1. 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

2. Common Core Standards Document
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

3. 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

4. Page 59 begins the Literacy Section
Page 62 Shows the 10 Reading Anchor Standards in Grade Bands 6-8, 9-10, and 11-12
Banded Writing Anchor Standards are on page 65-66

5. 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

6. Common Core Literacy Standards
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
K-5 literacy standards are embedded within the standards. There are separate standards for grade levels 6-8, 9-10, 11-CCR

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

8. Increasing Sophistication
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.
Kindergarten
Grades 11-CCR
Integration of Knowledge and Ideas
9. Compare and contrast the most important points and key details presented in two texts on the same topic.
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.

9. Reading Anchor Standards
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.

10. 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.

11. 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.

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

13. How do we do this?
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

14. Why Literacy in History/Government/Social Studies?
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 discipline is important to citizenship.
Being literate across a broad range of disciplines is required to be considered College and Career Ready.

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

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

17. So what happens as language and text complexity become more challenging?
STUDENTS
TEACHERS’ RESPONSE
Struggle with comprehension
Student continue to struggle
Students do better
Students never learn to read within the discipline.
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.

18. From the Common Core
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.

20. The Poor Readers knew something about Baseball!
An Example
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!
Good Readers
Poor Readers
Averaged 18.8 /40
Averaged 27.5/40

21. How is reading history/social studies different from other types of reading?
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)

22. Historical Reasoning Different Operating System
Reading is the software, but what is required to use the software is an operating system (e.g. Windows, OS) Without using the appropriate operating system the software doesn’t work the same way. An example if you were using your literature Operating system to read a History Text you would have a different result than if you used your history operating system to read that text, the inverse is also true.
Historical Reasoning

23. Structure of History Text
Someone did something at sometime at some place in some manner for some reason.
Who
What
When
Where
How
Why
Who --- Actor What--- Action When– Context Where– Setting
How– Method Why-- Motivation

24. Increasing Sophistication
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6th Grade
Grades 11-CCR
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.
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.

25. Writing Anchor Standards
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.

26. 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.

27. 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.

28. 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.

29. (Know what you don’t know)
How do we do this?
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.

30. Speaking/Listening Standards
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.

31. 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.

32. Don Gifford Educational Program Consultant KSDE dgifford@ksde.org
(785)