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Preparing Students to Be College and Career Ready

Preparing Students to Be College and Career Ready. Implementing the Common Core State Standards for Literacy in History and Social Studies Heather Mullins Professional Development Consultant North Carolina Department of Public Instruction. http://rt3region7.ncdpi.wikispaces.net.

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Preparing Students to Be College and Career Ready

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  1. Preparing Students to Be College and Career Ready Implementing the Common Core State Standards for Literacy in History and Social Studies Heather Mullins Professional Development Consultant North Carolina Department of Public Instruction

  2. http://rt3region7.ncdpi.wikispaces.net

  3. Think – Pair - Share

  4. Implications to the NCEES

  5. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

  6. Learning Targets

  7. Overview of the Common Core State Standards http://www.youtube.com/watch?v=9IGD9oLofks

  8. Table Talk Question

  9. Understanding the Framework http://corestandards.org/assets/CCSSI_ELA%20Standards.pdf

  10. What does it mean to be College and Career Ready?

  11. Students who are Career and College Ready in Reading, Writing, Speaking, Listening, and Language…

  12. Modified Jigsaw Activity • Take a number from the Ziploc bag on your table. • Find your likenumbered peers and move to the poster with your number. • Choose a reporter, recorder, and time manager. • Work together to answer complete the task. http://www.google.com/imgres?q=jigsaw&hl=en&sa=N&biw=1366&bih=664&tbm=isch&tbnid=comBqHHMU4rQZM:&imgrefurl=http://www.jigsaw-software.com/&docid=sIkacDlYMB6ivM&imgurl=http://www.jigsaw-software.com/Portals/44/Jigsaw.jpg&w=800&h=600&ei=rgUXT_3iAY_dtweq-tnfAg&zoom=1&iact=rc&dur=407&sig=114730900127101918374&page=3&tbnh=144&tbnw=187&start=48&ndsp=28&ved=1t:429,r:12,s:48&tx=95&ty=71

  13. Group Work and Report • What does this attribute look like in your grade level or high school course? • What sort of scaffolding do you recognize? • Report Information 7 minutes http://www.google.com/imgres?hl=en&client=firefox-a&hs=MyB&sa=X&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&prmd=imvnsur&tbnid=DyOhwQpKPZWYPM:&imgrefurl=http://justelectromusic.blogspot.com/2011/01/bucketheads-bomb-hausjacker-remix.html&docid=1-7W_8L2fy69yM&imgurl=http://1.bp.blogspot.com/_YmCO-ae2yqQ/TS0D_k_g1hI/AAAAAAAAAbo/C1WkHmZnGRc/s1600/1794.jpg&w=1280&h=1024&ei=m-8RT-K2D4-HtwfsiICIAg&zoom=1&iact=rc&dur=510&sig=114730900127101918374&page=1&tbnh=138&tbnw=140&start=0&ndsp=20&ved=1t:429,r:15,s:0&tx=77&ty=90

  14. Table Talk • What was affirming about this activity? • What areas for growth did you discover? • Would it be fair to say that these are not new expectations? http://www.google.com/imgres?hl=en&client=firefox-a&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=xoKwzV4jwhnrdM:&imgrefurl=http://cedsgt.com/teamblog/general/team-diversity-2/&docid=aSRcYfZwofVjwM&imgurl=http://cedsgt.com/teamblog/wp-content/uploads/2011/04/7-Free-Teamwork-Clip-Art-Of-A-Circle-Of-Diverse-People-Holding-Hands-11-300x298.jpg&w=300&h=298&ei=ToEQT6E8hpO3B8nNwfwB&zoom=1&iact=rc&dur=725&sig=114730900127101918374&page=6&tbnh=133&tbnw=134&start=103&ndsp=21&ved=1t:429,r:4,s:103&tx=72&ty=52

  15. The Elephant in the Room “It’s not my job to teach reading and writing!” “I’m not a literacy specialist!” “I don’t have the training or the skills to teach literacy!” “I have my own curriculum and don’t have time for anything else!” http://www.google.com/imgres?start=18&num=10&hl=en&client=firefox-a&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=JU6XVhmPKYuDHM:&imgrefurl=http://smokles.wordpress.com/2011/10/13/there%25E2%2580%2599s-more-elephants-in-the-room-or-on-contemplating-the-new-user-red-herring/&docid=5g8pdbqycO8EJM&imgurl=http://smokles.files.wordpress.com/2011/10/elephant-in-the-room2.jpg&w=500&h=406&ei=lpAQT5KcKIrXtwfQhZyXAw&zoom=1&iact=rc&dur=263&sig=114730900127101918374&sqi=2&page=2&tbnh=143&tbnw=170&ndsp=19&ved=1t:429,r:6,s:18&tx=102&ty=48

  16. Disciplinary Literacy is NOT

  17. Content-Area Literacy Disciplinary Literacy Wide range of experts (1990s) Specialized, discipline-specific skills Use of literacy skills to make meaning within a discipline Geared toward all students Focuses only on discipline-specific texts Graphics are specific to the discipline • Reading experts • (1920s) • Generalized skills • Use of reading and writing to learn information • Geared toward remedial students • Often encourages use of literary texts • Graphics are ignored or taught generally

  18. What is Disciplinary Literacy?

  19. The critical transition from “learning-to-read” to “reading-to-learn.” • Around fourth grade… • Texts become more varied, complex, and challenging linguistically and cognitively. • The ability to think critically and broadly are vital. http://www.google.com/imgres?start=347&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=ITYwelNA7mitZM:&imgrefurl=http://www.imageenvision.com/cliparts/reading&docid=beFln62NqaoNWM&imgurl=http://www.imageenvision.com/150/37922-clip-art-graphic-of-a-pink-guy-character-reading-by-jester-arts.jpg&w=150&h=150&ei=K3oYT4KoMNPZtwejzoioCw&zoom=1&chk=sbg&iact=rc&dur=15&sig=114730900127101918374&page=14&tbnh=120&tbnw=120&ndsp=25&ved=1t:429,r:23,s:347&tx=81&ty=42

  20. Literacy Instruction K-3: Explicit Reading Instruction 4-12: Disciplinary Reading Instruction Structure Voice Purpose and Audience Demands of the Discipline Specialized Skills Context Validity and Reliability • Phonics • Phonemic Awareness • Fluency • Comprehension • Vocabulary

  21. http://www.google.com/imgres?hl=en&client=firefox-a&hs=7Xn&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=y6dajCYvzeF75M:&imgrefurl=http://bloggingonthebay.edublogs.org/2011/11/13/disciplinary-literacy-part-2/&docid=dXnMAadK36PAkM&imgurl=http://bloggingonthebay.edublogs.org/files/2011/11/Literacy-26hcv9l.jpg&w=960&h=720&ei=h-0ST5SlGo2XtweVz9iRAg&zoom=1&iact=hc&vpx=535&vpy=151&dur=1598&hovh=194&hovw=259&tx=193&ty=102&sig=114730900127101918374&page=1&tbnh=138&tbnw=183&start=0&ndsp=18&ved=1t:429,r:2,s:0http://www.google.com/imgres?hl=en&client=firefox-a&hs=7Xn&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=y6dajCYvzeF75M:&imgrefurl=http://bloggingonthebay.edublogs.org/2011/11/13/disciplinary-literacy-part-2/&docid=dXnMAadK36PAkM&imgurl=http://bloggingonthebay.edublogs.org/files/2011/11/Literacy-26hcv9l.jpg&w=960&h=720&ei=h-0ST5SlGo2XtweVz9iRAg&zoom=1&iact=hc&vpx=535&vpy=151&dur=1598&hovh=194&hovw=259&tx=193&ty=102&sig=114730900127101918374&page=1&tbnh=138&tbnw=183&start=0&ndsp=18&ved=1t:429,r:2,s:0

  22. Independent Thinking and Processing • As you think about the social studies course you teach, what are some of the disciplinary literacy skills students must have to be successful? http://www.google.com/imgres?hl=en&client=firefox-a&rls=org.mozilla:en-US:official&noj=1&tbm=isch&tbnid=ymznM0MjdVsaJM:&imgrefurl=http://www.freeclipartnow.com/education/signs/think.jpg.html&docid=ooGlr6HlK06MhM&imgurl=http://www.freeclipartnow.com/d/11292-1/think.jpg&w=350&h=350&ei=oG8YT734H8bdtgeglvXACw&zoom=1&iact=hc&vpx=180&vpy=175&dur=939&hovh=225&hovw=225&tx=124&ty=103&sig=114730900127101918374&page=1&tbnh=145&tbnw=144&start=0&ndsp=25&ved=1t:429,r:0,s:0&biw=1366&bih=664

  23. The Reality… http://www.google.com/imgres?hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=85eAyMRiOjOMDM:&imgrefurl=http://wooyoungan.blogspot.com/2010/05/inforamation-literacy.html&docid=j-jmKqNFBhjNnM&imgurl=http://3.bp.blogspot.com/_nyi5n1IAV2Y/S95bKKo6dSI/AAAAAAAAAA0/Ado8XHZuSTQ/s1600/Information%252Bliteracy.gif&w=450&h=252&ei=wnoYT7WmBoectwfviNyQCw&zoom=1&iact=hc&vpx=723&vpy=54&dur=349&hovh=168&hovw=300&tx=123&ty=94&sig=114730900127101918374&page=2&tbnh=118&tbnw=210&start=22&ndsp=26&ved=1t:429,r:3,s:22

  24. Guiding Questions

  25. Graffiti Write Gallery Walk http://www.google.com/imgres?hl=en&client=firefox-a&hs=hdm&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=AcAZT3VIFt16GM:&imgrefurl=http://www.alan-mcmahon.com/public-speaking/powerpoint-flipchart-visual-presentation/&docid=TqOpWpITft8KNM&imgurl=http://www.alan-mcmahon.com/wp-content/uploads/alan-mcmahon/presentations-visual-content-high-impact-message-story-stories-PowerPoint-power-pointflip-chart.jpg&w=307&h=391&ei=LRYUT4iCFIPHtgeE3amqBA&zoom=1&iact=hc&vpx=1073&vpy=270&dur=25&hovh=253&hovw=199&tx=108&ty=96&sig=114730900127101918374&page=1&tbnh=154&tbnw=121&start=0&ndsp=18&ved=1t:429,r:7,s:0 http://www.google.com/imgres?start=47&num=10&hl=en&client=firefox-a&hs=PF7&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=N8Z80CGJMApblM:&imgrefurl=http://www.pkolino.com/Colorful-Markers-p/pkjvmk1712.htm&docid=LdwU5R1h9-7StM&imgurl=http://a248.e.akamai.net/origin-cdn.volusion.com/tcg6o.mewg9/v/vspfiles/photos/PKJVMK1712-2T.jpg&w=400&h=400&ei=ThUUT-zTKMu3twf8hdWODQ&zoom=1&iact=hc&vpx=1100&vpy=57&dur=37&hovh=225&hovw=225&tx=164&ty=155&sig=114730900127101918374&sqi=2&page=3&tbnh=141&tbnw=140&ndsp=26&ved=1t:429,r:12,s:47

  26. Guiding Questions

  27. Reading Like a Historian • Sourcing: Evaluating the credibility of the author and the source of a piece of text. (Bias, Perspective) • Contextualizing: Determining the political, social, economic, etc. conditions of the time when the text was written. • Corroboration: Determining the extent of agreement and disagreement between a specific text and other texts. (Knowing how to proceed in the face of partial evidence)

  28. Guiding Questions

  29. Writing Like a Historian • To argue for particular interpretations of history • To describe people, places, events, and policies based upon their interpretations • To refute common interpretations based upon new evidence • To discuss the significance of certain critical events that have broad-based or important effects. • To speculate on the causes of critical events. • To analyze political actions

  30. Guiding Questions

  31. Examining Primary Source Documents • Analyzing the document in terms of its historical context • Understanding the document and its author’s perspective • Evaluating the document as a source of historical information • Questions http://www.google.com/imgres?hl=en&client=firefox-a&hs=Etd&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=_s0V_punh5z2CM:&imgrefurl=http://picasaweb.google.com/lh/photo/6W26Atvn-HFfpO0sXjEm7A&docid=_7I9TKk6Rjcs8M&imgurl=http://lh3.ggpht.com/-YQFOdIelldI/SmRdozlPvNI/AAAAAAAAMFc/V36mAcy4iZI/Fotolia_4599026_XS.jpg&w=346&h=346&ei=DGwYT_PjIcPk0QGnhr3NCw&zoom=1&iact=hc&dur=780&sig=114730900127101918374&page=2&tbnh=148&tbnw=148&start=19&ndsp=26&ved=1t:429,r:17,s:19&tx=122&ty=127&vpx=981&vpy=244&hovh=212&hovw=212

  32. Guiding Questions

  33. Questions? http://www.google.com/imgres?hl=en&client=firefox-a&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=j8OZ1cQ_-NYr_M:&imgrefurl=http://healmyptsd.com/education/popular-ptsd-questions&docid=a85J7oKLzoJvKM&imgurl=http://healmyptsd.com/wp-content/uploads/2009/09/question-mark3-misallphoto.jpg&w=240&h=240&ei=QN4ST9j5GNCstgfTsqifAg&zoom=1&iact=hc&vpx=536&vpy=186&dur=2382&hovh=192&hovw=192&tx=112&ty=103&sig=114730900127101918374&page=1&tbnh=134&tbnw=144&start=0&ndsp=22&ved=1t:429,r:2,s:0

  34. Time for a Break! 7 minutes http://www.google.com/imgres?q=take+a+break&num=10&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=5Dl6vzH5ZOrKlM:&imgrefurl=http://customevaluation.com/blog/%3Fp%3D173&docid=2PAe-P90tzOPTM&imgurl=http://customevaluation.com/blog/wp-content/uploads/2010/07/take_a_break.jpg&w=250&h=188&ei=cCwLT6bBKNHbtwf1udHMDw&zoom=1&iact=rc&dur=494&sig=114730900127101918374&sqi=2&page=1&tbnh=130&tbnw=173&start=0&ndsp=20&ved=1t:429,r:5,s:0&tx=114&ty=29

  35. Text Structures in Social Studies

  36. Common Core State Standards for Literacy in History/Social Studies • Students need to see the text itself as a source of evidence in order to build their opinion and ideas. • Students need to support opinion with evidence from the text.

  37. Think-Pair-Share Define “text.” http://www.google.com/imgres?hl=en&client=firefox-a&hs=5Vg&rls=org.mozilla:en-US:official&biw=1366&bih=664&tbm=isch&tbnid=nNKV6W0oVnIzYM:&imgrefurl=http://blogs.msdn.com/b/willy-peter_schaub/archive/2009/07/06/vsts-rangers-projects-dogfooding-vsts-2010-beta-1-two-hiccups-you-should-not-stress-over.aspx&docid=YmaQ8o48nIHhKM&imgurl=http://blogs.msdn.com/blogfiles/willy-peter_schaub/WindowsLiveWriter/VSTSRangersProjectsDogfoodingVSTS2010BET_78A8/CLIPART_OF_18534_SM_2.jpg&w=480&h=480&ei=3SYWT4mSK4Xatwf_ko2sCg&zoom=1&iact=rc&dur=587&sig=114730900127101918374&page=2&tbnh=135&tbnw=135&start=21&ndsp=27&ved=1t:429,r:15,s:21&tx=54&ty=56\

  38. The ability to comprehend written texts is not a static or fixed ability, but rather one involves a dynamic relationship between the demands of texts and the prior knowledge and goals of readers. From Reading in the Disciplines, p. 3

  39. Understanding Text Structures • DescriptionExample: "The crocodile is the master of deception in the water. It stalks its prey and then swiftly closes in for the kill." http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=rCin8o5Qv7c7PM:&imgrefurl=http://www.webweaver.nu/clipart/animals/reptiles/&docid=P2AjM4dhTqzUnM&imgurl=http://www.webweaver.nu/clipart/img/nature/animals/crocodile.gif&w=260&h=168&ei=IucWT-nNJ8PAtgfou8WGAw&zoom=1&iact=rc&dur=467&sig=114730900127101918374&page=1&tbnh=115&tbnw=178&start=0&ndsp=21&ved=1t:429,r:15,s:0&tx=82&ty=55

  40. Understanding Text Structures • Problem/SolutionExample: "One problem to resolve in crocodile watching is transportation. How can an observer get close enough to watch without scaring it away or being attacked?" http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=UXW-tzrI1yADKM:&imgrefurl=http://eduscapes.com/sessions/virtual/&docid=a-wkLrySG-DpsM&imgurl=http://eduscapes.com/sessions/virtual/virtualnav1.gif&w=143&h=125&ei=m-cWT83eK9TMtgex1bXdAg&zoom=1&iact=rc&dur=1788&sig=114730900127101918374&page=1&tbnh=100&tbnw=114&start=0&ndsp=21&ved=1t:429,r:11,s:0&tx=50&ty=59

  41. Understanding Text Structures • Time/OrderExample: "Archaeologists have helped us to understand that the evolution of the crocodile began with ..." http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=EVlSLEV8fZZ6nM:&imgrefurl=http://www.nps.gov/fofr/parknews/on-saturday-may-3rd-2008-learn-about-archaeology-at-fort-frederica.htm&docid=vKERQzmSBESRNM&imgurl=http://www.nps.gov/fofr/parknews/images/archeologist_clipart.jpg&w=190&h=141&ei=BOgWT-WBIoO4twfBxJWCAw&zoom=1&iact=hc&vpx=1162&vpy=262&dur=221&hovh=112&hovw=152&tx=111&ty=58&sig=114730900127101918374&page=1&tbnh=112&tbnw=152&start=0&ndsp=22&ved=1t:429,r:7,s:0

  42. Understanding Text Structures • Comparison/ContrastExample: "The power of the crocodile is like that of a monstrous machine. With one lunge it can destroy its prey and protect the kill from other predators." http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=cfhaNSk05Bbn7M:&imgrefurl=http://www.123rf.com/photo_9716633_vector-illustration-of-a-crocodile-on-white-background.html&docid=LuchYIMzI86ueM&imgurl=http://us.123rf.com/400wm/400/400/mikhaylovaelen/mikhaylovaelen1106/mikhaylovaelen110600008/9716633-vector-illustration-of-a-crocodile-on-white-background.jpg&w=1200&h=795&ei=aegWT71AlOq2B8_NgZUD&zoom=1&iact=hc&vpx=352&vpy=340&dur=28&hovh=183&hovw=276&tx=206&ty=68&sig=114730900127101918374&page=4&tbnh=117&tbnw=176&start=70&ndsp=24&ved=1t:429,r:13,s:70

  43. Understanding Text Structures • Cause/Effect Example: "We observed the crocodile as it stalked a raccoon moving through the moonlight toward the edge of the water. As a result of a noise we made, the raccoon bolted..." http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=L30CO21EDFRNVM:&imgrefurl=http://www.wacona.com/swamp/swamp.html&docid=r1VEMoi5SG4qsM&imgurl=http://www.wacona.com/swamp/raccoon2.jpg&w=535&h=338&ei=0-gWT8DoMoPatwfa8vHlAg&zoom=1&iact=rc&dur=338&sig=114730900127101918374&page=2&tbnh=113&tbnw=179&start=21&ndsp=28&ved=1t:429,r:1,s:21&tx=114&ty=64

  44. Understanding Text Structures • DirectionsExample: "When observing a crocodile, first you must..." http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=wfdOC5pH_XPpyM:&imgrefurl=http://www.s-o.k12.ia.us/teacher_web/wedgem/Sites/SCI%2520METHODMEASURE/Observations%2520and%2520Inferences.html&docid=zyfnQ_HhFEzMyM&imgurl=http://www.s-o.k12.ia.us/teacher_web/wedgem/Sites/SCI%252520METHODMEASURE/search-clipart.jpg&w=300&h=252&ei=gOkWT9e-DIr4tgeekfGEAw&zoom=1&iact=hc&vpx=354&vpy=333&dur=165&hovh=201&hovw=240&tx=125&ty=88&sig=114730900127101918374&page=1&tbnh=133&tbnw=158&start=0&ndsp=21&ved=1t:429,r:8,s:0

  45. Redefining Text • “Create, critique, analyze, and evaluate multi-media texts” • The Definition of 21st Century Literacies • Adopted by the NCTE Executive CommitteeFebruary 15, 2008 http://www.google.com/imgres?hl=en&biw=1366&bih=664&tbm=isch&tbnid=n83ccjxRPgBA7M:&imgrefurl=http://www.gizmag.com/divas-multimedia-search-engine/14809/&docid=S9sHzzMN-yGFOM&imgurl=http://images.gizmag.com/hero/divas-multimedia-search.jpg&w=530&h=298&ei=pesWT8WQL4Kbtwe-8vTmAg&zoom=1&iact=hc&vpx=870&vpy=347&dur=31&hovh=168&hovw=300&tx=148&ty=104&sig=114730900127101918374&page=1&tbnh=145&tbnw=193&start=0&ndsp=18&ved=1t:429,r:16,s:0

  46. What are other text structures students encounter in your class? • Graphs / Charts • Photographs and Art • Historical Documents • Propaganda

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