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

Implications for High SchoolsImplications for High Schools

Debby Houston MillerDeputy Director, Literacy

Center on Instruction

The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State

University; Instructional Research Group; the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and

The Meadows Center for Preventing Educational Risk at The University of Texas at Austin.

The contents of this PowerPoint were developed under cooperative agreement S283B050034 with the U.S. Department of Education. However, these contents

do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

2011

The Center on Instruction requests that no changes be made to the content or appearance of this product.

To download a copy of this document, visit www.centeroninstruction.org

College & Career ReadyCollege & Career Ready

K 1 2 3 4 6 7 9-108 11-125

Literacy

ELA & Literacy Content

English Language Arts

Reading Writing Speaking &Listening Language

Literature & Informational

Informational

What’s Different?

Integrated Model of Literacy

“Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document. …”

p. 4, Common Core State Standards For English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

What’s Different

p. 4, Common Core State Standards For English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

What’s Different?

Shared Responsibility

“The standards insist that instruction in reading, writing, speaking, listening and language be a shared responsibility within the school…The grades 6-12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.”

What’s different?

• Emphasis on informational text

• Content area literacy

• Text complexity and range of texts

• Emphasis on written argument

What’s Different?

ELA ExampleELA ExampleCCSS ELA

R.I.9 – 10.6 Craft & Structure

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

State ELA Standard

9RL.1 The student demonstrates comprehension by identifying evidence in a variety of texts representative of different genres and using this evidence as the basis for interpretation.c. Analyze and evaluates the effects of language, structure, point of view, and selection of details.

History ExampleHistory ExampleCCSS Literacy –

History/SSR.H/SS.9 – 10.6 Craft & Structure

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.

State History Standard

USH.17 The student will analyze the causes and consequences of the Great Depression.

a. Describe the causes that led to the stock market crash of 1929 and the Great Depression.

b. Explain factors that led to the Dust Bowl and the resulting movement and migration west.

c. Explain the social and political impact of widespread unemployment.

Cross-Strand ConnectionsCross-Strand ConnectionsTheme Example: Vocabulary

ELA Reading: Literature – understand impact of word choice Informational Text – know figurative, connotative, technical meaning of words in text

ELA Writing: Write about text and use precise language and domain-specific words

ELA Language: Use general academic and domain-specific vocabulary

H/SS Reading: know domain-specific vocabulary related to political, social, economic aspects of H/SS

S/TS Reading: know symbols and domain-specific vocabulary

H/SS/S/TS Writing: write & use precise language and domain-specific words

High School Implications

Expectations for students

Instruction to meet expectations

Support for educators

Roles ContentKnowledge & Skills Way of Work

Getting to Know the StandardsInvestigate…

Standard Progressions

Specific Standard Content

CCSS Supplemental Material

•Across Grades

•Relationships

•Assigned Standards •Links & Relationships

•Appendices & Supplemental Information

Instruction

? ?

?

? ?

? ??

To access materials to support instruction

www.centeroninstruction.org

For questions or requests for assistance

COI-Info@rmcres.orgdhmiller@fcrr.org