1. Common Core State Standards for English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects

2. CCSS Design 2 Building on the strength of current state standards, the CCSS are designed to be: Focused, coherent, clear and rigorous Internationally benchmarked Anchored in college and career readiness* (CCR) Evidence and research based

3. Common Core State Standards Do Not Provide… A complete scope and sequence. A course outline. All the essential skills and knowledge students could have. Do… Outline the most essential skills and knowledge every student needs to master to be college and career-ready. Distribute responsibility for students’ literacy development. 3

4. Teacher and Student Skills As you view this presentation, identify the skills necessary for teachers and students to successfully implement the CCSS. Skills for: TeachersStudents

5. Guiding Question: How do you engage students in reading and responding to complex texts in your discipline?

6. 6 Design and Organization Three main sections:  K−5 (cross-disciplinary)  6−12 English Language Arts  6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students’ literacy development

7. Four Strands Reading: a. Literature b. Informational c. Foundations Writing Listening and Speaking Language 7

8. Grade and Standard K - With prompting and support, ask and answer questions about key details in a text. 1 st Ask and answer questions about key details in a text. 2 nd Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. Deconstructing Reading Anchor Standard One 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. 8 (No prompting)

9. 2 nd Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. 3 rd Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4 th Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5 th Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 9 Grade and Standard

10. 5 th Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 6 th Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7 th Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8 th Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 10 Grade and Standard

11. 8 th Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 9 th /10 th Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 11 th /12 th Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 11 Grade and Standard

12. 12 Overview of Standards for History/Social Studies, Science, and Technical Subjects Reading Standards for History/Social Studies, Science, and Technical Subjects – Knowledge of domain-specific vocabulary – Analyze, evaluate, and differentiate primary and secondary sources – Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams Writing Standards for History/Social Studies, Science, and Technical Subjects – Write arguments on discipline-specific content and informative/explanatory texts – Use of data, evidence, and reason to support arguments and claims – Use of domain-specific vocabulary

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15. CCSS & State Standards for Your Discipline Think about the state standards for your discipline and the CCSS Literacy Standards. Discuss at your table how these two sets of standards will interact. Create a content example of melding the standards into one lesson. 15

16. 16 Goals of LDC  To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts  To align assignments to the College and Career Readiness Standards within the CCSS and to promote collaboration  To help teachers personalize learning so that every student can master the CCSS  To ensure that all students can be college and career ready

17. Modules Modules wrap a teaching plan around the task. CoursesModules Tasks New courses Existing courses Task Skills Instruction Results Prompt Rubric Scoring exemplarsCourses 17

18. A Complete Example 18

19. What are the LDC tools? The bank of reading/writing tasks The module template – Tasks – Skills – Instruction – Results Scoring rubrics Local and national collaboration Access to a community of educators with LDC modules aligned to course content and to CCSS 19 LDC Framework 10-17-11

20. What are the three types of writing tasks? 1. Argumentation HS-40%, MS-35% 2. Informational/explanatory HS-40%, MS-35% 3. Narrative HS-20%, MS-30% 20 LDC Framework 10-17-11

21. LDC Writing Task vs. Traditional Writing Prompt As you view the next slides, jot down the differences between the LDC writing tasks and the traditional writing prompts. Which one is more rigorous? Which one is more engaging? 21 LDC Framework 10-17-11

22. Task Prompt 11: After researching speeches which use persuasive techniques, write a report that defines persuasion and explains its impact on an audience. Support your discussion with evidence from your readings.. Write an article that persuades someone to think or do something. LDC Writing Task Previous Writing “Assignments” Source: East Jessamine High School; Kentucky LDC 22 ELA LDC Task vs. Traditional Writing Prompt

23. Career/Technical Task LDC Task vs. Traditional Writing Prompt After researching selected sources on green technological advances in the automotive industry, write an analysis report that relates how these changes have affected the environment. Support your discussion with evidence from your research. Informational Write a report on how automotive technology has changed. LDC Writing Task Traditional Writing Prompt 23 LDC Framework 10-17-11

24. Science LDC Task vs. Traditional Writing Prompt After researching the article on invasive species, write an essay that defines invasive species and explains how these organisms impact an ecosystem, economy and people. Support your discussion with evidence from your research. Informational Explain what humans are doing to negatively impact the environment, using examples we discussed in class. LDC Writing Task Traditional Writing Prompt Source: East Jessamine High School, Kentucky LDC 24 LDC Framework 10-17-11

25. After researching primary and secondary sources on problems facing the United States in the 21st century, write a speech that identifies what you believe to be the biggest problem facing American society today and argues for a solution. L2 Be sure to examine competing views. L3 Give examples from past and current events or issues to illustrate and clarify your position. Informational Write a speech that discusses a problem facing America today. What are the possible solutions to this problem? LDC Writing Tasks Previous Writing “Assignments” Source: East Jessamine High School; Kentucky LDC 25 Social Studies LDC Task vs. Traditional Writing Prompt