common core state standards professional learning module series

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public InstructionCALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Common Core State Standards Professional Learning Module Series

Content Literacy in History/Social Studies K-5

Pre-Assessment and Unit 1:History/Social Studies and CA CCSS for

ELA/Literacy K–5

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Welcome to the Series

Common Core State Standards (CCSS) Professional Learning Modules

Available on the Brokers of Expertise Web Site at www.myboe.org

Welcome MessageLupita Alcala, Deputy Superintendent

Instruction and Learning Support BranchCalifornia Department of Education (CDE)

http://myboe.org/portal/default/Group/Viewer/GroupView?action=2&gid=2996

| California Department of Education

http://www.myboe.org/



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Module Overview

Overarching Module Goals• Understand the intent and organization of the CA CCSS for

ELA/Literacy and how to implement the standards through history/social studies curriculum.

• Understand how building literacy in history/social studies K–5 improves learning and prepares students for addressing the Standards for Literacy in History/Social Studies, Grades Six through Twelve (6-12).

• Understand the implications of literacy instruction in history/social studies.

• Understand how to support the learning of all students.| California Department of Education

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Module Overview

Module Unit Outline:• Unit 1: History/Social Studies and CA CCSS for

ELA/Literacy K–5• Unit 2: Literacy in Early Elementary History/Social

Studies• Unit 3: Literacy Upper Elementary History/Social

Studies• Unit 4: Assessing Student Writing in History/Social

Studies K–5| California Department of Education

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Metacogntive Journal

Throughout this module you will be asked to predict, reflect, and synthesize your ideas through reflection questions. As you address each question, you may want to create your own journal to record and collect your thoughts.


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What do you know? Pre-Assessment

Assess your knowledge of the Common Core writing standards prior to beginning the module:

• Complete the “Pre-Assessment”

• Work independently, without discussion or assistance form others


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Unit 1: Learning Objectives

• Examine the relationship between the content areaof history/social studies and the CA CCSS forELA/Literacy

• Understand the fundamental purpose, design,and format of the CA CCSS for ELA/Literacy

• Begin to understand how using history/social studies content can help K–5 students improve literacy skills and build content knowledge to prepare them for college, career, and citizenship in the 21st Century


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The CCSS and History/Social Studies“Note on range and content of student reading:Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them."


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How Does History/Social Studies Promote Literacy Skills?

“Reading proficiency isn't in and of itself the magic key to competence. It's what reading enables us to learn and to do that is critical… The idea that reading skill is largely a set of general-purpose maneuvers that can be applied to any and all texts is one of the main barriers to our students' achievement in reading. It leads to activities that are deadening for agile and eager minds, and it carries big opportunity costs. These activities actually slow down the acquisition of true reading skill. They take up time that could be devoted to gaining general knowledge, which is the central requisite for high reading skill."

E.D. Hirsch, Jr., Core Knowledge Foundation The Knowledge Deficit, 2006


http://www.coreknowledge.org/ed-hirsch-jr

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“Literacy is the key word here, because the teaching of history should have reading and writing at its core. Years ago, this may have been the case, but that time is long gone. In some underfunded schools, teachers struggle to cope with low reading levels by reading the textbook aloud to students so they at least "get the content" (Schoenbach, et. al, Reading for Understanding, 1999). In other classrooms, writing in social studies is increasingly being replaced by PowerPoint assignments, complete with bullet points and animation. But we can no more defend an argument on why the USSR disintegrated using bullet points than we can journey to Moscow on the wings of a Frommer travel guide. Working through successive drafts of the cause-and-effect essay-making sure that paragraphs reflect a logical procession of ideas and that assertions are backed by evidence-is hard and inglorious work, but there are no shortcuts…Skits and posters may be engaging, but leaving students there-engaged but illiterate-amounts to an incomplete lesson that forfeits our claim as educators…This means teaching students to be informed readers, writers, and thinkers about the past as well as the present-a goal all parties should be able to embrace. Our democracy's vitality depends on it.“

Wineburg and Martin, 2004| California Department of Education

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How can educators equip all students with reading, writing, speaking and listening, and language skills and the knowledge, skills and dispositions to become responsible, engaged citizens of the 21st century?


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Teaching Reading is Teaching Content

“Teaching Reading is Teaching Content” http://www.youtube.com/watch?v=RiP-ijdxqEc

Reflection Questions:• What is one way that you can use the content to develop

literacy skills?• How does focusing on developing those literacy skills help

you teach history/social studies and prepare students for college, career and citizenship?


http://www.youtube.com/watch?v=RiP-ijdxqEc



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Overview of the CA CCSS for ELA/Literacy

Using your copy of the California Common Core State Standards for ELA & Literacy review the following sections:• Introduction: pp. 1-8• Standards for English Language Arts & Literacy in

History/Social Studies, Science and Technical Subjects K-5: pp. 9-39

• Standards for English Language Arts 6-12: pp. 45-75• Standards for Literacy in History/Social Studies,

Science, and Technical Subjects 6-12: pp. 79-89


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K—5 Section

• Reading: pp. 10-19

– Reading Standards for Literature (RL): pp. 11-13

– Reading Standards for Informational Text (RI): pp. 14–16

– Reading Standards: Foundational Skills (RF) : pp. 17–19

• Writing (W): pp. 20-25

• Speaking and Listening (SL): pp. 26-30

• Language (L): pp. 31–39| California Department of Education

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The College and Career Readiness(CCR) Anchor Standards

• Turn to the CCR Anchor Standards for Reading (p. 10) and examine Standard 6. – Examine the same standard in the Reading Standards for Informational

Text K–5 (pp. 14-15) for your grade and those before and after it.

• Turn to the CCR Anchor Standards for Writing (p. 20) and examine Standard 1 – Examine the same standard in the Writing Standards K–5 (pp. 21–22) for

the same grades.

• Turn to the CCR Anchor Standards for Speaking and Listening (p. 26) and examine Standard 3. – Examine the same standard in the Speaking and Listening Standards K–

5 (pp. 27–29) the same grades.| California Department of Education

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Time to Reflect

Reflect on the following:• What did you learn from the comparison of your

grade-level standards with the corresponding College and Career Readiness Anchor Standards?

• What do you notice that might influence your current instructional practices?


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The Common Core Shifts for ELA/Literacy

Common Core Shifts for ELA/Literacy

Shift 1: Building knowledge through content-rich nonfiction

Students read a balance of informational and literary texts, moving from a 50/50 balance in K-5 to increasing emphasis on literary nonfiction (across content areas) in grades 6-12.

Shift 2: Reading, writing and speaking grounded in evidence from text – both literary and informational

Writing from sources rather than relying solely on prior knowledge and experience. For example, using evidence from texts to present careful analyses, well-defended claims, and clear information.

Shift 3: Regular practice with complex text and academic language

Building upon a “staircase of text complexity” to prepare students for the demands of college- and career-level reading; focus on academic vocabulary across content areas.

| California Department of EducationSource: Student Achievement Partners

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Reading Informational Text in All Content Areas

Reading Achievement Gap between Literature and Informational TextsThe 2001 and 2006 Progress in International Reading Literacy (PIRLS) study compared the reading achievement of fourth-grade students from 35 nations and examined their abilities to read literature and to read informational texts. The 2001 study found that students from the United States had the largest achievement gap, favoring literature, of all of the nations. By 2006, that gap narrowed only slightly. University of Michigan Professor Nell K. Duke attributes this gap to students’ lack of exposure to and experience with informational texts in elementary schools (Duke 2010). In college and the workplace, non-fiction makes up the vast majority of required reading.


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Background KnowledgeBackground knowledge has also long been connected to comprehension and reading informational text from all content areas is essential in building this background knowledge (Fisher and Frey, 2009). The CA CCSS for ELA/Literacy demand that students work on literacy in all the content areas to build their understanding of the content being studied.


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Importance of Informational Text

The importance of reading and writing informational text is displayed most prominently in the CA CCSS for ELA/Literacy in two ways.

1) At every grade level, there are a set of standards for informational text separate from the set of standards for literature.

2) Beginning in grade 2, Reading Informational Text Standards 3 and 10 call for students to read a wide range of informational text in all content areas:

• CA.CCSS.ELA-Literacy.RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

• CA CCSS.ELA-Literacy.RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band independently and proficiently.


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Key Ideas and Details

Kindergarten Grade 1 Grade 21. With prompting and support, ask

and answer questions about key details in a text.

2. With prompting and support, identify the main topic and retell key details of a text

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text

1. Ask and answer questions about key details in a text.

2. Identify the main topic and retell key detail of a text.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

1. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

3. Describe the connection between a series historical event, scientific ideas or concepts, or steps in technical procedures in a text.

Grade 3 Grade 4 Grade 5

1. Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers.

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

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.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

3. Explain events, procedures, ideas, or concepts, in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine two or more main ideas of a text and explain how it is supported by key details; summarize the text.

3. Explain the relationship or interactions between two or more individuals, events, ideas, or concepts, in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.


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Time to Reflect

• What do you notice about the spiral effect (how they build on another as they increase in grades) of the standards? What implications might this have for your work with students?

• How can history/social studies help you meet these standards?


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Close Reading in Elementary School

Read “Close Reading in Elementary Schools” by Douglas Fisher and Nancy Frey that presents a close reading protocol for elementary school teachers.

Focus your attention on “Key Features of Close Reading” on pp. 181-182 and “Modifying Close Reading for Elementary Schools” on pp. 182-187.

Reflection:From the reading, identify at least two close reading practices that are new to you that you could integrate into history/social studies content.


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Reading Strategies for Content Instruction

Five Recommendations for Teaching Informational Text:1. All teachers should provide explicit instruction and supportive

practice in effective comprehension strategies throughout the school day.

2. Increase the amount and quality of open, sustained discussion of reading content.

3. Set and maintain high standards for text, conversation, questions, and vocabulary.

4. Increase students’ motivation and engagement with reading.5. Teach essential content knowledge so students can master

critical concepts.| California Department of Education

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Time To Reflect

What instructional practices do you/can you use with history/social studies content that align to the recommendations?


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Reading History/Social Studies in Elementary School

• Read article: “Use the Standards to Teach Skills in Elementary School!” by Karen Parks at http://teachinghistory.org/issues-and-research/roundtable-response/25355

Reflection and Discussion:How do the ideas in the article reflect, extend, or

contrast with your instructional practices?| California Department of Education

http://teachinghistory.org/issues-and-research/roundtable-response/25355



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Reading History/Social Studies in Elementary School

• Watch “Organize Your Thinking to Critically Analyze Text” video of the “Keep it or Junk it” Strategy:

https://www.teachingchannel.org/videos/help-students-analyze-text

Reflection and Discussion• From your observation of the students in the video, what CA

CCSS reading and speaking and listening skills were they developing?

• What instructional ideas did you gain from the video that you could use to implement the CA CCSS for ELA/Literacy for teaching history/social studies in your classroom?| California Department of Education




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Writing Standards K-5• Standard 1 – Writing Opinions/Arguments

CCSS.ELA-Literacy.CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• Standards 2 – Writing Informative/Explanatory TextsCCSS.ELA-Literacy.CCRA.W.2: Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

• Standard 3 – Writing NarrativesCCSS.ELA-Literacy.CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


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Writing Standards 4-7

• Using the CA CCSS for ELA/Literacy, refer to the CCR Anchor Standards for Writing (p. 20) and the Writing Standards K-5 (pp. 21-25).

• Read Standards 4-7 to see how they are articulated at the different grades.


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Time to Reflect

How does the increased emphasis on opinion/argumentative and informative/explanatory writing affect your instructional practices, particularly in history/social studies?


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Speaking and Listening Standards K-5

• Read through the Speaking and Listening Standards K-5 on pages 26-30.

Reflection and Discussion• How does the increase emphasis on formal,

academic talk impact your work with your students?• How can you address Speaking and Listening

Standards in history/social studies?


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Reading, Speaking and Listening, and Writing in History/Social Studies

Watch the Three Videos• Analyzing Texts: Brainstorm Before Writing

https://www.teachingchannel.org/videos/analyzing-text-brainstorming

• Analyzing Texts: “Text Talk Time”https://www.teachingchannel.org/videos/analyzing-text-as-a-group

• Analyzing Texts: Putting Thoughts on Paperhttps://www.teachingchannel.org/videos/analyzing-text-writing | California Department of Education



https://www.teachingchannel.org/videos/analyzing-text-as-a-group



https://www.teachingchannel.org/videos/analyzing-text-writing

https://www.teachingchannel.org/videos/analyzing-text-writing

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Time to Reflect

• What evidence do you see in the videos that the students are mastering the CA CCSS for Reading, Speaking and Listening, and Writing?

• What does the teacher do to provide extra scaffolding for her EL students?

• What instructional practice from the videos will you be most likely to integrate into your history/social studies instruction?


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Language Standards K-5

• Conventions of Standard English (Standards 1−2)The first two standards discuss the use of conventions of standard English grammar, usage, and mechanics in formal writing and speaking as well as using language effectively and recognizing language varieties.

• Knowledge of Language (Standard 3)Standard 3 expects students to understand how to use words, sentences, and punctuation effectively.

• Vocabulary (Standards 4−6)For Standards 4–6, students will be able to determine word meanings and word nuances as well as acquire general academic and domain-specific words and phrases. The increased emphasis on academic vocabulary is emphasized in the Common Core Shift for ELA/Literacy #3.| California Department of Education

http://achievethecore.org/files/6213/6880/2802/2-pager_update_05.16.13.pdf

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Standards for Literacy in History/Social Studies 6-12

The Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12 (Standards for Literacy):

• Complement rather than replace content standards in those subjects

• Emphasize the necessity for literacy to become a shared responsibility of all teachers in all content areas

• Are aligned with college and career readiness expectations.Reading Standards for Literacy in History/Social Studies 6-12 pp. 81-82

Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12 pp.86-89


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21st Century Skills & Civic Literacy

• The Partnership for 21st Century Skills (P21) http://p21.org lists critical thinking, communication, collaboration, and creativity as the four Learning and Innovation Skills or the 4Cs.

• Calls for mastery of core subjects• Integrates 21st century interdisciplinary themes including

Civic Literacy• P21 Common Core Toolkit http://

www.p21.org/storage/documents/P21CommonCoreToolkit.pdf | California Department of Education

http://p21.org/

http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf



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Technology in the CA CCSS for ELA/Literacy

Emphasis of Technology and Integration of Multimedia

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.


http://www.corestandards.org/ELA-Literacy/CCRA/R/7/

http://www.corestandards.org/ELA-Literacy/CCRA/W/6/

http://www.corestandards.org/ELA-Literacy/CCRA/W/8/

http://www.corestandards.org/ELA-Literacy/CCRA/SL/5/

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Instructional Practices Incorporating the CA CCSS and Civic Learning

Preparing Students for College, Career and CITIZENSHIP

• Civic Education Connection for Grades K-2 on pages 9-12

• Civic Education Connection for Grades 3-5 on pages 19-21

Activity:Identify one activity from the Preparing Students for College Career and Citizenship guide for your grade level that you could implement in your classroom to develop both literacy and history/social studies.


http://commoncore.lacoe.edu/documents/preparing_students_civic_education_connections.pdf

http://commoncore.lacoe.edu/documents/preparing_students_civic_education_connections.pdf

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Unit 1 Conclusion

Mission Statement“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy."—Source: Common Core State Standards Initiative


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The Standards are Important but Insufficient“To be effective in improving education and getting students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards."—Source: Common Core State Standards Initiative


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The Promise of Standards“These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep."—Source: Common Core State Standards Initiative


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Halftime in AUHSD

• “Halftime in AUHSD: A Common Core Initiative from the Anaheim Union High School District” http://www.youtube.com/watch?v=PtMvujIR8N0

• Consider:How the video address the following: “Why do we need the Common Core?”

• Discuss:Why are the CA CCSS for ELA/Literacy important for all subjects including history/social studies?


http://www.youtube.com/watch?v=PtMvujIR8N0



| California Department of Education43

Learning Objectives Revisited

• Examine the relationship between the content area

of history/social studies and the CA CCSS forELA/Literacy

• Understand the fundamental purpose, design,and format of the CA CCSS for ELA/Literacy

• Begin to understand how using history/social studies content can help K–5 students improve literacy skills and build content knowledge to prepare them for college, career, and citizenship in the 21st Century


Talk about…

• Some of the new ideas you have gained in this introductory unit

• Questions you have

• Some of the challenges that you anticipate as you prepare to support your students in their use of the CA CCSS for ELA/Literacy in history/social studies lessons.


Think about…

• How will you teach history/social studies so that students may engage in the CA CCSS for ELA/Literacy?

• How will you assess the CA CCSS for ELA/Literacy in history/social studies instruction?

• How will you provide opportunities and support for all students to meet the CA CCSS for ELA/Literacy in history/social studies instruction?

common core state standards professional learning module series

Documents

historysocial studies

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content knowledge

elementary teachers

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review content

content areas