Literacy Standards for Reading in Social Studies & History Grades 6

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Literacy Standards for Reading in
Social Studies & History
Grades 6-12
This session will begin at 3:30 p.m. on Oct. 17, 2011
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Dr. John
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4/7/2015
1
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Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
4/7/2015
2
UNDERSTANDING THE
COMMON CORE
Georgia Performance Standards
Literacy Standards for Reading in
Social Studies and History
Grades 6-12
Monday, October 17, 2011
3:30 – 4:30 pm
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
OCTOBER 2011
WELCOME!
Kim Jeffcoat
State Program Coordinator
English Language Arts
and Literacy
[email protected]
CCGPS
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Introductions
Sallie Mills
English Language Arts & Literacy Program Specialist
[email protected]
Susan Jacobs
English Language Arts & Literacy Program Specialist
[email protected]
Andria Bunner
English Language Arts & Literacy Program Specialist
[email protected]
Angela Baker
Julie Morrill
Education Technology Specialist
Literacy Program Specialist
[email protected]
[email protected]
Mary Lynn Huie
Gates Literacy Trainer
[email protected]
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What we’d like to share with you
today…
An overview of the Literacy Standards for
Reading in Social Studies and History
Facts about implementation
A timeline for next steps
Practice implementation task
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Standards Overview
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Three Sets of Standards
College and Career Readiness Standards
(CCR)
Common Core Georgia Performance
Standards (CCGPS)
Literacy Standards for History/Social
Studies, Science, and Technical Subjects
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
College and Career
Readiness Standards
CCR = Umbrella Standards
32 standards serving as the benchmark
for College and Career Readiness
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
English Language Arts
and Literacy
Common Core Georgia
Performance Standards, ELA
Reading/Literary 9
Reading/Informational 10
Reading/Foundational (K-5 only) 4
Writing 10
Speaking and Listening 6
Language 6
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
CCGPS
Literacy Standards
Grades 6-12
Reading/History, Social Studies
Reading/Science and Technical Subjects
Writing /History, Social Studies, Science, and Technical Subjects
Literacy Standards are embedded in the K-5 ELA
Standards of CCGPS
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 1:
CCRR1: Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn
from the text.
L6-8RH1: Cite specific textual evidence to support analysis of
primary and secondary sources.
L9-10RH1: Cite specific textual evidence to support analysis of
primary and secondary sources, attending to such features as the
date and origin of the information.
L11-12RH1: Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from
specific details to an understanding of the text as a whole.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 2:
CCRR2:Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and
ideas.
L6-8RH2: 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.
L9-10RH2: 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.
L11-12RH2: 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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 3:
CCRR3: Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
L6-8RH3: Identify key steps in a text’s description of a process
related to history/social studies (e.g., how a bill becomes law,
how interest rates are raised or lowered).
L9-10RH3: Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply
preceded them.
L11-12RH3: Evaluate various explanations for actions or events
and determine which explanation best accords with textual
evidence, acknowledging where the text leaves matters
uncertain.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 4:
CCRR4: Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
L6-8RH4: Determine the meaning of words and phrases as they are used
in a text, including vocabulary specific to domains related to
history/social studies.
L9-10RH4: Determine the meaning of words and phrases as they are used
in a text, including vocabulary describing political, social, or economic
aspects of history/social science.
L11-12RH4: Determine the meaning of words and phrases as they are
used in a text, including analyzing how an author uses and refines the
meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 5:
CCRR5: Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
L6-8RH5: Describe how a text presents information (e.g., sequentially,
comparatively, causally).
L9-10RH5: Analyze how a text uses structure to emphasize key points or
advance an explanation or analysis .
L11-12RH5: 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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 6:
CCRR6: Assess how point of view or purpose shapes the content and
style of a text.
L6-8RH6: Identify aspects of a text that reveal an author’s point of view
or purpose (e.g., loaded language, inclusion or avoidance of particular
facts).
L9-10RH6: Compare the point of view of two or more authors for how
they treat the same or similar topics, including which details they include
and emphasize in their respective accounts.
L11-12RH6: Evaluate authors’ differing points of view on the same
historical event or issue by assessing the authors’ claims, reasoning, and
evidence.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 7:
CCRR7: Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as well as in words.
L6-8RH7: Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital
texts.
L9-10RH7: Integrate quantitative or technical analysis (e.g., charts,
research data) with qualitative analysis in print or digital text.
L11-12RH7: Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively, as
well as in words) in order to address a question or solve a problem.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 8:
CCRR8: Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
L6-8RH8: Distinguish among fact, opinion, and reasoned judgment in a
text.
L9-10RH8: Assess the extent to which the reasoning and evidence in a
text support the author’s claims.
L11-12RH8: Evaluate an author’s premises, claims, and evidence by
corroborating or challenging them with other information.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 9:
CCRR9: Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors
take.
L6-8RH9: Analyze the relationship between a primary and secondary
source on the same topic.
L9-10RH9: Compare and contrast treatments of the same topic in several
primary and secondary sources.
L11-12RH9: Integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 10:
CCRR10: Read and comprehend complex literary and informational texts
independently and proficiently.
L6-8RH10: By the end of grade 8, read and comprehend
history/social studies texts in the grades 6-8 text complexity band
independently and proficiently.
L9-10RH10: By the end of grade 10, read and comprehend
history/social studies texts in the grades 9-10 text complexity band
independently and proficiently.
L11-12RH10: By the end of grade 12, read and comprehend
history/social studies texts in the grades 11–12 text complexity band
independently and proficiently.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Facts About CCGPS Implementation
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
CCGPS Implementation Timeline
ACTION
YEAR
TEACH 100% GPS
2011-2012
TEACH 100% CCGPS
2012-2013
With GPS transition guidance
TEACH 100% CCGPS
2013-2014
With GPS transition guidance
TEACH 100% CCGPS
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
2014-2015
Facts
 The content of existing unit frameworks for social
studies/history will not change.
 All references to “Reading Across the Curriculum”
standards from GPS will be replaced with these
standards.
 CCGPS will not dictate how teachers should teach but
allow schools and teachers to decide how best to help
students reach the standards.
 The Literacy Standards for Reading in social studies and
history mandate standards for reading in accessing text
within the course.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Facts, continued…
 Clarity and staircase design allow for ease in constructing
pre-assessments using previous grade CCGPS.
 Best practices will not change:
Relevant
Multimodal
Student-focused
Authentic
Collaborative Purposeful
 Strategic steps for professional learning and
implementation are moving forward according to schedule.
 By joining us for this webinar, you are on target in your
preparation in this preliminary phase.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Resources
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
“If you don't like the way the world is, you change it.
You have an obligation to change it. You just do it one
step at a time.”
~Marion Wright Edelman
 All change brings with it some anxiousness and
uncertainty
 We understand (and appreciate!) your eagerness to begin
this process
 Rest assured that resources are being provided on a
strategic schedule that will allow
our focus to remain on GPS
for 2011
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Learning Design Collaborative
(LDC)
• A grant funded by the Bill and Melinda Gates Foundation
• Big idea is the infusion of literacy strategies in reading
and writing into content coursework and instruction via
an instructional ladder
• Current work is all subjects grades 6-12
• One vehicle of the project is “plug and play” templates
• Stay tuned for more information in the coming months
regarding the progress of the project
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Next Steps
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What Should I Be Doing Now?








Establish a deep familiarity with the CCGPS
Study the K-12 Educator Resource document
Collaborate and discuss with your peers
Study the GaDoe site and resources
Implement the practice tasks in this webinar
Attend the next webinar: Literacy Standards
for Writing/ November 9, 2011, @3:30 p.m.
Attend the GPB live-streaming professional
learning sessions
Sign up for the ELA listserv and read our
newsletter and newsflashes
 Relax!
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Practice Implementation Tasks
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What you see below is an actual task within the balanced
assessment section of the GaDOE frameworks for
6th grade Social Studies, Unit 15, page 2
Students will list three job or career choices. The student will locate
the salaries of each job. For each career choice, the student will list
the amount of income he/she could possibly earn. The student will
then list steps to accomplish the goal of procuring that particular job.
Use the Occupational Handbook, http://www.bls.gov/oco/home.htm
Common Core Literacy Standard for Reading
L6-8RH3: Identify key steps in a text’s description of a process related
to history/social studies (e.g., how a bill becomes law, how interest
rates are raised or lowered).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What you see below is an actual task within the balanced
assessment section of the GaDOE frameworks for
7th grade Social Studies, Unit 1, page 3
Students will use media (print or internet) to find three pictures that
illustrate economy. They will then write which elements of economy
are depicted and which stage of production the goods in the picture
are in. They will then create a flow chart tracing one of the goods
from production to distribution.
Common Core Literacy Standard for Reading
L6-8RH7: Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and
digital texts.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What you see below is an actual task within the balanced
assessment section of the GaDOE frameworks for
8th Grade Social Studies, Unit 4, Page 4.
Working with a partner, students should read and examine the Declaration of
Independence. They should make a list of complaints found in the Declaration
against the king. Then the partners should decide which three complaints they
feel is the most damaging to the colonists’ relationship to the king. They should
then rewrite these three complaints in their own words. They need to explain
why this action by the king was so grievous to the colonists.
Common Core Literacy Standard for Reading
L6-8RH2: 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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What you see below is an actual task within the balanced
assessment section of the GaDOE frameworks for
9th Grade Am. Govt. & Civics, Unit 4, Page 4 .
Students will research the background of the articles of
impeachment in both President Andrew Johnson and
President Clinton’s cases. Students will then compare and
contrast the articles against both presidents and the historical
circumstances in a short two page essay.
Common Core Literacy Standard for Reading
L9-10RH9: Compare and contrast treatments of the same
topic in several primary and secondary sources.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What you see below is an actual task within the balanced
assessment section of the GaDOE frameworks for
10th Grade World History, Unit 4, Page 5.
Students will read selections from the Justinian Code. They should
make comparisons to modern United States law codes with
similarities and differences in the nature of laws. Students should
make assessments of the extent of the influence of Roman law on
modern legal concepts.
Common Core Literacy Standard for Reading
L9-10RH9: Compare and contrast treatments of the same
topic in several primary and secondary sources.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What you see below is an actual task within the balanced
assessment section of the GaDOE frameworks for
11th Grade American History, Unit 5, Page 3.
Students will examine primary source documents from the
Reconstruction era.
www.enotes.com/reconstruction-era-primary-sources
www.thenagain.info/WebChron/USA/ReconstructionEra.html
These may include photographs, letters, and other visuals. Students,
in small groups, will break down the historical background and
events addressed in the document.
Common Core Literacy Standard for Reading
L11-12RH1: Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from
specific details to an understanding of the text as a whole.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What you see below is an actual task within the balanced
assessment section of the GaDOE frameworks for
12th Grade Economics, Unit 4, Page 3.
Government Intervention Film Clips: Following appropriate copyright policies,
students view a clip(s) of a film or television show that illustrates various roles
of the government in a market economy. During the clips, students will cite
examples of public goods and services, redistribution of income, protection of
private property rights, resolution of market failures and of government
regulation / deregulation. Some video clip examples include: Erin Brockovitch,
The Simpsons: Two Cars in Every Garage, Three Eyes on Every Fish, etc. See
graphic organizer below.
Common Core Literacy Standard for Reading
L11-12RH7: Integrate and evaluate multiple sources of information presented
in diverse formats and media (e.g., visually, quantitatively, as well as in words)
in order to address a question or solve a problem.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Activity
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Answer Key: Grades 6, 7, 8
Grade 6 Task One:
Grade 6 Task Two:
Grade 7 Task One:
Grade 7 Task Two:
Grade 8 Task One:
Grade 8 Task Two:
L6-8RH2 (RH7)
L6-8RH7
L6-8RH4 (RH2)
L6-8RH3
L6-8RH1 (RH2)
L6-8RH2 (RH6)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Connections
6-1: Research cultural characteristics of European countries (L6-8RH2: determine central
ideas of secondary source documents and provide summary; RH7: visuals/graphics)
6-2: Study virtual exhibit of artifacts and primary source documents from conquest of
Aztecs (L6-8RH7: Integrate visual information with other information in print and
digital texts)
7-1: Use CIA Fact book to determine government structure using vocabulary words found
in the standard (L6-8RH4: Determine meaning of words specific to domain; L6-8RH2
provide accurate summary of central ideas from a primary or secondary source)
7-2: Research how climatic conditions impact population, trade, agriculture, and industry
(L6-8RH3: Identify key steps in a process related to social studies)
8-1: Students analyze the Charter of 1732, comparing to “Three Main Reasons for
Founding of Georgia in text to determine whether the Charter’s objectives were met
(L6-8RH9: Analyze the relationship between a primary and secondary source on the
same topic).
8-2: Compare the Missouri Compromise, Compromise of 1850, and Kansas-Nebraska Act to
understand the debate over slavery’s spread to the West (L6-8H6: Identify aspects of a
text that reveal an author’s point of view or purpose [e.g., loaded language, inclusion
or avoidance of particular facts]).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Answer Key: Grades 9, 10, 11, 12
Grade 9 Task One:
Grade 9 Task Two:
Grade 10 Task One:
Grade 10 Task Two:
Grade 11 Task One:
Grade 11 Task Two:
Grade 12 Task One:
Grade 12 Task Two:
L9-10RH2
L9-10RH6 (RH9)
L9-10RH7 (RH6)
L9-10RH3
L11-12RH2
L11-12RH7
L11-12RH3
L11-12RH2 (RH7)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Connections
9-1: Identify and analyze protections within each amendment (RH2:
determine central idea of primary source document)
9-2: Analyze the Declaration of Independence via Social Contract Theory
(L9-10RH6: Compare the point of view of two or more authors for how
they treat the same or similar topics).
10-1: Examine primary sources (mosaics, icons, diaries, photos) of Hagia
Sophia to determine elements of Byzantine culture (L9-10RH7:
Integrate quantitative or technical analysis [e.g., charts, research data]
with qualitative analysis in print or digital text. RH6: compare points of
view).
10-2: Research the question “Why did westerners travel to China and
Japan (Opium War, Taiping Rebellion, Commodore Perry) (L9-10RH3:
Analyze in detail a series of events described in a text; determine
whether earlier events caused later ones or simply preceded them).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Connections
11-1: Examine primary source documents including photographs from
Reconstruction to understand historical context (L11-12RH2: Determine the
central ideas of a primary source; provide a summary that makes clear the
relationships).
11-2: Examine historical political cartoons to analyze the Progressive movement
(L11-12RH7: Integrate and evaluate multiple sources of information in diverse
formats [e.g., visually]) in order to address a question.
12-1: Review form and function of neurons through fictional case studies of patients
(L11-12RH3: Evaluate various explanations for actions or events and determine
which explanation best accords with textual evidence, acknowledging where the
text leaves matters uncertain).
12-2: Introduction to theories of social behavior (Harlow, Piaget, Benedict) through
virtual exploration (L11-12RH2Determine 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).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Our Next 6-12 Webinar:
November 9, 2011, @ 3:30 p.m.
Focus: Literacy Standards for Writing
We would welcome input from the field on your experiences with constructing integrated tasks
and lessons based on the examples we’ve seen here today or your experiences teaching
these tasks. Send lessons, comments, and photos to [email protected]
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Am I going to be prepared to
integrate these new standards
next school year? (2012-13)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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