1. English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Ready Standards Implementation Team Grades 6-12
Quarterly Meeting – Session 2

2. Today’s Outcomes Participants will:
gain a deeper understanding of the vertical alignment of the grade level standards (6-12).
gain a deeper understanding of how the key shifts support implementation of the standards (6-12).
clarify their understanding of what the standards look like in practice (6-12).
Read outcomes.

3. Alabama Continuum for Teacher Development - AQTS
1.4 Designs instructional activities based on state content standards.
Integrating
Collaborates with colleagues in using a wide range of materials and methods to plan and implement instructional activities that promote learners’ deep understanding of content and enable them to demonstrate the knowledge and skills embedded in state standards.
2.6 Designs coherent lessons that integrate a variety of appropriate and effective instructional strategies.
Emerging
Designs lessons that follow a logical sequence and provide learners with clear outcomes and learning tasks.
Applies a variety of research-based instructional strategies that are appropriately matched to the content being taught and that engage all learners in meaningful ways.
2.8 Uses formative assessments to provide specific and timely feedback to assist learners in meeting learning targets and to adjust instruction.
Implements checks for understanding.
3.3 Uses age-appropriate instructional strategies to improve learners’ skills in critical literacy components
Provides explicit vocabulary instruction in content areas and employs strategies to improve learner skills in comprehension of subject matter.
Applying
Implements appropriate instructional strategies to support all learners in increasing literacy skills across content areas.
Throughout the teacher continuum we can see that teacher expertise at applying state content standards is key to improving the learning of all students.
Here are some samples from the continuum.
…based on state content standards
…demonstrate the knowledge and skills embedded in state standards
…support all learners in increasing literacy skills across content areas
Etc…

4. Things to Remember
This is an extended process toward full implementation.
The process should not be rushed – it’s a marathon, not a race.
Our focus today is to learn HOW to explore the ELA and literacy standards.
We are not exploring all standards today. We will share a process that may be duplicated in your school.
Extended process- connecting to the timeline which we will look at next
Marathon – you will see how this unfolds- don’t rush the process, we will see how this is already chunked to help us with the journey
Many Sessions- we will look at a timeline for professional development in some upcoming slides
HOW to explore

5. Portrait of a Literate Individual
Think about each characteristic of a literate individual.
Jot down what each characteristic might look like in your discipline.
Read the description of each characteristic on page 7 of the Common Core State Standards document.
With your partner, discuss how these descriptions compare to what you jotted.
Portrait of a Literate Individual
In order to make the best decisions along the way, we need to have a vision of the finished product.
See Investigating Portrait of a Literate Individual
Read directions on slide.
Bullets 1 and 2 -Participants jot their ideas individually.
Bullet 3 -Click in directions – reading
Bullet 4- Click in directions – partner discussion

6. Students who are college and career ready …
Where We Want To Be
Students who are college and career ready …
Demonstrate independence
Build strong content knowledge
Respond to varying demands of audience, task, purpose, and discipline
Comprehend as well as critique
Use technology and digital media strategically and capably
Understand other perspectives and cultures
Value Evidence
Note to facilitators: These bullets sum up the previous slide.
SO, based on this, What is your role?
Jot your notes.

7. Prepared Graduate Defined
Knowledge and Skills
Ability to Apply Learning
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.
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.
Discuss the connections between the Literate Individual and the Prepared Graduate- how does the look of our classrooms need to change to move our students toward being prepared graduates.

8. Making Science Relevant with Current Events
The purpose of this video is to show what the characteristics of a literate individual look like in a classroom setting.
Refer to page 7 as you watch the video, and look for characteristics that are evident.
Share some examples.
g-science-with-current-events

9. GOAL Strands Let’s begin by looking at Alabama’s COS document.
This graphic represents the conceptual framework. The banner represents the goal that all students achieve English Language Literacy in order to be college/career ready.
The standards are organized through the strands that you see in the graphic….Language, Speaking and Listening, Reading Literature, Reading Informational Text, Reading Foundations in grades K-5, and Writing.
No strand stands alone…all are necessary and depend on each other
All must be connected in classroom instruction in order for students to become college and career ready, to graduate prepared
Reading Informational text and writing apply across the curriculum and have a set of separate literacy standards for History and Social Studies, science and technical subjects. These are located in Appendix D of this document. They are intended to work with the current courses of study and are not to be viewed as a separate set of standards.

10. Reading Informational Text Reading Informational Text
English
Language
Literacy
Speaking & Listening
Writing
Reading
It might help you to look at it like this.
There are 6 strands with √ Foundational Skills, Reading Literature and Reading Informational Text all falling under “Reading.”
Today, we will focus on Reading Informational Text.
Reading Informational Text
Reading Informational Text
Reading Literature
Reading Foundational Skills K-5

11. 26 Alabama-added Standards+ =
Reminder:
Alabama’s standards are based on and include all standards in the 2010 Common Core State Standards for English Language Arts and Literacy Standards in History/Social Studies, Science, and Technical Subjects.
Some standards have been added and this will be indicated by the Alabama symbol. (Handout: 26 Alabama Added Standards)
The standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects.
Explain *’s and movement of 9-12 COS standards.
26 Alabama-added Standards

12. Anchor Standards Were Developed for…
Reading (10)
Writing (10)
Speaking and Listening (6)
Language (6)
Anchor standards were developed prior to the grade level standards. They “anchor” the document.
They define what students should know and be able to do by the end of Grade Twelve. They are the general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs. (The BIG picture)
They complement the grade specific standards-together they define the skills and understandings demonstrated by a prepared graduate.
Click for picture of graduate.

13. Anchor Standards for Reading (pg 9 and pg 102)
On pages 9 of the ELA COS, you will find the 10 Anchor Standards for Reading. On page 102 you will find the 10 Anchor Standards for Reading in the content areas. The Anchor Standards are the same across all grade levels and content areas K-12. Note the Anchor Standards are grouped into subcategories. For reading there are 4 subcategories. The grade level standards provide the a more detailed picture for each grade level.

14. Grade Level Standards
Grade level standards define what students should understand and be able to do by the end of each grade.
Grade level standards complement the anchor standards.
Together they define the skills and understandings that all students must demonstrate in order to be college- and career-ready.
While Anchor Standards define what students should know and be able to do by the end of Grade Twelve,
Grade Level standards define what students should understand and be able to do by the end of each grade.
Things to note:
You see the same four subcategories as you did in the anchor standards.
The subcategories in your grade level are the same as the subcategories in other grade levels, this is consistent across the grade levels.
Alabama added standards
The numbering system is continuous through the grade level. The numbers do not start over in each strand. (This is how the old standards were numbered, so it should be familiar)
The bracketed information is where this same information is located in the CCRS-you will see this when we look at that document
Tracing Standards: We could conceivably look through each grade level in the Alabama Course of Study and see how these standards progress from K-12….However, the Common Core document’s clean, coherent design makes it much easier to do that. So let’s take a look at the Common Core document.

15. Three Key Shifts in ELA/Literacy
Building knowledge through content- rich nonfiction and informational texts.
2. Reading, writing and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
Quick review of QM #1:
Let’s quickly remind ourselves of what the focus of our last meeting was. Last time we discussed the 3 key shifts. Be sure you have poster of 3 shifts up. You will refer to it throughout the day.
You’ll notice that the first shift focuses on informational text.
Across the state there was a lot of conversation at the last meeting about the difference between “content-rich nonfiction” and “informational text.”

16. Why Informational Text?
Go to Handout from Appendix A.
Find the starred paragraphs.
Read these three paragraphs to investigate and note the importance of informational text in the standards.
Write your “aha’s and questions” on Handout #2.
Think about and discuss examples you could use throughout the day, across the curriculum.
Jot examples on the chart.
Follow the directions on the slide. Share out a few key aha’s.
Ensure participants understand that the literacy standards for K-5 science and social studies are embedded in the Reading Informational Text standards.

17. Informational Text expository text functional text literary nonfiction
subgenres
expository
text
functional text
Informational text is a broad category that includes the subgenres of exposition, argument, and functional text. This includes books, magazines, handouts, brochures, CD-ROMS, journal articles, technical texts like directions, forms, graphs, charts, and maps, internet resources,
The Common Core definition of “informational text” is broad, including (but not limited to) biographies, memoir, technical texts, graphs and charts, speeches, essays, opinion pieces, and digital sources such as blogs.
Text designed to convey factual information, rather than tell or advance a narrative. Informational text may employ techniques such as lists, comparing/contrasting, or demonstrating cause/effect, and may be accompanied by graphs or charts. Most textbooks consist of primarily informational text that gives factual information on a specific topic or event.
Designed primarily to explain, argue or describe rather than to entertain.
Purpose:
To acquire information
Satisfy curiosity
Understand our world more fully
Understand new concepts and expand vocabulary
Make connections to our lives and learning
Write good nonfiction
Have fun
literary nonfiction
argument

18. Informational Text functional text exposition argument subgenres
Informational text is a broad category that includes the subgenres of exposition, argument, and functional text. This includes books, magazines, handouts, brochures, CD-ROMS, journal articles, technical texts like directions, forms, graphs, charts, and maps, internet resources,
The Common Core definition of “informational text” is broad, including (but not limited to) biographies, memoir, technical texts, graphs and charts, speeches, essays, opinion pieces, and digital sources such as blogs.
Text designed to convey factual information, rather than tell or advance a narrative. Informational text may employ techniques such as lists, comparing/contrasting, or demonstrating cause/effect, and may be accompanied by graphs or charts. Most textbooks consist of primarily informational text that gives factual information on a specific topic or event.
Designed primarily to explain, argue or describe rather than to entertain.
Purpose:
To acquire information
Satisfy curiosity
Understand our world more fully
Understand new concepts and expand vocabulary
Make connections to our lives and learning
Write good nonfiction
Have fun
functional text
exposition
argument

19. Content-Rich Nonfiction IS . . .
informational text that gives factual information on a specific topic or event.
designed primarily to explain, argue or describe rather than to entertain.
See handout #7
I have to choose wisely what I’m going to teach. Mindful about the text that I choose.
Content-rich is the adjective that is important in this phrase.
It’s not new and different; it is the intentionality with which you choose text.

20. Other informational Text
Increased quantity of materials and instructional time devoted to informational text
English Language Arts
Literature fiction, drama, poetry
Literary Nonfiction
Social Studies, Science, Technical Subjects
Other informational Text
Explain that the proportion of materials and time devoted to informational text includes instruction across the curriculum, not just in English language arts classes. Nonetheless, fulfilling the Standards for 6-12 ELA will require much greater attention to a specific category of informational text – literary nonfiction – than has been traditional in the English language arts classes.
For instance, the facilitator might say,
“One of the most significant instructional impacts of the CCRS is the increase in the quantity of literacy materials and amount of instructional time devoted to informational text. However, this does not mean that senior English classes, for example, will devote 70% of their reading time to informational texts. Rather, 70% of the reading instruction students receive across their instructional day (in social studies and science, as well as ELA, for instance) will be devoted to informational text.
Nonetheless, fulfilling the Standards for 6-12 ELA will require much greater attention to a specific category of informational text – literary nonfiction – than has been traditional in the English language arts classes.”

21. Balance of text Science Literary & Tech Social Studies
Explain that the 6-12 grade standards follow NAEP in calling for an equal proportion of text drawn from science/technical subjects, history/social studies, and literary sources.
For instance, the facilitator might say,
“One of the most significant instructional impacts of the CCSS is the increase in the quantity of literacy materials and amount of instructional time devoted to informational text. Seventy percent of the reading instruction 6-12 students receive across their instructional day (in social studies, science and other subjects, as well as ELA) will be devoted to informational text.
In following NAEP, the standards call for about one-third of the text from each of three areas: social studies, science, and literary.
In social studies, that includes both primary and secondary sources. In science and technical subjects, it includes journal articles and quantitative information presented in different formats (formulas, charts). In English language arts, that includes literary nonfiction with an emphasis on foundational U.S. documents.
By the secondary level, most of the informational text students experience will be discipline-specific text in the content areas. This is also the text that will be similar to the type of material they will experience in college and career training situations. The goal is for students to be able to learn content through the text they read.”

22. Tracing the Standards
Locate the CCSS Reading Information Text Standards document for your content area.
English Language Arts
History/Social Studies
Science & Technical Subjects
So, let’s begin!
Number off at your table 1-9
Your number represents the standard that you will trace. So if you are number 1, you will trace Grade Level Standard number 1 from K-5 or 6-12.
(we will not trace standard 10 at this time)

23. T O L Note: Oregon materials
This tool was borrowed from Oregon for ease of tracing the standards. The format is different but the standards are the same. Notice that the Anchor Standard is included above the grade level standards, so we can see how the grade level standards lead back to the Anchor Standard.
This is what we will use to trace the standards today.
There are three different handouts (Note the Box at the Top Right)
One for English Language Arts (6-12)
One for History/Social Studies
One for Science and Technical Subjects
Activity Handout: This format shows the anchor standard and the corresponding grade level standards.

24. Tracing the Standards
Read each grade level standard for Standard 1, beginning with Grade 6 or Grade Band 6-8.
Underline key words that show how the grade level standards are related.
Circle key words that show how the expectation becomes more rigorous at each grade level.
Have some table discussion about your overall impressions.
Repeat activity with Standards 2-9.

25. What could students do to show attainment of this standard?
What does the student need to know to aid in the attainment of this standard?
What procedural skill(s) does the student need to demonstrate for attainment of the standard?