Anne Zeman, Ed.D., Director, Curriculum/Professional Learning Don Azevada, Program Specialist,...

Anne Zeman, Ed.D., Director, Curriculum/Professional LearningDon Azevada, Program Specialist, History/Social Science

Ray Pietersen, Program Specialist, Science

History / Social Science and Science Common Core Literacy Standards:

Middle School

Preparing Students for College and Career Readiness

2013

Outcome for this afternoon:

1. Prepare to support students developing CCSS skills as they learn the literacy standards by:

Engaging in model lessons. Discussing strategies within your

departments. Discussing next steps.

CCSS Literacy Skills are already present in EGUSD History

classrooms

Document Based Question (DBQ) – Analytical Categories (Bucketing)

primary and secondary source documents.

Frequency: Once per week.

Current Historical and Social Science Analysis Skills

Prepare to support students developing CCSS skills as they learn the literacy standards.

Outcome #4

Reading Standard: Key Ideas and Details

RH.6-8.1 - Cite specific textual evidence to support analysis of primary and secondary sources.

Applying the Literacy Standard RH.6-8.1

Content: The struggle for African American civil rights.

Common Core Literacy Standard: RH.6-8.1 - Cite specific textual evidence to

support analysis of primary and secondary sources.

CA Content Standards:8.11 – Students analyze the character and

lasting consequences of Reconstruction.11.10 – Students analyze the development of

federal civil rights and voting rights.

*Lesson adapted from the Stanford History Education Group.


Analyze the two letters from the Library of Congress. Using specific evidence from the letters and your knowledge of U.S. History, determine which letter was written first.

Be able to cite specific evidence which supports:How the letters relate to the struggle for African

American civil rights?How do the letters connect/relate to one another,

contributing to their chronological order?Using the strategy of citing specific textual

evidence to understanding the text as a whole, what can we do to help students improve their comprehension of our content?

*Lesson adapted from the Stanford History Education Group.

A Resource for Reading Standard RH.6-8.1

• Beyond the Bubble – Stanford History Education Group• http://sheg.stanford.edu/

A Resource for Reading Standard RH.6-8.1

• Beyond the Bubble – Stanford History Education Group


Review Text Dependent QuestionsText Dependent, Text Related, Text Inspired

Example- “Gettysburg Address”Task - Using your teacher’s edition:

Identify a section that you will be teaching in the upcoming week or two.

Create 3-5 text dependent questions from that section.

Reading Standard: Craft and Structure

RH.6-8.5:6th-8th – Describe how a text presents

information.9th-10th – Analyze how a text uses structure

to emphasize key points or advance an explanation or analysis.

11th-12th – Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.


Review Text structureRead, “Europe after the Fall of Rome”What type of text structure is this? What “signal” words indicate this structure?

Using text structure, what can we do to help students improve their comprehension of our content?

Reading Standard: Integration of Knowledge and

Ideas

RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.


Integrating multiple sources refer back to performance task chart.

Organizational charting

Writing Standard: Text Types and Purposes

W.6-8.1 (Supporting arguments, defending claims, analyzing opposing claims

with evidence from discipline specific content.) 1. Write arguments focused on discipline-specific

content.

Applying the Literacy Standard RH.6-8.7 & W 1

What Were the Primary Reasons for the “Fall” of Rome?Analyzing multiple sources.Citing specific evidence to defend your claim.


What Were the Primary Reasons for the “Fall” of Rome?Background essay. (What is text structure?)Pre-Bucket (organizational charting)Document AnalysisBucketingThesis Development and Road MapGuided Essay


For the document provided:How does it support - What Were the

Primary Reasons for the “Fall” of Rome?Determine if the questions are TD, TR,

or TI?

Things to Consider….The SHIFT to Common Core is a shared,

multi-year effort, therefore:Provide opportunities for close reading of

grade level text.Align prompts to CCSS.Routinely expect academic language.Expect students to provide quality, written

work.

Department/Grade Level Discussion

What are next steps for your department?How will your department achieve these

next steps?What type of support does your

department need to achieve these next steps?

Review of today:1. Reviewed the background and

rationale of the CCSS.2. Reviewed the shifts and implications

for students and teachers in EGUSD.3. Analyzed the depth of the literacy

skills described by the CCSS to be college and career ready.

4. Prepared to support students developing CCSS skills as they learn the literacy standards.

Closing ThoughtsThe implementation of Common Core

is a “process” . . .“By failing to prepare, you are

preparing to fail.” – Benjamin Franklin“Be quick, but don’t hurry.” – John

Wooden“It’s the little details that are vital.

Little things make big things happen.” – John Wooden

EvaluationPlease fill out the evaluation forms provided.

Specific feedback is greatly appreciated to better address the needs of participants.

Anne Zeman, Ed.D., Director, Curriculum/Professional LearningDon Azevada, Program Specialist, History/Social Science

Ray Pietersen, Program Specialist, Science

History / Social Science and Science Common Core Literacy Standards:

Middle School

Preparing Students for College and Career Readiness

2013

Anne Zeman, Ed.D., Director, Curriculum/Professional Learning Don Azevada, Program Specialist,...

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