History/Social Science and the Common Core Standards

GEAR UP 4 LA College Access Day February 2, 2013

Goals for the Session

Deepen our understanding of the Common Core State Standards. Explore how to engage students in close reading activities. Understand the implementation schedule for CCSS in LAUSD.
Materials from todays session:
collegeaccessday.weebly.com>Resources>History-Social Science and the Common Core State Standards

Introductions
Name School Level of Expertise with CCSS Beginner: Common Core What?? Intermediate: Ive heard of them, I even have read them, but I dont have a lot of in-depth knowledge of how to implement them. Advanced: Dude, I could teach this class!

CCSS Fellow?

MISS COSTELLO AND MY UCLA EXPERIENCE

COMMON CORE STATE STANDARDS

Common Core Standards

Six Shifts Informational Texts Knowledge in the Discipline Staircase of Complexity Text Based Answers Writing from Sources Academic Vocabulary

Disciplinary Literacy
Standards have emphasized learning how to read. The idea was that students could apply literacy skills to content area textbooks. However, research is revealing unique reading demands of the various disciplines. Reading history is not the same thing as reading literature The common core state standards requires specialized reading emphasis for history/social studies and science/technical subjects.
www.shanahanonliteracy.com

Disciplinary Literacy
It is essential that science and history classes include deep analysis of texts in their instructional routines.

Think/Ink/Pair/Share
What types of texts are our students asked to read and analyze in science or history/social science classes?
What types of texts are our students asked to produce in science or history/social science classes?

Common Core Standards and Disciplinary

1. Working with a partner, select either Reading or Writing Standards. 2. Working VERTICALLY, read and highlight the standards for YOUR GRADE LEVEL, indicating the skill required by the standards. 3. Next, working HORIZONTALLY, read and highlight the standards ACROSS GRADE LEVELS, noting how the complexity of the skill develops across grades 6 12.

What do you notice about the Common Core State Standards?

5 Things Every Teacher Should be Doing

You probably are already doing many of them!
Our focus: Lead high-level, text-based discussions. How do we get our students to access text?

CLOSE READING ACTIVITIES

Close Reading
What is your understanding of the term close reading? we make decisions about what the text means as we read it, keep track of the authors ideas and points, and connect these new ideas with what we already know. (Empire State College) A careful and purposeful rereading of a text. (Dr. Douglas Fisher, San Diego State University)

Close Reading
Close reading of text involves an investigation of a short piece of text, with multiple readings done over multiple lessons.
The teachers goal in the use of close reading is to gradually release responsibility to students - where students employ the strategies on their own when they read independently. Close reading may be employed once or twice during the unit.

Designing Close Reading Activities

1. Determine the most important learning from the readings.
Make this the key material for the performance task and the focus point for other activities.

2. Determine the key ideas of the text and create questions.

Questions are structured to bring the reader to an understanding of these key ideas.

3. Locate the most powerful academic words in the text.

Integrate questions and discussions that explore their role into the set of questions above.

4. Consider if there are any other academic words that students would profit from focusing on.
Build discussion planning or additional questions to focus attention on them.

Designing Close Reading Activities Selecting Text (continued)

5. Find the sections of the text that will present the greatest difficulty and craft questions that support in mastering these sections.
These could be sections with difficult syntax, particularly dense information, and tricky transitions or places that offer a variety of possible inferences.

6. Develop a performance task around the idea or learning identified in #1.

A good task should reflect mastery of the standard, involve writing, and be structured to be done by students independently.

Pre-reading
Rule 1: The candle has to be worth the game.
(Le jeu ne vaut pas la chandelle. Michel de Montaigne, 1580)

Pre-reading can be or seem endless.

It should be no longer than the reading itself.

www.shanahanonliteracy.com

Pre-reading
Rule 2: Let the author do the talking.
Try not to reveal too much information from the text. If an idea is explained in the text, then it ought not to be in the pre-reading.
www.shanahanonliteracy.com

Pre-reading
Rule 3: Give students enough information that they have a reason to read.
A brief blurb or tease is not harmful especially if it does not repeat too much of the authors message.
www.shanahanonliteracy.com

CLOSE READING STRATEGIES AND PRACTICE

Five Strategies to Support Close Reading

1. 2. 3. 4. 5. Number the paragraphs. Chunk the text. Underline and circle . . . with purpose. Left Margin: Summarize the text. Right Margin: Dig Deeper
1. Use a power verb to describe what the author is doing (e.g., describing, illustrating, arguing). Represent the information with a picture. Ask questions.

2. 3.

Source: iteachicoachiblog.blogspot.com

Five Strategies to Support Close Reading with Visuals

1. 2. 3. 4. 5. Number the components of the picture. Divide the picture into quadrants. Circle . . . with purpose. Left Margin: Summarize the picture. Right Margin: Dig Deeper
1. Use a power verb to describe what the artist is doing (e.g., depicting, exaggerating, focusing). Analyze the point of view of the artist (visual and interpretive). Ask questions.

2. 3.

The woman in the blue dress is pleading with the Irish domestic to help her with the work. The Irish woman is defiantly refusing to do the work.

1 2

Why did the artist make the Irish woman look so ugly? Why does the artist call it the Irish Declaration of Independence?

5
4 3

Text Dependent Question

Asks a questions that can only be answered by referring explicitly back to the text being read.
Does not require prior knowledge.

Requires students to extract information from the text. 80 90% of the Reading Standards in each grade level require text dependent analysis.

Text Dependent Questions Purpose

Analyze paragraphs on a sentence by sentence basis and sentences on a word by words basis to determine the role played by individual paragraphs, sentences, phrases or words. Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another. Probe each argument in persuasive text, each idea in informational text and observe how these build to a whole. Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts. Questions why authors choose to begin and end when they do. Note and assess patterns of writing and what they achieve. Consider what the text leaves uncertain or unstated.

 What modifications in close reading activities need to be made for English Learners and students with special needs?

CCSS Implementation in LAUSD

Cohort 1: CCSS Implementation 2012-2013 School Year

All schools-all grades Provide overview for all schools on CCSS

All schools-some grades Transition grades: K, 1st, 6th, 9th grade to CCSS Assessments No changes in CST Some piloting of formative assessments in targeted grades
Professional Development Monthly PD covering awareness and District CCSS priorities (all schools) Targeted professional development for K, 1st, 6th, and 9th

Implementation of the following shift in all classrooms:

1. Reading and writing in evidence from text (ELA and content)

Professional Development Monthly PD covering awareness and District CCSS priorities (all schools)

Cohort 2: CCSS Implementation 2013-2014 School Year

All schools-all grades Implementation to the following shift in all classrooms: 1. Regular practice with complex text and its academic vocabulary

Grades 2nd, 3rd, 7th, 8th, and 10th Deep understanding of the standards for the grade level Understanding of how the standards progress throughout grades Implementation with one ELA and one Math Unit Assessments No changes in CST Some piloting of formative assessments in targeted grades K, 1st, 6th, and 9th Grades Expand to 3 units with increasing text complexity

Cohort 3: CCSS Implementation 2014-2015 School Year

All schools-all grades Implementation of the following shift in all classrooms 1. Building knowledge through content-rich nonfiction and informational texts
Grades 4th, 5th, and 11th Deep understanding of the standards for the grade level Understanding of how the standards progress throughout grades Implementation with one ELA unit and one Math unit K, 1st, 2nd, 3rd, 6th, 7th, 8th, 9th, and 10th grades Expand to all units with increasing text complexity and use of informational text

Assessments Smarter Balanced Assessments replace CST

Goals for the Session

Deepen our understanding of the Common Core State Standards. Explore how to engage students in close reading activities. Understand the implementation schedule for CCSS in LAUSD.

For more information

Contact:
Michael Sabin GEAR UP 4 LA Coordinator (213) 480-4590 michael.sabin@lausd.net

Materials from todays session:

collegeaccessday.weebly.com>Resources>History-Social Science and the Common Core State Standards