1. Reading in History/Social Studies Science and Technical Subjects Maryland Career and College Readiness Conference Summer 2014

3.  What skills do 21 st century careers require?

4. Job responsibilities: Adjudicate cases and grant/deny applications for benefits Independently research, interpret, and analyze an extensive spectrum of sources Interview applicants, assessing credibility, and analyzing information to identify facts and considerations Exercise sound judgment in decision-making Write persuasive reports to communicate findings and recommendations to appropriate agencies Ensure national security by conducting background investigations and identifying individuals who pose a threat WHO AM I?

6. Job responsibilities: Perform statistical analysis. Complete technical writing. Collect field data. Utilize technical instruments and computers. Communicate data and findings to peers and public. Work in remote locations to monitor pollution or conservation efforts. Adhere to professional standards of research. WHO AM I?

8. INDEPENDENCE USE TECHNOLOGY COMPREHEND AND CRITIQUE VALUE EVIDENCE UNDERSTAND PERSPECTIVES AND CULTURES RESPOND TO VARIOUS DEMANDS STRONG CONTENT KNOWLEDGE

9.  Identify the impact of disciplinary literacy on preparing students for college, career, and civic life.  Identify the key points and differences among the MCC-R Standards in Literacy (ELA, Science/Technical Subjects, and History/Social Studies).  Compare instruction in a Science and Social Studies classroom before and after MCC-R Standards.

10. Basic Literacy Intermediate Literacy Disciplinary Literacy Pk-3 4-5 6-8 9-12 Adapted from Shanahan, 2012 Intermediate Literacy

11. Disciplinary Literacy is not using “generic reading and writing strategies to learn about science, math, history and literature.” McConachie and Petrosky, Content Matters, 2010

12. Disciplinary Literacy is the use of discipline-specific practices to access, apply, and communicate content knowledge.

13.  Each discipline has specialized:  Ways of thinking  Language and vocabulary  Types of text to comprehend  Ways of communicating in writing

14. “All fields of study demand analysis of complex texts and strong oral and written communication skills using discipline-specific discourse. Because each discipline acquires, develops and shares knowledge in distinct ways, educators in each field must take ownership of building robust instruction around discipline-specific literacy skills to better prepare students for college and careers.”

15.  Elementary 50% informational text 50% literary  Middle 60% informational text 40% literary  High 70% informational text 30% literary

17. History/Social Studies Reading, Grades 9-10 English Language Arts Reading Informational Text, Grade 9-10 Science and Technical Subjects Reading, Grades 9-10

19. FROM…..  Writing from a personal perspective… I think, I feel.  Teacher interpreting text.  Reading only textbooks.  Identify and memorize facts.  Using a single text to gather information. TO……  Evidence -based responses both orally and in writing.  Students immersed in “the work.”  Increased close reading of a variety of informational texts.  Analyze, synthesize, and critique information.  Multiple sources of information.

21. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. Resource: 14 th Amendment to the Constitution. Section 1. Before Common Core What rights are protected by the 14 th Amendment? Why are they important to us as citizens? Text Post Reading Task

22. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. Resource: 14 th Amendment to the Constitution. Section 1. Plessy v. FergusonPlessy v. Ferguson (1896) Brown v. Board of EducationBrown v. Board of Education (1954) Korematsu v. United StatesKorematsu v. United States (1944) Loving v. VirginiaLoving v. Virginia (1967) Regents of the University of California v. BakkeRegents of the University of California v. Bakke (1977) Resource: Bill of Rights Institute, http://billofrightsinstitute.org/resources/educator- resources/americapedia/amendments/fourteenth-amendment-general/equal-protection/ Anchor Text Multiple Supporting Text

23.  Common Core Analyze how decisions of these Supreme Court cases reflect an evolution of interpretation of the 14 th Amendment in the United States.

25. A rain shadow is a dry region of land on the side of a mountain range that is protected from the prevailing winds. Prevailing winds are the winds that occur most of the time in a particular location on the Earth. The protected side of a mountain range is also called the lee side or the down-wind side.windsEarth Prevailing winds carry air toward the mountain range. As the air rises up over a mountain range, the air cools, water vapor condenses, and clouds form. On this side of the mountains, called the windward side, precipitation falls in the form of rain or snow. The windward side of a mountain range is moist and lush because of this precipitation.condensesclouds formprecipitationrainsnow Once the air passes over the mountain range, it moves down the other side, warms, and dries out. This dry air produces a rain shadow. Land in a rain shadow is typically very dry and receives much less precipitation and cloud cover than land on the windward side of the mountain range.cloud Windows on the Universe Text Before Common Core When winds that carry moisture from the ocean travel over the mountains the air (cools down or warms up), and becomes _________.

26. A rain shadow is a dry region of land on the side of a mountain range that is protected from the prevailing winds. Prevailing winds are the winds that occur most of the time in a particular location on the Earth. The protected side of a mountain range is also called the lee side or the down-wind side.windsEarth Prevailing winds carry air toward the mountain range. As the air rises up over a mountain range, the air cools, water vapor condenses, and clouds form. On this side of the mountains, called the windward side, precipitation falls in the form of rain or snow. The windward side of a mountain range is moist and lush because of this precipitation.condensesclouds formprecipitationrainsnow Once the air passes over the mountain range, it moves down the other side, warms, and dries out. This dry air produces a rain shadow. Land in a rain shadow is typically very dry and re Anchor Text Multiple Supporting Text

27. After Common Core Use information from the texts to explain how winds and clouds in the atmosphere interact with landforms to determine the weather. RST.6-8.7 WHST.6-8.3

29.  Identify the impact of disciplinary literacy on preparing students for college, career, and civic life.  Identify the key points and differences among the MCC-R Standards in Literacy (ELA, Science/Technical Subjects, and History/Social Studies).  Compare instruction in a Science and Social Studies classroom before and after MCC-R Standards.

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