Preparing Students to Be College and Career Ready

Preparing Students to Be College and Career Ready

Implementing the Common Core State Standards for Literacy in History and Social Studies

Heather Mullins

Professional Development Consultant

North Carolina Department of Public Instruction

http://rt3region7.ncdpi.wikispaces.net

Think – Pair - Share

Implications to the NCEES

Learning Targets

Overview of the Common Core State Standards

http://www.youtube.com/watch?v=9IGD9oLofks

Table Talk Question

Understanding the Frameworkhttp://corestandards.org/assets/CCSSI_ELA

%20Standards.pdf

What does it mean to be College and Career Ready?

Students who are Career and College Ready in Reading, Writing, Speaking, Listening, and Language…

Modified Jigsaw Activity

• Take a number from the Ziploc bag on your table.

• Find your like numbered peers and move to the poster with your number.

• Choose a reporter, recorder, and time manager.

• Work together to answer complete the task.

http://www.google.com/imgres?q=jigsaw&hl=en&sa=N&biw=1366&bih=664&tbm=isch&tbnid=comBqHHMU4rQZM:&imgrefurl=http://www.jigsaw-software.com/&docid=sIkacDlYMB6ivM&imgurl=http://www.jigsaw-software.com/Portals/44/Jigsaw.jpg&w=800&h=600&ei=rgUXT_3iAY_dtweq-tnfAg&zoom=1&iact=rc&dur=407&sig=114730900127101918374&page=3&tbnh=144&tbnw=187&start=48&ndsp=28&ved=1t:429,r:12,s:48&tx=95&ty=71

Group Work and Report

• What does this attribute look like in your grade level or high school course?

• What sort of scaffolding do you recognize?

• Report Information

http://www.google.com/imgres?hl=en&client=firefox-a&hs=MyB&sa=X&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&prmd=imvnsur&tbnid=DyOhwQpKPZWYPM:&imgrefurl=http://justelectromusic.blogspot.com/2011/01/bucketheads-bomb-hausjacker-remix.html&docid=1-7W_8L2fy69yM&imgurl=http://1.bp.blogspot.com/_YmCO-ae2yqQ/TS0D_k_g1hI/AAAAAAAAAbo/C1WkHmZnGRc/s1600/1794.jpg&w=1280&h=1024&ei=m-8RT-K2D4-HtwfsiICIAg&zoom=1&iact=rc&dur=510&sig=114730900127101918374&page=1&tbnh=138&tbnw=140&start=0&ndsp=20&ved=1t:429,r:15,s:0&tx=77&ty=90

7 minutes

Table Talk

• What was affirming about this activity?

• What areas for growth did you discover?

• Would it be fair to say that these are not new expectations?

http://www.google.com/imgres?hl=en&client=firefox-a&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=xoKwzV4jwhnrdM:&imgrefurl=http://cedsgt.com/teamblog/general/team-diversity-2/&docid=aSRcYfZwofVjwM&imgurl=http://cedsgt.com/teamblog/wp-content/uploads/2011/04/7-Free-Teamwork-Clip-Art-Of-A-Circle-Of-Diverse-People-Holding-Hands-11-300x298.jpg&w=300&h=298&ei=ToEQT6E8hpO3B8nNwfwB&zoom=1&iact=rc&dur=725&sig=114730900127101918374&page=6&tbnh=133&tbnw=134&start=103&ndsp=21&ved=1t:429,r:4,s:103&tx=72&ty=52

The Elephant in the Room

• “It’s not my job to teach reading and writing!”

• “I’m not a literacy specialist!”

• “I don’t have the training or the skills to teach literacy!”

• “I have my own curriculum and don’t have time for anything else!”

http://www.google.com/imgres?start=18&num=10&hl=en&client=firefox-a&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=JU6XVhmPKYuDHM:&imgrefurl=http://smokles.wordpress.com/2011/10/13/there%25E2%2580%2599s-more-elephants-in-the-room-or-on-contemplating-the-new-user-red-herring/&docid=5g8pdbqycO8EJM&imgurl=http://smokles.files.wordpress.com/2011/10/elephant-in-the-room2.jpg&w=500&h=406&ei=lpAQT5KcKIrXtwfQhZyXAw&zoom=1&iact=rc&dur=263&sig=114730900127101918374&sqi=2&page=2&tbnh=143&tbnw=170&ndsp=19&ved=1t:429,r:6,s:18&tx=102&ty=48

Disciplinary Literacy is NOT

Content-Area Literacy Disciplinary Literacy

• Reading experts • (1920s)• Generalized skills• Use of reading and writing to

learn information• Geared toward remedial

students• Often encourages use of

literary texts• Graphics are ignored or

taught generally

• Wide range of experts (1990s)

• Specialized, discipline-specific skills

• Use of literacy skills to make meaning within a discipline

• Geared toward all students• Focuses only on discipline-

specific texts• Graphics are specific to the

discipline

What is Disciplinary Literacy?

The critical transition from “learning-to-read” to “reading-to-

learn.”• Around fourth grade…

• Texts become more varied, complex, and challenging linguistically and cognitively.

• The ability to think critically and broadly are vital.

http://www.google.com/imgres?start=347&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=ITYwelNA7mitZM:&imgrefurl=http://www.imageenvision.com/cliparts/reading&docid=beFln62NqaoNWM&imgurl=http://www.imageenvision.com/150/37922-clip-art-graphic-of-a-pink-guy-character-reading-by-jester-arts.jpg&w=150&h=150&ei=K3oYT4KoMNPZtwejzoioCw&zoom=1&chk=sbg&iact=rc&dur=15&sig=114730900127101918374&page=14&tbnh=120&tbnw=120&ndsp=25&ved=1t:429,r:23,s:347&tx=81&ty=42

Literacy Instruction

K-3: Explicit Reading Instruction

• Phonics• Phonemic Awareness• Fluency• Comprehension• Vocabulary

4-12: Disciplinary Reading Instruction

• Structure• Voice• Purpose and Audience• Demands of the Discipline• Specialized Skills• Context• Validity and Reliability

http://www.google.com/imgres?hl=en&client=firefox-a&hs=7Xn&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=y6dajCYvzeF75M:&imgrefurl=http://bloggingonthebay.edublogs.org/2011/11/13/disciplinary-literacy-part-2/&docid=dXnMAadK36PAkM&imgurl=http://bloggingonthebay.edublogs.org/files/2011/11/Literacy-26hcv9l.jpg&w=960&h=720&ei=h-0ST5SlGo2XtweVz9iRAg&zoom=1&iact=hc&vpx=535&vpy=151&dur=1598&hovh=194&hovw=259&tx=193&ty=102&sig=114730900127101918374&page=1&tbnh=138&tbnw=183&start=0&ndsp=18&ved=1t:429,r:2,s:0

Independent Thinking and Processing

• As you think about the social studies course you teach, what are some of the disciplinary literacy skills students must have to be successful?

http://www.google.com/imgres?hl=en&client=firefox-a&rls=org.mozilla:en-US:official&noj=1&tbm=isch&tbnid=ymznM0MjdVsaJM:&imgrefurl=http://www.freeclipartnow.com/education/signs/think.jpg.html&docid=ooGlr6HlK06MhM&imgurl=http://www.freeclipartnow.com/d/11292-1/think.jpg&w=350&h=350&ei=oG8YT734H8bdtgeglvXACw&zoom=1&iact=hc&vpx=180&vpy=175&dur=939&hovh=225&hovw=225&tx=124&ty=103&sig=114730900127101918374&page=1&tbnh=145&tbnw=144&start=0&ndsp=25&ved=1t:429,r:0,s:0&biw=1366&bih=664

The Reality…

http://www.google.com/imgres?hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=85eAyMRiOjOMDM:&imgrefurl=http://wooyoungan.blogspot.com/2010/05/inforamation-literacy.html&docid=j-jmKqNFBhjNnM&imgurl=http://3.bp.blogspot.com/_nyi5n1IAV2Y/S95bKKo6dSI/AAAAAAAAAA0/Ado8XHZuSTQ/s1600/Information%252Bliteracy.gif&w=450&h=252&ei=wnoYT7WmBoectwfviNyQCw&zoom=1&iact=hc&vpx=723&vpy=54&dur=349&hovh=168&hovw=300&tx=123&ty=94&sig=114730900127101918374&page=2&tbnh=118&tbnw=210&start=22&ndsp=26&ved=1t:429,r:3,s:22

Guiding Questions

Graffiti Write Gallery Walk

http://www.google.com/imgres?start=47&num=10&hl=en&client=firefox-a&hs=PF7&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=N8Z80CGJMApblM:&imgrefurl=http://www.pkolino.com/Colorful-Markers-p/pkjvmk1712.htm&docid=LdwU5R1h9-7StM&imgurl=http://a248.e.akamai.net/origin-cdn.volusion.com/tcg6o.mewg9/v/vspfiles/photos/PKJVMK1712-2T.jpg&w=400&h=400&ei=ThUUT-zTKMu3twf8hdWODQ&zoom=1&iact=hc&vpx=1100&vpy=57&dur=37&hovh=225&hovw=225&tx=164&ty=155&sig=114730900127101918374&sqi=2&page=3&tbnh=141&tbnw=140&ndsp=26&ved=1t:429,r:12,s:47

http://www.google.com/imgres?hl=en&client=firefox-a&hs=hdm&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=AcAZT3VIFt16GM:&imgrefurl=http://www.alan-mcmahon.com/public-speaking/powerpoint-flipchart-visual-presentation/&docid=TqOpWpITft8KNM&imgurl=http://www.alan-mcmahon.com/wp-content/uploads/alan-mcmahon/presentations-visual-content-high-impact-message-story-stories-PowerPoint-power-pointflip-chart.jpg&w=307&h=391&ei=LRYUT4iCFIPHtgeE3amqBA&zoom=1&iact=hc&vpx=1073&vpy=270&dur=25&hovh=253&hovw=199&tx=108&ty=96&sig=114730900127101918374&page=1&tbnh=154&tbnw=121&start=0&ndsp=18&ved=1t:429,r:7,s:0

Guiding Questions

Reading Like a Historian

• Sourcing: Evaluating the credibility of the author and the source of a piece of text. (Bias, Perspective)

• Contextualizing: Determining the political, social, economic, etc. conditions of the time when the text was written.

• Corroboration: Determining the extent of agreement and disagreement between a specific text and other texts. (Knowing how to proceed in the face of partial evidence)

Guiding Questions

Writing Like a Historian

• To argue for particular interpretations of history• To describe people, places, events, and policies

based upon their interpretations• To refute common interpretations based upon new

evidence • To discuss the significance of certain critical

events that have broad-based or important effects. • To speculate on the causes of critical events. • To analyze political actions

Guiding Questions

Examining Primary Source Documents

• Analyzing the document in terms of its historical context

• Understanding the document and its author’s perspective

• Evaluating the document as a source of historical information

• Questions

http://www.google.com/imgres?hl=en&client=firefox-a&hs=Etd&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=_s0V_punh5z2CM:&imgrefurl=http://picasaweb.google.com/lh/photo/6W26Atvn-HFfpO0sXjEm7A&docid=_7I9TKk6Rjcs8M&imgurl=http://lh3.ggpht.com/-YQFOdIelldI/SmRdozlPvNI/AAAAAAAAMFc/V36mAcy4iZI/Fotolia_4599026_XS.jpg&w=346&h=346&ei=DGwYT_PjIcPk0QGnhr3NCw&zoom=1&iact=hc&dur=780&sig=114730900127101918374&page=2&tbnh=148&tbnw=148&start=19&ndsp=26&ved=1t:429,r:17,s:19&tx=122&ty=127&vpx=981&vpy=244&hovh=212&hovw=212

Guiding Questions

Questions?

http://www.google.com/imgres?hl=en&client=firefox-a&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=j8OZ1cQ_-NYr_M:&imgrefurl=http://healmyptsd.com/education/popular-ptsd-questions&docid=a85J7oKLzoJvKM&imgurl=http://healmyptsd.com/wp-content/uploads/2009/09/question-mark3-misallphoto.jpg&w=240&h=240&ei=QN4ST9j5GNCstgfTsqifAg&zoom=1&iact=hc&vpx=536&vpy=186&dur=2382&hovh=192&hovw=192&tx=112&ty=103&sig=114730900127101918374&page=1&tbnh=134&tbnw=144&start=0&ndsp=22&ved=1t:429,r:2,s:0

Time for a Break!

http://www.google.com/imgres?q=take+a+break&num=10&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=5Dl6vzH5ZOrKlM:&imgrefurl=http://customevaluation.com/blog/%3Fp%3D173&docid=2PAe-P90tzOPTM&imgurl=http://customevaluation.com/blog/wp-content/uploads/2010/07/take_a_break.jpg&w=250&h=188&ei=cCwLT6bBKNHbtwf1udHMDw&zoom=1&iact=rc&dur=494&sig=114730900127101918374&sqi=2&page=1&tbnh=130&tbnw=173&start=0&ndsp=20&ved=1t:429,r:5,s:0&tx=114&ty=29

7 minutes

Text Structures in Social Studies

Common Core State Standards for Literacy in History/Social Studies• Students need to see the text itself as a

source of evidence in order to build their opinion and ideas.

• Students need to support opinion with evidence from the text.

Think-Pair-Share

Define “text.”

http://www.google.com/imgres?hl=en&client=firefox-a&hs=5Vg&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=nNKV6W0oVnIzYM:&imgrefurl=http://blogs.msdn.com/b/willy-peter_schaub/archive/2009/07/06/vsts-rangers-projects-dogfooding-vsts-2010-beta-1-two-hiccups-you-should-not-stress-over.aspx&docid=YmaQ8o48nIHhKM&imgurl=http://blogs.msdn.com/blogfiles/willy-peter_schaub/WindowsLiveWriter/VSTSRangersProjectsDogfoodingVSTS2010BET_78A8/CLIPART_OF_18534_SM_2.jpg&w=480&h=480&ei=3SYWT4mSK4Xatwf_ko2sCg&zoom=1&iact=rc&dur=587&sig=114730900127101918374&page=2&tbnh=135&tbnw=135&start=21&ndsp=27&ved=1t:429,r:15,s:21&tx=54&ty=56\

The ability to comprehend written texts is not a static or fixed ability, but rather one involves a dynamic relationship between the demands of texts and the prior knowledge and goals of readers.

From Reading in the Disciplines, p. 3

Understanding Text Structures

• DescriptionExample: "The crocodile is the master of deception in the water. It stalks its prey and then swiftly closes in for the kill."

http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=rCin8o5Qv7c7PM:&imgrefurl=http://www.webweaver.nu/clipart/animals/reptiles/&docid=P2AjM4dhTqzUnM&imgurl=http://www.webweaver.nu/clipart/img/nature/animals/crocodile.gif&w=260&h=168&ei=IucWT-nNJ8PAtgfou8WGAw&zoom=1&iact=rc&dur=467&sig=114730900127101918374&page=1&tbnh=115&tbnw=178&start=0&ndsp=21&ved=1t:429,r:15,s:0&tx=82&ty=55


• Problem/SolutionExample: "One problem to resolve in crocodile watching is transportation. How can an observer get close enough to watch without scaring it away or being attacked?"

http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=UXW-tzrI1yADKM:&imgrefurl=http://eduscapes.com/sessions/virtual/&docid=a-wkLrySG-DpsM&imgurl=http://eduscapes.com/sessions/virtual/virtualnav1.gif&w=143&h=125&ei=m-cWT83eK9TMtgex1bXdAg&zoom=1&iact=rc&dur=1788&sig=114730900127101918374&page=1&tbnh=100&tbnw=114&start=0&ndsp=21&ved=1t:429,r:11,s:0&tx=50&ty=59


• Time/OrderExample: "Archaeologists have helped us to understand that the evolution of the crocodile began with ..."

http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=EVlSLEV8fZZ6nM:&imgrefurl=http://www.nps.gov/fofr/parknews/on-saturday-may-3rd-2008-learn-about-archaeology-at-fort-frederica.htm&docid=vKERQzmSBESRNM&imgurl=http://www.nps.gov/fofr/parknews/images/archeologist_clipart.jpg&w=190&h=141&ei=BOgWT-WBIoO4twfBxJWCAw&zoom=1&iact=hc&vpx=1162&vpy=262&dur=221&hovh=112&hovw=152&tx=111&ty=58&sig=114730900127101918374&page=1&tbnh=112&tbnw=152&start=0&ndsp=22&ved=1t:429,r:7,s:0


• Comparison/ContrastExample: "The power of the crocodile is like that of a monstrous machine. With one lunge it can destroy its prey and protect the kill from other predators."

http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=cfhaNSk05Bbn7M:&imgrefurl=http://www.123rf.com/photo_9716633_vector-illustration-of-a-crocodile-on-white-background.html&docid=LuchYIMzI86ueM&imgurl=http://us.123rf.com/400wm/400/400/mikhaylovaelen/mikhaylovaelen1106/mikhaylovaelen110600008/9716633-vector-illustration-of-a-crocodile-on-white-background.jpg&w=1200&h=795&ei=aegWT71AlOq2B8_NgZUD&zoom=1&iact=hc&vpx=352&vpy=340&dur=28&hovh=183&hovw=276&tx=206&ty=68&sig=114730900127101918374&page=4&tbnh=117&tbnw=176&start=70&ndsp=24&ved=1t:429,r:13,s:70


• Cause/Effect Example: "We observed the crocodile as it stalked a raccoon moving through the moonlight toward the edge of the water. As a result of a noise we made, the raccoon bolted..."

http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=L30CO21EDFRNVM:&imgrefurl=http://www.wacona.com/swamp/swamp.html&docid=r1VEMoi5SG4qsM&imgurl=http://www.wacona.com/swamp/raccoon2.jpg&w=535&h=338&ei=0-gWT8DoMoPatwfa8vHlAg&zoom=1&iact=rc&dur=338&sig=114730900127101918374&page=2&tbnh=113&tbnw=179&start=21&ndsp=28&ved=1t:429,r:1,s:21&tx=114&ty=64


• DirectionsExample: "When observing a crocodile, first you must..."

http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=wfdOC5pH_XPpyM:&imgrefurl=http://www.s-o.k12.ia.us/teacher_web/wedgem/Sites/SCI%2520METHODMEASURE/Observations%2520and%2520Inferences.html&docid=zyfnQ_HhFEzMyM&imgurl=http://www.s-o.k12.ia.us/teacher_web/wedgem/Sites/SCI%252520METHODMEASURE/search-clipart.jpg&w=300&h=252&ei=gOkWT9e-DIr4tgeekfGEAw&zoom=1&iact=hc&vpx=354&vpy=333&dur=165&hovh=201&hovw=240&tx=125&ty=88&sig=114730900127101918374&page=1&tbnh=133&tbnw=158&start=0&ndsp=21&ved=1t:429,r:8,s:0

Redefining Text

• “Create, critique, analyze, and evaluate multi-media texts”

• The Definition of 21st Century Literacies– Adopted by the NCTE Executive Committee

February 15, 2008

http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=n83ccjxRPgBA7M:&imgrefurl=http://www.gizmag.com/divas-multimedia-search-engine/14809/&docid=S9sHzzMN-yGFOM&imgurl=http://images.gizmag.com/hero/divas-multimedia-search.jpg&w=530&h=298&ei=pesWT8WQL4Kbtwe-8vTmAg&zoom=1&iact=hc&vpx=870&vpy=347&dur=31&hovh=168&hovw=300&tx=148&ty=104&sig=114730900127101918374&page=1&tbnh=145&tbnw=193&start=0&ndsp=18&ved=1t:429,r:16,s:0

What are other text structures students encounter in your class?

• Graphs / Charts

• Photographs and Art

• Historical Documents

• Propaganda

Table Talk

• What text structures are most prevalent in your classroom?

• What special skills do students need to navigate these texts?

• Definition• Problem-Solution• Cause-Effect• Comparison-Contrast• Time-Order• Graphs-Charts• Maps• Art• Multimedia

http://www.google.com/imgres?hl=en&client=firefox-a&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=xoKwzV4jwhnrdM:&imgrefurl=http://cedsgt.com/teamblog/general/team-diversity-2/&docid=aSRcYfZwofVjwM&imgurl=http://cedsgt.com/teamblog/wp-content/uploads/2011/04/7-Free-Teamwork-Clip-Art-Of-A-Circle-Of-Diverse-People-Holding-Hands-11-300x298.jpg&w=300&h=298&ei=ToEQT6E8hpO3B8nNwfwB&zoom=1&iact=rc&dur=725&sig=114730900127101918374&page=6&tbnh=133&tbnw=134&start=103&ndsp=21&ved=1t:429,r:4,s:103&tx=72&ty=52

“And then I pushed them. I pushed them with photographs, advertisements, and songs with and without lyrics. I pushed them with recipes, music videos, and each other's clothing. I pushed them with art, sports plays, and diagrams for engines and random machines. I pushed them with graphic novels, comic strips and the occasional cartoon. I pushed them with non-fiction and fiction of all shapes and sizes. I pushed them, and the truth is I pushed me too. But, every time students discovered they were experts in a certain kind of text—students who often are not regularly seen as experts—I promised them that their ability to deconstruct that text could be applied to any other kind of text. I promised them that their ability to create that kind of text could be applied to any other kind they need to create."

- Belinda Foster

Questions?


Common Core State Standards for Literacy in History / Social Studies

CCSS for Literacy in History/SS

Anchor Standards for Reading p. 60

Anchor Standards for Writing p. 63

Two Types of Essential Standards

Self-Assessment

• For each standard, rank yourself 1-5.• Look through your Essential Standards for examples of skills

standards that align with the literacy standards and make personal notes.

• Identify 1-3 areas for growth.

Revisit Learning Targets

Evaluation

• https://docs.google.com/spreadsheet/viewform?formkey=dHFfWW9qcDZvSHJSeGJUb1hNRk01WVE6MQ

Questions?


Contact InformationE-mail: [email protected]

Skype: waterlovers3

Phone: 828.244.8759 (c)

Blog: www.mullinshe.wordpress.com

Wiki: www.rt3region7.ncdpi.wikispaces.net

Twitter: @carolinablondie

Preparing Students to Be College and Career Ready

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