Standards for Literacy in Social Studies

February 7, 2013 12:45 – 4:00 pm

WelcomeRestroom Key

Start/End Time

Efficiency NormsBe physically and mentally present (i.e. take a

break from personal technology)Focus on our circle of influencePull your own learning wagonAvoid side conversationsBe open minded and respectful of shared

information

I Choose C

Today’s TargetsI will engage in relevant discourse with

grade level peers.

I will create learning targets for the Literacy Standards for Social Studies.

I will select one or two literacy standards to explicitly teach in an upcoming unit of study.

6-12 ELA/Literacy Strands

Design and OrganizationCollege and Career Readiness (CCR) Anchor Standards

• Broad expectations consistent across grades and content areas

• Based on evidence about college and workforce training expectations

Emphasis on Informational Text

What percentage of your reading in the last week

has been spent on informational text?

Write your answer on the provided index card, and be

prepared to share.

Emphasis on Informational Text

Distribution of Literary and Information PassagesBy Grade in the 2009 NAEP Reading Framework

Grade Literary Information

4 50% 50%

8 45% 55%

12 30% 70%

Engaging in Text

Smarter Balanced Assessment

2014-15

Current 6th graders will be taking this assessment as 8th graders.

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

http://www.ode.state.or.us/search/page/?id=3747

LEARNING TARGETS

How do we get from these CCSS literacy standards to what our

focus is in the classroom from day to day?

Teachers need to know what our instructional purpose is

Students need to know what their learning purpose is

What is a learning target? Explaining the intended learning in student-

friendly terms at the outset of a lesson is the critical first step in helping students know where they are going...Students cannot assess their own learning or set goals to work toward without a clear vision of the intended learning. When they do try to assess their own achievement without understanding the learning targets they have been working toward, their conclusions are vague and unhelpful.

(Stiggins, Arter, Cahappuis & Chappius, 2004, pp. 58-59)

To consider…1. What do kids need to know

(concepts) and be able to do (skills)?

2. Are they able to be assessed?

Our Process1. Individually, read through the 11-12 standard, the 9-10

standard, then 6-8 standard.

2. In your group, summarize your understanding of the standard and the level of complexity in each band.

3. Next, examine the learning targets from the 9-10 and 11-12 grade bands.

4. Evaluate or create complementary learning targets for your assigned standards in the 6-8 band.

a) Highlight what students need to be able to do (verbs/verb phrases – Skills)

b) Underline what students need to know about (nouns/noun phrases – Concepts).

c) Write learning targets in kid-friendly language that use the skills and concepts you underlined/highlighted.

5. Be ready to share out.

ELA Scope and Sequence of Literacy Standards

RH.7 Visual InformationRH.5 StructureRH.4 Academic Vocabulary

Strategies in Action

Resources with Erin F-BClassroom Teacher – 12 years

Librarian – Last 10 years 2009 Outstanding Secondary School Librarian by the

Oregon Association of School Libraries 2010 West Orient Middle School's library was chosen as the

Outstanding School Library in the state of Oregon by the American Association of School Librarians. 

Travel Blog – A Week or a Weekend

Professional Photographer – Kidding Around Photography

K-8 District Library Coordinator for Gresham-Barlow

urli.st/7Mu