Integration of Literacy Standards and History, Science, and Technical Subjects

1. Integration of Literacy Standards and History, Science, and Technical Subjects English Language Arts Boot Camp Grades 6 – 12 June 2014

2. Baseball Cards

3. Baseball Cards ?!

4. Reading Historical and Scientific/Technical Texts • Historical, scientific, and technical texts require different instructional approaches than literary (RL) or literary nonfiction (RI) texts. • We must teach our students how to read these specific texts. • The differences lie not in the skills but in the texts themselves.

5. RH & RST Standards

6. Agenda • Introduction to RH and RST Standards • Compare RI, RH, and RST Standards • Work Session #1 • Instructional Scenario #1 • Instructional Scenario #2 • Instructional Scenario #3 • Work Session #2

7. Introduction to RH & RST Standards “Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts.” Taken from the CCSS for ELA page 60

8. Introduction to RH & RST Standards “In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.” Taken from the CCSS for ELA page 60

9. Introduction to RH & RST Standards • Disciplinary Norms & Conventions • Types of evidence • Domain-specific words and phrases • Precise details • Intricate arguments • Complex information • Detailed descriptions

10. Introduction to RH & RST Standards • History/Social Studies • Analyze, evaluate, and differentiate primary and secondary sources • Science/Technical Subjects • Gain knowledge from challenging texts that make extensive use of elaborate diagrams and data to convey information and illustrate concepts

11. Organization of the RH Standards Grouped by Grade Band Organized in a manner consistent with other CCSS: Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity

12. Organization of the RST Standards Grouped by Grade Band Organized in a manner consistent with other CCSS: Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity

13. Work Session # 1:Annotating the RH/RST Standards Locate Work Session # 1 Directions: • Annotate the standards as we compare them together. • Look for domain-specific terminology and key words related to literacy skills.

14. Comparison of RI & RH/RST Standards RI.8.1 RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. • Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RST.6-8.1 • Cite specific textual evidence to support analysis of science and technical texts.

15. Comparison of RI & RH/RST Standards RI.8.2 RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions • Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RST.6-8.2 • Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

16. Comparison of RI & RH/RST Standards RI.8.3 RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). • Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RST.6-8.3 • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

17. Comparison of RI & RH/RST Standards RI.8.4 RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RST.6-8.4 • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

18. Comparison of RI & RH/RST Standards RI.8.5 RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). • Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RST.6-8.5 • Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

19. Comparison of RI & RH/RST Standards RI.8.6 RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). • Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RST.6-8.6 • Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

20. Comparison of RI & RH/RST Standards RI.8.7 RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. • Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RST.6-8.7 • Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

21. Comparison of RI & RH/RST Standards RI.8.8 RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. • Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RST.6-8.8 • Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

22. Comparison of RI & RH/RST Standards RI.8.9 RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. • Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RST.6-8.9 • Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

23. Comparison of RI & RH/RST Standards RI.8.10 RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. • By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. RST.6-8.10 • By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

24. Comparison of RI & RH/RST Standards • Reflect & Apply • How will an understanding of the alignment of RI, RH, and RST standards impact interdepartmental collaboration at YOUR school? • How might these types of texts surface in the ELA environment in YOUR classroom? REMEMBER: The differences lie not in the skills but in the texts themselves. We ALL share the goal of developing literate, college and career ready students!

25. Instructional Scenarios • 8th Grade ELA • Module C

26. Instructional Scenarios • Extended Text (RL) • New Found Land • Short Texts (RH/RST) • Excerpts from: The Journals of Lewis & Clark Undaunted Courage

27. Instructional Scenario # 1: Historical Text • Extended Text: New Found Land: Lewis & Clark’s Voyage of Discovery (RL) By Allan Wolf • Short Text: Excerpt from The Journals of Lewis and Clark (RH) Edited by Bernard DeVoto

28. Instructional Scenario # 1: Historical Text • Topic from New Found Land • Accompanying excerpt from The Journals of Lewis and Clark • Locate Handout # 1. • Read and annotate the passage. Consider the questions below as you read: • What characteristics of this excerpt make it a historical text? • Which RH standards could be addressed with this text?

29. Instructional Scenario # 1: Historical Text Handout # 1—Excerpt from The Journals of Lewis and Clark RH 1—Cite specific evidence to support analysis of primary and secondary sources. RH 6—Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts.) RH 9—Analyze the relationship between a primary and secondary source on the same topic.

30. Instructional Scenario # 1: Historical Text • RH 1 • RH 6 • RH 9 Secondary Source Primary Source

31. Instructional Scenario # 2: Scientific Text • Extended Text: New Found Land: Lewis & Clark’s Voyage of Discovery (RL) By Allan Wolf • Short Text: Excerpt from Undaunted Courage (RST) By Stephen E. Ambrose

32. Instructional Scenario # 2: Scientific Text • Topic from New Found Land • Accompanying excerpt from Undaunted Courage • Locate Handout # 2. • Read and annotate the passage. Consider the questions below as you read: • What characteristics of this excerpt make it a scientific text? • Which RST standards could be addressed with this text?

33. Instructional Scenario #2: Scientific Text Handout # 2—Excerpt from Undaunted Courage RST 1—Cite specific evidence to support analysis of science and technical texts. RST 4—Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST 9—Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

34. Short Text: Excerpt from The Journals of Lewis and Clark (RH/RST)Edited by Bernard DeVoto This text has sections which call for examination using both RH and RST standards. Instructional Scenario # 3: Historical & Scientific Text

35. Instructional Scenario # 3: Historical & Scientific Text • Topic from New Found Land • Accompanying excerpt from The Journals of Lewis and Clark • Locate Handout # 3. • Read and annotate the passage. Consider the questions below as you read: • What characteristics of this excerpt make it a historical text? A scientific text? • Which RH and/or RST standards could be addressed with this text?

36. Instructional Scenario # 3: Historical & Scientific Text Handout # 3—Excerpt from The Journals of Lewis and Clark RH 1—Cite specific evidence to support analysis of primary and secondary sources. RST 1—Cite specific evidence to support analysis of science and technical texts. RST 4—Determine the meaning of symbols, key terms, and other domain-specific words and phrases… RH 6—Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts.) RST 6—Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. RH 9—Analyze the relationship between a primary and secondary source on the same topic.

37. Instructional Scenarios: Summary • PARCC Model Content Frameworks • Examine module specifications. • Determine extended and short texts. • Texts & Standards Approach • Examine which standards may be addressed in each text. (RH & RST) • Determine what skills and terminology are associated with those standards.

38. Assessing the RH & RST Standards

39. Assessing the RH & RST Standards • Examine the Task Generation Models (TGMs) for your grade level to determine which tasks best fit the texts and standards.

40. Work Session #2 Locate Work Session # 2 Directions • Skim the 4 passages. Consider possible pairings and RH/RST standards. • With your table, select one text to read and annotate in detail, considering which RH and RST standards could be addressed within the text. • Complete Work Session # 2 document. Record your group’s work on the chart paper provided.

41. Reflection • What information from this session can you begin to implement immediately in your classroom? • What information from this session requires collaboration with other teachers and/or departments? • What action steps will you take towards integrating literacy, history, and science/technical standards in your classroom?

42. Resources Common Core Website www.corestandards.org MDE Curriculum Website www.mde.k12.ms.us/ci MDE Common Core Website www.mde.k12.ms.us/ccss MDE Assessment Website www.mde.k12.ms.us/osa MDE SharePoint Website https://districtaccess.mde.k12.ms.us PARCC Website www.parcconline.org

43. Contact Information Office of Curriculum and Instruction 601.359.2586 commoncore@mde.k12.ms.us Nathan Oakley - Director of Curriculum noakley@mde.k12.ms.us Dr. Marla Davis - Mathematics mdavis@mde.k12.ms.us Vincent Segalini -English/Language Arts vsegalini@mde.k12.ms.us Chauncey Spears - AP/Gifted/SocialStudies crspears@mde.k12.ms.us Robin Lemonis - Early Childhood Literacy/Dyslexia/RtI rlemonis@mde.k12.ms.us