UNDERSTANDING INDIANA’S COMMON CORE (INCC)

1. UNDERSTANDING INDIANA’S COMMON CORE(INCC) LITERACY STANDARDS FOR HISTORY/SOCIAL STUDIES

2. The Common Core State Standards Initiative • In 2009, the following collaborated to develop a common core of K-12 English language arts (ELA) and mathematics standards: • 48 states • 2 territories • District of Columbia • The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by two groups: • National Governors Association (NGA) • Council of Chief State School Officers (CCSSO). • Indiana’s State Board Education adopted these standards on August 3, 2010

3. 45 States + DC Have Adopted the Common Core State Standards

4. Key advances of the INCC ANCHORED IN COLLEGE AND CAREER READINESS

5. Purpose for Literacy Standards in History/Social Studies • As we look to prepare our students for college or careers, it becomes every teacher’s responsibility to support and instruct students in reading informational text within each content area.

6. Four Major Shifts in Literacy

7. Major Shift 1: Emphasizing Informational Text • Students are required to read very little informational text in elementary and middle school. • Non-fiction makes up the vast majority of required reading in college/workplace. • Informational text is harder for students to comprehend than narrative text. • Supports students learning how to read different types of informational text.

8. DEFINING INFORMATIONAL TEXT

9. BALANCING TEXTS These expectations are based on the cumulative reading experiences from English language arts and content-area courses.

10. Major Shift 2: Literacy Standards for All Content Areas A Shared Responsibility! • Literacy standards for the content areas: • Content-area teachers are not being asked to be English teachers • Each discipline requires unique forms of reading and writing • The way knowledge is acquired, developed, and shared in a given field often requires discipline-specific skills • Embedded expectations for grades K-5 • Separate documents for grades 6-12

12. Major Shift 3: Text Complexity • The gap between the complexity of college and high school texts is huge. • What students can read, in terms of complexity is greatest predictor of success in college (ACT study). • Too many students are reading at too low a level.(<50% of graduates can read sufficiently complex texts). • Standards include a staircase of increasing text complexity from elementary through high school. • Standards also focus on building general academic vocabulary which is so critical to comprehension.

13. Overview of Text Complexity Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative measures – word length or frequency, sentence length, and text cohesion • Reader and task considerations – • Reader variables (such as motivation, • knowledge, and experiences) and task • variables (such as purpose and the • complexity generated by the task • assigned and the questions posed

14. Grade Bands and Lexile Ranges * Currently, less than 50% of students meet the old Lexile ranges by graduation

15. IMPLICATIONS FOR INSTRUCTION KEY CONSIDERATIONS • Does our school’s curriculum provide multiple opportunities for students to read texts that meet the expectations of the Common Core Standards? • Do students reading below grade-level receive adequate support to master challenging texts?

16. Major Shift 4: The Special Place of Argument • Reading, writing and speaking grounded in evidence from text, both literary and informational • Grasp information, arguments, ideas and details based on text evidence • Narrative writing throughout the grades and a command of sequence and detail for effective argumentative writing.

17. Major Shift #4The Special Place of Argument Common Core—Appendix A

18. The Special Place of Argument These expectations are based on the cumulative writing experiences from English language arts and content-area courses.

19. What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Sample Shift Question Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

20. Develop a logical Argument Support ideas with details and examples

21. Implementation of INCC • In 2011-2012, the INCC was fully implemented in Kindergarten • In 2012-13, the INCC should be fully implemented in K – 1 • In 2013-14, the INCC should be fully implemented in K – 2 • In 2014-15, the INCC should be fully implemented in K - 12

22. Integrating INCC with Indiana Academic Standards • Many of these literacy standards are already embedded in the lessons teachers are engaging and exposing to students. • As you work to integrate these standards into your current curriculum, consider the following connections between Indiana Academic Standards and the Common Core Literacy Standards.

23. Grade 6 Social Studies 6.1.19 Define and use the terms decade, century, and millennium, and compare alternative ways that historical periods and eras are designated by identifying the organizing principles upon which each is based. 6-8.RH.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. Indiana Academic Standard INCC

24. Grade 7 Social Studies 7.1.22 Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence. 6-8.RH.8 Distinguish among fact, opinion, and reasoned judgment in a text. Indiana Academic Standard INCC

25. Grade 8 Social Studies 8.1.14 Examine the international problem that led to the Monroe Doctrine (1823) and assess its consequences 6-8.WH.9 Draw evidence from informational texts to support analysis, reflection, and research Indiana Academic Standard INCC

26. Geography and History of the World GHW.8.2 Prepare graphic representations, such as maps, tables and timelines, to describe the global movement of goods and services between and among countries and world religions over time. Analyze and assess the patterns and networks of economic interdependence or lack of interdependence that result. 9-10.RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text 9-10.WH.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Indiana Academic Standard INCC

27. WORLD HISTORY WH.2.6 Analyze the major events of the wars between the Persians and the Greeks, reasons why the Persians failed to conquer the Greeks, and consequences of the wars for Greek civilization 9-10.RH.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them Indiana Academic Standard INCC

28. U.S. HISTORY USH.1.1 Read key documents from the Founding Era and explain major ideas about government, individual rights and the general welfare embedded in these documents. 11-12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Indiana Academic Standard INCC

29. GOVERNMENT USG.3.1 Analyze the United States Constitution and explain characteristics of government in the United States, which define it as a federal, presidential, constitutional and representative democracy. 11-12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.WH.1Write arguments focused on discipline-specific content. Indiana Academic Standard INCC

30. ECONOMICS E.5.11 Compare and contrast solutions for reducing unemployment. (Government) 11-12.RH.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Indiana Academic Standard INCC

31. NEXT STEPS • Teachers should read through the 10 reading and 10 writing standards assigned to their specific content area • Become familiar with the standards • Make connections with lessons and instruction already utilized in your classroom or classrooms in your building through collaboration • Think of ways to modify lessons you have already created and implemented to incorporate the literacy standards • Examples of possible lesson modifications: • Have students respond in writing instead of orally to a problem posed • Ask students to read additional informational text materials in coordination with textbook readings

33. DOCUMENT ANALYSIS SHEET From the National Archives: http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf

34. WHAT’S THE RUSH????? • INCC implementation for high school not until 2014-15 • PARCC assessments are also due to start at the same time • If students have not had any experience with INCC, they will struggle on the new PARCC assessment

35. PARCC What is PARCC? • The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 23 states plus the U.S. Virgin Islands working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. • These new K-12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade to 11th grade, and provide teachers with timely information to inform instruction and provide student support. • The PARCC assessments will be ready for states to administer during the 2014-15 school year

37. Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts • Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS. • Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships). • Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions.

38. PARCC -- Summative Components • Performance-Based Assessment: • Administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The math PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring math practices. • End-of-Year Assessment: • Administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items.

39. PARCC--Understanding the Research Simulation Task • Session 1: • Students begin by reading an anchor text that introduces the topic. Students are asked to gather key details about the passage to support their understanding. • Then, they write a summary or short analysis of the piece. • Session 2: • Students read two additional sources (may include a multimedia text) and answer a few questions about each text to learn more about the topic so they are ready to write the final essay and to show their reading comprehension. • Finally, students mirror the research process by synthesizing their understandings into an analytic essay using textual evidence from several of the sources.

40. Grade 7 Prose Constructed Response from Research Simulation Task (Summary)

41. Grade 7 Prose Constructed Response from Research Simulation Task (Analytical Essay)

42. Grade 7 Technical Requirement (TECR) from Research Simulation Task

43. Grade 10 Prose Constructed Response—Sample #1 from Literary Analysis Task

44. Grade 10 Prose Constructed Response—Sample #2 from Literary Analysis Task

45. CONTACT ME IF YOU EVER HAVE A QUESTION • bblomberg@doe.in.gov • 317-232-9078 • Please join the Learning Connection • https://learningconnection.doe.in.gov/Login.aspx?ret=%2fdefault.aspx