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Literacy in History/Social Studies, Science, and Technical Subjects 6-12

Literacy in History/Social Studies, Science, and Technical Subjects 6-12. Outcomes for the Day. Participants will gain an awareness of : Origin of the Common Core State Standards The Literacy Standards in History/Social Studies, Science, and Technical Subjects. Implementation.

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Literacy in History/Social Studies, Science, and Technical Subjects 6-12

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  1. Literacy in History/Social Studies, Science, and Technical Subjects 6-12

  2. Outcomes for the Day Participants will gain an awareness of: • Origin of the Common Core State Standards • The Literacy Standards in History/Social Studies, Science, and Technical Subjects

  3. Implementation • Math- 2012-2013 • ALL others- 2013-2014

  4. Prepared Graduate Defined 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. Knowledge and Skills Ability to Apply Learning

  5. Overall ELA Structure K-5 6-12 ELA 6-12 Literacy in History/Social Studies, Science & Technical Subjects (complements content standards) Appendix A Appendix B Appendix C

  6. Integrated Model of Literacy • 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”.

  7. Why literacy standards in all subjects? • 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)

  8. 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)

  9. What about Alabama? 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 or university had to take at least one remedial course. Source: The Wetumpka Herald (7-20-2011)

  10. 2009 NAEP Reading Assessment: Distribution of literary and informational passages 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

  11. 2011 NAEP Writing Framework: Distribution of Communicative Purposes 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

  12. Academic Vocabulary Describe Compare Explain Apply Identify Analyze Locate Trace Identify Describe Explain Relate Determine State Differentiate Define Classify Middle School Social Studies Middle School Science

  13. Anchor Standards for Reading 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.

  14. Anchor Standard Subcategories • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity

  15. General to Specific 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.

  16. Increasing Rigor Science and Technical Subjects - Grades 6-8 • Cite specific textual evidence to support analysis of science and technical texts. Grades 9-10 • Cite specific textual evidence to support analysis of science and technical texts, attending to precise details of explanations or descriptions. Grades 11-12 • 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.

  17. Complement to the COS 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. Grade 7 Social Studies Standard # 2 Grade 6-8 Reading Standard # 4

  18. Anchor Standards for Writing 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.

  19. Anchor Standard Subcategories • Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing

  20. General to Specific 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. Research to Build and Present Knowledge History/Social Studies, Science, and Technical Subjects

  21. Complement to the COS • 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. Science COS Standard # 8 Writing Standard # 9

  22. Important Note • This webinar is intended to provide a general overview. • More intensive professional development will follow in Phase 2.

  23. Contact Pam Higgins – phiggins@alsde.edu Steve McAliley – stevemc@alsde.edu

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