Preparing Students for College and Career Readiness
2013
History / Social Science and Science
Common Core Literacy Standards: Middle School
Anne Zeman, Ed.D., Director, Curriculum/Professional Learning
Don Azevada, Program Specialist, History/Social Science
Ray Pietersen, Program Specialist, Science

Outcome for this afternoon:
1.
Prepare to support students developing
CCSS skills as they learn the literacy standards by:
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Engaging in model lessons.
Discussing strategies within your departments.
Discussing next steps.

CCSS Literacy Skills are already present in EGUSD History classrooms
Document Based Question (DBQ) – Analytical
Categories (Bucketing) primary and secondary source documents.
Frequency: Once per week.

Current Historical and Social
Science Analysis Skills

Current Historical and Social
Science Analysis Skills

Outcome #4
Prepare to support students developing CCSS skills as they learn the literacy standards.

Reading Standard:
Key Ideas and Details
 RH.6-8.1 - Cite specific textual evidence to support analysis of primary and secondary sources.

Applying the Literacy Standard
RH.6-8.1
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Content: The struggle for African American civil rights.
Common Core Literacy Standard:
 RH.6-8.1 - Cite specific textual evidence to support analysis of primary and secondary sources.
CA Content Standards:
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8.11 – Students analyze the character and lasting consequences of Reconstruction.
11.10 – Students analyze the development of federal civil rights and voting rights.
*Lesson adapted from the Stanford History Education Group.

Applying the Literacy Standard
RH.6-8.1
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Analyze the two letters from the Library of Congress. Using specific evidence from the letters and your knowledge of
U.S. History, determine which letter was written first.
Be able to cite specific evidence which supports:
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How the letters relate to the struggle for African American civil rights?
How do the letters connect/relate to one another, contributing to their chronological order?
Using the strategy of citing specific textual evidence to understanding the text as a whole, what can we do to help students improve their comprehension of our content?
*Lesson adapted from the Stanford History Education Group.

A Resource for Reading Standard
RH.6-8.1
• Beyond the Bubble – Stanford History Education Group
• http://sheg.stanford.edu/

A Resource for Reading Standard
RH.6-8.1
• Beyond the Bubble – Stanford History Education Group

Applying the Literacy Standard
RH.6-8.1
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Review Text Dependent Questions
 Text Dependent, Text Related, Text Inspired
Example- “Gettysburg Address”
Task - Using your teacher’s edition:
 Identify a section that you will be teaching in the upcoming week or two.
 Create 3-5 text dependent questions from that section.

Reading Standard:
Craft and Structure
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RH.6-8.5:
6 th -8 th – Describe how a text presents information.
9 th -10 th – Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
11 th -12 th – Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Applying the Literacy Standard
RH.6-8.5
 Review Text structure
 Read, “Europe after the Fall of Rome”
 What type of text structure is this?
 What “signal” words indicate this structure?
 Using text structure, what can we do to help students improve their comprehension of our content?

Reading Standard:
Integration of Knowledge and Ideas
 RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Applying the Literacy Standard
RH.6-8.7
 Integrating multiple sources
 refer back to performance task chart.
Organizational charting

Writing Standard:
Text Types and Purposes
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W.6-8.1
( Supporting arguments, defending claims, analyzing opposing claims with evidence from discipline specific content .)
1. Write arguments focused on discipline-specific content.

Applying the Literacy Standard
RH.6-8.7 & W 1
 What Were the Primary Reasons for the “Fall” of Rome?
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Analyzing multiple sources.
Citing specific evidence to defend your claim.

Applying the Literacy Standard
RH.6-8.7 & W 1
 What Were the Primary Reasons for the “Fall” of Rome?
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Background essay. (What is text structure?)
Pre-Bucket (organizational charting)
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Document Analysis
Bucketing
Thesis Development and Road Map
Guided Essay

Applying the Literacy Standard
RH.6-8.7 & W 1
 For the document provided:
 How does it support -What Were the Primary Reasons for the “Fall” of Rome?
 Determine if the questions are TD, TR, or TI?

Things to Consider….
 The SHIFT to Common Core is a shared, multi-year effort, therefore:
 Provide opportunities for close reading of grade level text.
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Align prompts to CCSS.
Routinely expect academic language.
Expect students to provide quality, written work.

Department/Grade Level
Discussion
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What are next steps for your department?
How will your department achieve these next steps?
What type of support does your department need to achieve these next steps?

1.
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4.
Review of today:
Reviewed the background and rationale of the CCSS.
Reviewed the shifts and implications for students and teachers in EGUSD.
Analyzed the depth of the literacy skills described by the CCSS to be college and career ready.
Prepared to support students developing
CCSS skills as they learn the literacy standards.

Closing Thoughts
 The implementation of Common Core is a
“process” . . .
 “By failing to prepare, you are preparing to fail.” –
Benjamin Franklin
 “Be quick, but don’t hurry.” – John Wooden
 “It’s the little details that are vital. Little things make big things happen.” – John Wooden

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Preparing Students for College and Career Readiness
2013
History / Social Science and Science
Common Core Literacy Standards: Middle School
Anne Zeman, Ed.D., Director, Curriculum/Professional Learning
Don Azevada, Program Specialist, History/Social Science
Ray Pietersen, Program Specialist, Science