Meeting the Common Core State Standards for ELAHOW DOES THE C3 FRAMEWORK ALIGN TO THE COMMON CORE?

Tina L. Heafner, Ph.D.

Inquiry: The Heart of C3“By focusing on inquiry, the framework emphasizes the disciplinary concepts and practices that support students as they develop the capacity to know, analyze, explain, and argue about interdisciplinary challenges in our social world.” (p. 6)

C3 Framework Review

Compelling Question

Why should teachers integrate ELA (using ELA CCSS) and social studies

instruction (C3 Framework)? Recall:

Compelling questions:

• Focus on enduring issues and concerns

• Deal with curiosities about how things work

• Lead to interpretations and applications of interdisciplinary concepts

• Are unresolved issues that require students to construct arguments in response

ELA SS

C3LC Team and Webinar Investigation Objectives

1. Evaluate sources to develop claims and cite convincing evidence to explain the rationale for integrating social studies and ELA instruction

2. Align the concepts and skills presented in the CCSS and C3 Framework to evaluate their commonalities and particularities

3. Describe the instructional shifts resulting from the C3 Framework and analyze their presence in effective lesson design and implementation

CCSS: Literacy in Other Disciplines

David Coleman

CCSS Establishes Foundational Literacy Skills Essential to Social StudiesCiting textual evidenceUnderstanding disciplinary vocabularyDistinguishing and using fact, opinion, and reasoned judgementDistinguishing competing or alternating claimsNarrating historical events

Assess point of view or purpose ResearchCommunicate understanding in writing and speakingEngage in democratic discourseExplore diverse perspectives

Literacy: College, Career & Civic Life Preparation

“As a core area in the K-12 curriculum, social studies prepares students for their postsecondary futures, including the disciplinary practices and literacies needed for college-level work in social studies academic courses, and the critical thinking, problem solving, and collaborative skills needed for the workplace.” (p. 6)

A Bridge for CCSS

Need for C3 to Align with CCSS

Shared Responsibility for Disciplinary Literacy

Reflecting the shared responsibility for literacy learn ing put forward by the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (NGA and CCSSO, 2010a), the C3 Framework fully incor porates and extends the expectations from the grades K–5 English Language Arts standards and the grades 6–12 standards for Literacy in History/Social Studies, Science, and Technical Subjects. The C3 Framework also recognizes the importance of literacy within the Common Core State Standards for Mathematics (NGA and CCSSO, 2010b), and acknowledges mathematical practices as they apply to social studies inquiry (C3 Framework, p. 7).

Shared Responsibility for Disciplinary Literacy

C3 FRAMEWORK (NCSS 2013, 6)

“Now more than ever, students need the intellectual power to recognize societal problems; ask good questions and develop robust investigations into them; consider possible solutions and consequences; separate evidence based claims from parochial opinions; and communicate and act upon what they learn. And most importantly, they must possess the capability and commitment to repeat that process as long as is necessary.”

CCSS WRITING STANDARD 9-10.7 “Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.” (CCSS Initiative 2010)

“CCSS Got it Right” Literacy is a shared responsibility including social studies

CCSS defines foundational literacy skills for social studies

CCSS identifies basic literacy skills needed for preparing for civic life

Rigorous literacy expectations aligning with disciplinary skills in social studies (e.g. Disciplinary Discourse)

John LeeN.C. State University

C3 & CCSS Alignment

Traces of all 36 CCSS Anchor Standards

CCSS Reading Anchor Standards CCRA.R “Umbrella Standards”Read closely Make logical inferences Cite specific textual evidence Use evidence to support conclusions Determine central ideas or themes Summarize the key supporting details and ideasAnalyze how and why individuals, events, or ideas develop and interact Interpret words and phrases

Analyze how specific word choices shape meaning or toneAnalyze the structure of textsAssess point of view or purpose Integrate and evaluate multi-genre content Delineate and evaluate arguments, claims, and evidence Analyze multiple textsRead and comprehend complex literary and informational texts independently and proficiently

C3 & CCSS Alignment

Traces of all 36 CCSS Anchor Standards

CCSS Writing Anchor Standards: CCRA.W

CCSS.ELA-LITERACY.CCRA.W.1Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.CCRA.W.2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.CCRA.W.7Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.CCRA.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.CCRA.W.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Writing to Inform and Make Arguments

CCSS types of writing:

1. To argue

2. To inform

3. To explain

4. To tell a story

Susan Pimentel

C3 Framework Developing explanations and making and supporting arguments can take form in individual essays, group projects, and other classroom-based written assessments, both formal and informal.

CCSS Speaking & Listening Anchor Standards: CCRA.SL

1. Diverse conversations and collaborations

2. Building on others' ideas and expressing clearly and persuasively thinking

3. Integrate, evaluate, and utilize multimodal information and tools

4. Evaluate point of view and perspective

5. Articulate and purposefully present data & evidence informed thinking

6. Adaptive and communicative; strong command of language

Civic Voice & Engagement

“Active and responsible citizens identify and analyze public problems; deliberate with other people about how to define and address issues; take constructive, collaborative action; reflect on their actions; create and sustain groups; and influence institutions both large and small.” (NCSS 2013, 19)

CCSS Language Anchor Standard: CCRA.L.6

CCSS.ELA-LITERACY.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

3-Part Strategy for Shared Literacy Instruction in C3 Framework

Graphical & Narrative Explanatio

ns

Shared Language

C3 Framewo

rk

Foundational, Vital &

Supportive Connections to

Anchor Standards

Supportive Question

How does the C3 Framework support ELA development?

Recall: Supportive questions focus on descriptions, definitions, and processes on which there is general agreement within the social studies disciplines, and require students to construct explanations that advance claims of understanding in response.

John LeeN.C. State University

Overview of the intentional alignment of C3 Framework

C3 & CCSS Alignment

Vital CCSS CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.W.7Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Shared Language

Argumentation

Evidence

Sources Discourse

Point of View

Narrative

CCSS.ELA-LITERACY.CCRA.R.6Assess how point of view or purpose shapes the content and style of a text

CCSS

C3C3 Literacies

Foundational Literacies

CCSS Basic Literacy Skills

Beyond CCSS: C3 Literacies

Inquiry Literacies Disciplinary Literacies

Inquiry Literacies

Questioning

Gathering information

Using evidence

Developing claims with

evidence

Communicating conclusions

Taking informed

action

Inquiry Literacies

Disciplinary LiteraciesCivics

•Deliberative processes•Participating in school settings•Following rules

Geography

•Reasoning spatially•Constructing maps•Using geographic data

Economics

•Using economic data•Making economic decisions•Identifying prices in a Market

History

•Analyzing cause and effect•Classifying sources•Determining purpose/perspective

Inquiry Arc and 4 Dimensions

Literacy Through Social Studies

Literacy

Social Studies

Common Core History & Social Sciences

1. Regular practice with complex, difficult text and academic language

2. Reading, writing, talking and creating are grounded in evidence from texts

3. Build knowledge through content-rich nonfiction texts

C3 Instructional Shifts1. Craft questions that spark and sustain an inquiry

2. Cultivate and nurture collaborative civic spaces

3. Integrate content and skills purposefully

4. Promote literacy practices and outcomes

5. Provide tangible opportunities for taking informed action

Articulate Disciplinary Literacy

CCSS Instructional Shifts

Balancing Informational & Literary Text

Students read a true balance of informational and literary texts.

Knowledge in the Disciplines

Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Staircase of Complexity

Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Text-based Answers Students engage in rich and rigorous evidence based conversations about text.

Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

3 Big Takeaways from C3 and CCSS Alignment

1. Social studies education should have direct and explicit connections to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies.

2. Each of the four C3 dimensions are expanded by specific performance indicators and cross-walked with CCSS ELA literacy standards.

3. The CCSS ELA standards, particularly Reading for Information 1, Writing 7, and Speaking and Listening 1, are consistently embedded.

Investigate

C3LC Task:

Using these sources, you and your C3LC Team will

1. Construct an argument in response to our compelling question.

2. Analyze, interpret, and cite specific evidence from these sources in making your claim.

Compelling Question:

Why should teachers seek to integrate social studies instruction with literacy instruction?

Argument

VideoResearch

Experience

C3LC Team Investigation Objectives

1. Evaluate sources to develop claims and cite convincing evidence to explain the rationale for integrating social studies and ELA instruction

2. Align the concepts and skills presented in the CCSS and C3 Framework to evaluate their commonalities and particularities

3. Describe the instructional shifts resulting from the C3 Framework and analyze their presence in effective lesson design and implementation

Why should teachers seek to integrate social studies instruction with literacy instruction?

1. How does this question reflect an enduring issue in the field of education? Why is it important?

2. What points of agreement and disagreement can you expect to uncover?

3. What concepts are integral to understanding and answering this question?

4. What sources will be helpful in answering this question?

Compelling and Supporting Questions

compelling question: “those that focus on enduring issues and concerns; lead to arguments” (C3 Framework, p. 23, 27)

Lesson Example: Close Reading, US History

Compare & Connect: Inquiry Lesson Examples

See.Wonder.Think.◦ https://www.teachingchannel.org/videos/interpreting-ancient-art-getty

Grade 12 History: Was the Scientific Revolution Revolutionary RH.12.1, RH.12.6, RH.12.7

◦ https://www.engageny.org/resource/grade-12-history-was-scientific-revolution-revolutionary-rh121-rh126-rh127

Reflect How might these types of instructional practices and lessons support your students’ learning of social studies? of ELA standards?

What shifts do you anticipate being the easiest to make in your instruction? The most difficult?