CCSS Design

1. Common Core State Standards for English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects

2. CCSS Design Building on the strength of current state standards,the CCSS are designed to be: • Focused, coherent, clear and rigorous • Internationally benchmarked • Anchored in college and career readiness* (CCR) • Evidence and research based

3. Common Core State Standards Do Not Provide… • A complete scope and sequence. • A course outline. • All the essential skills and knowledge students could have. Do… • Outline the most essential skills and knowledge every student needs to master to be college and career-ready. • Distribute responsibility for students’ literacy development.

4. Teacher and Student Skills As you view this presentation, identify the skills necessary for teachers and students to successfully implement the CCSS. Skills for: TeachersStudents

5. Guiding Question: • How do you engage students in reading and responding to complex texts in your discipline?

6. Design and Organization Three main sections: • K−5 (cross-disciplinary) • 6−12 English Language Arts • 6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students’ literacy development

7. Four Strands • Reading: a. Literature b. Informational c. Foundations • Writing • Listening and Speaking • Language

8. Deconstructing Reading Anchor Standard One Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Grade and Standard K - With prompting and support, ask and answer questions about key details in a text. 1stAsk and answer questions about key details in a text. 2ndAsk and answer such questions as who, what, where, when, why and how to demonstrateunderstanding of key details in a text. (No prompting)

9. Grade and Standard 2nd Ask and answer such questions as who, what, where, when, why and how to demonstrateunderstanding of key details in a text. 3rd Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4th Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5th Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

10. Grade and Standard 5thQuote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 6th Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7th Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8th Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

11. Grade and Standard 8th Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 9th/10th Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 11th/12th Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

12. Overview of Standards for History/Social Studies, Science,and Technical Subjects • Reading Standards for History/Social Studies, Science, and Technical Subjects • Knowledge of domain-specific vocabulary • Analyze, evaluate, and differentiate primary and secondary sources • Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams • Writing Standards for History/Social Studies, Science, and Technical Subjects • Write arguments on discipline-specific content and informative/explanatory texts • Use of data, evidence, and reason to support arguments and claims • Use of domain-specific vocabulary

15. CCSS & State Standards for Your Discipline • Think about the state standards for your discipline and the CCSS Literacy Standards. • Discuss at your table how these two sets of standards will interact. • Create a content example of melding the standards into one lesson.

16. Goals of LDC • To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts • To align assignments to the College and Career Readiness Standards within the CCSS and to promote collaboration • To help teachers personalize learning so that every student can master the CCSS • To ensure that all students can be college and career ready

17. Modules Modules wrap a teaching plan around the task. Courses

18. A Complete Example

19. What are the LDC tools? • The bank of reading/writing tasks • The module template • Tasks • Skills • Instruction • Results • Scoring rubrics • Local and national collaboration • Access to a community of educators with LDC modules aligned to course content and to CCSS 19 LDC Framework 10-17-11

20. What are the three typesof writing tasks? • Argumentation • HS-40%, MS-35% • 2. Informational/explanatory • HS-40%, MS-35% • 3. Narrative • HS-20%, MS-30% 20 LDC Framework 10-17-11

21. LDC Writing Task vs. Traditional Writing Prompt As you view the next slides, jot down the differences between the LDC writing tasks and the traditional writing prompts. • Which one is more rigorous? • Which one is more engaging? 21 LDC Framework 10-17-11

22. ELALDC Task vs. Traditional Writing Prompt Source: East Jessamine High School; Kentucky LDC

23. Career/Technical TaskLDC Task vs. Traditional Writing Prompt 23 LDC Framework 10-17-11

24. ScienceLDC Task vs. Traditional Writing Prompt Source: East Jessamine High School, Kentucky LDC 24 LDC Framework 10-17-11

25. Social StudiesLDC Task vs. Traditional Writing Prompt Source: East Jessamine High School; Kentucky LDC