CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Common Core State Standards Professional Learning Module Series Content Literacy for Technical Subjects Unit 2

Welcome to Unit 2 Content Literacy in the Technical Subjects, K-5 | California Department of Education 2

LEARNING OBJECTIVES FOR UNIT 2 Understand the shared responsibility of both the multiple subject K–5 teachers and specialist teachers in developing their students’ literacy and discipline-specific content competencies in the technical subjects Be introduced to the connections between the CA CCSS for ELA/Literacy, K–5 and the California Visual and Performing Arts Content Standards, Prekindergarten through Grade 12 (as an example of a technical subject) Be introduced to some of the K–5 instructional design considerations of an integrated model of literacy approach Explore technical subject teachers’ emerging ideas about integrating the CA CCSS for ELA/Literacy, K–5 with the California VAPA Content Standards

The Importance of Foundational Literacy Skills The standards for literacy in the technical subjects focus on reading and writing for grades 6–12. It is important for teachers of the technical subjects to be aware of and understand the foundational ELA standards and interrelatedness of those standards to literacy in the technical subjects.

Key Shift Balancing Informational Text with Literature Take a few minutes to read about this shift on a document from achievethecore.org: achievethecore.org Common Core Shifts for English Language Arts/Literacy pager_update_ pdf

Interrelatedness of CCSS and the Content Standards of the Technical Subjects How do the K–5 ELA standards support instruction and learning in the technical subjects in the elementary grades? In the secondary grades? List a few of the key knowledge and skills from the K–5 ELA standards that directly impact teaching and learning of the technical subject content that you teach. How might connecting the ELA standards to technical subject content help improve student learning?

Developing Content Literacy: A Shared Responsibility The CCSS emphasize that developing students’ literacy and discipline-specific content competencies is a shared responsibility of multiple subject, single subject, and specialist teachers. In some California schools, K–5 arts content is taught only by multiple subject teachers, while in other schools arts teachers provide the instruction to prepare students for deeper learning in grades 6–12.

Time2View Observe how two elementary educators — a single subject dance teacher in a studio classroom and a multiple subject teacher in a bilingual classroom — teach the content of dance while developing students' non-verbal communication skills. Communication Through Movement & Dance

Academic and Domain-Specific Language CCR Anchor Standards for Language for K–5 Language 6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Emphasizing Communication and Collaboration in K–5 Two Categories of Speaking and Listening Standards in K-5 Comprehension and Collaboration Presentation of Knowledge and Ideas

Building Foundational Knowledge The CCSS call for K–5 multiple subject teachers to expand opportunities within and across grade levels to include more reading and writing of informational text. The connections between literacy standards and technical subject standards call for curricular and instructional planning that promote deep, sequential learning of subject matter content while simultaneously building literacy skills. Staying on Topic Within a Grade and Across Grades: How to Build Knowledge Systematically in English Language Arts K–5

Integrated Model of Literacy When carefully planned and executed, literacy development that spans subject matter and is shared by both multiple-subject teachers and specialist teachers results in deeper learning. An integrated model of literacy is one of the key design considerations of the CCSS. Musical Interpretation of Poetry

Reading and Writing for Technical Subject Literacy The CCSS focus on reading and writing a variety of texts as the foundation for technical subject literacy in grades 6–12. Take a few minutes to review the CCR Anchor Standards for Reading and Writing: CCR Anchor Standards for Reading CCR Anchor Standards for Writing The Concept of Text: Going Beyond Written Text in Technical Subjects In technical subject content areas, the types of texts that students learn from often go beyond the written word.

Increasing Rigor through Close Reading CCR Anchor Standard 1, Reading 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. Grade Level Progressions: Grade 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Grade 4: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Progressions Standards for K and Grade 1 Explore the same progressions for Standards for K and Grade 1 (page 7) Kindergarten First Grade

Unit 2 Summary In K–5, the CA CCSS for ELA/Literacy call for an integrated model of literacy. Multiple subject K–5 teachers and specialist arts teachers have shared responsibilities to provide instruction through discipline-specific and cross- disciplinary learning. The technical subjects — including the VAPA disciplines of dance, music, theatre and visual arts — provide students opportunities to learn deeply within disciplines, provide literacy development opportunities, and engage students in building skills needed for success in college and career for the 21st century. Integrated models of literacy development require well-prepared teachers to engage in thoughtful, focused approaches to both curriculum and assessment designs.