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Frequently Asked Questions: Senate Bill 48

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Frequently Asked Questions related to the implementation of Senate Bill 48 (Chapter 81 of the Statutes of 2011).

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History-Social Science Framework - History-Social Science Framework (CA Dept of Education)

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The State Board of Education adopted the History-Social Science Framework on July 14, 2016. This is the final digital version of the Framework.

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The model curriculum was adopted by the State Board of Education (SBE) on March 18, 2021.

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Whether it is an informational text, primary document, narrative, textbook or other, teachers must support students in their ability to read, analyze, and comprehend a wide variety of texts. See essential scaffolds below to incorporate into lessons to support reading in your classroom:

1. Teach students "w hat good readers do. " This is a great place to start as it sets a foundation for how to approach an unknown text. can be used as a guide of essential strategies. The highest leverage action you can do at your site is to develop an agreed upon list together. This list of strategies can be in the form of a brochure, class poster, or as a digital resource, but it must be accessible to students, and as aforementioned, will be most impactful if it is a school-wide approach. Lastly, just giving this resource to students is not adequate, each strategy should be overviewed, discussed, and continually modeled with students for the greatest impact. This resource can be most powerful when students are involved in coming up with strategies. linked brochure

2. Require text annotation. For anyone to deeply comprehend a text, they must read closely to identify the main ideas, connections, questions, etc. that they form as they read. Annotation is not simply marking up a page with lots of symbols, it is showing the readers' comprehension and is a way for a reader to go back and reference. Teachers should model this strategy with a "think aloud" pausing to stop and annotate a text for students to see the process. This strategy is also enhanced when students have an opportunity to share their annotations with other readers. The linked bookmark above can be modified for your classroom or site use. You may notice, the reverse side of the bookmark has a strategy for brief writing, but you can also include metacognitive stems (a Reading Apprenticeship strategy) on the reverse to support student discussions. Metacognition is outlined below.

3. Embed Reciprocal Teaching. In this high-leverage strategy, each student takes on the role of the "teacher" in a group reading. In groups of four, each student takes on a role of Questioner, Summarizer, Clarifier, or Predictor. These roles can also be modified to suit the type of text you are reading. To use this strategy, start by overviewing the four roles and sentence frames linked above. You will have the most success if you model this strategy with a fish bowl. Select three students to sit with you in a group. Have the rest of the class form a circle around your group (you are now the "fish-bowl"). Read a section of text with the group and pause and go over the four roles, modeling the conversation. Tips: Chunk the text and direct students on when to pause and complete their roles. Once your groups are set up, you become a facilitator and can monitor the room, moving around to read and sit with strategic groups. This strategy can also be used in a digital environment. Please see this student example. You will notice in this example, the lesson led to a Double Entry Journal which is outlined below.

4. Teach metacognition and provide class time for students to discuss their thinking with others. Good readers monitor their thinking as they read. For example, a strong reader might notice that they stopped paying attention and need to re-read a section; they might also pause and summarize what they read to make sure they comprehend or notice the connections they make. Metacognition is defined as "thinking about your thinking." How to use this? Have students read a text and take note of their thinking (where they needed to re-read, what is confusing, what connections they make, what predictions they have, etc.) and then share those with their partner or group. It is highly recommended that the teacher first models their own metacognition as they read. For example, "I don't know that word, but based on the clues, I think it might mean ____. I am going to circle it and look it up." Students need to see that good readers often need to re-read, break information down, seek clarity, etc. Above, you will see metacognitive stems that can be adopted to fit your classroom or site.

5. Embed Text Dependent Questions. Text Dependent Questions (TDQs) require students to reference a text to answer. The CCSS require students to use evidence from texts to support their analysis and inferences. A strategy to support students in developing these skills is the use of text-dependent questions: questions that can only be answered by referring back to the text. Tip: Students don't always necessarily have to write out responses. Group discussions are also an effective way for students to answer TDQs.

6. Use Double Entry Journals as a way for students to analyze textual excerpts from their reading. Double Entry Journals (or DEJs for short) can be used with narrative, informational or primary texts. The above example is a digital document, in addition please see this Double Entry Journal template that can be modified for any text. DEJs are two columns: on the left side, students select key pieces of text. On the right, they provide their analysis or inferences. DEJs are an effective way to scaffold student analysis of text and you can expand on this strategy by having students share their DEJs with a partner or group.

7. Require Close Reading of complex text. Close reading should be used for a text that is "worthy" of multiple reads, and the teacher should consider the Lexile level, text structure, vocabulary, and their students before selecting a text. To conduct a close reading. Use the following steps: 1. Have students read the text independently, annotating and marking key ideas. 2. Have students re-read a specific chuck or section of the text. You can choose a section that is "meaty" and requires deepened analysis. Note: it is not appropriate to have students "close read" an entire lengthy text; teachers should choose a specific chunk for the second "close" reading. 3. After the second reading, students can respond to Text Dependent Questions from that section. This is also an opportune time for students to have academic discussions on the text. Close reading is a natural segue into academic discussion or written response.

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Supporting students in developing the skills of reading, writing, speaking, listening, and language is essential to the CA Common Core State Standards for ELA, ELD, and H-SS. These literacy skills are also paramount as students enter their college or career path. Please see resources below to

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Participant Copy of Caruthers High School H&SS PL #2 22-23

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Participant Copy of Caruthers High School H&SS PL #1 22-23

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Caruthers High School HSS/Integrated ELD Plan to Accelerate Learning 2023-2024