Table of Contents
Content Home- Welcome
Module Overview
Pre-Assessment- Unit 1: History/Social Studies and CA CCSS for ELA/Literacy Kâ5
- 1.1 The Common Core State Standards and History/Social Studies
- 1.2 Overview of the CA CCSS for ELA/Literacy
- 1.3 Reading Informational Text in all Content Areas
- 1.4 Writing Standards Kâ5
- 1.5 Speaking and Listening Standards Kâ5
- 1.6 Language Standards K-5
- 1.7 Standards for Literacy in History/Social Studies 6â12
- 1.8 CA CCSS for ELA/Literacy, 21st Century Skills, and Civic Literacy
- 1.9 Instructional Practices Incorporating the CA CCSS and Civic Learning
1.10 Unit 1 Conclusion
- Unit 2: Literacy in Early Elementary History/Social Studies
- 2.0 Using the CA CCSS for ELA/Literacy: An Early Elementary History/Social Studies Example
- 2.1 Establishing the Purpose for Reading
- 2.2 Students Read Text Independently
- 2.3 Text-Dependent Reading Interactions
- 2.4 Close Reading of the Text
- 2.5 The Reading and Writing Connection and Differentiating Instruction
- 2.6 Collaborative Conversations
- 2.7 Application of Knowledge in Relevant, Real-world Scenarios
- 2.8 Oral Presentations and the Speaking and Listening Standards
- 2.9 Unit Summary
- Unit 3: Literacy in Upper Elementary History/Social Studies
- 3.1 CA CCSS for ELA/Literacy: An Upper Elementary History/Social Studies Example
- 3.2 Independent Reading
- 3.3 Pair-Share Dialogue about Text
- 3.4 Teacher-led Think Aloud
- 3.5 Re-Reading and Paraphrasing the Text
- 3.6 Text Dependent Questions
- 3.7 Vocabulary Support for Struggling Readers
- 3.8 Expository Writing
- 3.9 Collaborative Conversations to Apply Knowledge
- 3.10 Conducting Research Using 21st Century Tools
- 3.11 Application of Knowledge
- 3.12 Unit Summary
- Unit 4: Assessing Student Writing in History/Social Studies
- Module Summary
- Post-Assessment
- Certificate of Completion
Resources- Module Evalutation
3.11 Application of Knowledge
Watch the following videos to see how the students took the ideas they learned from reading and analyzing the Bill of Rights and applied that knowledge in drafting documents for their school, creating and delivering PowerPoint presentations, and writing essays. Try to identify the Grade 5 CA CCSS for ELA/Literacy that the students are working on in these activities.
To help students apply their understandings of the rights and responsibilities of citizens to their positions as students, watch Mrs. Valbuena direct her students to brainstorm ideas for a school bill of rights.
View the following video to see what the students were expected to do after creating a student bill of rights.
View the following video to see the expectations of the culminating activity.
Giving formal presentations addresses the following Speaking and Listening Standard:
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CA.CCSS.ELA-Literacy.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. |
Review the CA CCSS for ELA/Literacy for grade 5 on pp. 1-38 to see which standards were addressed in the instructional sequence and then complete the following journal questions.
Sample responsesBy developing their class constitution and bill of rights, creating and presenting PowerPoint presentations, and writing essays, students took their content knowledge and applied it to a relevant, real-world situation, and then reflect on that process through their presentations and essays. This fully aligns to CCSS practices:
The standards ... include rigorous content and application of knowledge through high-order skills..."
Content Literacy in History/Social Studies, Kindergarten through Grade 5. Brought to you by the California Department of Education and the Los Angeles County Office of Education.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
