CCSS and Social Studies and Assessments 11.25

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CCSS ELA and Literacy In Content
Areas
WORKING TOGETHER ACROSS THE
CURRICULUM
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

Ask yourself, “Why do I see this
student work in this way? What
does this tell me about what is
important to me?”

Look for patterns in your own
thinking.

Tune in to the questions that the
student work and your colleagues’
comments raise for you.

Compare what you see and what
you think about the student work
with what you do in the classroom.

When listening to colleagues’
thinking

Listen without judging.

Tune in to differences in perspective.

Use controversy as an opportunity to
explore and understand each other’s
perspectives.

Focus on understanding where different
interpretations come from.

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 pre-
assessment
 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.
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