COMMON CORE LEARNING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE AND TECHNICAL SUBJECTS*Amy Rudat & Kristen Sikora

Office of Curriculum and instruction

NYSED

S/CDN March, 2015

*Technical subjects – A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music.p. 43 Appendix A, CCLS

SHIFTING IN THE DISCIPLINES

Build background knowledge and activate prior knowledge through exposure to – not mastery of – texts that have rich themes based in science, social studies, and other content areas.

Access complex text with rich vocabulary and academic language.

Be engaged enough in the text to do the work required to comprehend it (struggling, not non-readers).

Enjoy reading.

Talk about text using text to support opinions.

ACCESSING TEXT ACROSS CONTENT AREAS

• Background• Experiences

• Vocabulary• Sentence

length and structure

• Figurative language

• Regional or historical usage (dialects)

• Text features

• Genre• Organizatio

n

• Layers of meaning

• Purpose• Concept

complexity

Meaning Structure

KnowledgeLanguage

CCLS FOR LITERACY IN THE CONTENT AREAS

ALL teachers are responsible for ensuring that their students (inclusive of ELLs and SWDs) have equitable access to the content in their discipline.

content teachers are reading teachers

content teachers are ELA teachers

ELA teachers are reading teachers

ELA teachers are content (social studies, science, etc.) teachers

What it does NOT mean What it means

How can we insure that students acquire literacy in the content areas at all grade levels?

THE GAP BEGINS EARLY By age two, children from low income homes are six months

behind their high income peers in language proficiency. (Fernald, 2013)

By age three, children from low income backgrounds know half as many words as their high income peers. (Hart and Risley, 2005)

By age five, children from low income backgrounds can score more than two years below their high income peers on standardized language development tests. (Fernald 2013)

By age six, linguistically “poor” first graders know 5,000 words; linguistically “rich” first graders know 20,000. (Moats, 2001)

By age ten, fourth grade students performing above the 75th percentile in reading comprehension in 2011 also had the cohort’s highest average vocabulary scores. The converse is also true. (Shanahan & Duffett 2013)

ELEMENTARY (P-5)

GOAL: building word and world knowledge through implementation of the shifts and content aligned to the content standards and the P-5 ELA standards

Students

• Purposeful play• Content-based

curriculum• Hands on work

with science • Concepts

beyond literacy; learning by doing

• Close reading (P-5)

Administrators

• Maintain strong CONTENT (SS, Science) curriculum

• Do not eliminate content for additional ELA and Math instruction

• Creative targeted approach for RTI (Level 1 especially)

Teachers

• Content-based curriculum

• Comprehensive Phonics program

• Access to text at independent reading level

• Collaborate to ensure spiral of content in curriculum

• Thoughtful Center Time

Students

• Connections across content regarding word and world knowledge

• Close reading in content areas

• Authentic learning experiences

• Inquiry with rigor

Administrators

• Rethink RTI in the classroom

• Rethink AIS- targeting skills

• Maintain content area curriculum; do not reduce to increase ELA and Math

• Close coordination with teachers

Teachers

• Coordinate across content areas to provide integrated and consistent routines regarding:• Vocabulary• Reading

strategy• Writing

instruction• Facilitation with

targeted instruction

• Supplement curriculum

• Positive parent interaction

MIDDLE SCHOOL (6-8)

GOAL: preparing students for the rigorous demands of higher level texts and synthesis of information gained from those texts

Students

• Read for argument and evidence

• Closely read content (historical documents)

• Vocabulary acquisition

• Ownership for learning

• Reading Reading Reading

• Make connections

Administrators

• Rethink AIS• Common writing

and research expectations

• Encourage collaboration

• Encourage equitable access to opportunity

Teachers

• Material coverage vs ensuring comprehension

• Targeted remediation

• Less memorization

• Instruct & Facilitate

• Explicit vocabulary instruction

• Various ways to access content

HIGH SCHOOL (9-12)

GOAL: preparation for college, careers and life through the synthesis of content area knowledge

WHEN STUDENTS CAN’T READ THE TEXT IN CONTENT AREAS

My student/s can’t read

I have no time to slow down [dumb down]

I’m not an ELA/AIS/ SWD teacher/social worker/parent

I don’t have the resources

I’m not a reading teacher

Recognize fair is not equal

Look beyond the textbook

Adjust curriculum (administrative collaboration/support)

Online/Administrators Guided reading, group

reading, pair reading, accountable independent reading

Educators say: Possible Solutions:

SCAFFOLDS FOR READING COMPLEX TEXTADDITIONAL TEACHER OPTIONS• Chunking• Reading and rereading• Read aloud• Strategic think aloud• Scaffolding questions• Heterogeneous small groups• Recording• Pre-prepping struggling readers to support

confidence and participation• Annotation strategies• Cornell notes• Paraphrasing and journaling

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GRAPHIC NOVELS

Graphic Global Conflict: Graphic Novels in the High School Social Studies ClassroomLILA L. CHRISTENSEN

http://racomics.pbworks.com/f/GN%20Social%20Studies.pdf

Anne Frank: TheAnne Frank HouseAuthorized GraphicBiography

Best Shot in the West: The Adventures of Nat Love

Little White Duck: A Childhood in China

Trickster: NativeAmerican Tales: AGraphic Collection

Theseus and the Minotaur

The Art of War: A Graphic Novel

Americans Move West: 1800-1850 Graphic U.S. History

Roaring 20s & the Depression: 1920-1940- Graphic U.S. History

After a study of graphic novels, researchers concluded that the average graphic novel introduced readers to twice as many words as the average children’s book. This realization has reinforced the idea that the “comics” format is a good way to impart information.

VOCABULARY AND TIERS

Tier 3: Low Frequency/ Content-SpecificImportant to learn when specific need arises

Often critical for content area learning

Tier 2: High Utility Across Content AreasHigh frequency for mature language users

Found across a variety of content areasVary according to age and development

Words that we assume they know, but they may have only “heard”

Tier 1: High Frequency of UseRarely require instruction

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peninsula, habitat, climate,

evaporation

glance, confident, commotion

regret

happy, jump,

clock

VOCABULARY INSTRUCTION

Essential to text Likely to appear in

future texts students will choose or be asked to read

Relatively more abstract ideas and concepts

Symbols, doubt, control Multiple meanings in

content areas

State and repeat Use them in a

sentence Give examples and

non examples Refer to the text Have students use

them

Which words to teach? How to teach them?

CONTENT LITERACY & ACCOUNTABILITY

Content-based curriculum+Focus on content literacy+Strong Vocabulary+Comprehensive reading program Higher Student Achievement

2013 AND 2014 RELEASED TOPICS FOR ELA EXAM GR 3-8

Science • Astronomy, Global Climate,

Geography• Otters and their habitat• Sea turtles, habitat, and

endangered status• Sleep in the animal kingdom• Sea turtles• Elephants, vocalization,

mammals• Oil Spills and oceans• Crows and Intelligence• Fireflies, insects, natural world• Science, baking, and global

implications for food accessibility

Social Studies• Tibet and Culture• Revolutionary War and

Spinning• Shackleton’s Artic Adventure

and Sea Ice• Paul Revere and American

Revolution • Boston Tea Party• Family dynamics and

international cultural traditions• Circumnavigating the globe on

sea• Native Story Traditions• Iroquois• Global Winds and Desert,

Geography

2013 AND 2014 RELEASED TOPICS FOR ELA EXAM GR 3-8

Extra-Curricular

• Mountain Climbing

• BMX Racing

• Risk Taking

• Ice Climbing

• Baseball

• Swimming

• Caving

• Fishing

Implications for Instruction: Exposure to cross section of

topics Instruction on reading

strategies and the demands for different kinds of reading

Understanding of global geography

Understanding of maps and charts

Expansive vocabulary Ability to synthesize

information in text boxes and maps, as it relates to central texts

Background knowledge of United States History

2014 AND 1/2015 ELA CC REGENTS EXAM TOPICS & TASKS

Part

I • Carl Sagan, Broca’s Brain

• Wang Anyi, The Song of Everlasting Sorrow

• Stephen Hawking & Leonard Mlodinow, “The (Elusive) Theory of Everything”

Part

II • Consumer

privacy• Economics of

hosting Olympic Games

• Ethics of De-extinction

Part

III • Anna Howard

Shaw, Women’s Suffrage, 1915

• Red Jacket, Chief of the Seneca Nation, Speech to US War Dept, 1801

• Henry D. Thoreau , Walden, 1910

Literacy is not about P-12. It is about succeeding beyond Common Core.

It’s also about EMPOWERMENT- creating a culture where all teachers are empowered to embrace the Common Core and work together for student achievement.

FREE TEXT COMPLEXITY RESOURCES

Quantitative Measures

ATOS Analyzer from Renaissance Learning: http://www/renlearn.com/ar/overview/atos/

Degrees of Reading Power from Questar: http://www/questarai.com The Lexile Framework from Metamatrix:

http://www.lexile.com/analyzer Coh-Metrix Easability Tool from University of Memphis:

http://141.225.42.101/cohmetrixgates/Home Reading Maturity from Pearson Knowledge Technologies:

http://www.readingmaturity.com (Beta site) SourceRater from Educators Testing Service:

http://naeptba.ets.org/SourceRater3/ (Beta site) Readability-Score.com https://readability-score.com/

Flesch-Kincaid (part of your Microsoft Word)

https://www.engageny.org/resource/selection-of-authentic-texts-for-common-core-instruction-guidance-and-a-list-of-resources

Text Complexity Tools:http://achievethecore.org/page/642/text-complexity-collectionqualitative-measures

RESOURCESLiteracy Design Collaborative:https://ldc.org/how-ldc-works/overview

Teaching Channel.org- videos on cross-discipline work and a series of inquiry-based teaching: https://www.teachingchannel.org/videos/inquiry-based-teaching-discussing-non-fiction

Text Complexity, NTI 12/2014:https://www.engageny.org/resource/december-2014-nti-understanding-text-complexity-grades-3-8https://www.engageny.org/resource/december-2014-nti-understanding-text-complexity-grades-9-12

Explicit Instruction (Vocabulary):http://explicitinstruction.org/

QUESTIONS?

Thank you!

Amy Rudat , Race to the Top Literacy and Curriculum Specialistamy.rudat@nysed.gov

Kristen Sikora, Assistant in ELA Curriculumkristen.sikora@nysed.gov

518-474-5922

Office of Curriculum and Instruction

New York State Education Department