Literacy in History/Social

Studies, Science, and Technical

Subjects

6-12

Participants will gain an awareness of:

Origin of the Common Core State Standards

The Literacy Standards in History/Social Studies, Science, and Technical Subjects

Outcomes for the Day

Math- 2012-2013ALL others- 2013-2014

Implementation

Prepared Graduate Defined

Knowledge and Skills Ability to Apply Learning

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.

Overall ELA StructureK-56-12 ELA

6-12 Literacy in History/Social Studies, Science & Technical Subjects (complements content standards)

Appendix AAppendix BAppendix C

ELA

Reading

Writing

Speaking & Listening

Language

Strands are closely connected Strands are foundational to every disciplinary

content area

Big Idea: “Reading and writing are about thinking and making meaning essential to understanding

any content area”.

Integrated Model of Literacy

Only 30% of 1992 high school seniors who enrolled in postsecondary between 1992 and 2000 and then took a remedial reading course went on to receive a degree or certificate. (National Center for Education Statistics-NCES)

14% of adults read prose texts at “below basic,” and only 13% read prose texts at the “proficient” level (National Assessment of Adult Literacy, 2003)

Why literacy standards in all subjects?

The percent of “proficient” readers had actually declined to a statistically significant degree from 1992 (15 percent).

This low and declining achievement rate may be connected to a general lack of reading.

(CCRS Appendix A)

Why literacy standards in all subjects?

Data recently released by the Alabama Commission on Higher Education shows that 34 percent of the 2010 graduating class that entered a two‐year or four‐year Alabama public college oruniversity had to take at least one remedial course.

Source: The Wetumpka Herald (7-20-2011)

What about Alabama?

How does literacy develop?

Basic Literacy

I ntermediate Literacy

DisciplinaryLiteracy

(Shanahan & Shanahan, 2008)

Middle and High School

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/reading-2009.doc

2009 NAEP Reading Assessment: Distribution of literary and informational passages

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/writing-2011.doc

2011 NAEP Writing Framework: Distribution of Communicative Purposes

Grade ToPersuade

ToExplain

To ConveyExperienc

e

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Academic Vocabulary

Middle School Social Studies Middle School Science

DescribeCompareExplainApply IdentifyAnalyzeLocateTrace

IdentifyDescribeExplainRelateDetermineState DifferentiateDefineClassify

The Anchor Standards for Reading provide the broad standards that students should understand and be able to do at the end of their K-12 school experience.

Anchor Standards for Reading

Key Ideas and DetailsCraft and StructureIntegration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Anchor Standard Subcategories

Anchor Standard # 1 (Key Ideas and Details)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.

Reading Standard # 1 (History/Social Studies – 6-8) Cite specific textual evidence to support analysis of primary

and secondary sources. Reading Standard # 1 (Science and Technical Subjects – 6-8) Cite specific textual evidence to support analysis of science

and technical texts.

General to Specific

Science and Technical Subjects - Grades 6-81. Cite specific textual evidence to support

analysis of science and technical texts.Grades 9-102. Cite specific textual evidence to support

analysis of science and technical texts, attending to precise details of explanations or descriptions.

Grades 11-123. Cite specific textual evidence to support

analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Increasing Rigor

Complement to the COS

Grade 7 Social StudiesStandard # 2

Grade 6-8 Reading Standard # 4

Compare the government of the United States with other governmental systems.

Examples: monarchy, limited monarchy, oligarchy, dictatorship, theocracy, pure democracy

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

The Anchor Standards for Writing provide the broad standards that students should understand and be able to do at the end of their K-12 school experience.

Anchor Standards for Writing

Text Types and PurposesProduction and Distribution of Writing

Research to Build and Present Knowledge

Range of Writing

Anchor Standard Subcategories

General to Specific

Research to Build and Present Knowledge

History/Social Studies, Science, and Technical Subjects

Anchor Standard # 8 8. Gather relevant

information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Writing Standard # 8 (Grades 9-10)

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively, assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Complement to the COS

Science COS Standard # 8 Writing Standard # 9

Describe how Earth’s rotation, Earth’s axial tilt, and distance from the equator cause variations in the heating and cooling of various locations on Earth.

Draw evidence from informational texts to support analysis, reflection, and research.

This webinar is intended to provide a general overview.

More intensive professional development will follow in Phase 2.

Important Note

Pam Higgins – phiggins@alsde.edu

Steve McAliley – stevemc@alsde.edu

Contact