Literacy in History/Social Studies, Science, and Technical Subjects Allen Parish Schools—Science...
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- Slide 1
- Literacy in History/Social Studies, Science, and Technical
Subjects Allen Parish SchoolsScience and Social Studies Departments
July 23-24, 2012
- Slide 2
- http://www.21stcenturyschoolteacher.com/presentations.html
Slides and templates available at:
- Slide 3
- Common core literacy standards require shared responsibility
for the reading and writing process. Transfer of content as well as
literacy skills is the ultimate goal. (Transfer is defined as
adaptation and application of skills to new situations or
contexts.) In order to transfer, students need time and guidance to
make meaning of the methodologies, structures, and relevance of the
reading and writing process. Our Understandings
- Slide 4
- What are the day-to-day implications of the CCSS for Literacy
in History/Social Studies, Science, and Technical Subjects for our
classrooms? What is the biggest challenge in planning with the
Common Core literacy standards in mind? How can we unpack the CCSS
to guide planning at the lesson level? How can we best incorporate
the literacy standards into our content standards / goals? How
should we assess both literacy and content standards? Essential
Questions:
- Slide 5
- Video Clip Video Clip Which way do you feel? Are you walking,
dragging, or charging into the bushes? Two views of...
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- Balancing Informational and Literary Text Building Knowledge in
the Disciplines Staircase of Complexity Text-Based Answers Writing
From Sources Academic Vocabulary Common Core = Six Shifts in
Literacy
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- READING: Shifts 1 and 2: Non-fiction Texts and Authentic Texts
WRITING: Shifts 4 and 5: Focus on command of evidence from texts:
rubrics and writing prompts OUTCOME: Unpacked Reading/Writing
Standards for your classroom, alignment with core curriculum, and
application of day one work to revision of DCAs Our Focus:
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- Building knowledge through content-rich nonfiction Reading,
writing and speaking grounded in evidence from text, both literary
and informational Regular practice with complex text and its
academic language Strongest Messages:
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- Unpacking CCSS Standards Digging Deeper to Understand
Implications of Standards
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- CCSS in Reading are broken down10 History (RH)page 61 and 10
Science/Technical subjects (RST)page 62 Grade bands 6-8, 9-10,
11-12 CCSS in Writing are for History, Science, and Technical
subjects (WHST)pages 64-66 Grade bands 6-8, 9-10, 11-12 10 Reading
and 10 (9) Writing
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- Red=verb=Skill or Understanding Blue=Noun=Knowledge
Green=qualifier=Criteria for performance CCR 2. Write
informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective
selection, organization, and analysis of content. Breaking down the
standards:
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- W.1-Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. Underline the nouns, circle the verbs, and
place parenthesis around modifiers. Example - Common Core -
Writing
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- W.1-Write arguments to support claims in an analysis of
(substantive) topics or texts, using (valid) reasoning and
(relevant) and (sufficient) evidence. Underline the nouns, circle
the verbs, and place parenthesis around modifiers. Example - Common
Core - Writing
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- Unpacking the Standards: Electronic Template available on
website
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- Work in your collaborative group to choose a unit or units of
focus. Select several standards you might use today and tomorrow in
your planning. Place them on the Matrix template based on standard
language and unit goals. Unpack desired standard(s) for
Acquisition, Meaning Making, and Transfer, using the Matrix
template. A-What kinds of new instruction will this standard
demand? M-What understandings from this standard will take time and
intentional planning to uncover? What independent transfer is
called for by the standard? Collaborate:
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- Non-fiction Texts and Authentic Texts Shifts 1 and 2 : How can
we choose and teach text?
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- Shifts in Reading
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- Biographies and autobiographies Essays Speeches Information
displayed in charts, graphs, or maps, digitally or in print. What
examples of non-fiction texts do you use in your classroom?
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- Tony slowly got up from the mat, planning his escape. He
hesitated a moment and thought. Things were not going well. What
bothered him most was being held, especially since the charge
against him had been weak. He considered his present situation. The
lock that held him was strong, but he thought he could break it...
He felt that he was ready to make his move. K. McCormick, The
Culture of Reading and the Teaching of English, 1994 The Challenge
of Reading
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- A-Rod hit into a 6-4-3 double play to end the game. (Hirsch and
Pondiscio 2010) The Challenge of Reading #2 The New York Yankees
lost when Alex Rodriguez came up to bat with a man on first base
and one out and then hit a groundball to the short- stop, who threw
to the second baseman, who relayed to first in time to catch
Rodriguez for the final out. (Hirsch and Pondiscio 2010)
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- Students often struggle to monitor and integrate ideas of
informational text. According to Romero, Paris and Brem (2005),
ideas that arc over large amounts of cognitive territory make
global understanding of informational text more difficult. Scaffold
for students with: Understanding of the elements and structure of
informational text Understanding of academic vocabulary
Understanding of their purpose for reading Annotation resource for
structure/vocabulary available on web site Why Informational Text
is Difficult:
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- Purpose for Reading The House Tovani, I Read It But I Dont Get
It
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- Broad Categories for Successful Reading: Predicting requires
students to guess what might happen Questioning requires students
to ask about the text they are reading Summarizing requires
students to explain the meaning of their reading in their own words
Inferencing requires students to read between the lines for meaning
Connections--Text to Self, Text to Text, Text to World Connections
require students to find similarities in other texts, to
themselves, and to something universal Self-monitoring requires
students to be meta-cognitive and be aware of their own
comprehension
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- [Reading] strategies are not linear in that first you engage
with one and then another. In fact, reducing complex systems to a
list... Probably over- simplifies reading. Pinnell and Fountas
(2003)
- Slide 26
- R.2 Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
CCSS for English/Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects, p. 60 CCR R2
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- Example: Reciprocal Teaching Four Roles Chunk text Predict
Question Clarify Summarize
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- Before Reading: Strategies? During Reading: Strategies? After
Reading: Strategies? Kujawa and Huskes (1995) model Give oneget
one: Helping Students to Engage in The Reading Process
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- R.1 Read closely to determine what the text says explicitly and
to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the
text. CCSS for English/Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects, p. 60 CCR
R1
- Slide 30
- Level OneRecall In the text Level TwoInferential Text + Level
Three Outside of text What happened to the litmus paper when it was
inserted in the liquid? Why did it happen?What would happen if you
used a different liquid? What is the current population of
Louisiana? Contrast our current population growth with growth in
the 1800s. What will our population be like in 2050 if we continue
as we have for the past 10 years? Who is the main character?Analyze
the characters intentions. What would happen if ___ did ___?
Example Strategy: Costas Levels of Thinking/Questions
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- And / or Text dependent questionsone example:
http://commoncore.americaachieves.org/module/5 Share: When have you
OR might you use levels of questions? Example Strategy: Costas
Levels of Questions Electronic handout available on website
- Slide 32
- R.8 Delineate and evaluate the argument and specific claims in
a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence. R.6 Assess how point of
view or purpose shapes the content and style of a text. CCSS for
English/Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects, p. 60 CCR R8 and R6
- Slide 33
- Purpose(s) for annotation: What are the ethical issues
surrounding the cloning of pets? What is the author's main point?
Is he objective? How do you know? Annotating for claims / reasoning
/ bias
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- R.7 Integrate and evaluate content presented in diverse formats
and media, including visually and quantitatively, as well as in
words. CCSS for English/Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects, p. 60 CCR
R7
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- Annotating Visuals Guernica
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- Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or
tone. CCSS for English/Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects, p. 60 CCR
R4
- Slide 37
- Thomas Jefferson What makes a leader? Annotate to summarize /
annotate to discuss
- Slide 38
- CHOOSE informational text(s) for your unit and IDENTIFY
pre-reading, during reading, and after reading strategies to help
students access the text. Identify alignment with your unpacked
Common Core standards. Resource: Appendix B Collaborate: Planning
Reading Instruction
- Slide 39
- Resource: Webbs Depth of Knowledge
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- Resource: DOK Activity Levels
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- Lunch Slide placed as needed
- Slide 42
- Focus on Command of Evidence from Text Shift 4 & 5: How can
we increase writing from sources? How can we best measure that
writing?
- Slide 43
- Increased writing from sources Argument and informational 70%
Shift 4 & 5: Implications for Instruction
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- Shifts in Writing
- Slide 45
- Source: Balog, David, Ed. The Dana Source Book of Brain
Science: Resources for Teachers and Students 4th edition. Dana
Press, c2006.
- Slide 46
- Slide 47
- "As long as the reason of man continues fallible, and he is at
liberty to exercise it, different opinions will be formed. As long
as the connection subsists between his reason and his self-love,
his opinions and his passions will have a reciprocal influence on
each other; and the former will be objects to which the latter will
attach themselves. The diversity in the faculties of men, from
which the rights of property originate, is not less an insuperable
obstacle to a uniformity of interests. The protection of these
faculties is the first object of government. From the protection of
different and unequal faculties of acquiring property, the
possession of different degrees and kinds of property immediately
results; and from the influence of these on the sentiments and
views of the respective proprietors, ensues a division of the
society into different interests and parties." --James Madisons The
Federalist Papers Challenge: Writing to Understand:
- Slide 48
- CCR 10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and
audiences. O CCSS for English/Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects, p. 63 CCR
W10
- Slide 49
- Types of Text Structures (Writing Modes) There are multiple
ways to organize thinking or writing. We tend to use certain modes
more for explanation or informational writing, and others for
argument or persuasive writing. Students should know how to
identify multiple modes in their reading, and they should know how
to use those modes in their writing.
- Slide 50
- Effective Writing Assignments: O Content and Scope: O [An
effective writing assignment] engages students in a series of
cognitive processes, such as reflection, analysis, and synthesis,
so that they are required to transform the information from the
reading material in order to complete the writing assignment. O
--Nagin, Carl and the National Writing Project. Because Writing
Matters: Improving Student Writing in our Schools. San Francisco:
Jossey-Bass. 2006. p. 47.
- Slide 51
- Effective Writing Assignments: O Organization and Development:
O An effective assignment gives students a framework for developing
ideas and organizational guidelines that help them analyze and
synthesize the information with which they are working. O -Nagin,
Carl and the National Writing Project. Because Writing Matters:
Improving Student Writing in our Schools. San Francisco:
Jossey-Bass. 2006. p. 47.
- Slide 52
- Effective Writing Assignments: O Audience and Communication: O
An effective assignment goes beyond the use of a pretend audience
and offers the student a genuine opportunity [to inform, entertain,
or persuade]. O --Nagin, Carl and the National Writing Project.
Because Writing Matters: Improving Student Writing in our Schools.
San Francisco: Jossey-Bass. 2006. p. 48.
- Slide 53
- Effective Writing Assignments: Engagement and choice: ... An
effective assignment avoids the pitfalls of offering the student
too much choice or none at all. Restricting the range of decisions
that the student is asked to make is a way for her to increase
engagement in the assignment. --Nagin, Carl and the National
Writing Project. Because Writing Matters: Improving Student Writing
in our Schools. San Francisco: Jossey-Bass. 2006. p. 48.
- Slide 54
- Argumentative Writing Teaching to the writing standards:
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- Central claim or thesis states a narrowed and defined argument
Sub-claims or topic sentences clarify premises for argument/stance
Evidence to support reasoning --text and research based Concedes to
and Refutes opposing arguments Conclusion restates central premise
and summarizes General Characteristics of Argumentative
Writing
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- What is the central claim? What are the sub-claims? Is there
strong evidence? What form does it take? Is there a concession to
the other point of view? Is there a strong conclusion? Example:
Video Games
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- Informative Writing Teaching to the writing standards:
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- Context-setting hook Guiding idea: what, how, why or so what
(thesis) Organized main points provide a road map through paper
(ts) Evidence to support topic clear, well-developed, accurate Text
and research based Conclusion General Characteristics of
Informative Writing
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- Is there a hook to get your attention? Is there a guiding what,
how, or so what? Are there organized main points? Can you identify
text / research based evidence for each main point? Example: The
Teen Brain
- Slide 61
- Slide 62
- Considering our discussions around writing instruction, create
one or more transfer tasks for your classroom/curriculum. Resource:
Appendix C Identify the corresponding skills to be taught /
explored Matrix template and science / social studies examples
Planning your Transfer Writing Tasks
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- Writing rubrics for assessments How will you measure
success?
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- Working smarter... Questions for consideration: When assessing
for transfer of CC Literacy Standards, to what extent are we
concerned about our disciplines content and skills? Where should
content and skills reside in our rubric and what weight should they
have? To what extent will target literacy skills in reading and
writing remain unchanged from rubric to rubric? In your
collaborative group, create a rubric aligned to one or more of the
tasks created today. Resource: LDC Template tasks.
- Slide 67
- Day Two Goal: Revision of DCA transfer tasks for alignment with
core curriculum / CCSS Morning: Audit / examine current transfer
tasks for revision / alignment to CCSS Writing DCA Transfer Tasks:
Collaborative work / revision time in grade level teams Exit
SlipProgress and Needs Lunch Afternoon: Debrief exit slips /
questions / needs Writing DCA Transfer Tasks/Rubrics: Collaborative
work / revision time in continues Gallery Walk / Sharing Setting
team goals for future revision Evaluation Day Two Agenda:
- Slide 68
- Evaluating your Experience
- Slide 69
- Donna Herold Donnaher@spokaneschools.org
Donnaher@spokaneschools.org www.21stcenturyschoolteacher.com
www.21stcenturyschoolteacher.com 509-979-2521 Contact
Information