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; 29 slides). 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
- a focus on discipline-specific vocabulary
- an acknowledgement of unique text structures found in informational text
- the expectation that students will read and write in non-ELA classrooms
- the expectation that students will develop informational/technical writing skills
- a focus on critical analysis and evidence
Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
The Standards comprise three main sections:
- a comprehensive K–5 section
- includes standards for literacy in history social/studies, science, and technical subjects
- includes standards for foundational skills
- two content area-specific sections for grades 6–12
- one for English-language arts
- one for literacy in history/social studies, science, and technical subjects.
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 (Outside Source)
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 (Outside Source)
Literacy Development: 2007 Reading/Language Arts Framework
- When seventh and eighth grade are departmentalized, responsibility for improving the reading comprehension of instructional materials should be shared with teachers of all subjects, particularly teachers of history-social science and science. (Reading/Language Arts Framework, pp. 175, 192)
- Under 11th & 12th grade word analysis, the standards emphasize using those strategies to attack terms from political science, history-social science, science, and mathematics. However, the issues of teacher responsibility arise in a departmentalized school…shared responsibility is obviously an ideal solution. (Reading/Language Arts Framework, p. 232)
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
- Effective science programs develop students’ command of the academic language of science used in the content standards. (Page10)
- Effective science programs use technology to teach students, assess their knowledge, develop information resources, and enhance computer literacy. (Page 12)
- Effective science programs use standards- based connections with other core subjects to reinforce science teaching and learning. (Page 12)
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:
- Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
- Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.
- Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
- The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are organized around the College and Career Readiness (CCR) Standards for Reading, Writing, Speaking and Listening, and Language.
- Each strand is headed by a set of CCR anchor standards that is identical across all grades and content areas.
- The CCSS for English language arts also set requirements for reading and writing in the social and natural sciences.
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 (Outside Source) Web site.
Focus on Text Complexity
- By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (6.RL.10)
- By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently. (9-10.RH.10)
- By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently. (11-12.RST.10)
Focus on Critical Analysis and Use of Evidence
- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7.RI.1)
- Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (9-10.SL.3)
- Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (11-12.WHST.2.b)
Literacy in History/Social Studies, Science, and Technical Subjects: Reading
- 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 grade-level texts and topics. (6-12.RST.4)
- Cite specific textual evidence to support analysis of primary and secondary sources. (6-8.RH.1)
- Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (9-10.RH.7)
Literacy in History/Social Studies, Science, and Technical Subjects: Reading
- 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 grade-level texts and topics. (6-12.RST.4)
- Cite specific textual evidence to support analysis of primary and secondary sources. (6-8.RH.1)
- Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (9-10.RH.7)
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
- 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. (8.RI.4)
- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. (8.LS.4)
- Acquire and use accurately grade- appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (8.LS.6)
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
- Write arguments focused on discipline-specific content. (6-12.WHST.1)
- Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (6-12.WHST.2)
- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (11-12.WHST.5)
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. |
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
- The standards
- Frequently asked questions
- Informational flyers
- Additional resources
For additional information, contact:
Standards, 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
Standards, 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
