english language arts and literacy in history/social studies, science, and technical subjects

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English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects College and Career Ready Standards Implementation Team Grades 6-12 Quarterly Meeting – Session 2

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English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. College and Career Ready Standards Implementation Team Grades 6-12 Quarterly Meeting – Session 2. Today’s Outcomes. Participants will: - PowerPoint PPT Presentation

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Page 1: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

English Language Artsand Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Ready Standards Implementation Team Grades 6-12

Quarterly Meeting – Session 2

Page 2: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Today’s OutcomesParticipants will:

•gain a deeper understanding of the vertical alignment of the grade level standards (6-12).

•gain a deeper understanding of how the key shifts support implementation of the standards (6-12).

•clarify their understanding of what the standards look like in practice (6-12).

Page 3: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Alabama Continuum for Teacher Development - AQTS1.4 Designs instructional activities based on state content standards.Integrating• Collaborates with colleagues in using a wide range of materials and methods to plan

and implement instructional activities that promote learners’ deep understanding of content and enable them to demonstrate the knowledge and skills embedded in state standards.

2.6 Designs coherent lessons that integrate a variety of appropriate and effective instructional strategies.

Emerging• Designs lessons that follow a logical sequence and provide learners with clear

outcomes and learning tasks.• Applies a variety of research-based instructional strategies that are appropriately

matched to the content being taught and that engage all learners in meaningful ways.2.8 Uses formative assessments to provide specific and timely feedback to assist learners in meeting learning targets and to adjust instruction.Emerging• Implements checks for understanding.3.3 Uses age-appropriate instructional strategies to improve learners’ skills in critical literacy componentsEmerging• Provides explicit vocabulary instruction in content areas and employs strategies to

improve learner skills in comprehension of subject matter.Applying• Implements appropriate instructional strategies to support all learners in increasing

literacy skills across content areas.

Page 4: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Things to Remember 1. This is an extended process toward full

implementation.2. The process should not be rushed – it’s a

marathon, not a race.3. Our focus today is to learn HOW to explore

the ELA and literacy standards.4. We are not exploring all standards today. We

will share a process that may be duplicated in your school.

Page 5: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Portrait of a Literate Individual•Think about each characteristic of

a literate individual.• Jot down what each characteristic

might look like in your discipline.•Read the description of each

characteristic on page 7 of the Common Core State Standards document.

•With your partner, discuss how these descriptions compare to what you jotted.

Page 6: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Where We Want To BeStudents who are college and career ready …

•Demonstrate independence •Build strong content knowledge•Respond to varying demands of audience,

task, purpose, and discipline•Comprehend as well as critique•Use technology and digital media

strategically and capably•Understand other perspectives and cultures•Value Evidence

Page 7: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Prepared Graduate Defined

Knowledge and Skills

Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two or four year college, trade school, technical school, without the need for remediation.

Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.

Ability to Apply Learning

Page 9: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

GOAL

Strands

Page 10: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

English LanguageLiteracy

Speaking &

Listening

Writing

Reading

Language

Reading Literature

Reading Information

al Text

Reading Informational

Text

Reading Foundational

Skills K-5

Page 11: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

26 Alabama-added Standards

+=

Page 12: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Anchor Standards Were Developed for…•Reading (10) •Writing (10)

•Speaking and Listening (6)

•Language (6)

Page 13: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Anchor Standards for Reading (pg 9 and pg 102)

Page 14: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Grade Level Standards

• Grade level standards define what students should understand and be able to do by the end of each grade.

• Grade level standards complement the anchor standards.

• Together they define the skills and understandings that all students must demonstrate in order to be college- and career-ready.

Page 15: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Three Key Shifts in ELA/Literacy1. Building knowledge through

content-rich nonfiction and informational texts.

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

Page 16: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

•Go to Handout from Appendix A.•Find the starred paragraphs.•Read these three paragraphs to

investigate and note the importance of informational text in the standards.

•Write your “aha’s and questions” on Handout #2.

•Think about and discuss examples you could use throughout the day, across the curriculum.

•Jot examples on the chart.

Why Informational Text?

Page 17: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Informational Text subgenres

expositorytext

argument

functional text

literary nonfiction

Page 18: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Informational Text

subgenres

exposition argument functional text

Page 19: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Content-Rich NonfictionIS . . .

• informational text that gives factual information on a specific topic or event. •designed primarily to explain, argue or describe rather than to entertain.

Page 20: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

20

Increased quantity of materials and instructional time devoted to

informational text

English Language

ArtsLiteratur

efiction, drama, poetry

Literary

Nonfiction

Social Studies, Science, Technical

Subjects

Other informational

Text

Page 21: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

21

Balance of text

LiterarySocial StudiesScience& Tech

Page 22: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Tracing the Standards

• Locate the CCSS Reading Information Text Standards document for your content area. English Language Arts History/Social Studies Science & Technical Subjects

Page 23: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

TOOL

Page 24: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

Tracing the Standards•Read each grade level standard for Standard 1,

beginning with Grade 6 or Grade Band 6-8.•Underline key words that show how the grade

level standards are related.•Circle key words that show how the expectation

becomes more rigorous at each grade level.•Have some table discussion about your overall

impressions.

•Repeat activity with Standards 2-9.

Page 25: English Language Arts and  Literacy in History/Social Studies, Science, and Technical Subjects

What could students do to show

attainment of this standard?

What does the student need to

know to aid in the attainment of this

standard?

What procedural skill(s) does the student need to demonstrate for

attainment of the standard?