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Literacy for What?
Kevin P. Colleary, Ed. D. Fordham University
McGraw-Hill Education Literacy Symposium
Santa Barbara, CA January 2017
In 2008, the Center for Ed Policy did a
study asking districts about reduced
instructional time for social
studies/science…
71%
The apparent mainstream
acceptance of drastic reductions in the
amount of time and attention
given to one of elementary
education’s core academic subjects
is shocking.
Judith Pace, 2012
”No curriculum”
”No specific social studies teaching time”
”30 minutes per week, often taken over by
specials”
”We have a SS block, but I’m often told
to use the time to get to ELA standards”
Colleary/ Elem teacher responses/Fall 2016
1: Developing questions and planning
inquiries
2. Applying disciplinary tools and concepts
3. Evaluating sources using evidence
4. Communicating conclusions and taking
informed action
DIARY OF GASPAR DE PORTOLADURING THE CALIFORNIA EXPEDITION of 1769-1770
Excerpts from the diary of the journey that Don Gaspar de Portola,
Governor of the Californias, made by land to the ports of San Diego and Monterey,
Situated at 33 degrees and 37 degrees [north latitude]. (Edited October, 1909)
May 1769
The 11th day of May, [1769,] I set out from Santa Maria, the last mission to the north,
escorted by four soldiers, in company with Father Junipero Serra,
president of the missions, and Father Miguel Campa.
This day we proceeded for about four hours with very little water for the animals
and without any pasture, which obliged us to go on farther in the afternoon to find some.
There was, however, no water.
The 12th, we proceeded over a good road for five hours and halted at a place
called La Poza de Agua Dulce. No pasture. July 1769
The 29th, we proceeded for three hours on a good road.
Much pasture, but water sufficient only for the men.
Here there was an Indian village of about fifty inhabitants.
Students learn about a variety of men, women
and children whose contributions can be appreciated
by young children and whose achievements
have directly or indirectly touched the students’ lives
or the lives of others.
CA History/Social Science Framework
Ask and answer questions to demonstrate an
understanding of a text, referring explicitly to the
text as the basis for the answers.
CCCSS
Analyze paragraphs on a sentence by sentence
basis and sentences on a word by word basis to
determine the role played by individual
paragraphs, sentences, phrases or words;
Investigate how meaning can be altered by
changing key words and why an author may
have chosen one word over another;
Prove each argument in persuasive text, each
idea in informational text, each key detail in
literary text, and observe how these build to a
whole;
Examine how shifts in the direction of an
argument or explanation are achieved and the
impact of those shifts;
Question why authors chose to begin and end
when they do;
Note and assess patterns of writing and what
they achieve;
Consider what the text leaves uncertain or
unstated.
Christina Hank
Tier 2 words: familiar words to mature users of a
language;
Often found across domains
Require particular instructional attention
Multiple meanings depending on context
Write informative/explanatory texts to examine and
convey complex ideas...
Write arguments to support claims….
Write narratives to develop real or imagined experiences
or events....
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.
CCCSS
R Director of community water resources
A Community
F Information
T Why conservation of water is needed
R King George
A American colonist
F Information
T New taxes necessary
R American colonist
A King George
F Protest letter
T NO new taxes
“… students need the intellectual power
to recognize societal problems; ask good questions and
develop robust investigations into them;
consider possible solutions and consequences;
separate evidence-based claims from parochial opinions;
and communicate and act upon what they learn.
And most importantly, they must possess
the capability and commitment to repeat
that process as long as is necessary.”
Comprehension and Collaboration:
CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively
in a range of conversations and
collaborations with diverse partners,
building on others' ideas and
expressing their own clearly and
persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information
presented in diverse media and
formats, including visually,
quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3
Evaluate a speaker's point of view,
reasoning, and use of evidence and
rhetoric.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners
can follow the line of reasoning and the organization, development,
and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data
to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
1. Students identify and explain the origins and purposes of
rules, laws, and key US Constitutional provisions and the role
they play in addressing public problems and issues.
3.Students construct arguments and positions on issues
using reasoning and evidence from multiple sources.
4. Students identify and describe ways to take action individually
and in groups to address problems and issues.
From the earliest grade levels, students learn the kind of behavior
that is necessary for the functioning of a democratic society
in which everyone’s fundamental human rights are respected.
They should learn how to select leaders and how to
resolve disputes rationally.
They learn sportsmanship, fair play, sharing, respect, integrity,
and taking turns. They should be given opportunities to lead
and to follow.
They should learn about the value of due process in
dealing with infractions, and they should learn to respect
the rights of the minority even if this minority is only a single,
dissenting voice and to recognize the dignity of every person.
These democratic values should be taught in the classroom,
in the curriculum, and in daily life outside school.
Through literacy instruction, students acquire
knowledge and inquiry skills in history–social
science. They read to gain, modify, or extend
knowledge or to learn different perspectives.
They write to express their understandings of
new concepts under exploration and also to
refine and consolidate their understanding of
concepts.
They engage in discussion to clarify points; ask
questions; summarize what they have heard,
viewed, read, or otherwise experienced; explain
their opinions; and as they collaboratively work
on projects, hands on investigations, and
presentations. They acquire language for new
concepts through reading and listening and use
this language in speaking and writing.
As literacy instruction is employed in the
content areas, skills in reading, writing,
speaking and listening, and language
themselves are further developed in a
reciprocal relationship.
The CA CCSS Reading and Writing Standards
are meant to complement the History-Social
Science Content Standards for California
Public Schools and help students grapple with
the primary and secondary sources they
encounter.
Literacy for What?
Historical knowledge about themselves, their communities,
their nation and their world as well as understanding text
structure and text evidence;
Geographic awareness and strong academic vocabulary;
Economic reasoning, problem solving, decision making and
good opinion/argument writing;
Informed citizenship rooted in democratic processes,
the ability to evaluate sources, engage in discussion,
and take action for change.
I know no safe depositary of the ultimate powers
of the society but the people themselves;
and if we think them not enlightened enough
to exercise their control with a wholesome
discretion, the remedy is not to take
it from them, but to inform their discretion
by education. This is the true corrective
of abuses of constitutional power.
--Thomas Jefferson, 1820.