Common Core State Literacy Standards for Social Studies: Focus on Writing

1. Common Core State Literacy Standards for Social Studies:Focus on Writing

2. What are you currently doing in your classroom to address Common Core Reading and Writing Standards?

3. “Literacy instruction is a shared responsibility, based on the philosophy that teachers in the content areas can and should use their expertise in their disciplines to help students meet challenges of reading and writing in their respective fields.”

4. Common Core LITERACY Two strands: Reading Writing An integrated model of literacy (Media requirements blended throughout)

5. Why Common Literacy Writing Standardsfor Social Studies and Science? David Coleman, CC Language Arts Team Chair

6. For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, learned, and thought... They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and coherent manner. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year. Common Core State Standards for Literacy in Social Studies, Science, and Technical Subjects, Appendix A.

7. Reading Writing

8. Making the Connection Between READING, WRITING, and THINKING… “There is an inseparable relationship between reading well and writing well. Any significant deficiency in reading entails a parallel deficiency in writing.” “Close reading and substantive writing are skills of disciplined thought; both require that we use elements of reasoning well.”

9. Narrative Informational/ExpositoryArgumentation Introducing Common Core’s Types (Modes) of Writing:

10. Narrative: * Narrative writing conveys experienceuses chronological sequencing as its main structure. * It can be used for many purposes, such as to inform, instruct, or entertain. * Students might produce a historical-based narrative, or write accounts about events, describing what happened.

11. Narrative Describe the series of events leading to the joining of two territories into one state of Oklahoma.

12. Informational/Expository: * Informationalwritingserves one primary purposes- to increase the reader’s knowledge of a subject. * Students draw from what they know or have learned from primary and/or secondary sources. * They use a variety of techniques to conveyinformation, such as defining, describing,comparing/contrasting, and citing evidence.

13. Identify and explain TWO reasons why President Truman and his advisors decided to use the atomic bomb on Hiroshima and Nagasaki. Informational;Expository

14. Argumentation: * Arguments are used for many purposes- to change thereader’s point of view, to bring about action, or to ask the reader to accept the writer’s claim. * Arguments are well-reasoned, logicaldemonstrations of knowledge. * In social studies, students analyze evidence fromprimary and secondary sources used to supporta claim.

15. Argumentation Evaluate the role of the French alliance in America’s successful attempt at independence from Britain.

16. Sample Prompts

17. Now stay calm… Let’s hear what they had to say.

18. COMMON CORE Literacy Assessments: What Will They Look Like?

19. Common Core Literacy Assessment:Sample Passage: I say to the House as I said to ministers who have joined this government, I have nothing to offer but blood, toil, tears, and sweat. We have before us an ordeal of the most grievous kind.We have before us many, many months of struggle and suffering. You ask, what is our policy? I say it is to wage war by land, sea, and air. War with all our might and with all the strength God has given us, and to wage war against a monstrous tyranny never surpassed in the dark and lamentable catalogue of human crime. That is our policy. You ask, what is our aim? I can answer in one word. It is victory. Victory at all costs-- Victory in spite of all terrors- Victory, however long and hard the road may be, for without victory there is no survival. I take up my task in buoyancy and hope. I feel sure that our cause will not be suffered to fail among men. I feel entitled at this juncture, at this time, to claim the aid of all and to say, “Come then, let us go forward together with our united strength.” Winston Churchill “Blood, Toil, Tears, and Sweat: Address to Parliament.May 13, 1940.

20. Literacy in Social Studies: “Text-Dependent Response” (ELA Assessment) Trace the line of argument in Winston Churchill’s “Blood, Toil, Tears, and Sweat” address to Parliament and evaluate his specific claims and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence. Grade 8

21. Grade 8 Released Sample Assessment

22. Part A: Highlight the claim that is supported by the most relevant and sufficient evidence with the reading passage. Part B: Click on three facts within the article that best provide evidence to support the claim. Sample Assessment Grade 8

23. Sample Assessment Grade 8

24. COMMON CORE Literacy: The Reading-Writing Connection in Social Studies Common Writing Task Expectations: CLAIM- Identify/Paraphrase/Discuss the central idea (author’s CLAIM) found in the passage 2. PROOF-Identify/Summarize/ Evaluate the Validity of the Evidence(facts, examples, statistics, logical reasoning, etc.) used by the author to support his/her CLAIM.

25. “CLOSE” Reading : The Connection to Writing

26. * Determine the central idea of a textual passage and provide an accurate summary.

27. * Determine the central idea of a textual passage and provide an accurate summary.

28. *Cite specific evidence used by the author to support the central idea/claim. * Facts/Statistics* Examples* Logical Reasoning

29. *Cite specific evidence used by the author to support the central idea. *Facts/Statistics* Examples*Logical Reasoning

30. *Integrate visual information with information in the printed text.

31. *Integrate visual information with information in the printed text.

32. Text-Dependent Writing Task:How does the author justify his opinion regarding the use of the title “Greatest Olympian in History”? “CLOSE” Reading : The Connection to Writing

33. Ideas for the Developing the Reading-Writing Connection :

35. CLOSE reading MARK-UPs

36. Sample Activity:Elie Wiesel’s “Hope, Despair, and Memory” • Prompt: Evaluate the argument and specific claims about civic responsibility presented by the author. • What is the author’s claim? See the question for help. Clue: “civic responsibility.” • Write on CPR page in author’s claim box. • As you read, mark data, facts, examples, reasoning, and emotion on the text using text markings or highlighters. • Answer question.

37. Writing to Learn… Ticket In/Out Door

38. Kick it Up a Notch!

39. Poem for Two Voices- Kicked up a Notch

40. Say WHAT?

41. Sample Activity:Globalization and Worker Rights • Read statements 1-10. • For each, indicate if you think it is a fact or an opinion by checking the appropriate column.

42. Sample Activity:Globalization and Worker Rights • Read the article entitled, “Globalization and Workers’ Rights.” • After reading the article, indicate where the statements of fact or opinion are indicated.

43. Sample Activity:Globalization and Worker Rights • Paraphrase the claim of the author in a sentence or two.

44. Sample Activity:Globalization and Worker Rights • Locate the statement in the article which most closely represents the paraphrase you created.

45. Sample Activity:Globalization and Worker Rights • Create a pro and con chart. In the pro column, list the needs for worker rights, using specific details from the reading passage. • In the con column, list reasons why developing countries might oppose worker rights, citing details from the textual passage.

46. Sample Activity:Globalization and Worker Rights • Use your pro and con list to write a two-paragraph response to the writing prompt. Include a minimum of two facts and one example from the reading.

47. Emphasis on Standards: • Texts should be complex and appropriate to learning goals and students. • Texts should be content-rich and build student understanding of subject matter. • Learning activities should focus on citing evidence, academic vocabulary, text structure, and visual representations. • Students should regularly write routinely and over time.

48. Issue 1: Creating Independent Readers of Complex Texts • One of the primary goals of CCSS is to create proficient independent readers of complex texts. • This requires ample scaffolding in the beginning of the year, followed by an increase in more independent reading tasks. • Never completely eliminate scaffolding in reading complex texts.

49. Issue 2: Frontloading Background and Context Prior to Reading • As in all content classes, some experiential activities or frontloading of information is required prior to reading. • Try to find opportunities in your class to expose students to reading situations without background provided. Make it an addition to your program. • Both reading situations can co-exist. It is not one or the other.

50. Issue 3: Text-based Questions vs. Questions with Relevance • In your classroom, it is appropriate to ask questions that relate content to real-world tasks. • In preparing students for PARCC, we also need to learn how to ask text-dependent questions. • As with the 2nd issue, both types of questions can co-exist. Simply make sure your students know the difference.