1. Common Core State Standards What? When? Where?

2. CCSS Who? When do I need to do this? What? How does this affect me? Where do I find more information? WHY?

3. WHO? All K-12 teachers Administrators Students

4. When? & Where? Grades K-2: 2011-2012 Grades 3-8: 2012 - 2013 Grades 9-12: 2013-2014 All Districts in AR

5. What Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (CCSS) Affect all content areas

6. Baby Steps How will I Transition to the CCSS and find accurate information to assist?

7. Next Step, Reflection! Examine the lesson/unit. What is the topic/theme/time period? How do you begin / set the stage? Assignments? Texts? Activities? Assessment?

8. Where to locate CCSS information CCSS site http://www.corestand ards.org/ http://www.corestand ards.org/ PARCC Model Content Frameworks http://www.parcconlin e.org/parcc-content- frameworks http://www.parcconlin e.org/parcc-content- frameworks Student Achievement Partners site http://www.achieveth ecore.org/ http://www.achieveth ecore.org/ Publisher’s Criteria grades K-2 http://www.corestand ards.org/assets/Publish ers_Criteria_for_K- 2.pdf http://www.corestand ards.org/assets/Publish ers_Criteria_for_K- 2.pdf Publisher’s Criteria grades 3-12 http://www.corestand ards.org/assets/Publish ers_Criteria_for_3- 12.pdf http://www.corestand ards.org/assets/Publish ers_Criteria_for_3- 12.pdf

9. The chart is meant to illustrate and provide context for the standards but not replace the standards themselves.

10. Where to locate CCSS information AETN IDEAS site http://ideas.aetn.org/c ommoncore/strategic- plan http://ideas.aetn.org/c ommoncore/strategic- plan ADE CCSS Microsite http://www.commonc orearkansas.org/ http://www.commonc orearkansas.org/ ADE CCSS wiki http://ccssarkansas.pb works.com http://ccssarkansas.pb works.com

11. To Do this year from Sandra Alberti: Teachers must be aware of CCSS and understand the big shifts Identify, evaluate, and develop text dependent and text specific questions Teachers must begin reviewing existing materials to develop these text dependent questions

12. Clearing Up Confusion Common Core Curriculum Maps http://commoncore.org/maps/ http://commoncore.org/maps/ Crosswalk – a reverse crosswalk is available for ELA and math. The crosswalk begins with what you are teaching now. http://ccssarkansas.pbworks.com http://ccssarkansas.pbworks.com

13. WHY CCSS?

14. CCSS Implications for Classroom More nonfiction Higher text complexity More teacher collaboration – across grades – across content areas More research – begins in earlier grades – both short and extended research

15. “All courses in high school, not just English and social studies but mathematics and science as well, must challenge students to read and understand complex texts.” American College Testing Program (2006)

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17. Text Complexity computer software Educators’ professional judgment an attentive human reader Qualitative Quantitative Reader and Task is often best measured by

18. Reading more complex texts requires TIME -- for teachers to model how to comprehend for students to learn how to extract information for students to practice for students to share

19. Teacher Implications Everyone a literacy teacher – Reading and writing emphasis Teaching (modeling) students to read as scientists, historians, economists, mathematicians, geographers … More sources of information

20. Student Implications Teachers tell/summarize less and use more scaffolding = More responsibility placed on students for their learning

21. Shared Responsibility “The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.” CCSS, page 4

22. Grade Span Specific Literacy Standards Reading History/Social Studies (RH) page 61 Reading Science and Technical Subjects ( RST) page 62

23. Informational Text “…if students have not developed the skill, concentration and stamina to read complex texts— they will read less in general.” CCSS ELA Appendix A, p. 4

24. Informational texts/literary nonfiction Personal essays, opinion pieces, speeches Essays about art or literature Biographies and memoirs Journalism (newspapers in the classroom) Historical, scientific, technical, or economic accounts written for a broad audience (Nonfiction sources in library) Digital sources (like EBSCO magazine index) Common Core State Standards, p. 57

25. Resources for Informational Reading Content Specific ADE - Curriculum – Educators – Resources for Lesson Plans http://arkansased.org/educators/curriculum/res ources.html#social http://arkansased.org/educators/curriculum/res ources.html#social Check out the 100 Milestone documents, Avalon Project, and LOC just to name a few excellent resources for educators There are also links for Arkansas History, Science, music, art…

26. What does it mean to READ? Define the term read – Share your definitions What are some types of reading that you do? Share your definitions How would you define yourself as a reader? Your identity as a reader helps determine how successful you will be when reading in certain content areas Doug Buehl

27. Reader Identities According to Literacy theorist J.P. Gee (2000) there are 4 categories of identities that help define a person. Identities that: 1.are part of our nature (little control) 2.are related to positions (e.g., I am a citizen of the U.S., a school teacher, a resident of AR, a college graduate) 3.reflect personal traits or characteristics (e.g., I am creative, listen to rock n roll) 4.We share with others through our associations (e.g., Razorback fan, CS4 member, Bunco player) D. Buehl (2011)

28. Types of reading required Literary fiction, Math Science - biology, phys. sci., history, social studies, economics, technical subjects, health, fitness, humanities – art, music DISCIPLINARY LITERACY INTERMEDIATE LITERACY streamlining and multitasking phase BASIC LITERACY Doug Buehl (2011) taken from Shanahan and Shanahan (2008)

29. Building the Foundation Basic Literacy: Skills that help kids learn to read Usually early primary grades Doug Buehl, Developing Readers in the Academic Disciplines, 2011.

30. Intermediate Literacy Struggling learners lack extensive vocabularies reading should become a fluent, streamlined process brain is multi-tasking in the background—not thinking about reading, frees the frontal lobe for critical thinking

31. Disciplinary Literacy Predominates middle school to high school What does it mean to read, write, and think through a disciplinary lens? Navigate texts from unrelated & distinct disciplines – math, science, history, geography, music, art

32. Disciplinary literacy Specific ways of reading and writing in the disciplines of history, social studies, science and technical subjects What if I'm expected to behave as a certain kind of thinker? Scientist, historian, mathematician… 32

33. Disciplinary Reading Range and Content Necessitates an understanding of domain-specific words and phrases Requires an appreciation of norms & conventions of each discipline Critical to building knowledge in content areas

34. Disciplinary Reading Range and Content Calls for an attention to precise details Demands the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts

35. What Do Literacy Standards in History/Social Studies, Science, and Technical Subjects Really Mean for Content Area Teachers?

36. What CC Literacy Standards are NOT … just having students read and write more … assigning more vocabulary words to look up and write definitions for … conducting basic literacy techniques to struggling readers during social studies

37. What CC Literacy Standards are NOT … giving students Venn diagrams and sentence diagramming assignments in social studies …assigning more “What did you do during …” essays

38. What They Are Modeling and scaffolding what reading in social studies looks and sounds like Teaching students what is important/vital information for a historian, geographer, economist, politician

39. What They Are Using the text book as a starting place not the definitive source Reading a wide variety of texts – Maps, charts, tables, graphs, photographs, pictures, cartoons, journals, letters, documents, artifacts

40. How do we help students think in social studies/science? What types of critical texts are students expected to learn and maneuver in social studies/science? What types of writing are expected in social studies/science?

41. Close Reading of Complex Text “A significant body of research links the close reading of complex text— regardless if the student is a struggling reader or advanced—to significant gains in reading proficiency, and finds close reading to be a key component of college and career readiness.” PARCC Model Content Frameworks for ELA/Literacy PARCC Model Content Frameworks for ELA/Literacy p. 6

42. Comprehension Strategies All Good Readers Use Pre-reading Review vocabulary Make predictions Review text features (brainstorm, predict, skim, assess prior knowledge)

43. Comprehension Strategies All Good Readers Use While reading Monitor for understanding; reread if needed; summarize Draw a visual representation of the unfolding argument Ask questions about the main ideas as they unfold; infer Make note of unfamiliar words, concepts, ideas to research later

44. Comprehension Strategies All Good Readers Use After reading – Summarize and restate the text’s main points – Compare notes with other students – Discuss what you read – Reread, confirm predictions, reflect, question

45. Authentic opportunities to learn and practice literacy are important techniques through which we engage students in thinking deeply and critically about social studies, science, economics…

46. Student Lens to Historian Lens: Student lens Fact collecting Textbook Notice who’s, what’s, where’s, and chronology of events Truth statements Historian lens Notice why’s and how’s Read a variety of texts critically Notice cause/effect relationships and hypotheses Critically examine

47. Establishing a Routine for Close Reading 1.Pre-teach the vocabulary and concepts. 2.Set a purpose for reading. 3.Model close reading.

48. Establishing a Routine for Close Reading 4.Provide guided practice and check for understanding. 5.Provide independent practice. 6.Organize discussions and debates. 7.Have students write about the text. Adapted from the Consortium on Reaching Excellence in Education, Inc

49. SCAFFOLDING Definition - a temporary structure put up to allow you to work the text in a way that wouldn't be possible w/o the scaffold. It is NOT a reading assignment, which treats kids as independent readers.

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51. Taken from slide created by Jacob Hayward Information from CORE

52. Writing & CC Literacy Standards What does that mean and look like in the content areas?

53. Grade Span Specific Standards Writing History/Social Studies, Science and Technical Subjects ( WHST) pages 64-66 *note that narrative writing is not applicable as a separate requirement in the content areas

54. Disciplinary Writing Range and Content Key means of asserting and defending claims and showing what is known Considers audience, task, and purpose Uses technology strategically Emphasizes writing arguments and informative/explanatory pieces

55. Writing Standards 7, 8, and 9: Research to Build and Present Knowledge Research at all grade levels Use print and digital sources Evaluate sources Write without plagiarism

56. Writing Argument or Persuasive Writing With evidence from the text Most emphasized with CCSS Informational/Explanatory Writing

58. Maggie Herrick 501-682-6584 margaret.herrick@arkansas.gov Shirley Fetherolf 501-682-6576 shirley.fetherolf@arkansas.gov Michele Snyder 501-682-7942 Michele.snyder@arkansas.gov