Introduction to Common Core State Standards for Literacy in History/Social Studies, Science, and...
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Transcript of Introduction to Common Core State Standards for Literacy in History/Social Studies, Science, and...
![Page 1: Introduction to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects.](https://reader035.fdocuments.in/reader035/viewer/2022062421/56649f555503460f94c79811/html5/thumbnails/1.jpg)
Introduction to Common Core State Standards for Literacy in History/Social
Studies, Science, and Technical Subjects
![Page 2: Introduction to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects.](https://reader035.fdocuments.in/reader035/viewer/2022062421/56649f555503460f94c79811/html5/thumbnails/2.jpg)
DRAFT
Introduction• The purpose of this module is to provide
a basic introduction to the Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects.
• This module can be completed independently or collaboratively with your colleagues in a PLC.
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DRAFT
Self ReflectionUse Slider Rate 1 to 5
• I can assume responsibility to teach and integrate literacy skills in my discipline.
• I can create integrated lessons that allow all my students to use literacy skills in my discipline.
• I can provide artifacts that demonstrate my use of literacy skill integration in my discipline. (What evidence do you have to show this?)
• I can create performance tasks that utilize reading and writing skills.
• I can use the essential and literacy standards in my units of study.
![Page 4: Introduction to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects.](https://reader035.fdocuments.in/reader035/viewer/2022062421/56649f555503460f94c79811/html5/thumbnails/4.jpg)
DRAFT
Background
On June 2, 2010, North Carolina adopted the Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects.
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DRAFT
Shared Expectation
“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. . . . . teachers in other areas must have a role in this development as well.”From the Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects, pg. 4
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DRAFT
Common Core State Standards
• Expectations
– K-5 Embedded
– 6-12 Social Studies/History, Science, and Technical Subjects
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DRAFT
Definition of Technical Subjects
• “A course devoted to a practical study, such as engineering, technology, design, business, or other work-force-related subject; a technical aspect of a wider field of study, such as art or music."
From Appendix A of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, (pg. 43)
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DRAFT
Literacy Strands
• Reading Literature
• Reading Informational Text*
• Reading Foundational Skills
• Writing*
• Speaking & Listening
• Language
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DRAFT
Intent
“[Literacy] standards are meant to complement the specific content demands of the disciplines, not replace them” (CCSS, pg. 60).
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DRAFT
Learning Targets1. To recognize the components of the Common Core State
Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12;
2. To explain your discipline specific standards found in the Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 – 12;
3. To evaluate a sample performance task integrating the Common Core State Standards for Literacy in your discipline and the North Carolina Essential Standards: and
4. To create a performance task using the North Carolina Essential Standards and the Common Core State Standards for Literacy in your discipline.
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DRAFTLearning Target #1To recognize the components of the Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6
– 12
• Review the overview of your discipline’s reading and writing standards
• Read your standards. Select your grade level and discipline. Use David’s chart to locate and read your standards.
• Complete the Graphic Organizer using the information you gathered. (T-chart, Four Square, Double Entry Journal etc.)
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DRAFTReading Standards for
Literacy in History/Social Studies
• Sourcing: considering the author and author perspective
• Contextualizing: placing the document/info within its historical period and place
• Corroboration: evaluating information across sources
(Wineburg)
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DRAFTReading Standards for Literacy in Science and
Technical Subjects• Technical, abstract, dense, tightly knit language
(that contrasts with interactive, interpersonal style of other texts or ordinary language)
• Nominalization (turning processes into nouns)
• Suppresses agency (readers need to focus on causation not intention)
(Fang & Schleppergrell)
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DRAFT
Writing Standards for Literacy in History/Social Studies, Science, and
Technical Subjects
• Writing arguments and information/explanation pieces focused on discipline-specific content.
• Drawing evidence from text and gathering relevant information from multiple sources.
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DRAFT
Learning Target #2 To explain your discipline specific standards found in the
Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 – 12
Choose one of the following activities:
• Use your completed graphic organizer and reflections to create a Blog or write a personal Journal Entry to explain your discipline specific standards found in the Standards for Literacy in History/Social Studies, Science, and Technical Subjects.
• Create a Voice Thread, Glogster, XtraNormal, ToonDo of your explanation.
• Share your Voice Thread or Journal with your colleagues, school administrator , or during a PLC team meeting.
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DRAFT
Learning Target #3 To evaluate a sample performance task integrating
the North Carolina Essential Standards and the Standards for Literacy in your discipline
Complete the following tasks:
• View the video clip and create a double entry chart. (I Saw / I Thought chart or Viewing Guide)
• Download a performance task (from DPI weblink) and evaluate it
based on the rubric provided.
• Share your review with colleagues or during a PLC team meeting.
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DRAFT
Guiding Questions to Create Performance Tasks1. Identify appropriate texts and text sets (including non-text
information, like experiments, simulations, or graphic information).
2. Address all three themes or categories of ideas from reading (reading comprehension) in a series of lessons with each text or text set. Building in opportunities for multiple readings.
3. Include a writing assignment that requires students to summarize the text information, analyze it, or synthesize it.
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DRAFT
Video Clip for History Performance Task
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DRAFT
Video Clip for Science Performance Task
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DRAFTVideo Clip for Technical Subjects Performance
Task
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DRAFT
Learning Target #4 To create a performance task using the North
Carolina Essential Standards and the Standards for Literacy in your discipline
Step: 1: Respond in writing to the Reflection Activity. Now that you are familiar with the CC Standards in your discipline; how will you address the needs of ALL students in your classroom. (Journaling)
Step 2: Using the sample performance tasks and guiding questions, create your own performance task, including:
• one to two Essential Standards from your discipline
• and reading and writing Standards for Literacy.
Step 3: Share/Discuss the Performance Task with other teachers in our school/district/post on a Wiki
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DRAFT
Post Reflection
Use Slider Rate 1 to 5• I can assume responsibility to teach and integrate literacy skills in my
discipline.
• I can create integrated lessons that allow all my students to use literacy skills in my discipline.
• I can provide artifacts that demonstrate my use of literacy skill integration in my discipline. (What evidence do you have to show this?)
• I can create performance tasks that utilize reading and writing skills.
• I can use the essential and literacy standards in my units of study.