1. CONTENT LITERACY INSTRUCTIONAL SHIFTS FOR SOCIAL STUDIES Facilitator Auddie Mastroleo OCM BOCES Network Team

2. Balancing Informational & Literary Texts (Grades PK-5)Knowledge in the Disciplines (Grades 6-12)Staircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary COMMON CORE SHIFTS ELA & CONTENT LITERACY

3. SHIFT 1 Grades PK-5 BALANCING INFORMATIONAL & LITERARY TEXTS Range of Text Types Literature = Stories, Dramas, Poetry Informational = Literary Nonfiction, Historical, Scientific, & Technical Texts 50% fiction 50% nonfiction 40% fiction 60% nonfiction 20% fiction 80% nonfiction 4 th grade 8 th grade 12 th grade Increase in teaching and learning with non- fiction text

4. SHIFT 2 Grades 6-12 KNOWLEDGE IN THE DISCIPLINES Reading & Writing Literacy Standards Complement, not replace content standards Depending on text rather than referring to it Read a presidents speech & write a response Read scientific papers & write an analysis Think sophisticated non-fiction Analyze and evaluate texts within disciplines Gain knowledge from texts that convey complex information through diagrams, charts, evidence, & illustrations Expectation of rigorous domain specific literacy instruction outside of ELA

5. SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Core Text Pre- CCLS

6. SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Paired Texts: Hero or Villain? Core Texts Post- CCLS

7. SOCIAL STUDIES PRE AND POST SHIFT NOTES

8. With a partner… Share your initial thinking and reactions TURN AND TALK

9. SHIFT 3 STAIRCASE OF COMPLEXITY Increase in text complexity at each grade level Qualitative Levels of meaning Structure Clarity of language Knowledge demands Quantitative Word length Sentence length Text cohesion Reader & Task Motivation Knowledge Experience Appendix B: Text Exemplars and Sample Performance Tasks Expectation of proficiency and independence in reading grade level text

10. SHIFT 3 Staircase of Complexity PRE-CCLS John Brown When the state of Virginia hanged Brown for treason on December 2, 1859, church bells across the North tolled to mourn the man who many considered a hero. But, southerners were shocked. People in the North were praising a man who had tried to lead a slave revolt! More than ever, many southerners were convinced that the North was out to destroy their way of life.

11. SHIFT 3 Staircase of Complexity POST-CCLS Press and Tribune John Brown dies to-day! …The man's heroism which is as sublime as that of a martyr, his constancy to his convictions, his suffering, the disgraceful incidents of his trial, the poltroonery of those who will lead him forth to death, have excited throughout all the North strong feeling of sympathy in his behalf, but no where, within our knowledge, is the opinion entertained that he should not be held answerable, for the legal consequence of his act. Enquirer We rejoice that old BROWN has been hung. He was not only a murderer of innocent persons, but he attempted one of the greatest crimes against society -- the stirring up of a servile and civil war. He has paid the penalty for his crimes, and we hope his fate may be a warning to all who might have felt inclined to imitate his aggressive conduct..

12. SHIFT 4 TEXT-BASED ANSWERS Questions tied directly to the text, but extend beyond the literal Students must cite text to support answers Personal opinions, experiences, and connections to the text are minimized in favor of what the text actually says or doesnt say Questions are purposefully planned & direct students to closely examine the text

13. SHIFT 4 Text-based Answers Question: Describe how John Browns raid increased tensions between the North and the South. PRE-CCLS John Brown When the state of Virginia hanged Brown for treason on December 2, 1859, church bells across the North tolled to mourn the man who many considered a hero. But, southerners were shocked. People in the North were praising a man who had tried to lead a slave revolt! More than ever, many southerners were convinced that the North was out to destroy their way of life.

14. SHIFT 4 Text-based Answers Question: Compare and contrast the reaction of John Browns hanging by the two newspaper excerpts. How could these articles contribute to the tensions between the North and the South? Use specific examples from the text to support your answer. POST-CCLS Enquirer We rejoice that old BROWN has been hung. He was not only a murderer of innocent persons, but he attempted one of the greatest crimes against society -- the stirring up of a servile and civil war. He has paid the penalty for his crimes, and we hope his fate may be a warning to all who might have felt inclined to imitate his aggressive conduct.. Press and Tribune John Brown dies to-day! …The man's heroism which is as sublime as that of a martyr, his constancy to his convictions, his suffering, the disgraceful incidents of his trial, the poltroonery of those who will lead him forth to death, have excited throughout all the North strong feeling of sympathy in his behalf, but no where, within our knowledge, is the opinion entertained that he should not be held answerable, for the legal consequence of his act.

15. SOCIAL STUDIES PRE AND POST SHIFT NOTES

16. With a partner… Share your initial thinking and reactions TURN AND TALK

17. SHIFT 5 WRITING FROM SOURCES Three Text Types Argument Supporting a claim with sound reasoning and relevant evidence Informational/ Explanatory Writing Increase subject knowledge Explain a process Enhance comprehension Narrative Writing Conveys experience i.e. fictional stories, memoirs, anecdotes, autobiographies Appendix C: Samples of Student Writing Argumentative writing is especially prominent in the CCLS

18. SHIFT 5 Writing from Sources Describe a time when you took action in support of something you strongly believed in. What were the consequences of your actions? Pre-CCLS

19. SHIFT 5 Writing from Sources Write a critical essay in which you discuss your understanding of John Brown from the perspective provided in the critical lens. Provide a valid interpretation of the statement. Agree or disagree with the statement as youve interpreted it. Support your opinion using specific references from the two works listed above. Post-CCLS Critical Lens Nothing is given to man on earth – struggle is built into the nature of life, and conflict is possible - the hero is the man who lets no obstacle prevent him from pursuing the values he has chosen.

20. SHIFT 6 ACADEMIC VOCABULARY Tier One Words Words of everyday speech Tier Two Words Not specific to any one academic area Generally not well-defined by context or explicitly defined within a text Wide applicability to many types of reading Tier Three Words Domain specific Low-frequency Often explicitly defined Heavily scaffolded Ramp up instruction of Tier Two words

21. SHIFT 6 Academic Vocabulary Pre-CCLS abolitionradicalsecede Martial Law

22. SHIFT 6 Academic Vocabulary Post-CCLS Tier 3 Words abolitionradicalsecedeMartial law Tier 2 Words inclinedaggressivesublimeconvictions

23. SOCIAL STUDIES PRE AND POST SHIFT NOTES

24. With a partner… Share your initial thinking and reactions TURN AND TALK

25. QUESTIONS? CONCERNS? NOTICES?