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Content Literacy Instructional Shifts for Social Studies - OCM Boces

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					   CONTENT LITERACY
INSTRUCTIONAL SHIFTS FOR
   SOCIAL STUDIES



                                        Facilitator
       Auddie Mastroleo   OCM BOCES Network Team
       COMMON CORE SHIFTS
      ELA & CONTENT LITERACY
Balancing Informational & Literary Texts (Grades PK-5)

Knowledge in the Disciplines (Grades 6-12)

Staircase of Complexity

Text-based Answers

Writing from Sources

Academic Vocabulary
                                                                               SHIFT 1
BALANCING INFORMATIONAL
                      Grades
      & LITERARY TEXTS PK-5

                                                      Informational =
Range of Text         Literature = Stories,         Literary Nonfiction,
   Types                 Dramas, Poetry             Historical, Scientific,
                                                     & Technical Texts




                                              12th grade
                      8th grade
                                              20%
       4th   grade                            fiction                          Increase in
                        40%                   80%
                        fiction                                               teaching and
        50% fiction                           nonfiction                      learning with
                        60%
        50%             nonfiction                                             non-fiction
        nonfiction                                                                 text
                                                                   SHIFT 2
                    KNOWLEDGE IN THE
                                     Grades
                        DISCIPLINES 6-12

Reading & Writing    Depending on text      Think sophisticated
    Literacy            rather than             non-fiction
   Standards           referring to it
• Complement,        •Read a president’s   •Analyze and
                      speech & write a      evaluate texts
  not replace         response              within disciplines
  content            •Read scientific      •Gain knowledge
  standards           papers & write an     from texts that
                      analysis              convey complex          Expectation of
                                            information through   rigorous domain
                                            diagrams, charts,
                                            evidence, &
                                                                   specific literacy
                                            illustrations             instruction
                                                                    outside of ELA
Pre-             SHIFT 1
CCLS               Balancing

     Core Text   Informational
                  and Literary
                     Texts


                 SHIFT 2
                   Building
                 Knowledge in
                      the
                  Disciplines
Post-                            SHIFT 1
CCLSCore                           Balancing
                                 Informational
     Texts                        and Literary
                                     Texts


                                 SHIFT 2
                                   Building
                                 Knowledge in
                                      the
                                  Disciplines




Paired Texts: Hero or Villain?
SOCIAL STUDIES PRE AND POST SHIFT NOTES
     TURN AND TALK

With a partner…

      Share your initial
        thinking and
          reactions
                                                 SHIFT 3
    STAIRCASE OF COMPLEXITY
Increase                   Levels of meaning
in text     Qualitative    Structure
complexit
y at each                  Clarity of language
                                                  Expectation of
grade                      Knowledge demands
                                                  proficiency and
level
                           Word length           independence in
            Quantitative   Sentence length
                                                   reading grade
                                                     level text
                           Text cohesion
                                                   Appendix B:
                           Motivation
            Reader &                             Text Exemplars
                           Knowledge              and Sample
            Task                                  Performance
                           Experience                 Tasks
                          PRE-CCLS
            John Brown
     “When the state of Virginia
hanged Brown for treason on December
2, 1859, church bells across the North   SHIFT 3
tolled to mourn the man who many
considered a hero. But, southerners      Staircase of
                                         Complexity
were shocked. People in the North were
praising a man who had tried to lead a
slave revolt! More than ever, many
southerners were convinced that the
North was out to destroy their way of
life.”
                                            POST-CCLS
                              Enquirer

We rejoice that old BROWN has been hung. He was not only a
murderer of innocent persons, but he attempted one of the
greatest crimes against society -- the stirring up of a servile and
civil war. He has paid the penalty for his crimes, and we hope his      SHIFT 3
fate may be a warning to all who might have felt inclined to
imitate his aggressive conduct..
                                                                         Staircase
                                                                             of
                       Press and Tribune                                Complexity
John Brown dies to-day! …The man's heroism which is as sublime
as that of a martyr, his constancy to his convictions, his suffering,
the disgraceful incidents of his trial, the poltroonery of those who
will lead him forth to death, have excited throughout all the
North strong feeling of sympathy in his behalf, but no where,
within our knowledge, is the opinion entertained that he should
not be held answerable, for the legal consequence of his act.
   Questions tied directly
   to the text, but extend
     beyond the literal




  Students must cite text
    to support answers




     Personal opinions,
      experiences, and
  connections to the text
   are minimized in favor
  of what the text actually
     says or doesn’t say
                              TEXT-BASED ANSWERS




     the text
   students to
  purposefully
 Questions are



closely examine
                                               SHIFT 4




planned & direct
                          PRE-CCLS
                                         SHIFT 4
            John Brown
                                          Text-based
     “When the state of Virginia           Answers
hanged Brown for treason on December
2, 1859, church bells across the North
tolled to mourn the man who many          Question:

considered a hero. But, southerners
                                         Describe
were shocked. People in the North were   how John
praising a man who had tried to lead a   Brown’s raid
                                         increased
slave revolt! More than ever, many       tensions
southerners were convinced that the      between the
North was out to destroy their way of    North and
                                         the South.
life.”
                                                                         SHIFT 4
                                           POST-CCLS                     Text-based
                                                                          Answers
                             Enquirer

We rejoice that old BROWN has been hung. He was not only a                Question:
murderer of innocent persons, but he attempted one of the
greatest crimes against society -- the stirring up of a servile and   Compare and
                                                                      contrast the
civil war. He has paid the penalty for his crimes, and we hope        reaction of John
his fate may be a warning to all who might have felt inclined to      Brown’s hanging
imitate his aggressive conduct..                                      by the two
                                                                      newspaper
                                                                      excerpts. How
                       Press and Tribune                              could these
                                                                      articles
                                                                      contribute to the
John Brown dies to-day! …The man's heroism which is as                tensions between
sublime as that of a martyr, his constancy to his convictions,        the North and the
his suffering, the disgraceful incidents of his trial, the            South?
poltroonery of those who will lead him forth to death, have
                                                                      Use specific
excited throughout all the North strong feeling of sympathy in        examples from
his behalf, but no where, within our knowledge, is the opinion        the text to
entertained that he should not be held answerable, for the            support your
                                                                      answer.
legal consequence of his act.
SOCIAL STUDIES PRE AND POST SHIFT NOTES
     TURN AND TALK

With a partner…

      Share your initial
        thinking and
          reactions
                          SHIFT
        WRITING FROM SOURCES 5

Three    Argument         Supporting a claim
                          with sound
Text                      reasoning and
Types                     relevant evidence
                                                          Argumentative
                             Increase subject knowledge      writing is
         Informational/                                     especially
         Explanatory          Explain a process            prominent in
                                                             the CCLS
         Writing              Enhance comprehension

                          Conveys experience
         Narrative        i.e. fictional stories,           Appendix C:
                                                            Samples of
         Writing          memoirs, anecdotes,
                          autobiographies                 Student Writing
      Pre-CCLS
                                 SHIFT 5

                                 Writing
                                  from
Describe a time when you took    Sources
action in support of something
you strongly believed in. What
were the consequences of your
actions?
             Post-CCLS                                SHIFT 5

                                                      Writing
                                                       from
                                                      Sources
   Write a critical essay in which                     Critical Lens
 you discuss your understanding                       Nothing is given to

        of John Brown from the                        man on earth –
                                                      struggle is built

                                   in the
     perspective provided opinion using
                        Agree or
                                   Support your       into the nature of
                                                      life, and conflict is
 Provide a valid     disagree with
interpretation of critical lens. specific
                    the statement
                                                      possible - the
                                                      hero is the man
                                    references from   who lets no
the statement.      as you’ve
                                     the two works    obstacle prevent
                  interpreted it.                     him from pursuing
                                      listed above.
                                                      the values he has
                                                      chosen.
                      SHIFT 6
    ACADEMIC VOCABULARY
Tier One
           • Words of everyday speech
  Words
           • Not specific to any one
             academic area
           • Generally not well-defined     Ramp up
Tier Two
             by context or explicitly     instruction of
  Words
             defined within a text
                                             Tier Two
           • Wide applicability to many       words
             types of reading
           • Domain specific
   Tier    • Low-frequency
 Three
 Words     • Often explicitly defined
           • Heavily scaffolded
Pre-CCLS



abolition
            SHIFT 6
 radical    Academic
            Vocabulary

 secede

 Martial
  Law
            Tier 3        Tier 2
Post-CCLS
            Words         Words

             abolition     inclined
                                        SHIFT 6
              radical     aggressive    Academic
                                        Vocabulary

             secede        sublime



            Martial law   convictions
SOCIAL STUDIES PRE AND POST SHIFT NOTES
     TURN AND TALK

With a partner…

      Share your initial
        thinking and
          reactions
QUESTIONS? CONCERNS? NOTICES?

				
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posted:8/22/2014
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