1. Overview of Standards for Literacy in History/Social Studies, Science, and Technical Subjects The Common Core State Standards

2. Define Literacy Work with the Common Core State Standards Collaborate across content area Objectives

3. Common Core State Standards Overview of Standards for Literacy in History/Social Studies 4I know and understand what is being asked of me and I am ready to infuse the literacy standards in the content area class. 3I have attended trainings on how to infuse literacy in the content area class but I am still not sure of how the task will be carried out. 2I have heard that we have to incorporate literacy in the content are class but I have not received any trainings and therefore I am not sure what it entails and how it is going to affect me. 1I have never incorporated literacy in my content area class.

4.  How do you incorporate literacy in your content area? What is Literacy?

5. The ability to read and write and for further knowledge and interest, write coherently, and think critically about the written word. Visual literacy is the ability to understand all forms of communication; which includes body language, pictures, maps, and videos. Literacy is...

6.  A continuum of learning enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society. Literacy Involves

7. The Standards are comprise of three main sections:  Comprehensive K–5 section  Two content area-specific sections for grades 6–12  one for English-Language Arts  one for literacy in History/Social Studies, Science, and Technical subjects. Common Core State Standards Overview of Standards for Literacy in History/Social Studies

8.  Each section is divided into strands: Reading Writing Speaking and Listening Language Which two strands does the 6-12 History/Social Studies, Science and Technical Subjects focus on? Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.

9. The 6-12 History/Social Studies, Science, and Technical Subjects section focuses on the Reading and Writing strand. What does this mean to you? Be prepared to share out. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.

10. Each strand is headed by a set of CCR anchor standards. What are Anchor standards? Common Core State Standards Overview of Standards for Literacy in History/Social Studies

11. Locate the handout titled “CCSS in the Content Areas”. Read and discuss any similarities, differences, and collaborative ideas with your table. In the far right column make notes. Be Prepared to Share out. Common Core State Standards Overview of Standards for Literacy in History/Social Studies

12. Locate the handout titled “Name that Standard”. Locate the anchor standards for reading and writing. With a 1-5 word or phrase, name that standard. Be Prepared to share out. Activity: Name that Standard

13. Name that Standard Suggested Answers ReadingWriting 1. Evidence6. Point of View/Purpose 1. Write arguments6. Use Technology 2. Central Idea7. Multimedia2. Write to explain/inform 7. Write short research 3. Interaction8. Argument3. Write Narratives8. Use Multiple Sources 4. Vocabulary9. Multiple Texts4. Write with coherence 9. Use text Evidence 5. Text StructureRange of Complexity 5. Plan, Revise, Rewrite Range of Tasks and purpose

14. Locate the handout titled “Literacy in History /Social Studies, Science and Technical Subjects” and “Standards for Reading Informational Text ”. With your table, discuss how standard one begins and evolves over grade levels? Be prepared to share out. Common Core State Standards Overview of Standards for Literacy in History/Social Studies

15. Locate the chart titled “What is not Covered”. Read and discuss what is not covered in the standards with the people at your table. For each item, determine what effects (both positive and negative) this can have on the overall scope of things if these items are not addressed? Be prepared to share out. Common Core State Standards Overview of Standards for Literacy in History/Social Studies

16. CoveredNot Covered 1. The standard define what all students are expected to know and be able to do 1. They do not say how teachers should teach 2. The standards focus on what is essential 2 They do not describe all that can or should be taught. 3. The standards provide a baseline for college and career readiness. 3. They do not define the nature of advance course work for students who meet the standards prior to the end of high school. 4. The standards set grade specific standards 4. They do not define the intervention methods or materials necessary to support students who are well below or well above grade level expectations 5. The Standards provides an opportunity for All to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school lives. 5. They do not define the full range of support appropriate for English Language Learners and for students with special needs. 6. The standards component describe herein are critical to college and career readiness 6. They do not define the whole of such readiness What's not covered by the standards

17. Discuss and chart the structures that are in place to accommodate what is not covered by the standards at the district, school, and classroom level. Be prepared to share out (Note the common structures) Common Core State Standards Overview of Standards for Literacy in History/Social Studies

18. If nothing is in place, on a sticky note come up with one thing you can do for each finding in your respective positions. Be prepared to share out. Locate the poster around the room that has your position on it and place your sticky on the poster. Group Discussion Common Core State Standards Overview of Standards for Literacy in History/Social Studies

19. “ If we teach today as we taught yesterday, we rob our children of tomorrow.” John Dewey. Final Thoughts

20. Let’s Break

21. Close Reading

22.  Define Close Reading  Conduct a Close Reading Lesson  Create a Close Reading and a C.I.S Lesson Objectives

23.  http://www.youtube.com/watch?v=adXdTXEzmzE http://www.youtube.com/watch?v=adXdTXEzmzE Video

24. To look closely at a difficult text to figure out the underlying meaning. What is the purpose of Close Reading?

25.  Reading shorter chunks of texts with close attention.  Rereading and looking for evidence to support conclusions drawn from the text is critical to becoming an effective reader. What does close reading entails?

27.  Read the text.  Circle words you don’t know in pink or orange  If there is a section or phrase you don’t understand highlight them in yellow. Write questions in the margins on what you did not understand or simply why you highlighted it.  If you see something that strikes you or you know really well and/or makes you excited, put an exclamation (!) point. In the margins, say why the text struck you and/or made you excited. Students’ 1 st Read (Independently)

28.  Teacher can write the words students were unsure of on a piece of chart paper or white board and explicitly teach words. Or wait until the students read the text for a 2 nd time and have them attempt to define words using context clues.  Take 1-3 request from students and discuss each section in which the students do not understand.  Allow 1-3 students to share out the things they know really well. Review Students’ 1 st Read

29.  Identify the topic.  Underline what you think the main idea is using a pen or pencil.  Write a brief summary explaining how the details from the text conveys the main idea.  Be prepared to share out. Teacher Read Aloud 2 nd Read

30.  Narrative: Pay attention to who is telling the story and how it is being told.  Language: Look at diction or word choice. What word (s) did the author choose to repeat or emphasize? What did the author imply by repeating those words? Explain each repeated word. What effect do they have on the poem’s meaning and tone? Examine any phrases that jump out at you.  Syntax: Examine the order in which the words appear.  Context: Take note of the historical context of the author’s background Note-taking 3 rd Read (partners)

31.  Compare and Contrast the experience of reading the poem to listening to or viewing an audio and/or video of the text. Including what you “see” and “hear” when reading the text to what you perceive when you listen and/or watch it.  http://www.youtube.com/watch?v=f7Q6cs_9tkw http://www.youtube.com/watch?v=f7Q6cs_9tkw Visual and Auditory 4 th Reading

32.  Examine the rhyme scheme used by Whitman in the poem and determine how this affected the poem’s meaning. Or Analyze Whitman’s us of three sense in providing images thought the poem and their impact on tone/mood. Writing in Response to Reading

33.  http://www.youtube.com/watch?v=XFRClI2q18Y http://www.youtube.com/watch?v=XFRClI2q18Y Video

34. With your table brainstorm what one should see, hear, taste, feel, and smell when they walk into a Common Core infused content area classroom. Depict that classroom in a drawing. Be prepared to share out. Gallery Walk Activity

35. “When it comes to the future, there are three kinds of people: those who let it happen, those who make it happen, and those who wonder what happened’ John Richardson Final Thoughts

36.  Get with your group by number.  Choose an exemplar from your notebook.  Create a C.I.S Lesson  With the same passage create a A Close Reading Lesson (Be sure to select a grade level and include the appropriate standards and all that go alone with that.)  Be prepared to share out.  30 minutes to create lessons and 20 minutes to present the lessons Working Session