Implementing the Common Core Literacy Standards for History/Social Studies May 12,2011 Don Gifford History/Government/Social Studies Consultant Kansas State Department of Education

Go to the KSDE Website at Scroll Down In the Right hand margin you will see the Common Core Icon Click on the Icon to the KSDE Common Core site Common Core Standards Document

That will take you to this page Scroll Down When you get to Common Core English Language Arts Download the PDF for the Common Core ELA

Page 59 begins the Literacy Section Page 62 Shows the 10 Reading Anchor Standards in Grade Bands 6- 8, 9-10, and Banded Writing Anchor Standards are on page 65-66

Speaking and Listening Standards Great Stuff for Social Studies Teachers on pages 49 and 50 This would be a great set of standards for Social Studies teachers to apply in their classrooms

The Common Core is organized by grade level: K-5, 6-8, 9-10, 11- College and Career Ready Several sets of Literacy Standards (I’ll concentrate on the first 2) Reading, Writing, Speaking/Listening, Language Reading standards are divided by grade level into: Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Writing standards are divided by grade level into: Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Common Core Literacy Standards

Common Core simply takes the 10 Anchor Standards in Reading and Writing and adds levels of sophistication over time. Change over Time

Increasing Sophistication Kindergarten Integration of Knowledge and Ideas  9. Compare and contrast the most important points and key details presented in two texts on the same topic. Grades 11-CCR Integration of Knowledge and Ideas  9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Reading Anchor Standard #9 Integration of Knowledge and Ideas Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Key Ideas and Details  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 ideas.  3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Reading Anchor Standards

Craft and Structure  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 (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.  6. Assess how point of view or purpose shapes the content and style of a text. Reading Anchor Standards

Integration of Knowledge and Ideas  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. Reading Anchor Standards

Range of Reading and Level of Text Complexity  10. Read and comprehend complex literary and informational texts independently and proficiently. Reading Anchor Standards

With the exception of Standard #5 (Text Structure) and #10 (Text Complexity) most of you are probably already asking this of your students.  Looking for evidence  Central Ideas  Causation  Vocabulary  Point of View and Bias  Multiple types of Media  Fact or Opinion  Primary and Secondary Sources How do we do this?

 Students are consistently unable to meet the demands of reading text within a particular discipline.  Reading within a discipline is different than reading literature.  The ability to read within the disciplines is important to citizenship.  Being literate across a broad range of disciplines is required to be considered College and Career Ready. Why Literacy in History/Government/Social Studies?

If you have been teaching History well you are already teaching literacy. Why do I have to teach ELA in my History class?

 Grades 10- CCR  Grades 5-9  Grades K-4 The Literacy Pyramid Letter Sound Translation, Decoding, Conventions, Spelling Structures, Simple Vocabulary, Stories Larger Words, Reading Strategies, Complex Vocabulary, Text types Text Structures Jargon, Sophisticated Vocabulary, Discipline specific language Language and Text Complexity CCR= College and Career Ready

So what happens as language and text complexity become more challenging? STUDENTS  Struggle with comprehension  Student continue to struggle  Students do better  Students never learn to read within the discipline. TEACHERS’ RESPONSE  Look for reading samples with less challenging language and text.  Try other means to get the information across.  Continue to do what works  Having students that don’t read well usually results in teachers having them read less, not more.

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts... By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success. From the Common Core

An Example Good Readers Averaged 18.8 /40 Poor Readers Averaged 27.5/40 Take a class: ½ are good readers and ½ are poor readers and give them a reading passage about Baseball. Follow the reading up with an assessment. Who will do better on the test? The Poor Readers knew something about Baseball!

 History is interpretive.  History is an argument in favor of a particular narrative.  Who the author is matters. (sourcing)  The author’s purpose matters. (bias and perspective)  A single text is problematic. (corroboration) How is reading history/social studies different from other types of reading?

Historical Reasoning Different Operating System

Someone did something at sometime at some place in some manner for some reason. Structure of History Text Who What When Where How Why

Increasing Sophistication 6 th Grade Production and Distribution of Writing 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Grades 11-CCR Production and Distribution of Writing 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Text Types and Purposes  1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.  2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.  3. Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences. Writing Anchor Standards

Production and Distribution of Writing  4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.  6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Writing Anchor Standards

Research to Build and Present Knowledge  7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.  8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.  9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing Anchor Standards

Range of Writing  10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Writing Anchor Standards

 Collaborate with ELA teachers in your school  (Know what you don’t know)  Students need a lot more writing practice.  Students need teachers who model good writing.  Students need many opportunities to read and study other writers.  Students need choice when it comes to writing topics.  Students need to write for authentic purposes and for authentic audiences.  Students need meaningful feedback from both the teacher and their peers. How do we do this?

 Comprehension and Collaboration  SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.  Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.  Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.  Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.  Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Speaking/Listening Standards

 SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.  SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.  Presentation of Knowledge and Ideas  SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.  SL Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.  SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking/Listening Standards

Don Gifford Educational Program Consultant KSDE (785)