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AAV of Literacy in H-SS, Science, & Tech. Subjects

Accessible Alternative Version (AAV) of the Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades 6 through 12.

The following is an AAV of the Common Core State Standards Overview of Standards for Literacy in History/Social Studies, Science, and Technical Subjects  (PPT; 2MB). The PowerPoint presentation was presented to the California Teachers Association Good Teaching Conference in San Jose, California on January 21, 2011.

The Common Core State Standards Overview of Standards for Literacy in History/Social Studies, Science, and Technical Subjects

California Teachers Association
Good Teaching Conference
January 21, 2011

California Department of Education
Tom Torlakson, State Superintendent of Public Instruction
CLAB: Developed by SCFIRD with support from ELCSD, SCALD, and AAD

Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12

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

The Standards comprise three main sections:

 Focus on Informational Text

2009 NAEP Reading Assessment: Distribution of literary and informational passages

Grade
Literary
Informational

4

50%

50%

8

45%

55%

12

30%

70%

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress External link opens in new window or tab. (DOC; 2MB)

Focus on Informational Text

2011 NAEP Writing Framework: Distribution of Communicative Purposes

Grade
To Persuade
To Explain
To Convey Experience

4

30%

35%

35%

8

35%

35%

30%

12

40%

40%

20%

Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress External link opens in new window or tab. (DOC; 3MB)

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Literacy Development: 2007 Reading/Language Arts Framework

Literacy Development: 1997 English Language Arts Standards

Reading Comprehension 2.0– With a focus on informational materials, describe and connect the essential ideas, arguments, and perspectives of text by using knowledge of text structure, organization, and purpose. (Grades 5-8)

Writing Applications 2.2-2.5 – Write expository compositions, research reports, and persuasive compositions. (Grades 6-8)

Writing Applications 2.6 – Write technical documents. (Grade 8)

Literacy Development: 2005 History-Social Science Framework

2. “This framework proposes both an integrated and correlated approach to the teaching of history-social science. …The teacher is also expected to work with teachers from other fields, such as the language arts, science, and the visual and performing arts in order to achieve correlation across subjects.” (Page 4)

4. “This framework emphasizes the importance of enriching the study of history with the use of literature, both literature of the period and literature about the period.” (Page 4)

Literacy Development: 1998 History-Social Science Standards

6.3.2 Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries)…

8.4.2 Explain the policy significance of famous speeches (e.g., Washington’s Farewell Address, Jefferson’s 1801 Inaugural Address, John Q. Adams’ Fourth of July 1821 Address).

10.8 Students analyze the causes and consequences of World War II.

Literacy Development: 1998 History-Social Science Standards

Historical and Social Sciences Analysis Skills (Grades 9-12)
Historical Research, Evidence and Point of View

4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

Literacy Development: 2004 Science Framework

Guiding Principles

Literacy Development: 1998 Science Standards

Evolution (Grade 7)
3. Biological evolution accounts for the diversity of species developed through gradual processes over many generations. As a basis for understanding this concept:

d. Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution.

Literacy Development: 1998 Science Standards

Investigation and Experimentation (Grades 7)
7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

  1. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
  2. Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.
  3. Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.

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

Anchor Standards

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. (R.9)

Trace the progression of Reading Standard 9 for Informational Text from kindergarten through grade 12 (pp. 4, 5, 31 & 32). Then trace Standard 9 for Reading Standards for Literacy in History/Social Studies (p. 50), and for Science and Technical Subjects (p. 53).

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

A screen shot of page 32 of the Reading Standards for Informational Text 6-12 from the CCSS located on the Sacramento County Office of Education External link opens in new window or tab. Web site.

Focus on Text Complexity

Focus on Critical Analysis and Use of Evidence

Literacy in History/Social Studies, Science, and Technical Subjects: Reading

Literacy in History/Social Studies, Science, and Technical Subjects: Reading

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Activity 1

1997 ELA Grade 8
Reading/Word Analysis Standards

1.0 Students use their knowledge of words origins and word relationships, as well as historical and literary context clues, to determine the meaning of grade- level-appropriate words.

1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.

Common Core ELA Grade 8
Reading and Language Standards

Directions: Find comparable 6-8 Reading Standards for Literacy in History/Social Studies and Technical Subjects (pp. 50-53).

Reading Standards for Literacy in History/Social Studies

Grades 6-8
Grades 9-10
Grades 11-12

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.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.  

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Reading Standards for Literacy in Science and Technical Subjects

Grades 6-8
Grades 9-10
Grades 11-12

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. 

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Literacy in History/Social Studies, Science, and Technical Subjects: Writing

Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects

Grades 6-8
Grades 9-10
Grades 11-12

8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

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Activity 2

Activity for Literacy in History/Social Studies, Science and Technical Subjects

Directions: Review and compare, using a four-column chart, Grades 9-10 Reading Informational Standards in the first column with the Reading Standards for Literacy in History/Social Studies in the second column, and the Reading Standards for Science and Technical Subjects in the third column. The fourth column is a place for notes regarding similarities, differences, or collaborative ideas.

A screen shot of the Common Core State Standards Resources Web Page

Source: Common Core State Standards Resources

A screen shot of the CDE on iTunes U Web Page

Source: CDE on iTunes U

Resources

For more information, visit the California Department of Education’s Common Core State Standards Resources Web page.

For additional information, contact:
Curriculum Frameworks and Instructional Resources Division
Curriculum, Learning and Accountability Branch
California Department of Education
1430 N Street, Sacramento, CA 95814
916-319-0881

Contact Us

Cynthia Gunderson
Curriculum Frameworks & Instructional Resources Division
cgunderson@cde.ca.gov
916-319-0451

Carrie Roberts
English Learner & Curriculum Support Division
croberts@cde.ca.gov
916-323-4630

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Questions:   Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881