001This is an asynchronous recording of the K to5 crosscurricular connections for social studies and reading language arts July stakeholder engagement sessions. The sessions took place on Tuesday July 15th, Wednesday, July 16th, and Thursday July 17th. The information shared was the same in each meeting. The reading language arts and social studies team within the curriculum standards and student support division is led by our director of social studies and reading language arts, Jim Doris. I, Tamara Robert, I'm the reading language arts content specialist. Jennica Ona is our social studies content specialist. Tim Bryant is our Kada 8 RA and social studies content specialist. And Gomar Anduhar is our Spanish content specialist. First, we provided a highlight of the goals of our stakeholder engagement sessions. Next, we shared the purpose, description, and suggested use for the tool. We
002shared and reviewed the TEA resource for K to5 social studies and English language arts and reading crosscurricular connections tool. We then provided time for independent review of the tool. We then provide an opportunity for questions and discussion. and we then discussed future communications and collected feedback. We'll start with the overview of our stakeholder engagement sessions. TEA is committed to enhancing opportunities for stakeholder engagement across the state of Texas. Our social studies and reading language arts stakeholder goals include sharing information on topics related to social studies and reading language arts, providing opportunities for general questions and discussion related to social studies and reading language arts, collecting feedback from stakeholders across the state of Texas, and building relationships with stakeholders. Following the social studies stakeholder engagement sessions, TEA presentations are posted on the TEA social studies web
003page under the recent social studies communications section. Following the reading language arts stakeholder engagement sessions, TEA presentations are posted on the TEA English language arts web page under the recent English language arts communications section. Hi, I am Jenny Gona, the social studies content specialist, and I will be talking you through the K5 crosscurricular connections tool, the purpose, description, and suggested use. The purpose of the K5 crosscurricular connections tool was to provide a resource for educators across the state in grounding social studies knowledge building with English language arts and reading comprehension skills. Our goal was to show how you could provide the instruction in the social studies and reading language arts tiS simultaneously to benefit student learning. The quote included on this slide was provided by the research that is linked. We want to just highlight
004that this presentation does not have the research included, but if you would like to go back to the March recording, our March stakeholder engagement session for the K5 crosscurricular connections tool does a deep dive in citing the research and explaining what we use to as a foundation for this tool. The crosscurricular connections tool identifies connections between the social studies and reading language arts ties that can be leveraged to support learning in both subjects. So this resource includes a list of all K5 social studies TESS and a list of English language arts TEACS connections that are optional for educators to use to provide context behind the creation of this document and the research it is grounded in. TEA staff have provided an introduction page to be paired with the crosscurricular connections tool. Each grade level of
005the tool will have an introduction page containing the purpose, description, suggested use of the tool along with links to the research supporting the tools creation and structure. Based on feedback we received during stakeholder engagement sessions, we added an additional page to the introduction that includes additional resources for instructional planning. This is the proposed draft layout of the crosscurricular connections tool. This is a grade one example. At the top you see EL skills that can be applied across social studies strands. These are EL teques that we felt could be universally applied for multiple social studies standards. So instead of listing them multiple times over and over again, we have pulled these student expectations to the top of the document. Just to let you know about the color coding in blue that is colorcoded for English language
006arts TACs in green you have social studies knowledge and skills statement. In the left hand column and then in the middle column you have social studies student expectations. So column one is the social social studies knowledge and skills. You can see how it starts with strand one history. Column two we have the social studies student expectations. And then column three has optional English language arts connections. Now even though we have limited the optional English language arts connections between three to four, we do want to highlight that these are optional. We are not recommending that you use all of these with that one social studies student expectation, but to view this more as a menu or an optional um connections that you can make between social studies and English language arts. On the last slide, you
007may have noticed that there were two rows for the English language arts connections per social studies student expectation. That is because we divided the English language arts connections into two parts. We have high leverage literacy connections in the top row and then additional literacy connections in the row underneath it. This slide highlights the location of the high lever literacy connections for the first social studies student expectation. So as you can see in that third hand column the top row high lever literacy connections. This slide points out the location of additional literacy connections which are right underneath the high lever literacy connections. Each social studies student expectation will have two rows. So one for the high lever literacy connections and one for the additional literacy connections. The screenshot on this slide is from grade four. So
008once again, it shows the English language arts teques that can be applied across multiple social studies strands pulled up to the top. The example we are showing is 4.7F. We're just pulling that out for you to see. Respond using newly acquired vocabulary as appropriate. We feel that this English language arts TEIK can be applied across numerous social studies TESS. The social studies student expectation we have highlighted is 4.2A. Summarize motivations for European exploration and settlement of Texas including economic opportunity, competition and the desire for expansion. And then in the right hand column we have optional EL connections. So the one we are pulling out and highlighting is 4.6G. Evaluate details read to determine key ideas. So the hope is that maybe you have students read a short piece of text about European motiv motivations for
009exploration and settlement of Texas. And then those students evaluate the details read to determine those key ideas. And then maybe you go a step further and have them complete a written response using newly acquired vocabulary as appropriate. That would be an example of addressing the social studies student expectation, the optional EL connection, and then one of the global English language arts taks from the top. Now that we have showed you the structure and format for the K5 crosscurricular connections tool, we wanted to focus on our suggested use of the tool in instructional planning. So the goal of this tool, if you remember, was to support crosscurricular instructional planning. We do that by supporting social studies knowledge building and reading language arts skills development simultaneously. We recommend that teachers carefully select the English language arts skills
010that are best suited to support student knowledge building and literacy acquisition. This may include one or more of the possible English language arts connections. We also want to state that teachers know their students best. We highly encourage if you feel that there are better English language arts tees um to make quality instructional connections with your students to these social studies TESS and their knowledge building then we want to empower you to make those decisions to do what is best for your students in the classroom. This tool is a resource. It's only a starting point, but we know that teachers at this point in time are being asked to do numerous things. So, we are just hoping that this helps you see that you can address multiple takes from social studies and English language arts simultaneously
011to support student learning and literacy acquisition. During the live presentation, participants and TEA staff joined breakout rooms to discuss implementation and application ideas. Participants shared their impressions of the tool and offered suggestions for using it to support the integration of social studies and reading language arts instruction. Here is a quick status update on the K to5 social studies reading language arts crosscurricular tool. The social studies and reading language arts teams have completed the review and revisions of the tool incorporating feedback from previous stakeholder engagement events. The tool is now under review by TEA leadership for final approval and publication. Once published, we'll we will announce it on the TEA social studies and reading language arts web pages as well as in each subject's newsletter. So keep an eye out for that announcement. If you have
012not yet subscribed to either newsletter, links and QR codes to subscribe will be provided in the TEA contact information section at the end of this presentation. Next, we will highlight the upcoming social studies stakeholder engagement sessions. On August 25th and again on August 26th, we will host sessions focused on Celebrate Freedom Week. These sessions will focus on the Texas essential knowledge and skills or tees and required instruction related to celebrate freedom week along with instructional resources available on the tea celebrate freedom week web page. The information will be the same in each meeting. The links and QR codes seen here can be used to reg to register for the session on August 25th beginning at 11:30 a.m. Central time or the one on August 26 beginning at 12:00 noon central time. Each of them running
013for 1 hour. >> Next, we'd like to share TEA contact information. This is the contact information of the reading, language, arts, and social studies team and the curriculum standards and student support division. If you have any questions, please feel free to email us. There are ways to stay connected via social studies communications. The first includes the social studies web page. Next, the curriculum help desk in case you have any social studies related questions. You can also subscribe to the social studies newsletter for updated information. Ways to stay connected for reading language arts communications include the TEA English language arts and reading web page, the TEA Spanish language support web page, the TEA curriculum help desk in case you have any questions. You can also subscribe to the news the English language arts newsletter or Spanish
014language support newsletter for the most up-to-date information. If you have any questions or need any information related to instructional materials, the link is provided on this web page along with a link to their instructional materials help desk. For student assessment information, you may visit the student assessment web page or if you have questions, you may visit the student assessment help desk. For information regarding early childhood education resources, you can visit the early childhood education uh in Texas web page for the most up-to-date information. If you have any questions, you can submit them to the Early Childhood Education Support Portal. For [clears throat] information regarding the Texas Virtual School Network or TXVSN, you may visit the TXVSN web page. Thank you.