a set of College and Career Readiness Standards 10 for Reading 10 for Writing 6 for Speaking and Listening 6 for Language
The Headings are identical across the grades
Design and Organization
Three main sections• K−8 (cross-disciplinary)
Includes K-5 standards for foundational skills• 6−12 English Language Arts
Grades 6-8 standards Grade bands 9-10, 11-12
• 6−12 Literacy in History/Social Studies, Science, and Technical Subjects
Balanced Representation of Literary and Informational Text
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
2009 NAEP Reading Assessment: Distribution ofLiterary and Informational Passages
Source: National Assessment Governing Board, (2008),Reading framework for the 2009 National Assessment ofEducational Progress,http://www.nagb.org/publications/frameworks/reading2009.doc
Focus on Writing
Grade
To Persuade
To Explain
To Convey Experience
4 30% 35% 35%
8 35% 35% 40%
12 40% 40% 20%
2011 NAEP Writing Framework: Distribution of Communicative Purposes by Grade Level
Diving Deeper
Critical Analysis/Use of Evidence Increased Student Collaboration Vocabulary Acquisition and Use Increased Use of Multimedia and Technology Work in reading and writing (as well as
speaking and listening) centers on the text Developing students’ prowess at drawing
knowledge from the text itself is the point of teaching
The Three Priorities
Students will read sufficiently complex texts closely
Students will extract information and gain knowledge from these texts
Students will write clear arguments based on the information they have read
Text Complexity
1. Qualitative evaluation of the text to a grade band
2. Quantitative evaluation of the text to locate text
a specific grade band3. Matching reader to text and task
Measuring Text Complexity: Three Factors
Text Dependent Questions and Tasks
Can be addressed only through careful scrutiny of the text and do not rely on outside information
Students draw evidence from the text and explain the evidence (orally and in writing)
Students demonstrate understanding of what is read before engaging opinions, evaluations, or interpretations
Text-Dependent Questions
Specifically asks a question that can only be answered by referring explicitly back to the text being read
Does not rely on any particular background information extraneous to the text nor dependent on students having other experiences or knowledge
Instead, privileges the text itself and what students can extract from what is before them
Text-Dependent Questions
In a close analytic reading of Lincoln’s “Gettysburg Address,” the following would not be text-dependent questions: Why did the North fight the Civil War? Have you ever been to a funeral or gravesite? Lincoln says that the nation is dedicated to the
proposition that “all men are created equal.” Why is equality an important value to promote?
Progression of Text-dependent Questions
Opinions, ArgumentsIntellectual ConnectionsInference
Author’s Purpose
Vocabulary and Text Structure
Key Details
General Understanding
Creating Text Dependent Questions
Level of Text Specificity
Common Core Standard Close Reading Skill
Text Dependent Question
WordPhrases
Analyze how specific word choices shape tone (Standard 4)
What words and phrases does General Eisenhower use to inspire the troops on D-Day?
Creating Text Dependent Questions
Level of Text specificity
Common Core Standard Close Reading Skill
Text Dependent Question
SentencesAssess how point of view shapes content(Standard 6)
Eisenhower states that this invasion will “bring about the destruction of the German war machine… eliminatetyranny… and create security throughout the world.” What does that sentence reveal about him?
Creating Text Dependent Questions
Level of Text specificity
Common Core Standard Close Reading Skill
Text Dependent Question
Paragraphs
Summarize keysupporting details(Standard 2)
Investigate thestructure of specificsentences,paragraphs, andsections of text(Standard 5)
Ike’s message to the troops acknowledges the difficulty of the mission, but assures them that they will be triumphant. In what ways does he accomplish this?
How does the use ofreligious imagerycontrast in the openingand closing?
Moving Through the Process
Read excerpt from Dragonwings
At your tables, develop some text-based questions and tasks that relate to the selection
What are some possible content from other subjects that can be incorporated into a theme based module?
Consider connections to history/social studies, science and technical subjects
Appendix A
Research Supporting Key Elements of the ELA Standards Including:
Complexity of Texts Foundational Skills Writing Speaking and Listening Language Glossary of Key Terms
Appendix B: Text Exemplars
Includes examples by grade level with sample performance tasks
Stories, poetry, drama, and informational text
Gives teachers an idea of achievement expectations for each grade level
Includes examples for History/Social Studies, Science, and Technical Subjects
Appendix C: Samples of Student Writing
Samples of student writing for each grade level with annotation describing what the writer did well.
• An integrated model of literacy• Research and media skills integrated into
the Standards as a whole• Shared responsibility for students’ literacy
development• Focus and coherence in instruction and
assessment• A focus on results rather than means
Key Advances: Literacy
29
Key Advances: Literacy
Literacy standards for reading and writing in history/social studies, science, and technical subjects
• Complement rather than replace content standards in those subjects
• Content is still the responsibility of teachers in those subjects
Alignment with college and career readiness expectations
Literacy in History/Social Studies, Science and Technical Subjects
Lays out what it means to be a literate person in the 21st Century
Helps students meet challenges of reading, writing, speaking, listening, and language in the content areas: History/Social Studies Science Technical subjects
Not meant to replace content standards in those subjects
Technical Subjects
Technical subjects – A course devoted to apractical study:
Engineering Technology Design Business Other workforce-related subjects; A technical aspect of a wider field of study, such as art or
musicSource: Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects: Appendix A
Career and College Ready Student as Defined in the Common Core Demonstrates independence Builds strong content knowledge Responds to the varying demands of
audience, task, purpose, and discipline Comprehends and critiques Values evidence Uses technology and digital media
strategically and capably Understands other perspectives and cultures
Literacy in History/Social Studies, Science, and Technical Subjects
“In a departmentalized school, responsibility for improving reading comprehension of instructional materials should be shared by teachers of all subjects, particularly teachers of history-social science and science.” -CA Reading/Language Arts Framework, pp. 175, 192
Literacy in History/Social Studies, Science, and Technical Subjects
“…issues of teacher responsibility arise in a departmentalized school. English teachers may wonder how much time in English class should be devoted to acquiring the vocabulary of other disciplines. Shared responsibility is obviously an ideal solution.”-CA Reading/Language Arts Framework, p. 232
Literacy in History/Social Studies, Science and Technical Subjects
“Achieving the Literacy Standards requires substantially expanding the literacy requirements in history/ social studies as well as in science and technical subjects. The adoption of the Standards for Literacy in History/Social Studies, Science, and Technical Subjects therefore require several significant shifts in these curricula.”
Source: Draft Publisher’s Criteria for the Common Core State Standards in ELA & Literacy, Grades 4-12
Literacy in History/Social Studies, Science, and Technical Subjects
Built upon the same anchor standards for reading and writing:
A focus on discipline-specific vocabulary An acknowledgement of unique text structures
found in informational text The expectation that students will read and
write in other content classes The expectation that students will develop
informational/technical writing skills A focus on text analysis
Let’s Take a Look at the Literacy Standards
Starting on page 72 Page 73, Anchor Standards for Reading Page 74, Reading Standards for
History/Social Studies Page 76, Reading Standards for Science
and Technical Subjects Page 78, Anchor Standards for Writing Page 79, Writing Standards for History/
Social Studies, Science and Technical Subjects
39
Reading Standards for Literacy in History/Social Studies
Grades 6-8 Grades 9-10 Grades 11-12
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
40
Reading Standards for Literacy in Science and Technical Subjects
Grades 6-8 Grades 9-10 Grades 11-12
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Writing Standards for Literacy in History/ Social Studies, Science and Technical Subjects
Grades 6-8 Grades 9-10 Grades 11-12
8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
8. Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
42
Reading Standards for Literacy in History/Social Studies
Grades 6-8 Grades 9-10 Grades 11-12
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
43
Reading Standards for Literacy in Science and Technical Subjects
Grades 6-8 Grades 9-10 Grades 11-12
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
44
Writing Standards for Literacy in History/ Social Studies, Science and Technical SubjectsGrades 6-8 Grades 9-10 Grades 11-12
8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
8. Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Increased Teacher Collaboration
Interdisciplinary planning Allows for multiple points of access to subject matter Deepens student understanding of content Ensures adequate reading and writing of
informational text
CALIFORNIA DEPARTMENT OF EDUCATION
English Language Arts/English Language Development FrameworkDevelopment Process
This chart shows the major steps of the curriculum framework development process.
All meetings are open to the public.
46
1. Instructional Quality Commission (IQC)
Appointed by State Board of Education
(SBE)March 2012
2. Meetings of Four Focus Groups
(Educators Appointed by SSPI) Held to Solicit
Input on New Framework
May/June 2012
3. SBE Appoints Curriculum Framework and Evaluation Criteria
Committee (CFCC)November 2012
4. CFCC Meets 6 Times to Draft FrameworkFebruary–July 2013
5. Draft Framework Presented to IQCSeptember 2013
6. IQC Conducts 60-Day Field Review; Draft
Framework Posted on Internet
October/November 2013
7. IQC's ELA/ELD Subject Matter Committee
Meets; Suggests Edits to Draft FrameworkDecember 2013
8. IQC Meets; Recommends Draft Framework to SBE
January 2014
9. Recommended Framework Posted on
Internet for 60-Day Public ReviewFebruary/March 2014
10. SBE Meets; Acts on IQC's Recommendation
to Adopt FrameworkMay 2014
11. Framework Posted on Internet; Print Edition Published
2015
RL.CCR.3
CCR Anchor Standard Reading 3:
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
=
RL.11-12.3Grade 11-12 students:
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
+
RL.9-10.3Grade 9-10 students:
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. +
RL.8.3Grade 8 students:
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. +
RL.7.3Grade 7 students:
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). +
RL.6.3Grade 6 students:
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. +
RL.5.3Grade 5 students:
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). +
RL.4.3Grade 4 students:
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). +
RL.3.3Grade 3 students:
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. +
RL.2.3Grade 2 students:
Describe how characters in a story respond to major events and challenges. +
RL.1.3Grade 1 students:
Describe characters, settings, and major events in a story, using key details. +
RL.K.3Kindergarten students:
With prompting and support, identify characters, settings, and major events in a story. +