1 Elementary Social Studies ….Connecting the Dots to Common Core State Standards/Essential Standards for Elementary Social Studies

2 Purpose and Expected Outcomes Recognize and explain the five social studies strands Explain the structural changes of the essential standards template Recall the vertical alignment of K-5 Social Studies Apply the informational text standard to a social studies lesson

3 Social Studies in America

4 Changes to the North Carolina Standard Course of Study CCSSEssential Standards Common Core State Standards English Language Art Mathematics Essential Standards Arts Education Career and Technical Education English as a Second Language Exceptional Children Healthful Living Instructional Technology Science Social Studies World Languages

5 The Strands…..Global Connections

6 Structural Changes H–History, G–Geography and Environmental Literacy, E–Economics and Financial Literacy, C&G–Civics and Government, and C–Culture

7 Unpacking the Essential Standards: Identifies what a student must understand Identifies what a student must know Identifies what a student must be able to do Identify Procedural Knowledge (Skills)

8 Kindergarten-Second Grade Addition of Personal Financial Literacy Addition of Environmental Literacy Integration of skills with content Increased focus on chronological thinking at K-2

9 Third-Fifth Grade Addition of Personal Financial Literacy Addition of Environmental Literacy 4 th Grade N.C. History: Pre- colonial to Reconstruction 5 th Grade U.S. History: Pre- colonial to Reconstruction Canada and Mexico have been removed to provide a more in depth study of the United States.

10 Resources Intranet Elementary Social Studies Wiki click Elementary Social Studies

11 Break-out Session I Please take time to review the pacing guide, essential standards, and crosswalk documents posted on the elementary social studies wiki. Modify pacing guide/plans to meet your school’s needs.

12 Informational Text “In the Information Age the importance of being able to read and write informational texts critically and well cannot be overstated. Informational literacy is central to success, and even survival, in schooling, the workplace and the community.” Nell Duke, Michigan State University

13 Informational Texts Contain ideas, facts, and principles related to physical, biological, or social world.

14 Kinds of Informational Text Concept Identification/Field Guide Photo Essay Life-Cycle Experiment, activity, craft, how to do Document, journals, diaries and albums Survey Reference Informational Picture storybooks

15 Strategies…Students need to…. Gather information Summarize and synthesize information Make connections to prior knowledge What does that look like? How would you begin?

16 Reading Resources K-2 teachers received a Literacy Library Grades 3-4 teachers received additional reading resources from the vendor Fifth grade teachers have access to additional readings in the textbook (Reading Further after each lesson) and online.

17 Break-Out Session II Connecting the Dots..... Select and read text Review the grade level reading standards for informational text (hand out) Provide prompts to assist with instruction, what questions would you ask to gather information, summarize, make connections etc. (please align activity to an essential standard)

18 Reading Standards for Informational Text First Grade Text:_________________________________________ Essential Standard:___________________________________________ Key ideas and DetailsWhat does this look like in a lesson? 1. Ask and answer questions about key details in a text. 2. Identifying the main topic and retell key details of a text. 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 5. Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas 7. Use the illustrations and details in a text to describe its key ideas. 8. Identify the reasons an author gives to support points in a text. 9. Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity 10. With prompting and support read informational texts appropriately complex for grade 1.

19 Department of Humanities Director of Humanities Rebecca Graf Social Studies Division Donald Mitchell, K-12 Social Studies Specialist Annette F. Conroy, Global Studies Specialist Juanzia S. Dewalt, 6-12 Resource Teacher

20 References Beeler, Terri (2006). Making Informational Text Accessible: What is the difference? NCDPI, MSNBC