Download - Common Core for Social Studies Overview 1. What is Common Core? knowledge and skills students should have within their K-12 education so that they will.

Common Core for Social StudiesCommon Core for Social StudiesOverviewOverview

1

What is Common Core?What is Common Core?

• knowledge and skills students should have within their K-12 education so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs

• a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).

• English-language arts and math were the first subjects chosen for the common core state standards.

• The Common Core State Standards Initiative was and will remain a state-led effort

Updates on Common CoreUpdates on Common Core

•CCSS are “fewer, deeper, clearer.” •Students will be assessed on the FCAT 2.0 (based on NGSS) through the spring of 2014.

•Florida’s adoption of Common Core includes implementation of the content area literacy standards.

•Florida Statute includes Next Generational Content Area Professional Development (NGCARPD) for content area teachers which sets the stage for Common Core content area literacy standards.

What are the PARCC Assessments?What are the PARCC Assessments?

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a 24-state consortium working together to develop a common set of K-12 assessments in English and math.

The PARCC assessments will be ready for states to administer during the 2014-15 school year.

PARCC is contracting with two research universities to develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. These prototypes will include both assessment and classroom-based tasks.

Let’s take a look at the Common Core Let’s take a look at the Common Core Literacy Standards for History.Literacy Standards for History.

Organization of Common Core Standards for Organization of Common Core Standards for History and Other Content AreasHistory and Other Content Areas

Highlight the strand labels at the top of the following pages:

Reading – Literacy in History/Social Studies 6-12 (page 61)

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 (pages 64-66)

College and Career Readiness Anchor College and Career Readiness Anchor Standards for Reading Strand – page 60Standards for Reading Strand – page 60

There are 10 anchor standards for reading. Study each of them and the four categories of organization.

Key Ideas and DetailsKey Ideas and Details

(1) Evidence standard(2) Main idea/details standard (summary)(3) Interaction

Craft and StructureCraft and Structure

(4) Vocabulary(5) Structure(6) Point of View

Integration of Knowledge and Integration of Knowledge and IdeasIdeas

(7) Multimedia Standard(8) Argument Standard(9) Multi-text standard

Range of Reading and Level of Range of Reading and Level of Text ComplexityText Complexity

(10) Text Complexity Standard

College and Career Readiness Anchor College and Career Readiness Anchor Standards for Reading – page 60Standards for Reading – page 60

Read “Note on range and content of student reading.”

Highlight words and phrases that describe the types of reading tasks students should be able to do to become college and career ready.

Go to page 61 – Reading Standards Go to page 61 – Reading Standards for Literacy in History/Social for Literacy in History/Social Studies 6-12Studies 6-12

Language Arts Common Core (LACC)Grade (68, 910, 1112)Reading History (RH)Strand (1-4)Standard (1-10)

Identify the standard: LACC.68.RH.2.6

Go to page 60 – Reading Standards Go to page 60 – Reading Standards for History 6-12.for History 6-12.

Identify the standard: LACC.68.RH.2.6

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, etc.)

Look at the corresponding standards for grades 9-10 and 11-12.

College and Career Readiness Anchor College and Career Readiness Anchor Standards for Writing – page 63Standards for Writing – page 63

Read “Note on range and content of student writing.”

Highlight words and phrases that describe the types of writing tasks students should be able to do to become college and career ready.

College and Career Readiness Anchor College and Career Readiness Anchor Standards for Writing – page 63Standards for Writing – page 63

There are 10 College and Career Readiness Anchor Standards for Writing.

Four Strands:◦Text Types and Purposes◦Production and Distribution of Writing◦Research to Build and Present Knowledge◦Range of Writing

Which standards do you believe will be the greatest challenge for social studies teachers?

Text Types and PurposesText Types and Purposes

(1) Argumentative(2) Informative/explanatory (3) Narrative

Production and Distribution of Production and Distribution of WritingWriting

(4) Organization and coherence(5) Writing process – revision and editing(6) Use of technology to publish


(7) Research(8) Synthesis of Research(9) Use evidence to support analysis


(10) Range of tasks, purposes, and audiences.

Let’s examine one of the writing Let’s examine one of the writing standards:standards:

Locate:

LACC.1112.WHST.1.1

Let’s examine one of the writing Let’s examine one of the writing standards:standards:

LACC.1112.WHST.1.1

Write arguments focused on discipline-specific content…..

What will be the greatest challenge for you with the Common Core writing standards?

The 3-8 PARCC assessments will be delivered at each grade level and will be based directly on the Common Core State Standards

The distributed PARCC design includes four components - two required summative and two optional non-summative - so that assessments are given closer in time to when instruction happens.

Summative Assessment Components: ◦ Performance-Based Assessment (PBA) administered as close to the end

of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text.

◦ End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension.

23

The high school PARCC assessments will be based directly on the Common Core State Standards

The distributed PARCC design includes four components - two required summative and two optional non-summative - so that assessments are given closer in time to when instruction happens. PARCC states have endorsed a grade-based design in ELA/Literacy and both a course-based and integrated design in mathematics.

Summative Assessment Components:

◦ Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text.

◦ End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension.

24

Review sample performance items.Review sample performance items.

Challenging Text Challenging Text

• Theory of standards in the past: schools needed to focus on cognitive skills and text was largely irrelevant or uncontrolled.

• Theory of the common core: Text difficulty is central and all cognitive skills have to be executed within texts of a specified difficulty range.

• Item #10 in all of the reading comprehension lists focus on text difficulty.

Text Complexity - ACT StudyText Complexity - ACT Study

Purpose: Determine what distinguished the reading performance of students likely to succeed in college and not.• Process:Set benchmark score on the reading test shown to be predictive of success in college (“21” on ACT composite score).

Looked at results from a half million students.Divided texts into three levels of complexity: uncomplicated, more challenging, and complex.

27

Performance on the ACT Reading Test by Comprehension Level

(Averaged across Seven Forms)

28

Performance on the ACT Reading Test by Textual Element (Averaged across Seven Forms)

29

Text Complexity MattersText Complexity Matters

Performance on complex texts is the clearest differentiator in reading between students who are more likely to be ready for college and those who are less likely to be ready.

Texts used in the ACT Reading Test reflect three degrees of complexity: uncomplicated, more challenging, and complex.

30

31

Performance on the ACT Reading Test by Degree of Text Complexity(Averaged across Seven Forms)

In this figure, performance on questions associated with uncomplicated and morechallenging texts both above and below the ACT College Readiness Benchmark forReading follows a pattern similar to those in the previous analyses. Improvement on each of the two kinds of questions is gradual and fairly uniform.

3131

Recap of ACT FindingsRecap of ACT Findings

Question type and level (main idea, word meanings, details) is NOT the chief differentiator between student scoring above and below the benchmark.

The degree of text complexity in the passages acted as the “sorters” within ACT. The findings held true for both males and females, all racial groups and was steady regardless of family income level.

What students could read, in terms of its complexity--rather than what they could do with what they read—is greatest predictor of success. FCAT has complex passages and highly cognitive demanding questions.

32

Text Complexity

Text complexity is defined by:

Qua

litat

ive

Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative

Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task

Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

33

Where do we find texts in the Where do we find texts in the appropriate text complexity band?appropriate text complexity band?

Choose an excerpt of text from Appendix B as a starting place:

34

We could….

or…

Use available resources to determine the text complexity of other materials on our own.

Implications for InstructionImplications for Instruction

35

• Locate section entitled, “Building Capacity Through Close Reading.”• Select short, challenging passages.• Design the lesson so students re-read.• Model how to read and mark the text.• Expect students to read and mark the

text.• In discussions, ask text-dependent

questions.• Ask students to write in response to

text.

NGCARPDNGCARPDJune 11-14 and June 18-21June 11-14 and June 18-21

Howell CenterHowell CenterStipends - $20.00 an hourStipends - $20.00 an hour

48 hours total48 hours totalSocial Studies teachers are Social Studies teachers are

encouraged to attend.encouraged to attend.It’s a great way to begin learning It’s a great way to begin learning

about how to teach to Common Core about how to teach to Common Core Standards.Standards.

Remember….assessments begin in Remember….assessments begin in 2014-20152014-2015

Begin learning now!!!!Begin learning now!!!!

36