2017 california literacy symposium - kevin colleary

Literacy for What?

Kevin P. Colleary, Ed. D. Fordham University

McGraw-Hill Education Literacy Symposium

Santa Barbara, CA January 2017

In 2008, the Center for Ed Policy did a

study asking districts about reduced

instructional time for social

studies/science…

71%

The apparent mainstream

acceptance of drastic reductions in the

amount of time and attention

given to one of elementary

education’s core academic subjects

is shocking.

Judith Pace, 2012

”No curriculum”

”No specific social studies teaching time”

”30 minutes per week, often taken over by

specials”

”We have a SS block, but I’m often told

to use the time to get to ELA standards”

Colleary/ Elem teacher responses/Fall 2016

CCSS ELA

CA History/Soc

Science

C3 Framework

Reading: Informational Text

Language

Writing

Speaking and Listening

Inquiry Arc

1: Developing questions and planning

inquiries

2. Applying disciplinary tools and concepts

3. Evaluating sources using evidence

4. Communicating conclusions and taking

informed action

Civics/Government

Economics

Geography

History

Literacy

Inquiry

Citizenship

Expanded Coverage

Text Structure

Text Evidence/Text Dependent

Questions

•Description

•Problem-Solution

•Cause and Effect

•Categorizing

•Comparison

•Sequencing

DIARY OF GASPAR DE PORTOLADURING THE CALIFORNIA EXPEDITION of 1769-1770

Excerpts from the diary of the journey that Don Gaspar de Portola,

Governor of the Californias, made by land to the ports of San Diego and Monterey,

Situated at 33 degrees and 37 degrees [north latitude]. (Edited October, 1909)

May 1769

The 11th day of May, [1769,] I set out from Santa Maria, the last mission to the north,

escorted by four soldiers, in company with Father Junipero Serra,

president of the missions, and Father Miguel Campa.

This day we proceeded for about four hours with very little water for the animals

and without any pasture, which obliged us to go on farther in the afternoon to find some.

There was, however, no water.

The 12th, we proceeded over a good road for five hours and halted at a place

called La Poza de Agua Dulce. No pasture. July 1769

The 29th, we proceeded for three hours on a good road.

Much pasture, but water sufficient only for the men.

Here there was an Indian village of about fifty inhabitants.

Miners in the Sierras, Nahl & Wenderoth, 1851, Smithsonian Museum

Students learn about a variety of men, women

and children whose contributions can be appreciated

by young children and whose achievements

have directly or indirectly touched the students’ lives

or the lives of others.

CA History/Social Science Framework

•Description

•Problem-Solution

•Cause and Effect

•Categorizing

•Comparison

•Sequencing

Ask and answer questions to demonstrate an

understanding of a text, referring explicitly to the

text as the basis for the answers.

CCCSS

Analyze paragraphs on a sentence by sentence

basis and sentences on a word by word basis to

determine the role played by individual

paragraphs, sentences, phrases or words;

Investigate how meaning can be altered by

changing key words and why an author may

have chosen one word over another;

Prove each argument in persuasive text, each

idea in informational text, each key detail in

literary text, and observe how these build to a

whole;

Examine how shifts in the direction of an

argument or explanation are achieved and the

impact of those shifts;

Question why authors chose to begin and end

when they do;

Note and assess patterns of writing and what

they achieve;

Consider what the text leaves uncertain or

unstated.

Christina Hank

Tier 2 words: familiar words to mature users of a

language;

Often found across domains

Require particular instructional attention

Multiple meanings depending on context

San Francisco Bay,

1901

2016 Presidential Election

Informational

Opinion

Narrative

Write informative/explanatory texts to examine and

convey complex ideas...

Write arguments to support claims….

Write narratives to develop real or imagined experiences

or events....

Write opinion pieces in which they

introduce the topic or name the book

they are writing about, state an opinion,

supply a reason for the opinion, and

provide some sense of closure.

CCCSS

R ROLE (who is writer?)

A AUDIENCE (to whom?)

F FORMAT

T TOPIC (about what?)

R Director of community water resources

A Community

F Information

T Why conservation of water is needed

R Citizen

A City council

F Proposal

T Change name of Main Street Bridge to Harvey Milk Bridge

R King George

A American colonist

F Information

T New taxes

R King George

A American colonist

F Information

T New taxes necessary

R American colonist

A King George

F Protest letter

T NO new taxes

“… 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.”

Comprehension and Collaboration:

CCSS.ELA-LITERACY.CCRA.SL.1

Prepare 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.


Integrate and evaluate information

presented in diverse media and

formats, including visually,

quantitatively, and orally.


Evaluate a speaker's point of view,

reasoning, and use of evidence and

rhetoric.

http://www.corestandards.org/ELA-Literacy/CCRA/SL/1/









Presentation of Knowledge and Ideas:


Present information, findings, and supporting evidence such that listeners

can follow the line of reasoning and the organization, development,

and style are appropriate to task, purpose, and audience.


Make strategic use of digital media and visual displays of data

to express information and enhance understanding of presentations.


Adapt speech to a variety of contexts and communicative tasks,

demonstrating command of formal English when indicated or appropriate.










1. Students identify and explain the origins and purposes of

rules, laws, and key US Constitutional provisions and the role

they play in addressing public problems and issues.

2. Students use deliberative discussion when making decisions

or reaching judgments as a group.

3.Students construct arguments and positions on issues

using reasoning and evidence from multiple sources.

4. Students identify and describe ways to take action individually

and in groups to address problems and issues.

From the earliest grade levels, students learn the kind of behavior

that is necessary for the functioning of a democratic society

in which everyone’s fundamental human rights are respected.

They should learn how to select leaders and how to

resolve disputes rationally.

They learn sportsmanship, fair play, sharing, respect, integrity,

and taking turns. They should be given opportunities to lead

and to follow.

They should learn about the value of due process in

dealing with infractions, and they should learn to respect

the rights of the minority even if this minority is only a single,

dissenting voice and to recognize the dignity of every person.

These democratic values should be taught in the classroom,

in the curriculum, and in daily life outside school.

Through literacy instruction, students acquire

knowledge and inquiry skills in history–social

science. They read to gain, modify, or extend

knowledge or to learn different perspectives.

They write to express their understandings of

new concepts under exploration and also to

refine and consolidate their understanding of

concepts.

They engage in discussion to clarify points; ask

questions; summarize what they have heard,

viewed, read, or otherwise experienced; explain

their opinions; and as they collaboratively work

on projects, hands on investigations, and

presentations. They acquire language for new

concepts through reading and listening and use

this language in speaking and writing.

As literacy instruction is employed in the

content areas, skills in reading, writing,

speaking and listening, and language

themselves are further developed in a

reciprocal relationship.

The CA CCSS Reading and Writing Standards

are meant to complement the History-Social

Science Content Standards for California

Public Schools and help students grapple with

the primary and secondary sources they

encounter.

Literacy for What?

Historical knowledge about themselves, their communities,

their nation and their world as well as understanding text

structure and text evidence;

Geographic awareness and strong academic vocabulary;

Economic reasoning, problem solving, decision making and

good opinion/argument writing;

Informed citizenship rooted in democratic processes,

the ability to evaluate sources, engage in discussion,

and take action for change.

I know no safe depositary of the ultimate powers

of the society but the people themselves;

and if we think them not enlightened enough

to exercise their control with a wholesome

discretion, the remedy is not to take

it from them, but to inform their discretion

by education. This is the true corrective

of abuses of constitutional power.

--Thomas Jefferson, 1820.

THANKS for your time and

interest!

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