Social Studies and the CCRS

David. A JohnsonSocial Studies ConsultantNorthern Michigan Learning ConsortiumDavid.johnson@wmisd.orgPrepared November 2011

Introductions Northern Michigan Learning Consortium E-Mail Lists Upcoming training dates Time Machine

Time Machine Take a minute to think…if you could go

back to any historical time period, where would you go?

Why would you want to go there? Would you want to be born there or just

visit? Would you want to stay? Why?

Time Machine Wrap Up Writing Standard 1 asks us to:

Write and support claims with clear reasons and relevant evidence by: Organizing the reasons and evidence clearly Supporting claims with clear reasons and relevant

evidence using credible sources and demonstrating an understanding of the topic or text

Use words, phrases, and clauses to clarify the relationships among claims and reasons

Establish and maintain a formal style Provide a concluding statement that follows the

argument presented.We didn’t hit all the points here, but…how could we have changed it to meet the evidence and conclusion piece?

Goals and Objectives for today: You will be able to

…describe how the Career and College Readiness Standards apply to Social Studies

…identify how several of the Core Standards could be used in your own classrooms starting tomorrow

…understand how the literacy piece fits into the Social Studies classroom

Rate your knowledge coming in today…

What Is The Common Core? New literacy standards adopted by

Michigan and many other states. Based around College and Career

Readiness Standards. Replace GLCE/HSCE in English/Language

Arts and Math Add to GLCE/HSCE in all other subjects.

What Is The Common Core? End of grade expectations Same 10 anchor standards at every

grade level. Varying degrees of complexity

depending on which level

What Is The Common Core? “Students advancing through the grades

are expected to meet each year’s grade-specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the CCR standards.”

Grade level in Kindergarten-5th grade Grade Spans for 6-8, 9-10, 11-12

What Is The Common Core? Texts and programs not

prescribed/spelled out Teacher is free to bring materials into

their curriculum as they see fit. Key comes in Text Complexity

All K-5 Teachers 10 Reading Standards – Narrative Text 10 Reading Standards – Informational

Text 10 Writing Standards 6 Speaking and Listening Standards 6 Whole Language

What About The Other Subjects?

http://www.youtube.com/user/TheHuntInstitute#p/c/9F9C431FF82A15B5/5/1zHWMfg_8r0

Science, Social Studies, and other Subjects 6-12 The Standards insist that instruction in

reading, writing, speaking, listening, and language be a shared responsibility within the school

10 Reading Standards (6-8), (9-10), (11-12)

10 Writing Standards (6-8), (9-10), (11-12)

The 6 Shifts Increase in Non-Fiction texts Content Area Literacy Increased Text Complexity Focus on Text Based Questioning Argumentative Writing Academic Vocabulary

What The Standards Aren’t 1.The Standards define what all students are

expected to know and be able to do, not how teachers should teach

2. While the Standards focus on what is most essential, they do not describe all that can or should be taught

3. The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school.

What The Standards Aren’t 4. The Standards set grade-specific

standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.

Resources to Help MC3 NMLC Wiki

6 Shifts Activity Number off 1-6 Each group is going to be given a “shift” In groups, you will work collaboratively

to build a list of ways Social Studies can help meet this new requirement.

Lists will be compiled together and sent out to all participants

6 Shifts Activity Wrap Up Writing Standard 7 asks us to:

Conduct short research projects to answera question, drawing on several sources and generating additional related, focused questions for further research and investigation.

How well did we hit this one? What could we tweak?

Pre-Break check in… Questions? Door Prizes

Break! Be back in 15 minutes!

GLCE/HSCE vs CCRS The standards do not replace your

GLCE/HSCE in Social Studies. They can help focus activities that relate

to GLCE/HSCE you’re already teaching

Writing 1K: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

2: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Content Writing 1

Writing 2K: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

1: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Content Writing 2

Writing 3K: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

1:Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

2: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Content Writing 3

Not applicable as a separate requirement (6-12)

Writing 4K-2: Begins in 3rd Grade3: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)5: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

6-8: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

9-10: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

11-12: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Writing 5K: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.1: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.2: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.3: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.4: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6-8: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

9-10: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

11-12: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Writing 6K: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.1: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 2: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.3: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.4: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.5: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.6-8: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

9-10: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

11-12: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Writing 7K: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).1: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).2: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).3: Conduct short research projects that build knowledge about a topic.4: Conduct short research projects that build knowledge through investigation of different aspects of a topic.5: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.6-8: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

9-10: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

11-12: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

Writing 8K: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question 1: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.2: Recall information from experiences or gather information from provided sources to answer a question3: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.4: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.5: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.6-8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.9-10: 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.11-12: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Writing 9K: Begins in 4th grade1: Begins in 4th grade2: Begins in 4th grade3: Begins in 4th grade

Content Writing 96-8: Draw evidence from informational texts to

support analysis reflection, and research.

9-10: Draw evidence from informational texts to support analysis, reflection, and research.

11-12: Draw evidence from informational texts to support analysis, reflection, and research.

Writing 10K-2: Begins in 3rd Grade

3: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.4: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.5: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

6-8: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

9-10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

11-12: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

ReferencesNational Governors Association, (2010). English/language arts

standards Retrieved from http://www.corestandards.org

Michigan Department of Education, (2010). K-12 ela crosswalk Retrieved from http://www.michigan.gov/mde/0,4615,7-140--232021--,00.html

Michigan Department of Education, (2010). 6-12 content literacy crosswalk Retrieved from Michigan Department of Education, (2010). K-12 ela crosswalk Retrieved from http://www.michigan.gov/mde/0,4615,7-140--232021--,00.html

Post Lecture Check In Questions? Door Prizes

Activity Break into grade level (or grade span) teams Take the provided copy of your GLCE and your

CCRS brochures What are the EASIEST reading and writing

standards to apply to your content area What are the tough ones? Brainstorm some ways your current content

expectations could be used to meet the easy and hard ones in your grade level/span teams

Activity Wrap Up Reading Standard 2 asks you to determine the

central ideas or information in primary or secondary sources; provide an accurate summary of the source distinct from prior knowledge or opinions.

Writing Standard 8 asks you to: gather relevant information from multiple sources, assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions while avoiding plagiarism and following a standard format for citation.

Final Pre-Lunch Activity Take one resource and in your groups:

Create a brief narrative describing how this resource could be used to hit 1-2 CCRS reading standards, 1-2 CCRS Writing Standards (Approximately one short paragraph for each standard)

Don’t forget the WHY!

Grouping Activity Wrap Up Writing Standard 4: Produce clear and

coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Writing Standard 10: Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes, and audiences.

Goals and Objectives for today: You will be able to

…describe how the Career and College Readiness Standards apply to Social Studies

…identify how several of the Core Standards could be used in your own classrooms starting tomorrow

…understand how the literacy piece fits into the Social Studies classroom

Rate Your Experience Thus-Far

Pre-Lunch Questions? Door Prizes Be Back in 1 hour!

Welcome Back! Afternoon Focus: The Literacy Piece Rebecca Shankland

Post Activity Check In… Questions? Door Prizes

Wrap Up Resource Sheets Evaluations My contact Info Final Thoughts…