1. Social Studies CCRS for Grades 6-12 (Reading and Writing to Deepen Content) Quarterly Meeting 1 September 2014

2. Session Outcome
Participants will: Deepen their understanding of how to incorporate the Social Studies Standards and the Alabama College and Career Ready Literacy Standards for Reading and Writing in Grades 6-12 into lesson plans meeting the criteria listed on the EQuIP Quality Review Rubric.
EQuIP – stands for (Educators) Evaluating Quality Instructional Products

3. Alabama Quality Teaching Standards
1.4-Designs instructional activities based on state content standards 2.7-Creates learning activities that optimize each individual’s growth and achievement within a supportive environment 5.3-Participates as a teacher leader and professional learning community member to advance school improvement initiatives
You are all here today for specific professional learning. Let’s not forget that today’s learning aligns with the Alabama Quality Teaching Standards. You may want to include some of this as part of your Professional Learning Plan for the year.
FACILITATOR: Read the Alabama Quality Teaching Standards and connect them to what we will do today.
1.4-Our work today is centered around the content standards. The instructional activities we engage in are designed to meet the literacy standards.
2.7-One purpose of CCRS is to create a supportive environment for us to learn together.
5.3- The main reason you are here today is because you are a teacher leader, and you can influence CCRS implementation in your school or district.

4. Prepared Graduate Defined
Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.
T-Chart Handout of Stick Man Activity: Let’s spend a few moments defining the “prepared graduate.” Make up a name for this stick person—Robert, Jim, Bobby, Suzie, Katie, etc. Assuming he/she is a prepared graduate, give them an occupation—nurse, HVAC engineer, public administrator. Make a T-chart. On one side write HARD SKILLS (the things this person needs to KNOW how to do a job) and on the other, write SOFT SKILLS (the things this person needs to DO or APPLY in order to keep a job). NEXT: Brainstorm a list of skills under each heading. Now, consider your subject areas, and discuss what you taught this person in your class that prepared him or her for this occupation.
As a group, discuss these questions (but not limited to): Did your subject matter directly apply? How? Did your subject matter indirectly apply? How? What is the balance of hard and soft skills? What kinds of skills are needed that were not part of your subject matter? WHOLE GROUP- Share each “person”. What insights did you gain from this exercise? Remember: This slide comes from Plan 20/20.
On the left side of the screen you find the definition of a prepared graduate….not much new here…this side stresses being able to succeed in credit bearing courses at a two-year or four-year colleges, trade schools, or technical schools. On the right side….the focus is different. Once students know something, do they know what to do with it? Can they apply their knowledge? Do they have a “command” of what they know that enables them to apply it to various situations. These are skills that the business community wants in their employees. The most important thing for us to note is…THIS SIDE DESCRIBES THE TYPE OF INSTRUCTION NECESSARY FOR PREPARING GRADUATES.
Notice the words in red name the type of instruction that should be EVIDENT in classrooms by stating what students should be doing. So, if the new literacy standards are firmly in place, then we should see students engaged in collaboration with peers in problem solving, precision, and punctuality in delivery of a product in every classroom, every day.

5. How Are the Literacy Standards Organized?
Look at page 94 in Appendix C. These are the Anchor Standards.
Now look at page 95. This page contains the Grade Band Standards.
Look at Anchor Standard 1. Now look at Grade Band Standard 1.
Now look at the other Anchor Standards and their grade band standards.
Discuss with your group how these build and increase in rigor from band to band.
Handout or Ring of Reading and Writing Literacy Standards for Social Studies/History
DIRECT participants to find the Anchor Standards on page 94 in Appendix C. These are the Anchor Standards. Tell participants that they can think of these as the “umbrella” over all of the literacy grade band standards. These are the expectations we have for our graduating seniors.
Suggested Questions:
In order to master this standard, what do you see your students doing? What should you hear them saying?
Will there need to be any instructional changes that need to take place?
Can you see how this standard will help students attain your content?

6. How Are the Literacy Standards Related to the Content Standards?
The academic content standards for social studies are located in our course of study.
The literacy standards are vehicles to help our students access the content we are teaching.
Literacy Standards are also located in the Social Studies Course of Study in the appendix section.
Help participants understand the relationship between the content standards and the literacy standards.
The lesson we are going to use today will deal with Vietnam Conflict.
We will look at ALCOS standards alignment and the literacy standards.

7. Let’s Re-examine the Literacy Standards for Reading
Read across the grade bands starting with standard one.
What do you notice?
Have some table discussion about these standards and how they fit into your current lessons.
Activity: With Partner/Table Discussion
FACILITATORS: Follow directions on the slide. Invite participants to work with a partner for this activity.
Share Out!!!
(Get ready to watch video that demonstrates “modeling how a teacher use the literacy standards.”)

8. Let’s watch a video demonstrating how a teacher uses reading standards to help students better understand the content.
Modeling
To be effective, teachers should model and demonstrate to students how a skill, a strategy, or a concept is used.
Let’s watch a video that demonstrates teachers modeling a strategy and skill.
What reading literacy standards were present in the lesson you observed?
What evidence of student engagement did you see in the video?
Discuss with your table.

9. Take a Closer Look at the Standards
Identify the ALCOS Social Studies Standards in Grades 6, 9, 11, and 12 present in this lesson.
What reading literacy standards were present in the lesson you observed?
What evidence of student engagement did you see in the video?
Discuss with your table.
FACILITATOR: After providing ample time for discussion at the tables, choose some participants to share their observations.
Emphasize what student engagement looks like in an active classroom.
You may wish to CHART OUT the examples of student engagement.
_____________________________
Bullet 1: Identify the ALCOS Social Studies Standards in Grades 6, 9, 11, and 12 present in this lesson.
Identifying issues of foreign affairs that shaped the United States since World War II. Examples: Vietnam Conflict
Tracing the progression of the Cold War Examples: nuclear weapons, European power struggles, Korean War, Berlin Wall, Cuban Missile Crisis, Vietnam War
Trace the course of the involvement of the United States in Vietnam from the 1950s to 1975, including the Battle of Dien Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive, destabilization of Laos, secret bombings of Cambodia, and the fall of Saigon.
Explain the role and consequences of domestic and foreign policy decisions, including scientific and technological advancements and humanitarian, cultural, economic, and political changes.
Bullet 2: What reading literacy standards were present in the lesson you observed? RH1, RH 2, RH3, RH 4, RH 5, RH 6, RH 7, RH 8, RH 9
Bullet 3: What evidence of student engagement did you see in the video? Answers will vary.
Bullet 4: Discuss with your table.
Chart and Share out.
Lesson Plan, “The Tonkin War”

10. Re-examine the Literacy Standards for Writing
Read across the grade bands starting with standard one.
What do you notice?
Have some table discussion about these standards and how they fit into your current lessons.
Table Talk Activity
Participants will read the CCRS writing standards.
FACILITATOR: Follow directions on the slide.
What types of writing would students generate based on these standards?
Types Of Writing
Quick writes, lab reports, journal entries, annotations of texts, analysis of primary sources, graphic organizers, reflective entries, note taking tools, etc.
REMINDER: No longer a huge research paper at the end of the year or term. Students will be writing daily.
Which standards do you think will take a BIG change on the part of the classroom teachers to implement? Which standards are you currently doing?
NOTE: If there is no mention of Writing Standard #3 Narrative Writing, please point out that there are NO Specific narrative writing standards in the content literacy standards. Students are expected to use elements of narrative writing within the other types of writing they will do (like composition, essay, transition, etc.).

11. Teacher Modeling Writing
Let’s watch a video demonstrating how a teacher uses writing standards to help students better understand the content.
Teacher Modeling Writing
Watch a video which demonstrates how this is done.

12. Take a Closer Look at the Standards
What writing literacy standards were present in the lesson you observed?
What evidence of student engagement did you see in the video?
Discuss with your table.
Our Goal: For the participants to recognize what actual student engagement looks like and sound like (as opposed to entertainment).
As you know the components of active student engagement are:
Reading
Writing
Talking
Listening
Investigating
NOTE: Make sure the participants know that incorporating more components of active engagement will be a learning process for some, but it will be for the students as well. this will be true for students who are accustomed to a more lecture-based style of instruction.

13. Tidbits Types of Writing
Arguments (In Social Studies)
Informational/Explanatory Writing
Narrative Writing
When we think of argument, we know that it has several meanings in different disciplines and it is used for many purposes such as: to change the student’s point of view, to bring about some action on the student’s part, or to ask the student to accept a writer’s explanation or evaluation of a concept, issue, or problem.
An argument is a reasoned, logical way to demonstrate that the writer’s position, belief, or conclusion is valid.
Students make claims about the meaning of a literary work(s). They defend their interpretations or judgments with evidence from the text(s) they are writing about.
In social studies classes, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a specific situated interpretation.
_______________________________________
Informational/explanatory (to inform the reader or to explain a concept) writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses finding answers, such as: How big is the United States? How do you get from one place to another? How do you explain the causes of wars?
______________________________________
Narrative writing is telling a story from a person’s own view point.
Let’s watch a video which helps to better understand the type of writing that you will want your students to be doing.

15. HELPFUL RESOURCES IN PLANNING
AND
CONTENT APPLICATION
Now we are about to look at Helpful Planning Tools for writing exemplar lessons.

16. How to get to the New Insight Tool on ALEX
(Facilitators: You may wish to go to the New Insight Tool to show the participants.)
Go to ALEX at
Click in Personal Workspace
Click on Create a New Account if you don’t have one already.
Click on the blue tab, Alabama Insight Tool.
Click on Literacy in All Content Areas or Social Studies
The Headings Stand For:
CCR Standard
Standard’s ID
Grade
Evidence of Student Attainment
Teacher Vocabulary
Knowledge
Skills
Understanding
Custom Fields (4)

18. Social Studies Section of the Insight Tool

19. Let’s Look Again At The EQuIP Quality Review Rubric
We have already seen and talked about the EQuIP Rubric before.

20. The Rubric Organizes Criteria That Describe Quality Lessons/Units
Criteria that define the rubric are organized to describe quality in four dimensions.
On this slide is a Screen Shot of the EQUiP Rubric.
4 Dimensions
Alignment of the Depth of the CCRS and Content Standards
Key Shifts in the CCRS
Instructional Supports
Assessment
Slide taken from Tri-State Quality Review Rubric & Process (Achieve)

21. Let’s Examine An Exemplary Lesson Together.

22. Your Turn…
Scan Dimensions I and II of the rubric to see what information they contain, how they are organized, and to look for key components for each of the bulleted items.
Underline key components.
Note: We will only use the portion of the rubric that deals with lessons – not units.
Share with your group.
Groups report out.

23. Assignment… Use the Gulf of Tonkin Resolution lesson plan.
Use the Strategic Teaching Lesson Plan Template.
Using the rubric, does the lesson meet the criteria of the bulleted items in Dimension 1?
In the blank box underneath Dimension 1, make notes of concerns/issues; list items needed for improvement to meet criteria of rubric.
Check the bubble(s) to the left of the item if the lesson plan meets the criteria listed.
Now repeat the first four items above for Dimension II.
Handouts: EQuIP rubric (4 page set), the ISP Strategic Teaching Tool Template, and the Gulf of Tonkin Resolution lesson plan.

24. Group Discussion at Your Table
Were there missing Dimension I components?
Which item(s)?
What would need to be updated about the lesson to meet the rubric criteria?
Were there missing Dimension II components?
What would need to be updated about the lesson to meet the criteria?
Group report out for each table.
Ask for one volunteer at each table to report out. (Use slide questions as guide.)

25. You can get one on ALEX or from someone else.
Homework
Bring Back A Lesson.
You can get one on ALEX or from someone else.
Follow Up Next Session
Homework/Bring back a lesson. The lesson could be one from ALEX, or from a classroom teacher, etc.

26. Before You Leave Today! End of this Session
Think about what you are going to share during your Team Time
and share it with your co-workers.
End of this Session