CCSS and Social Studies and Assessments 11.25
CCSS ELA and Literacy In Content
Areas
W O R K I N G T O G E T H E R A C R O S S T H E
C U R R I C U L U M
Goals for Today
Understand the connection between the Standards for ELA and Literacy in Social Studies, Science and
Technical Subjects
Learn how assessments linked to the Standards can guide teacher understanding of the CCSS in their content area
Discover how we can use pre- and post -assessments in Social Studies inform instruction in Common
Core literacy skills and show student growth
What do we know?
On a piece of paper, write a number from 1 to 4 that represents how familiar you are with CCSS for
Literacy in History/Social Studies, Science, and
Technical Subjects:
1= very unfamiliar
4= quite familiar
This information will be confidential
Common Core State Standards - ELA
ELA in Content Areas -Elementary
The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.
The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to
ELA
The level of intentionality of this shared responsibility is heightened with the CCSS.
How does this look in the classroom?
https://www.teachingchannel.org/videos/analyzingtext-as-a-group
ELA CCSS in Content Areas
K-5 Literacy Standards (History/Social
Studies/Science and Technical Subjects are integrated)
6-12 English/Language Arts Literacy Standards
6-12 History/Social Studies, Science, and
Technical Subjects Literacy Standards
Appendix A: Research that Supports the Standards
Appendix B: Text Exemplars
Appendix C: Samples of Student Writing by Grade and Type
ELA in the Content Areas
For middle and high school students, the shift to the
CCSS does not mean dramatically more nonfiction reading in their Language Arts classroom…
The CCSS say “because ELA classrooms must focus on literature (stories, drama, poetry) as well as literary nonfiction, a great deal of informational reading in grades 6-12 must take place in other classes.
(Pathways to the Common Core page 28)
ELA in Content Area - Elementary
If you would like to focus more specifically on the
CCSS for K-5, you may direct the following activities to those Standards and look for specific language that relates to content areas.
You may look at the Standards for 6-12 and think about how these requirements for students might influence instruction in elementary schools
College and Career Readiness Anchor Standards for Reading in History, Science, and Technical
Areas
1.
The Anchor Standards for Reading are the same for all subject areas, but there is more specificity with individual standards with subject areas. Go to page 60.
2.
Read the “Note on Range of Content for Student Reading” for subjects other than English. Highlight key words that reflect the increasing demands of Common Core.
3.
Discuss – How do you compare the Note on page 35 with the note on page 60?
Take a look…
Locate the Standards for History/Social Studies,
Science, and Technical Subjects that begin on page
59. There are two strands for these subjects:
Reading and Writing. Locate them and mark with
Post-it notes:
Reading for Social Studies (p. 61) and Reading for Science
& Technical Subjects (p. 62)
Writing for Social Studies, Science & Technical Subjects (p.
63)
Reading Standards for Literacy in Social
Studies/History, Science, and Technical
Subjects
Reading Standards for History/Social Studies begin on page 61.
Reading Standards for Science and Technical
Subjects begin on page 62.
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 .
Integrated K-5 Standards
• Determine which Reading Standards specifically target Social Studies or Science
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect
How does this look in the classroom?
https://www.teachingchannel.org/videos/analyzingtext-as-a-group
Writing Standards for Social Studies/History,
Science and Technical Subjects
Writing Standards for History/Social Studies,
Science, and Other Technical Areas begin on page 63.
Read the “Note on Range and Content of Student
Writing” on page 63. Highlight phrases that show the increasing demand of Common Core
Standards.
Discuss and share back
Writing Standards for Social Studies/History,
Science and Technical Subjects
Look at the Standards for Writing in Social Studies for 6-8 grade on pages 64 and 65
Talk with your table groups about the progression you see
Compare what you observe with the ELA Standards for Writing in Grades 6,7 and 8 on pages 42-44.
Whose Responsibility?
All teachers are responsible for teaching these
Standards to their students!
The ELA teacher will not be the only one addressing these skills
Teachers should collaborate so students hear a common language
In your table groups, discuss ways to foster collaboration
What are our next steps?
Once teachers understand the CCSS for their subject area, we need to determine exactly where students are in relationship to those Standards:
If we don’t know this, we won’t know which way to proceed!
Where are student skills?
There are no content specific CCSS for Social
Studies; CCSS skills are addressed through the course content
We need to find out how our students perform using
CCSS for Literacy in Social Studies
We will need to use documents, primary and secondary sources, maps, videos, from our Social Studies grade level curriculum in order to do this – the content becomes the context for the assessment
Creating Pre and Post Assessments Aligned to
CCSS ELA in Social Studies
Teachers create a rubric based on the CCSS
This extends teacher understanding of the Standards
It allows teachers to see connections to between their curriculum and the Standards
Teachers choose a prompt and documents related to their courses
Teachers choose a similar prompt for a post assessment and a different set of documents
The pre-assessment will provide data so teachers know where students are beginning and to inform instruction
The post-test will show student growth, or areas for continued focus.
Sample Rubric
Sample Draft Scoring Rubric – Grades 6-8
The Grade Band is 6-8, so anchor papers became critical
The rubric will not provide a holistic score, but a score in each
category on the rubric. This provides data for both
Instructional and Growth purposes)
This rubric is for teachers and students
Students will be instructed in the academic language on the rubric
Students will see where they begin the year
Teachers and students will develop strategies to move students to
Standard or above
Sample Rubric
Sample Assessment and Student Response
This was based on a middle school
Scoring the Assessments
Teachers met to collaboratively score assessments
Teachers collaboratively score papers together to norm scores for each rubric category at a grade level
This established a consistent expectation for all students
Dr. Douglas Reeves – Founder of the Center for
Performance Assessment
http://www.youtube.com/watch?v=qDiVl6Msn8c
+
Guidelines for Analyzing Student
Work
When reflecting on your own thinking
When listening to colleagues’ thinking
Ask yourself, “Why do I see this student work in this way? What does this tell me about what is important to me?”
Listen without judging.
Tune in to differences in perspective.
Look for patterns in your own thinking.
Use controversy as an opportunity to explore and understand each other’s perspectives.
Tune in to the questions that the student work and your colleagues’ comments raise for you.
Focus on understanding where different interpretations come from.
Compare what you see and what you think about the student work with what you do in the classroom.
Make your own thinking clear to others.
Be patient and persistent.
Source: National School Reform Faculty at http://www.nsrfharmony.org/
Handout #2
Collaborative Scoring
Using the student sample and the rubric, score the student work in each category
When finished, we will share our scores and thinking with the larger group.
Determine as a group an appropriate score for each category.
Process: Scoring
Continue group scoring until a bank of anchor papers are established and teachers are all looking through the same lens
At this point, teachers may begin scoring independently, bringing clarifying questions back to the group or another teacher as needed
Analyzing the Data
After teachers have scored 15-20 papers, have them stop.
Look at the handout in your packet, “Analyzing
Student Work”
With a small group, fill out your paper.
Share back with the large group our findings to date.
One teacher’s data…
Instructional Strategies
Your packet includes a set of instructional strategies that you can share with teachers.
“Drawing Evidence from the Text to Support Claims”
Writing an Argument to Support Claims using Evidence from a
Text
Resource List to Support Evidence in Writing and Effective
Feedback
The Post- Assessment
This assessment will look very similar to the preassessment
The prompt will ask for similar question but use different documents
Teachers can see student growth in the area of
Creating a claim
Logically supporting it with evidence
Understanding the significance of what they read in light of the claim they support.
