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Common Core

Common Core. Instructional Shifts and Instructional Implications for Reading Standards for Literacy in History and Social Studies December 19, 2013. Objectives. Learn about the Instructional Shifts for Science and Social Studies

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Common Core

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  1. Common Core Instructional Shifts and Instructional Implications for Reading Standards for Literacy in History and Social Studies December 19, 2013

  2. Objectives • Learn about the Instructional Shifts for Science and Social Studies • Examine the Reading Standards for Literacy in History/Social Studies 6-12 • Learn instructional strategies to support teaching Literacy skills in History/Social Studies 6-12 • Discuss possible revisions to our current History/Social Studies assessments

  3. Norms • Respect for all perspectives • Active listening and participation • Maintain a positive outlook and attitude • Proactive problem solving • Assumption of positive intent

  4. Whittier City School District’s Instructional Focus Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational textand expository writing Instructional Shifts Building knowledge through content-rich nonfiction, informational texts and literature Rich and rigorous conversations, dependent on common text • Reading and writing grounded in evidence Instructional Strategies Text based discussions Constructed Response/Text Dependent Questions Close Reading

  5. Instructional Shifts • Building Knowledge through Content-rich non-fiction and informational texts • 6-12 Knowledge of the Disciplines: Content Area teachers • Reading and Writing grounded in evidence from text • Text Based Answers • Writing from Sources • Rich and Rigorous Conversations Based on a Common Text

  6. Instructional Shifts • Building Knowledge through Content-rich non-fiction and informational texts • 6-12 Knowledge of the Disciplines: Content Area teachers

  7. Video: Instructional Shift • Building Knowledge through Content-rich non-fiction and informational texts. 6-12 Knowledge of the Disciplines: Content Area teachers https://vimeo.com/27074735

  8. Shift #2 • What is Shift 2? • What will we have to change about our current practice? • What challenges will we face as we make this shift?

  9. Examining the Standards • What do students need to know and be able to do within each cluster? • Summarize and document your findings on the worksheet provided • Be prepared to share out.

  10. Examining the Standards Look at each standard across the grade span, one at a time • What words and descriptions of the standards stand out within each cluster? • Compare your standards with those of ELA Teachers

  11. Instructional ImplicationsClose Reading

  12. Text Complexity and Close Reading Text Complexity is ………. • 1. • 2. • 3.

  13. Analysis of Sources • Analysis of Primary Sources • Contextualizing- When did this happen? • Background Information-What do I already know about this? • Sourcing- Who wrote this document? Where did it come from? • Corroboration- How does this fit with other documents that I have read about this topic or issue? • Reading the Silences- Who perspective is missing? Who are we not hearing from? Who is not represented?

  14. Contextualizing is situating the document and its events in time and place.

  15. Historians Use Background Knowledge • They use historical information • and prior knowledge to read • and understand the document.

  16. Historians Source Information • Sourcing is when you think about a document's author and its creation.

  17. Historians Corroborate • They ask questions about important details across multiple sources to determine points of agreement and disagreement.

  18. Historians Read the Silences • They identify what has been left out or is missing from a primary source. They ask what voices are we not hearing? • What is the author not mentioning? • What perspectives are missing? • How do the silences change your thinking?

  19. Historians Read Closely • They read closely, • carefully considering what the document says and the language use to say it.

  20. Instructional ImplicationsClose Reading • What is Close Reading? By Douglas Fisher

  21. Instructional ImplicationsClose Reading • What is Close Reading? By Douglas Fisher

  22. Close Reading • Key Details and Ideas • What is this text about? • What does the text say explicitly? • What does the text say or suggest ? • What ideas are central to this text? • Craft and Structure • What language affects the meaning? • What adjectives are used? • How is each part of the text organized? • What is the author’s viewpoint of this person, event or topic?

  23. Close Reading • Integration of Knowledge and Ideas • How does the visual information from the text connect with what we read? • Does the information read seem reasonable? • What information is a fact and an opinion? • How does this information connect with other information I have read on this topic? • Range of Reading and Text Complexity • What makes this text complex? • What vocabulary will be challenging? • How familiar are students with this topic or idea?

  24. Close Reading

  25. Sample Lesson • Select a Text or Primary Source that aligns with a unit of study for History for your grade level • Determine which reading standards are best supported and integrated by using this text or texts. • Determine the Central Message of each text/text. • Draft an a Big Idea Question • Did slaves build the pyramids? • Was Abraham Lincoln a racist? • How did people in the 14th Century understand the Black Death?

  26. Practicing Sample Lesson • Present the Big Idea Question • Was Lincoln a Racist? • Get into groups of 3 • Each team can decide or teacher can assign a position the group will take. Either: Yes, he was a racist or No, he was not a racist. • Read the documents and annotate or highlight evidence to support your argument. • Practice defending your stance with your group • I/ We believe________________ because…… • The evidence supports the idea that___________ • I/We could argue that _______ was ______but evidence proves that _______________

  27. Depth of Knowledge • http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm • http://vimeo.com/42788913

  28. Reflecting onSocial Studies Assessments • What is effective about this years social studies assessments? • What challenges emerged from this years social studies assessments? • How does information gathered from the Instructional Shifts and DOK Levels impact how we assess student understanding? • How can this information help us consider revisions to our current assessment and instruction?

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