English Language Artsand Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Ready Standards Implementation Team Grades 6-12

Quarterly Meeting – Session 2

Today’s OutcomesParticipants will:

•gain a deeper understanding of the vertical alignment of the grade level standards (6-12).

•gain a deeper understanding of how the key shifts support implementation of the standards (6-12).

•clarify their understanding of what the standards look like in practice (6-12).

Prepared Graduate Defined

Knowledge and Skills

Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two or four year college, trade school, technical school, without the need for remediation.

Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.

Ability to Apply Learning

• Students using note-taking organizers, question charts, prompt sheets;

• Teachers explicitly teaching discipline-specific as well as generic comprehension strategies;

• An emphasis on subject-area reading strategies for students struggling with reading;

• Teachers collaboratively planning and preparing text and materials;

• Task-based accountability built into every lesson task.

– More at K-12 Teachers: Building Comprehension in the Common Core

4

Classroom snapshot: You would see

Teachers modeling generic as well as discipline-specific comprehension strategies;

Teachers modeling discipline-specific reasoning by thinking out loud;

Students expressing opinions with explained positions and reasoning;

Students and teachers using content-specific vocabulary during text-based discussions; and

Students and teachers summarizing a discussion when it closes.

– More at K-12 Teachers: Building Comprehension in the Common Core

5

Classroom snapshot: You would hear

Purposeful Planning is the Key to

Effective Instruction!•This form is a lesson planning and observation tool.

• Planning with this approachconsistently will place the teacher in the applying phase of the Alabama Quality Teaching Standards(AQTS) continuum.

What standard am I teaching? What are my daily measurable objectives for

this standard? What strategies will help me focus and pace my

lesson appropriately? What strategies will require ALL (100%) of my

students to engage in content through reading, writing, talking, listening, and investigating?

What actions will I take to assess throughout the lesson?

CONSIDER THIS…

Teaching the Curriculum StandardsCourse: 10th Social Studies Date:

COS Standard(s):10.3 Trace the chronology of events leading to the American Revolution, including the signing of the Declaration of Independence. 10.3.3 Summarizing major ideas of the Declaration of Independence, including theories of John Locke, Charles de Montesquieu, and Jean-Jacques Rousseau

Lesson Objectives With Daily Student Outcomes: Connect the Declaration of Independence with the American Identity

Lesson Phases:Before Strategy/Engage_Break up letter; journal entry______________________Activate prior knowledge; build background knowledge; generate essential questions; make predictions; discuss essential vocabulary; establish purpose for lesson;

Other ___________________

Pacing and Purpose

Student Engagement• Students listen as teacher reads break up letter• Students write journal entry and share with partner-What do

you know about Declaration of Independence? 

Read, Write, Talk, Listen, and Investigate (100% of students)

100% Student Engagement

Assess/Evaluate

Teachers listen as students share journal entries and make anecdotal notes as needed.

DAILY Formative Assessment Data

Lesson Phases:During Strategy/Explore, ExplainMini lecture; graphic organizer; annotate text____________________Interact with content; verify and formulate predictions; self-monitor comprehension; construct graphic organizers; summarize content; use mental imagery; integrate new information with prior knowledge; Other __________________

Pacing and Purpose

Student Engagement• Students listen to mini lecture while looking at timeline• Teachers model how to read document and annotate it in

margins• Students read and annotate text 

Read, Write, Talk, Listen, and Investigate (100% of students)

100% Student Engagement

Assess/Evaluate

Teachers listen as students engage in conversations as they read, check annotations and make clarifications and anecdotal notes where needed.

DAILY Formative Assessment Data

Lesson Phases:After Strategy/Explain, Extend_Journal Entry_________________________Reflect on content of lesson; evaluate predictions; examine essential questions; justify, deliberate, and evaluate conclusions of self and others; retell or summarize; demonstrate proper use and understanding of vocabulary: Other ___________________

Pacing and Purpose

Student EngagementStudents write journal entry- How did today’s examination of the Declaration of Independence establish thoughts of what it means to be an American? 

Read, Write, Talk, Listen, and Investigate (100% of students)

100% Student Engagement

Assess/Evaluate

Teachers collect journal entries to check for understanding.

DAILY Formative Assessment Data

Lesson ReflectionWhat were the students able to do?What is your evidence?Which students need additional

instruction?How will the next lesson be adjusted to

meet their needs?

Making the Declaration of Independence Come Alive

As you watch the video, concentrate on the lesson reflection questions, especially #s 1 and 2.

https://www.teachingchannel.org/videos/teaching-declaration-of-independence?fd=1

ReflectionWhat are the implications for you/your work based on this lesson?

Now you try it!!!ALCOS Standard Literacy Standard• Look back at the Social

Studies lesson.• Locate the literacy

standards that complement the content standards.

Tri-State Quality Rubric for Lessons and UnitsThe lesson/unit aligns with the letter and spirit of the CCRS:Targets a set of grade-level ELA/Literacy

CCRS for teaching and learning.Includes a clear and explicit purpose for

instruction.Selects text(s) that measure within the

grade-level text complexity band and are of sufficient quality and scope for the stated purpose.

Timeline Self-AssessmentIn your role as part of your district’s CCRS Implementation Team, look at the Awareness Phase of the CCRS roll-out and determine if your team is on track for full implementation in August 2013.

Take it Back1. Share your learning from today with your district team in order to

plan collaboratively for the turn around of information to your system.

2. Share new learning with teachers at your school.

3. Upon returning to your school complete the online survey.

4. Use the 5 guiding questions to plan and implement a lesson.

5. Bring back to the next session an example of one lesson plan you implemented using Reading Informational text and be ready to share any insights you had based on your use of the new standards.

Job AlikeTHINK ABOUT…Based on your learning today, what do you need to share during team planning that is important for the turn-around in your district?Consider these things…• How will I become comfortable with these standards in

order to provide support to my content area colleagues?• How will I ensure my content area colleagues

understand how to implement the standards?• What will I share about my content needs regarding

CCRS implementation in the team planning session today?

Exit Slip What questions and/or suggestions do you

have?