# data[].attributes.attachment_link.title
Connecting UN Development Goals to Content Instuction

# data[].attributes.body
I thought that the new framework was understandable, but it will take a teacher several years of teching/development to really implement them.

Question--How will I utilize the new framework into a class I have taught for many years?

Impact--I think I will consider them as I am planning instruction for the next school year

# data[].attributes.body
I learned that classrooms at all levels are becoming more student centered. I would like to know how to make my room more student centered and still have high academic outcomes.

# data[].attributes.headline
The question we have after initial analysis of the framework is how to move from scaffolding to independence 

# data[].attributes.subject
The question we have after initial analysis of the framework is how to move from scaffolding to independence 

# data[].attributes.headline
Diversifying instruction at all levels is very important

# data[].attributes.subject
Diversifying instruction at all levels is very important

# data[].attributes.body
How can we apply this with various students with different levels and have enough time to stay on pace to cover all of the curriculum?

# data[].attributes.body
Addressing students needs based on their individual requirements.

# data[].attributes.body
I think the most important part of the framework is how the focus calls for both students and teachers to work together to improve content knowledge, instructional strategies and access to the curriculum and make instruction meaningful. Questions : how do we best address gaps? In student achievement, abilities and acces and the gaps in materials, technology and support

# data[].attributes.body
Student driven learning that will impact all levels of students.

# data[].attributes.body
students learning with disabilities.
How to diversify instruction, while maintaining order.
Definitely makes me think, on how I want to teach.

# data[].attributes.body
We are all doing something similar to this framework and there is always room to grow, adjust, get better, for the students sake.

# data[].attributes.body
These frameworks will enhance the tools that I'm currently employing in my classroom.

# data[].attributes.body
There is a unique way to think and learn in a history class that is different from other disciplines. If we want our students to be successful in our classes, we need to model that type of learning and provide opportunities for the students to participate in that type of learning.

# data[].attributes.body
One of the most important learning points from this framework is the need to work collaboratively with peers, in both vertical and horizontal groups. This allows strengths and weaknesses to be addressed and shared

# data[].attributes.body
1. The most important piece I got was to make all work accessible.
2. I don't have a question.
3. To continue learning.

# data[].attributes.body
The importance of primary sources in reading development

# data[].attributes.body
It is important that we provide access to all students with different backgrounds and lifestyles.

How much of this is possible?

It is a good framework to help us structure our classes.

# data[].attributes.body
Most important learning:  We need to focus on reaching the students who most need our help and that it is not always academic support that they need.

Question we have: How can all departments work together and provide support to achieve these goals?

Impact: Gives us the framework to develop lessons that are sensitive to the needs of our students.

# data[].attributes.body
Incorporating Academic Language across all levels.

# data[].attributes.body
Teachers must explicitly model historical "habits of mind".
Why don't we get more time to think through this framework and apply it in real ways to curriculum?
The framework is good - I think it reminds teachers of what is important.

# data[].attributes.body
T. Fox- Impact- It does provide us with the essential tools necessary for reaching all levels of learners in our classrooms.
Learning-  The essential jumping off point that provides the key components to the paradigm shift  from earlier frameworks.
S. Atwood- What key indicators can I look for to help better identify those advanced students and what can I do in my class to provide better access to my class.

# data[].attributes.body
It's important that all teachers understand that our students come from a diverse set of conditions and circumstances and we have an obligation to try and reach these students in a variety of ways.
As an instructor, I will continue to enhance my lesson plans so I can reach all of my students in a variety of ways and help them achieve a meaningful and successful academic career.

# data[].attributes.body
priority #1- student engagement

# data[].attributes.body
The framework gives us a good jumping off point as we are trying to create student engagement and learning

# data[].attributes.body
Teachers need to model what they want students to be able to do.  Some students will require more support from teachers.

Rich Garcia

student motivated learning

# data[].attributes.body
The most important thing is that the onus is on the teachers to go the extra mile to facilitate learning in a modern, dynamic way.
I am still wondering how to  balance all of the diverse strategies and learners.
This framework provides a vision of what will happen in an ideal world.

# data[].attributes.body
Important: Our students are diverse,  they learn differently.
Question:  How do I implement these strategies in large classes?
Huge impact!

# data[].attributes.body
I have gained a greater understanding of how to structure my teaching by aligning big ideas with content standards.

# data[].attributes.body
By Liisa Buchness, Bernard Tayag, Carlos Lopez, Brent Benham, John Cartiglia

# data[].attributes.body
Add slides to this document as you analyze your section of the Social Studies Framework

# data[].attributes.body
–What's the main idea and supporting details for your section?

–What’s import for teachers and students to know from your section?

Ch 20 – 3 teams

Team 1 - Intro. - Access + Equity and Culturally Responsive Teaching (Lines 1-90)

Team 2 and 3 – Each choose one of the following

•English Learners (lines 91- 179)

•Advanced Learners  (lines 428 - 475)

•Students Living in Poverty (lines 476 - 518)

•LBGT Students (lines 519 - 567)

•Students with Learning Disabilities (lines 568 - 700)

Ch 21 – 3 teams

Team 1 - Introductions -  Instructional Strategies (lines 1-50)

Team 2 and 3 – Each choose one of the following:

•Building Content Understanding – (lines 51-136)

•Interdisciplinary Understanding – (lines 163- 355)

•Social Science Literacy Development – (lines 356- 431)

CH 22 – 3 teams

Each team responsible for one of the following:

•Professional Learning (lines 1 – 113)

•Benchmarks of Effective Professional Learning  (lines 114 – 238)

•Sources of Professional Learning (lines 239 – 293) – Only if the two above are being addressed

# data[].attributes.headline
Literacy in Social Studies, Grades 11-12

# data[].attributes.subject
Literacy in Social Studies, Grades 11-12

# data[].attributes.attachment_link.readable_text
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS.ELA-Literacy.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-Literacy.RH.11-12.5
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

CCSS.ELA-Literacy.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

CCSS.ELA-Literacy.RH.11-12.10
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

# data[].attributes.attachment_link.title
English Language Arts Standards " History/Social Studies " Grade 11-12

# data[].attributes.attachment_link.description
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

# data[].attributes.headline
Students who are Career and College Ready

# data[].attributes.subject
Students who are Career and College Ready

# data[].attributes.attachment_link.readable_text
The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.

They demonstrate independence.

Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker's key points, request clarification, and ask relevant questions. They build on others' ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

They build strong content knowledge.

Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.

They respond to the varying demands of audience, task, purpose, and discipline.

Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).

They comprehend as well as critique.

Students are engaged and open-minded-but discerning-readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author's or speaker's assumptions and premises and assess the veracity of claims and the soundness of reasoning.

They value evidence.

Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others' use of evidence.

They use technology and digital media strategically and capably.

Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

They come to understand other perspectives and cultures.

Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.

# data[].attributes.attachment_link.title
English Language Arts Standards " Introduction " Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language

# data[].attributes.attachment_link.description
The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.