1. Monday, January 30, 2012 Social Studies Workshop Maryland State Department of Education

2. Three main sections: English Language Arts, K*-5 *Maryland has developed a PreK component. English Language Arts, 6-12 Literacy in Hist/SS, Sci, and Tech Subj, 6-12

3. 3 Four Strands – K-12Language Speaking & Listening WritingReading Foundational Skills – K-5 Informational Text Literature College and Career Ready Anchor Standards for each of the 4 Strands Structure of the ELA CCSC 101066

4. 4 Cross-disciplinary Literacy Expectations – Gr. 6-12 Writing Literacy in History/Social Studies, Science & Technical Subjects Reading Literacy in Science & Technical Subjects Literacy in History/Social Studies College and Career Ready Anchor Standards for each of the 4 Strands Structure of the Literacy CCSC

5. College & Career Readiness Anchor Standards Only in ELA & Literacy The same anchor standards for both ELA and Literacy Divided into Clusters or Topics Based on evidence about college and workforce training expectations Identical across all grades & contents Provide broad statements about college and career readiness

6. Clusters – headings that group related standards Strand Standards

7. College & Career Readiness Anchor Standards Backwards mapped to build the ladder of success from Pre-K to 12 to College and careers! Grade Level Standards Different grade level standards for ELA and Literacy, all building to the same anchor standards An increasingly rigorous set of expectations that form a staircase of skills necessary for meeting the College and Career Readiness Anchor Standards.

9. “The K-5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA.” English Language Arts Literacy in History/Social Studies, Science, and Technical Subjects K-5 Grades

11. “This division reflects the unique, time- honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.” (CCSS p. 4)

12. “Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas.” (CCSS p. 4)

13.  Biographies and autobiographies  Books about history, social studies, science, and the arts  Technical texts, including directions, forms, and information displayed in graphs, charts, or maps  Digital sources on a range of topics

14. Informational Text in PreK-5 Classrooms Reading/ELA  Teaching reading skills (Foundations)  How to become a proficient reader  Variety of genres, perspectives, cultures, ethnicities Social Studies  Teaching Social Studies content and standards  How to think like a Historian, Political Scientist, etc.  Apply reading skills Read Alouds Independent Reading Shared Reading Tool vs. Purpose

15. A Look in the Classroom Reading Standards for Informational Text K-5 RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

16. Transitioning to the MD Common Core State Curriculum

17.  Built on the structure and content of the Common Core State Standards  Adoption of the PARCC Assessments

18.  The Maryland Common Core State Curriculum is a Maryland created curriculum that includes Maryland CCSC frameworks and robust curriculum resources

19.  The Maryland Common Core State Curriculum Frameworks are built upon the Common Core State Standards  The Frameworks for ELA and Math were posted on MDK12.org in June 2011and presented to the Maryland State Board of Education in June 2011  The Literacy Frameworks for History/Social Studies, Science, and Technical Subjects are being written this year

20.  In ELA and Math, educators from throughout the state: ◦ Added pre-k standards ◦ Brainstormed “Essential Skills and Knowledge” that a student should possess in order to meet the grade level standards—at every grade level.

21. Anchor Standard Essential Skills & Knowledge Essential Skills & Knowledge Grade Level Standard Cluster

22.  http://www.mdk12.org/instruction/curriculu m/reading/index.html http://www.mdk12.org/instruction/curriculu m/reading/index.html

23.  Increased Rigor  All strands will be tested  Move from persuasive writing to argumentative writing—dependent upon evidence  Grade level expectations for reading complex texts  Inclusion of non-traditional text, non-print media, and multi-media

24. You will be assigned a specific set of standards to examine.  Highlight or underline key differences between the sections you were assigned.  As you read, consider: ◦ Differences from current instructional practices in history/social studies ◦ What history/social studies teachers will need in order to implement these standards with fidelity

25. At your table, discuss:  What are the key differences between ELA and Literacy in History/Social Studies?  How are the literacy standards different from current instructional practices in history/social studies?  What will history/social studies teachers need to know in order to implement these standards with fidelity? Be prepared to share!!!!

26.  Common Core State Standards website: http://www.corestandards.org/the-standards  PARCC http://parcconline.org/  Links also on MDK.12 http://www.mdk12.org/

27. Cecilia Roe croe@msde.state.md.us Ava Spencer aspencer@msde.state.md.us