Kelley Webb, Humanities Program Specialist Rigorous Instruction Kelley Webb, Humanities Program Specialist

On Level vs. Advanced/AP What are some effective instructional strategies you have observed in on-level courses? What are some effective instructional strategies you have observed in advanced/AP courses?

AP History Sample Question

AP History Sample Question

AP English Lang and Comp Instruction in reading, writing, speaking, listening, and language arts are to be a shared responsibility within the school. Social studies teachers are also teachers of reading now.

AP English Lang and Comp Instruction in reading, writing, speaking, listening, and language arts are to be a shared responsibility within the school. Social studies teachers are also teachers of reading now.

GA Milestones Gr 11 ELA Question

GA Milestones Gr 4 ELA Question Instruction in reading, writing, speaking, listening, and language arts are to be a shared responsibility within the school. Social studies teachers are also teachers of reading now.

We Are All Teachers of Reading Now p. 14, Subject Matters According to the CC standards, our students are supposed to: Read much more Read more nonfiction Read more closely and thoughtfully Read increasingly complex and challenging materials Discuss what they read with peers Write about their reading Instruction in reading, writing, speaking, listening, and language arts are to be a shared responsibility within the school. Social studies teachers are also teachers of reading now.

Literacy Standards for ALL teachers Key Ideas and Details  History/Social Studies English Language Arts 1: Recall and Infer Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2: Summarize Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3: Analyze Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. p.16-17 Subjects Matter Pass out handout/ask teachers to look in their texts at pages 16-17 to see all of the literacy standards Focus on the key terms for each standard: recall and infer, summarize, analyze, etc.

Literacy Standards for ALL teachers Integration of Knowledge and Ideas History/Social Studies English Language Arts 7: Examine Text from Multiple Perspectives Integrate quantitative or technical analysis with qualitative analysis in print or digital text. Analyze various accounts of a subject told in different mediums determining which details are emphasized in each account. 8: Evaluate Reasoning and Evidence Assess the extent to which the reasoning and evidence in a text support the author’s claims Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient 9: Compare and Contrast Texts Compare and contrast treatments of the same topic in several primary and secondary sources Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts p.16-17 Subjects Matter Pass out handout/ask teachers to look in their texts at pages 16-17 to see all of the literacy standards Focus on the key terms for each standard: recall and infer, summarize, analyze, etc.

We Are All Teachers of Reading Now p. 14, Subject Matters According to the CC standards, our students are supposed to: Read much more Read more nonfiction Read more closely and thoughtfully Read increasingly complex and challenging materials Discuss what they read with peers Write about their reading Instruction in reading, writing, speaking, listening, and language arts are to be a shared responsibility within the school. Social studies teachers are also teachers of reading now.

District Definition of Rigor Teachers expect each student to learn at high levels. They support each student so that s/he can learn at high levels. They require each student to demonstrate learning at high levels. Teachers promote thinking that goes beyond recalling information and performing procedures. They create learning experiences that require students to create their own meaning and integrate knowledge and skills to solve real-world problems, even when the “correct” answer is unclear. (Barbara Blackburn, 2008)

Teacher Recommendations Categories of Classroom Based Recommendations R: Raise Level of Content I: Increase Complexity G: Give Support and Scaffolding O: Open Your Focus R: Raise Expectations What words stick out to you p. 14, Subject Matters According to the CC standards, our students are supposed to: Read much more Read more nonfiction Read more closely and thoughtfully Read increasingly complex and challenging materials Discuss what they read with peers Write about their reading

4 Core Principles 4 core principles of a school with a rigorous program: minimum graduation requirements that prepare students for college high level content and instruction wide range of supports for students to help them succeed alignment of requirements with post-secondary education and work What words stick out to you

How do we help teachers’ increase the level of rigor in their classrooms? provide teachers with sample assessment items model lessons that integrate reading and writing and cover multiple standards provide examples of complex texts (variety of literary, informational, and digital texts) and assist teachers with selection of these texts model close reading strategies, text analysis strategies, and text-dependent questioning provide teachers with sample units and lessons that integrate reading and writing

Resources for Rigor Sample Assessment Items: *also use for complex texts, lessons, and units Write Score Assessments (these can become units and lessons) GOFAR in SLDS DOE Assessment Guides Amplify Items in Fulton Connect ELA Checkpoints Diagnostics Amplify PBAs (Grades 2, 5, 8, 9-10) Other Sample Model Lessons: Write Score Assessments NY Teachers’ College Reading and Writing Project Teaching Channel http://www.barbarablackburnonline.com/rigor/

Model Lessons Grade K-1 Informational Text Close Reading: http://vimeo.com/55950927 (Bugs) Grade 3-5 Informational Text Close Reading: http://vimeo.com/55965891 (Gorillas) Grade 3-8 Informational Text Close Reading: http://vimeo.com/55951301 (Pilgrims) Middle/High School Close Reading of MLK Jr. Letter from Birmingham Jail https://www.engageny.org/resource/middle-school-ela-curriculum-video-close-reading-of-a-text-mlk-letter-from-birmingham-jail

Preamble to the Constitution We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. he preamble is the introduction to the Constitution. It outlines the general goals of the framers: to create a just government and to ensure peace, an adequate national defense and a healthy, free nation. With its first three words, “We the People,” the preamble emphasizes that the nation is to be ruled by the people - not a king or a dictator, not the president, Supreme Court justices, members of Congress or state legislators. The U.S. Supreme Court held in 1905 (Jacobson v. Massachusetts) that the preamble is not a source of federal power or individuals' rights. Rather, all rights and powers are set out in the articles and amendments that follow.

What Matters Most: 10 Core Ideas Four categories that “send a message about what the standards value”: Key Ideas and Details: standards 1-3 what the text says Craft and Structure: standards 4-6 how the text says it Integration of Knowledge and Ideas: standards 7-9 compare and contrast different types of texts Range of Reading and Level of Text Complexity: standard 10 The Common Core standards can be very complex. As a SS teacher, these are the key ideas to take away from CC.

CC Reading Standards Key Ideas and Details: (Standards 1-3) 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and events 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text Craft and Structure: (Standards 4-6) 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole 6. Assess how point of view or purpose shapes the content and style of a text Refer to Close Reading Handout Fly in -- What the standards are asking for during close reading: Standard 1: Say back what the text says and suggests Standard 2: Determine central ideas, themes, morals, lessons Standard 3: Connect parts of the text

CC Reading Standards Integration of Knowledge and Ideas: (Standards 7-9) 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take Refer to Close Reading Handout Fly in -- What the standards are asking for during close reading: Standard 1: Say back what the text says and suggests Standard 2: Determine central ideas, themes, morals, lessons Standard 3: Connect parts of the text