1. Anne Zeman, Ed.D., Director, Curriculum/Professional Learning Don Azevada, Program Specialist, History/Social Science Ray Pietersen, Program Specialist, Science History / Social Science and Science Common Core Literacy Standards Preparing Students for College and Career Readiness 2013

2. 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.

3. 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.

4. Current Historical and Social Science Analysis Skills

6. Prepare to support students developing CCSS skills as they learn the literacy standards. Outcome #4

7. Reading Standard: Key Ideas and Details RH.11-12.1 - Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

8. Applying the Literacy Standard RH.11-12.1 Content: The struggle for African American civil rights. Common Core Literacy Standard: RH.11-12.1 - Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 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.

9. Applying the Literacy Standard RH.11-12.1 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.

10. A Resource for Reading Standard RH.11-12.1 Beyond the Bubble – Stanford History Education Group https://beyondthebubble.stanford.edu/

11. Applying the Literacy Standard RH.11-12.1 Review Text Dependent Questions Text 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.

12. Reading Standard: Craft and Structure RH.11-12.5: 6 th -8 th – Describe how a text presents information. 9 th -10 th – Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. 11 th -12 th – 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.

13. Applying the Literacy Standard RH.11-12.5 Review Text structure Read, “The Processes of Memory” 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?

14. Reading Standard: Integration of Knowledge and Ideas RH.11-12.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

15. Applying the Literacy Standard RH.11-12.7 Integrating multiple sources refer back to performance task chart. Organizational charting

16. Applying the Literacy Standard RH.11-12.7 & W 1 What Was the Underlying Cause of World War I? Analyzing multiple sources. Citing specific evidence to defend your claim.

17. Applying the Literacy Standard RH.11-12.7 & W 1 What Was the Underlying Cause of World War I? Background essay. (What is text structure?) Pre-Bucket (organizational charting) Document Analysis Bucketing Thesis Development and Road Map Guided Essay

18. Writing Standard: Text Types and Purposes W.11-12.1 ( Supporting arguments, defending claims, analyzing opposing claims with evidence from discipline specific content.)  1. Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

19. Writing Standard W.11-12.1 (continued) c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented Rubrics as a teaching tool.

20. 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.

21. 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?

22. 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.

23. Closing Thoughts The 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

24. Evaluation Please fill out the evaluation forms provided. Specific feedback is greatly appreciated to better address the needs of participants.

25. Anne Zeman, Ed.D., Director, Curriculum/Professional Learning Don Azevada, Program Specialist, History/Social Science Ray Pietersen, Program Specialist, Science History / Social Science and Science Common Core Literacy Standards Preparing Students for College and Career Readiness 2013