Download Literacy Frameworks 6-12

Reading in History/Social Studies
Science and Technical Subjects
Maryland Career and College Readiness Conference
Summer 2014
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What skills do 21st century careers require?
WHO AM I?
Job responsibilities:
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Adjudicate cases and grant/deny applications for
benefits
Independently research, interpret, and analyze an
extensive spectrum of sources
Interview applicants, assessing credibility, and
analyzing information to identify facts and
considerations
Exercise sound judgment in decision-making
Write persuasive reports to communicate findings
and recommendations to appropriate agencies
Ensure national security by conducting background
investigations and identifying individuals who pose
a threat
WHO AM I?
Job responsibilities:
Perform statistical analysis.
Complete technical writing.
Collect field data.
Utilize technical instruments and computers.
 Communicate data and findings to peers and public.
 Work in remote locations to monitor pollution or
conservation efforts.
 Adhere to professional standards of research.
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INDEPENDENCE
UNDERSTAND
PERSPECTIVES
AND CULTURES
STRONG
CONTENT
KNOWLEDGE
COMPREHEND
AND CRITIQUE
USE
TECHNOLOGY
RESPOND TO VARIOUS
DEMANDS
VALUE
EVIDENCE
 Identify the impact of disciplinary literacy on
preparing students for college, career, and civic life.
 Identify the key points and differences among the
MCC-R Standards in Literacy (ELA,
Science/Technical Subjects, and History/Social
Studies).
 Compare instruction in a Science and Social Studies
classroom before and after MCC-R Standards.
9-12
6-8
4-5
Pk-3
Disciplinary
Literacy
Intermediate Literacy
Intermediate Literacy
Basic Literacy
Adapted from Shanahan, 2012
Disciplinary Literacy is not using
“generic reading and writing
strategies to learn about science,
math, history and literature.”
McConachie and Petrosky, Content Matters, 2010
Disciplinary Literacy is the use of
discipline-specific practices to
access, apply, and communicate
content knowledge.
 Each discipline has specialized:
 Ways of thinking
 Language and vocabulary
 Types of text to comprehend
 Ways of communicating in writing
“All fields of study demand analysis of complex texts
and strong oral and written communication skills
using discipline-specific discourse. Because each
discipline acquires, develops and shares knowledge in
distinct ways, educators in each field must take
ownership of building robust instruction around
discipline-specific literacy skills to better prepare
students for college and careers.”

Elementary 50% informational text
50% literary
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Middle
60% informational text
40% literary
 High
70% informational text
30% literary
English Language Arts
CCSS
Literacy for
History/Social Studies
AND
Literacy for Science and
Technical Subjects
History/Social Studies
Reading, Grades 9-10
English Language Arts
Reading Informational
Text, Grade 9-10
Science and Technical
Subjects
Reading, Grades 9-10
FROM…..
TO……
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Writing from a personal
perspective… I think, I feel.
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Evidence -based responses both
orally and in writing.
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Teacher interpreting text.
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Students immersed in “the work.”
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Reading only textbooks.
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Increased close reading of a
variety of informational texts.
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Identify and memorize facts.
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Analyze, synthesize, and critique
information.
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Using a single text to gather
information.

Multiple sources of information.
Text
All persons born or naturalized in the United States, and subject to the
jurisdiction thereof, are citizens of the United States and of the State wherein
they reside. No State shall make or enforce any law which shall abridge the
privileges or immunities of citizens of the United States; nor shall any State
deprive any person of life, liberty, or property, without due process of law; nor
deny to any person within its jurisdiction the equal protection of the laws.
Resource: 14th Amendment to the Constitution. Section 1.
Post Reading Task
Before Common Core
What rights are protected by the 14th Amendment? Why are they
important to us as citizens?
Anchor Text
All persons born or naturalized in the United States, and subject to the jurisdiction
thereof, are citizens of the United States and of the State wherein they reside. No
State shall make or enforce any law which shall abridge the privileges or immunities
of citizens of the United States; nor shall any State deprive any person of life, liberty,
or property, without due process of law; nor deny to any person within its jurisdiction
the equal protection of the laws.
Resource: 14th Amendment to the Constitution. Section 1.
Multiple Supporting Text
Plessy v. Ferguson (1896)
Brown v. Board of Education (1954)
Korematsu v. United States (1944)
Loving v. Virginia (1967)
Regents of the University of California v. Bakke (1977)
Resource: Bill of Rights Institute, http://billofrightsinstitute.org/resources/educatorresources/americapedia/amendments/fourteenth-amendment-general/equal-protection/

Common Core
Analyze how decisions of these Supreme
Court cases reflect an evolution of
interpretation of the 14th Amendment in the
United States.
Text
A rain shadow is a dry region of land on the side of a mountain range that is protected from the
prevailing winds. Prevailing winds are the winds that occur most of the time in a particular location
on the Earth. The protected side of a mountain range is also called the lee side or the down-wind
side.
Before Common Core
Prevailing winds carry air toward the mountain range. As the air rises up over a mountain range, the air
cools, water vapor condenses, and clouds form. On this side of the mountains, called the windward
side, precipitation falls in the form of rain or snow. The windward side of a mountain range is moist
and lush because of this precipitation.
When winds that carry
moisture from the
Once the air passes over the mountain range, it moves down the other side, warms, and dries out. This
ocean travel over the
dry air produces a rain shadow. Land in a rain shadow is typically very dry and receives much less
precipitation and cloud cover than land on the windward
side of the mountain
mountains
the range.
air (cools
Windows on the Universe
down or warms up),
and becomes
_________.
Anchor Text
A rain shadow is a dry region of land on the side of a mountain range that is protected from the
prevailing winds. Prevailing winds are the winds that occur most of the time in a particular
location on the Earth. The protected side of a mountain range is also called the lee side or
the down-wind side.
Prevailing winds carry air toward the mountain range. As the air rises up over a mountain
range, the air cools, water vapor condenses, and clouds form. On this side of the mountains,
called the windward side, precipitation falls in the form of rain or snow. The windward side
of a mountain range is moist and lush because of this precipitation.
Once the air passes over the mountain range, it moves down the other side, warms, and dries
out. This dry air produces a rain shadow. Land in a rain shadow is typically very dry and re
Multiple
Supporting
Text
After Common Core
Use information from the texts to explain
how winds and clouds in the atmosphere
interact with landforms to determine the
weather.
RST.6-8.7 WHST.6-8.3
 Identify the impact of disciplinary literacy on
preparing students for college, career, and civic life.
 Identify the key points and differences among the
MCC-R Standards in Literacy (ELA,
Science/Technical Subjects, and History/Social
Studies).
 Compare instruction in a Science and Social Studies
classroom before and after MCC-R Standards.
For more information, contact: