c ommon c ore l earning s tandards for l iteracy in h istory /s ocial s tudies, s cience and t...
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COMMON CORE LEARNING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE AND TECHNICAL SUBJECTS*Amy Rudat & Kristen Sikora
Office of Curriculum and instruction
NYSED
S/CDN March, 2015
*Technical subjects – A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music.p. 43 Appendix A, CCLS
SHIFTING IN THE DISCIPLINES
Build background knowledge and activate prior knowledge through exposure to – not mastery of – texts that have rich themes based in science, social studies, and other content areas.
Access complex text with rich vocabulary and academic language.
Be engaged enough in the text to do the work required to comprehend it (struggling, not non-readers).
Enjoy reading.
Talk about text using text to support opinions.
ACCESSING TEXT ACROSS CONTENT AREAS
• Background• Experiences
• Vocabulary• Sentence
length and structure
• Figurative language
• Regional or historical usage (dialects)
• Text features
• Genre• Organizatio
n
• Layers of meaning
• Purpose• Concept
complexity
Meaning Structure
KnowledgeLanguage
CCLS FOR LITERACY IN THE CONTENT AREAS
ALL teachers are responsible for ensuring that their students (inclusive of ELLs and SWDs) have equitable access to the content in their discipline.
content teachers are reading teachers
content teachers are ELA teachers
ELA teachers are reading teachers
ELA teachers are content (social studies, science, etc.) teachers
What it does NOT mean What it means
How can we insure that students acquire literacy in the content areas at all grade levels?
THE GAP BEGINS EARLY By age two, children from low income homes are six months
behind their high income peers in language proficiency. (Fernald, 2013)
By age three, children from low income backgrounds know half as many words as their high income peers. (Hart and Risley, 2005)
By age five, children from low income backgrounds can score more than two years below their high income peers on standardized language development tests. (Fernald 2013)
By age six, linguistically “poor” first graders know 5,000 words; linguistically “rich” first graders know 20,000. (Moats, 2001)
By age ten, fourth grade students performing above the 75th percentile in reading comprehension in 2011 also had the cohort’s highest average vocabulary scores. The converse is also true. (Shanahan & Duffett 2013)
ELEMENTARY (P-5)
GOAL: building word and world knowledge through implementation of the shifts and content aligned to the content standards and the P-5 ELA standards
Students
• Purposeful play• Content-based
curriculum• Hands on work
with science • Concepts
beyond literacy; learning by doing
• Close reading (P-5)
Administrators
• Maintain strong CONTENT (SS, Science) curriculum
• Do not eliminate content for additional ELA and Math instruction
• Creative targeted approach for RTI (Level 1 especially)
Teachers
• Content-based curriculum
• Comprehensive Phonics program
• Access to text at independent reading level
• Collaborate to ensure spiral of content in curriculum
• Thoughtful Center Time
Students
• Connections across content regarding word and world knowledge
• Close reading in content areas
• Authentic learning experiences
• Inquiry with rigor
Administrators
• Rethink RTI in the classroom
• Rethink AIS- targeting skills
• Maintain content area curriculum; do not reduce to increase ELA and Math
• Close coordination with teachers
Teachers
• Coordinate across content areas to provide integrated and consistent routines regarding:• Vocabulary• Reading
strategy• Writing
instruction• Facilitation with
targeted instruction
• Supplement curriculum
• Positive parent interaction
MIDDLE SCHOOL (6-8)
GOAL: preparing students for the rigorous demands of higher level texts and synthesis of information gained from those texts
Students
• Read for argument and evidence
• Closely read content (historical documents)
• Vocabulary acquisition
• Ownership for learning
• Reading Reading Reading
• Make connections
Administrators
• Rethink AIS• Common writing
and research expectations
• Encourage collaboration
• Encourage equitable access to opportunity
Teachers
• Material coverage vs ensuring comprehension
• Targeted remediation
• Less memorization
• Instruct & Facilitate
• Explicit vocabulary instruction
• Various ways to access content
HIGH SCHOOL (9-12)
GOAL: preparation for college, careers and life through the synthesis of content area knowledge
WHEN STUDENTS CAN’T READ THE TEXT IN CONTENT AREAS
My student/s can’t read
I have no time to slow down [dumb down]
I’m not an ELA/AIS/ SWD teacher/social worker/parent
I don’t have the resources
I’m not a reading teacher
Recognize fair is not equal
Look beyond the textbook
Adjust curriculum (administrative collaboration/support)
Online/Administrators Guided reading, group
reading, pair reading, accountable independent reading
Educators say: Possible Solutions:
SCAFFOLDS FOR READING COMPLEX TEXTADDITIONAL TEACHER OPTIONS• Chunking• Reading and rereading• Read aloud• Strategic think aloud• Scaffolding questions• Heterogeneous small groups• Recording• Pre-prepping struggling readers to support
confidence and participation• Annotation strategies• Cornell notes• Paraphrasing and journaling
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GRAPHIC NOVELS
Graphic Global Conflict: Graphic Novels in the High School Social Studies ClassroomLILA L. CHRISTENSEN
http://racomics.pbworks.com/f/GN%20Social%20Studies.pdf
Anne Frank: TheAnne Frank HouseAuthorized GraphicBiography
Best Shot in the West: The Adventures of Nat Love
Little White Duck: A Childhood in China
Trickster: NativeAmerican Tales: AGraphic Collection
Theseus and the Minotaur
The Art of War: A Graphic Novel
Americans Move West: 1800-1850 Graphic U.S. History
Roaring 20s & the Depression: 1920-1940- Graphic U.S. History
After a study of graphic novels, researchers concluded that the average graphic novel introduced readers to twice as many words as the average children’s book. This realization has reinforced the idea that the “comics” format is a good way to impart information.
VOCABULARY AND TIERS
Tier 3: Low Frequency/ Content-SpecificImportant to learn when specific need arises
Often critical for content area learning
Tier 2: High Utility Across Content AreasHigh frequency for mature language users
Found across a variety of content areasVary according to age and development
Words that we assume they know, but they may have only “heard”
Tier 1: High Frequency of UseRarely require instruction
12
peninsula, habitat, climate,
evaporation
glance, confident, commotion
regret
happy, jump,
clock
VOCABULARY INSTRUCTION
Essential to text Likely to appear in
future texts students will choose or be asked to read
Relatively more abstract ideas and concepts
Symbols, doubt, control Multiple meanings in
content areas
State and repeat Use them in a
sentence Give examples and
non examples Refer to the text Have students use
them
Which words to teach? How to teach them?
CONTENT LITERACY & ACCOUNTABILITY
Content-based curriculum+Focus on content literacy+Strong Vocabulary+Comprehensive reading program Higher Student Achievement
2013 AND 2014 RELEASED TOPICS FOR ELA EXAM GR 3-8
Science • Astronomy, Global Climate,
Geography• Otters and their habitat• Sea turtles, habitat, and
endangered status• Sleep in the animal kingdom• Sea turtles• Elephants, vocalization,
mammals• Oil Spills and oceans• Crows and Intelligence• Fireflies, insects, natural world• Science, baking, and global
implications for food accessibility
Social Studies• Tibet and Culture• Revolutionary War and
Spinning• Shackleton’s Artic Adventure
and Sea Ice• Paul Revere and American
Revolution • Boston Tea Party• Family dynamics and
international cultural traditions• Circumnavigating the globe on
sea• Native Story Traditions• Iroquois• Global Winds and Desert,
Geography
2013 AND 2014 RELEASED TOPICS FOR ELA EXAM GR 3-8
Extra-Curricular
• Mountain Climbing
• BMX Racing
• Risk Taking
• Ice Climbing
• Baseball
• Swimming
• Caving
• Fishing
Implications for Instruction: Exposure to cross section of
topics Instruction on reading
strategies and the demands for different kinds of reading
Understanding of global geography
Understanding of maps and charts
Expansive vocabulary Ability to synthesize
information in text boxes and maps, as it relates to central texts
Background knowledge of United States History
2014 AND 1/2015 ELA CC REGENTS EXAM TOPICS & TASKS
Part
I • Carl Sagan, Broca’s Brain
• Wang Anyi, The Song of Everlasting Sorrow
• Stephen Hawking & Leonard Mlodinow, “The (Elusive) Theory of Everything”
Part
II • Consumer
privacy• Economics of
hosting Olympic Games
• Ethics of De-extinction
Part
III • Anna Howard
Shaw, Women’s Suffrage, 1915
• Red Jacket, Chief of the Seneca Nation, Speech to US War Dept, 1801
• Henry D. Thoreau , Walden, 1910
Literacy is not about P-12. It is about succeeding beyond Common Core.
It’s also about EMPOWERMENT- creating a culture where all teachers are empowered to embrace the Common Core and work together for student achievement.
FREE TEXT COMPLEXITY RESOURCES
Quantitative Measures
ATOS Analyzer from Renaissance Learning: http://www/renlearn.com/ar/overview/atos/
Degrees of Reading Power from Questar: http://www/questarai.com The Lexile Framework from Metamatrix:
http://www.lexile.com/analyzer Coh-Metrix Easability Tool from University of Memphis:
http://141.225.42.101/cohmetrixgates/Home Reading Maturity from Pearson Knowledge Technologies:
http://www.readingmaturity.com (Beta site) SourceRater from Educators Testing Service:
http://naeptba.ets.org/SourceRater3/ (Beta site) Readability-Score.com https://readability-score.com/
Flesch-Kincaid (part of your Microsoft Word)
https://www.engageny.org/resource/selection-of-authentic-texts-for-common-core-instruction-guidance-and-a-list-of-resources
Text Complexity Tools:http://achievethecore.org/page/642/text-complexity-collectionqualitative-measures
RESOURCESLiteracy Design Collaborative:https://ldc.org/how-ldc-works/overview
Teaching Channel.org- videos on cross-discipline work and a series of inquiry-based teaching: https://www.teachingchannel.org/videos/inquiry-based-teaching-discussing-non-fiction
Text Complexity, NTI 12/2014:https://www.engageny.org/resource/december-2014-nti-understanding-text-complexity-grades-3-8https://www.engageny.org/resource/december-2014-nti-understanding-text-complexity-grades-9-12
Explicit Instruction (Vocabulary):http://explicitinstruction.org/
QUESTIONS?
Thank you!
Amy Rudat , Race to the Top Literacy and Curriculum [email protected]
Kristen Sikora, Assistant in ELA [email protected]
518-474-5922
Office of Curriculum and Instruction
New York State Education Department