When?
Where?
CCSS
Who?
When do I need to do this?
What?
How does this affect me?
Where do I find more information?
WHY?
WHO?
• All K-12
teachers
• Administrators
• Students
When? & Where?
• Grades K-2:
2011-2012
• Grades 3-8:
2012 - 2013
• Grades 9-12:
2013-2014
All Districts in AR
What
Common Core State Standards for English
Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects
(CCSS)
Affect all content areas
Baby Steps
How will I Transition to the CCSS and
find accurate information to assist?
Next Step, Reflection!
Examine the lesson/unit.
What is the topic/theme/time period?
How do you begin / set the stage?
Assignments?
Texts?
Activities?
Assessment?
Where to locate CCSS information
• CCSS site
http://www.corestand
ards.org/
• PARCC Model Content
Frameworks
http://www.parcconlin
e.org/parcc-contentframeworks
• Student Achievement
Partners site
http://www.achieveth
ecore.org/
• Publisher’s Criteria
grades K-2
http://www.corestand
ards.org/assets/Publish
ers_Criteria_for_K2.pdf
• Publisher’s Criteria
grades 3-12
http://www.corestand
ards.org/assets/Publish
ers_Criteria_for_312.pdf
The chart is
meant
to illustrate
and provide
context for
the
standards
but not
replace the
standards
themselves.
Where to locate CCSS information
• AETN IDEAS site
http://ideas.aetn.org/c
ommoncore/strategicplan
• ADE CCSS Microsite
http://www.commonc
orearkansas.org/
• ADE CCSS wiki
http://ccssarkansas.pb
works.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
Clearing Up Confusion
• Common 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
WHY CCSS?
CCSS Implications for Classroom
• More nonfiction
• Higher text complexity
• More teacher collaboration
– across grades
– across content areas
• More research
– begins in earlier grades
– both short and extended research
“All 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)
16
Text Complexity
Qualitative
an attentive
human
reader
Quantitative
Reader and
Task
computer
software
Educators’
professional
judgment
is often best measured by
Reading more complex texts
requires TIME -• for teachers to model how to
comprehend
• for students to learn how to
extract information
• for students to practice
• for students to share
Teacher Implications
• Everyone a literacy teacher
–Reading and writing emphasis
• Teaching (modeling) students to read
as scientists, historians, economists,
mathematicians, geographers …
• More sources of information
Student Implications
• Teachers tell/summarize less and
use more scaffolding
=
• More responsibility placed on
students for their learning
Shared Responsibility
“The Standards insist that instruction in
reading, writing, speaking, listening, and
language be a shared responsibility within the
school.”
CCSS, page 4
Grade Span Specific Literacy
Standards
• Reading History/Social Studies (RH)
page 61
• Reading Science and Technical
Subjects ( RST) page 62
Informational Text
“…if 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
Informational texts/literary nonfiction
•
•
•
•
•
Personal essays, opinion pieces, speeches
Essays 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
Resources for
Informational Reading
Content Specific
• ADE - Curriculum – Educators – Resources for
Lesson Plans
http://arkansased.org/educators/curriculum/res
ources.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…
What 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 areas
Doug Buehl
Reader Identities
According to Literacy theorist J.P. Gee (2000) there are
4 categories of identities that help define a person.
Identities that:
1. are part of our nature (little control)
2. are related to positions (e.g., I am a citizen of the
U.S., a school teacher, a resident of AR, a college
graduate)
3. reflect personal traits or characteristics (e.g., I am
creative, listen to rock n roll)
4. We share with others through our associations
(e.g., Razorback fan, CS4 member, Bunco player)
D. Buehl (2011)
Types of reading
required
Literary fiction,
Math
Science - biology,
phys. sci.,
history, social
studies, economics,
technical subjects,
health, fitness,
humanities – art,
music
DISCIPLINARY
LITERACY
INTERMEDIATE
LITERACY
streamlining and
multitasking phase
BASIC LITERACY
Doug Buehl (2011) taken from
Shanahan and Shanahan (2008)
Building the Foundation
Basic Literacy:
• Skills that help kids learn to read
• Usually early primary grades
Doug Buehl, Developing Readers in the Academic Disciplines, 2011
.
Intermediate Literacy
Struggling learners lack extensive
vocabularies
• reading should become a fluent,
streamlined process
• brain is multi-tasking in the
background—not thinking about
reading, frees the frontal lobe for
critical thinking
Disciplinary Literacy
• Predominates middle school to high school
• What does it mean to read, write, and
think through a disciplinary lens?
• Navigate texts from unrelated & distinct
disciplines
– math, science, history, geography, music,
art
Disciplinary literacy
• Specific 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
Content
• Necessitates an understanding of
domain-specific words and phrases
• Requires an appreciation of norms &
conventions of each discipline
• Critical to building knowledge in content
areas
Disciplinary Reading Range
and Content
• Calls 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?
What 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
What 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
What They Are
• Using the text book as a starting place not
the definitive source
• Reading a wide variety of texts
– Maps, 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?
Close Reading of
Complex Text
“A significant body of
research links the close
reading of complex text—
regardless if the student is a struggling
reader or advanced—to significant gains
in 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
Comprehension Strategies All
Good Readers Use
Pre-reading
• Review vocabulary
• Make predictions
• Review text features
(brainstorm, predict, skim, assess prior
knowledge)
Comprehension Strategies All
Good Readers Use
While reading
• Monitor for understanding; reread if needed;
summarize
• Draw a visual representation of the unfolding
argument
• Ask questions about the main ideas as they unfold;
infer
• Make note of unfamiliar words, concepts, ideas to
research later
Comprehension Strategies All
Good Readers Use
After reading
–Summarize and restate the text’s
main points
–Compare notes with other students
–Discuss what you read
–Reread, confirm predictions, reflect,
question
Authentic opportunities to learn
and practice literacy are
important
techniques through which we
engage students in thinking
deeply and critically about social
studies, science, economics…
Student Lens to Historian Lens:
Student lens
Historian lens
• Fact collecting
• Notice why’s and how’s
• Textbook
• Notice who’s, what’s,
where’s, and
chronology of events
• Read a variety of texts
critically
• Notice cause/effect
relationships and
hypotheses
• Truth statements
• Critically examine
Establishing a Routine for
Close Reading
1. Pre-teach the vocabulary and concepts.
2. Set a purpose for reading.
3. Model close reading.
Establishing a Routine for
Close Reading
4. Provide guided practice and check for
understanding.
5. Provide independent practice.
6. Organize discussions and debates.
7. Have students write about the text.
Adapted from the Consortium on Reaching Excellence in Education, Inc
SCAFFOLDING
Definition - 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.
50
Taken from slide
created by Jacob
Hayward
Information from
CORE
Writing & CC Literacy
Standards
What does that mean and look
like in the content areas?
Grade Span Specific Standards
• Writing 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
Disciplinary Writing Range and
Content
• Key means of asserting and defending
claims and showing what is known
• Considers audience, task, and purpose
• Uses technology strategically
• Emphasizes writing arguments and
informative/explanatory pieces
Writing Standards 7, 8, and 9:
Research to Build and Present Knowledge
•
•
•
•
Research at all grade levels
Use print and digital sources
Evaluate sources
Write without plagiarism
Writing
• Argument or Persuasive Writing
With evidence from the text
Most emphasized with CCSS
• Informational/Explanatory Writing
Maggie Herrick 501-682-6584
margaret.herrick@arkansas.gov
Shirley Fetherolf 501-682-6576
shirley.fetherolf@arkansas.gov
Michele Snyder 501-682-7942
Michele.snyder@arkansas.gov