1. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Common Core State Standards Professional Learning Module Series Content Literacy in History/Social Studies K-5 Unit 2. Using the CA CCSS for ELA/Literacy: An Early Elementary History/Social Studies Example

2. Learning Objectives for Unit 2 Examine instructional practices that develop CCSS skills and knowledge in an early elementary classroom through the examination of a history/social studies textbook excerpt. Understand the relationship between the CA CCSS for ELA/Literacy and history/social studies content standards. Explore strategies for supporting students’ reading, collaborative conversations, research writing, and presentations.

3. Relevant History-Social Science Content Standards for California Public Schools: 1.1: Students describe the rights and individual responsibilities of citizenship. – 1.1.2: Understand the elements of…respect for rules by which we live…

4. Strategic Frontloading “Close Reading in Elementary School” (Fisher and Frey, 2012). Read: “Key Features of Close Reading,” pp. 181-182 “Frontloading,” pp. 182-183 Reflection and Discussion What are Fisher and Frey’s recommendations in regards to frontloading?

5. Establishing the Purpose for Reading Video: Introducing the Lesson Grade 1 teacher Tammy Kaiser from Lake Marie Elementary School in South Whittier School District introduces the lesson on rules and laws. http://www.myboe.org/auth/portal/default/Content/Viewer/Co ntent?action=2&scId=507082&sciId=14785 Look for: Establishment of purpose, review of academic vocabulary, support for student discussion CA CCSS for ELA/Literacy

6. Which Standards did you see addressed? How? RI.1.1: Ask and answer questions about key details in a text. RI.1.7: Use the illustrations and details in a text to describe its key ideas. RI.1.10a : Activate prior knowledge related to the information and events in a text. W.1.1: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. SL.1.1 : Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

7. Students Read Text Independently Video: Independent Reading Students read about rules and laws in their History/Social Studies Textbook Excerpt. http://www.myboe.org/auth/portal/default/Content/Viewer/Cont ent?action=2&scId=507082&sciId=14786 Look for: Instructions for close reading How prior discussion connected to reading Strategies for aiding comprehension CA CCSS for ELA/Literacy

8. Which Standards did you see addressed? How? RI.1.1: Ask and answer questions about key details in a text. RI.1.4: Ask and answer questions to determine or clarify the meaning of words and phrases in a text. RI.1.7: Use the illustrations and details in a text to describe its key ideas. RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1. W.1.1: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

9. Text-Dependent Reading Interactions Video: Text-Dependent Reading http://www.myboe.org/auth/portal/default/Content/Viewer/Conten t?action=2&scId=507082&sciId=14593 Reflect and Discuss List one Grade 1 Reading Standard for Informational Text addressed in the video. List one Grade 1 Speaking and Listening Standard addressed in the video. Consider the grade that you teach. What modifications might you make to the instruction for your students?

10. Close Reading of the Text Video: Close Reading Activity http://www.myboe.org/auth/portal/default/Content/View er/Content?action=2&scId=507082&sciId=14596

11. The Visualizing Strategy for Struggling Students Students turn text into a storyboard or comic strip. Students engage imaginations and more senses than just reading. Students gain insights and remember better Teachers stop at key points while reading Teachers invite students to create a picture, movie, or sound clip in their minds Students visualize one moment in time or a sequence of events as if they were there. Students take perspective(s) of a character or historical figure Students imagine sights, sounds, smells, tastes, and feelings.

12. The Reading and Writing Connection By having students write informative/explanatory pieces about text, teachers can help students better understand the reading. CA.CCSS.ELA-Literacy.W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

13. The Reading and Writing Connection and Differentiating Instruction “Why are laws important in a community?” Level 1: Laws are important because _____ (Students give one reason). Level 2: Laws are important because _____ and_____. (Students give two reasons). Level 3: Laws are important because _____, _____, and _____. (Students give three answers).

14. Addressing the Needs of All Students by through Drama UDL (Universal Design for Learning) recommends multiple means of action and expression Drama is one alternative to express learning – Skits – Tableaux Students should determine how to dramatize their learning

15. Collaborative Conversations Grade 1 Speaking and Listening Standards that address collaborative conversations: – CA.CCSS.ELA-Literacy.SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. – CA.CCSS.ELA-Literacy.SL1.2: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Reflect and Discuss List 2 questions guide students to collaboratively discuss rules and laws.

16. Sample Questions for Collaborative Conversations on Rules and Laws Why is it important to have rules at school? Why is it important to have laws in our community? How would you feel if there were no rules or laws at home? At school? In the community? In the world? Who is responsible for making good rules in your home? In your school? In your community? What is the role and responsibility of your school? Of your teacher? What is the role and responsibility of students? Are there times when the rights of your school, your teacher, or students are threatened or violated?

17. Learning and Innovation Skills: the 4 Cs Read about the P21 Learning and Innovation Skills of C reativity and Innovation C ritical Thinking and Problem Solving C ommunication and C ollaboration From P21 Framework Definitions, pp. 3-4

18. Application of Knowledge in Relevant, Real-world Scenarios Video: Examine Signs at School http://www.myboe.org/auth/portal/default/Content/Viewer/ Content?action=2&scId=507082&sciId=15521 Video: Create School Rules http://www.myboe.org/auth/portal/default/Content/Viewer/ Content?action=2&scId=507082&sciId=15521 Reflect and Discuss How did these activities help foster the development of students 4Cs?

19. Oral Presentations and the Speaking and Listening Standards Video: Oral Presentations http://www.myboe.org/auth/portal/default/Content/View er/Content?action=2&scId=507082&sciId=14795 Reflect and Discuss How are the students demonstrating that they are addressing the CA CCSS for ELA/Literacy in these activities?

20. Enduring Understandings What are your big “take-away”s from this unit?

21. Summary – Key Concepts When developing lessons in the content areas, focus the lesson on addressing the relevant content standards while using the CA CCSS for ELA/Literacy to develop students’ literacy skills. Before beginning a reading with students, it is helpful to connect the text to students’ prior knowledge. Providing students with sentence frames supports emerging readers’ abilities to discuss and write about text. Close reading helps students develop CCSS skills and knowledge. Collaborative conversations about text and content help students better understand their reading, participate in civil discourse, and meet 21st century competencies. Even early elementary students can learn how to use technology to conduct research and prepare oral presentations.