Core Content Coaching Social Studies Grade 7

Core Content CoachingSocial Studies Grade 7 Components of Effective Planning CRM 1st 6 Weeks Texas History Unit 2 Arc 2-Unit 5 (Texas Geography, Celebrate Freedom Week, Culture: Hispanic Heritage in Texas, Philanthropic Actions) Austin Independent School District TEKS Differentiation Text Selection Best Practice and Assessment Engagement

What you may need: • School Calendar/Yearly Itinerary (YI) • Curriculum Road Map (CRM) • TEKS/ELPS/CCRS • Adopted Text Book • A resource for quality texts • A resource for higher order question stems • Lesson plan template • Planning for Rigor Document • …and most especially, EACH OTHER!

Start with getting an overview of how much time you have….. YI We are working on Unit 2, Arc 2, Units 3, 4, & 5. In this module we are focusing on all elements and including student-engagement. As we go through the process, keep in mind how you will engage your students and keep them engaged so that there is learning. Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time.

Review CRM for Concept, Transfer, Enduring Understandings, Essential Questions, Units, Vocabulary, and Arcs, Resources, Time Pacing for ARC… Look at all the categories. Student engagement is a huge part of student learning. As you look at the categories marked by arrows and the TEKS on the next two slides, think of a question or activity you can use to get your students to “buy-in” to the learning.

Look at the TEKS verb, words, phrases… • Look at the TEKS being taught for the lesson, what students will need to know and be expected to do..... • What TEKS are going to be addressed during this lesson? • What academic vocabulary do students need to understand and use? • What words, phrases in the TEKS may not be understood by the students? • What guiding question(s) will facilitate understanding and mastery? Make a list of words phrases in the TEKS that your students might not understand, be familiar with…. When you review the TEKS with your students, as they learn more words and phrases, they will become quicker in figuring out what they mean. They will be developing background knowledge, plus academic vocabulary, and developing self-esteem because they are able to “talk-the-talk”.

Look at the TEKS verb, words, phrases… • Look at the TEKS being taught for the lesson, what students will need to know and be expected to do..... • What TEKS are going to be addressed during this lesson? • What academic vocabulary do students need to understand and use? • What words, phrases in the TEKS may not be understood by the students? • What guiding question(s) will facilitate understanding and mastery? • How am I going to engage my students to these TEKS? Continue with your list of unfamiliar words, phrases…

TEKS: Look at the TEKS verb, words, phrases…List what you might need to teach. • Do students understand what they need to master? • Do they understand what the TEKS expect them to learn? • Do the students understand the vocabulary and phrases related to the TEKS? • After reading and discussing each TEKS, the student needs to be able to articulate what he/she needs to learn/do to accomplish mastery of the TEKS. If students cannont articulate what each TEKS means with meaning and understanding, you will need to teach what they don’t understand. (Then you as the teacher know that the student understands the TEKS and is knowledgeable of the task. When students believe they have mastered the learning that shows knowledge and comprehension of the TEKS standard, they should be able to explain verbally/in writing/or demonstrate this knowledge to you the teacher. Your student products should reflect/model a mastery of the TEKs being studied.) • When students show mastery, they have been engaged in the learning. As you teach, look and listen to your students, when are they most engaged, not engaged, check what is going on in the classroom.

TEKS: Look at the TEKS verb, words, phrases… • Think about what the student may now be wondering? Yes, you are competing with all these thoughts, but you are the teacher, and you must bring them back to the TEKS being studied, what you are preparing to teach and they need to learn. Remember as you go through the vocabulary and phrases of the TEKSand what each means, it is important that students know that this is an expectation and part of the lesson. Explain to them that they are smart, and it is the expectation for your classroom for all students to speak and write using explicit academic vocabulary and phrases with understanding and meaning. (They will appreciate your efforts for their learning, even if they do not admit it.)

An activity for students…(Your students would do this activity a different times during the lesson.) • Rewrite the TEKS we are working on in your own words. • List the assignments that we did for the TEKS. • Write the verbs from the TEKS you want to perform. • Using the assignments, discuss where we performed the verbs in a sentence or two. Explain what you learned based on the TEKS. The student might want to write the actual TEKS, but if there are words/phrases he/she has trouble understanding, then in () by the word phrase, he/she can put his/her own words or small pictures to support understanding of what needs to be learned. Courtesy of Sean Piper Gorzycki MS After the lesson This task can be done the same day as writing the TEKS. After the lesson

TEKS continued… What are we learning and why is it important? (Engagement) • Why should this knowledge be important to your students…academically and personally? Students need to connect to/and believe the information is important for them. What you are going to teach must be of interest to your students! Learning is often driven by curiosity. Your question(s) must be one(s) they want to answer! A professional development presented by Wiggins and McTighe used a question to engage students in the math model lesson and drive their learning. The question the teacher put on the board for students was… “What is fair?” Think about that question, would your students want to answer it? Task: Discuss with your group about what students need to know from the TEKS in Unit 2, Arc 2 (and the other Units and Arcs as you come to them). Go back and look at the categories in the CRM and the TEKS, develop one question you can display to your students that they would want to answer. First students reflect in their notebooks for 2 or 3 minutes on the answer to your question, then let them share as partners or in a small group. Last the groups share whole class. Considerations: It is important for students to make meaning and connections with those that lived in the past coming to a realization that they will one day be considered people of the past, so what do they want future generations to know and think about them, as a group and as individuals….how does learning about people in the past help us as a people and as an individual? How are our lives similar and different from people in the past? Why did people settle in one area? Why am I and my family settled in this area? Why am I here? Our students need to want to learn, to be curious, and to acknowledge and be life-long learners. The phrase scientiapotentiaest (sometimes written as scientiaestpotentia) is a Latin aphorism often claimed to mean "knowledge is power".

Students will Know…Students Will Be Able to… • Read the Students Will Know… and the Students Will Be Able to… • Do these sections reflect what is in the TEKS? • How will your teaching reflect these sections? • oral language strategies • written response strategies • questioning strategies • multiple strategies As you follow this process, it will become automatic in your planning and go faster. You will be prepared to teach the TEKS to your students. Discuss as a group, share with each other. How will I engage my students? How will I keep my students engaged?

Students will Know…Students Will Be Able to… As students become more comfortable with the vocabulary words and phrases in the TEKS and begin using these words in the classroom, they will feel more competent and develop self-esteem. All of us develop self-esteem from achieving success from a challenge. • Read the Students Will Know… and the Students Will Be Able to… • Do these sections reflect what is in the TEKS? • How will your teaching reflect these sections? • oral language strategies • written response strategies • questioning strategies • multiple strategies Discuss as a group, share with each other.

CRM Assessment Evidence: What formative and summative assessments will you use in your teaching to check for understanding? Are they engaging? • Questions need to hit all levels when applicable • Knowledge level questions • Comprehension level questions • Application level questions • Analysis level questions • Synthesis level questions • Evaluation level questions Discuss in partners or in a group the formative and summative assessments listed. Are there any you might want to add? What questions will you ask that engage the students and address the challenges of the TEKS/SE? That extend the learning?

CRM: Models/Anchors of Support…., Instruction:… and Student Task… Your classroom needs to reflect the TEKS and what is being studied. Examples of Models or Examples of Support The TEKS studied need to be written out for students to see and connect to what is being studied. The textbook, other books/resources, websites, other books, newspapers, magazines, posters, word walls with academic vocabulary and supporting vocabulary, student work… Discovery Education Streaming, Teacher Read-Aloud… Take a couple of minutes to discuss each block as a small group/partners and share with each other. What will your instruction include? Interactive Student Notebooks, graphic organizers, collaboration: small group and partner work, shared and independent reading, research, technology… Does the task motivate, engage the students? • Task • The student task is aligned to the TEKS/SE. • The task is aligned to students’ differentiations (SPED, ELL). • Students are compliant with tasks. • Students are on task and able to articulate learning. • Students are engaged, and learning is student directed. • Students are working as a class, small group, partner, individual.

CRM Planning Tools… An exemplar lesson will be linked for teachers to use. The lesson is in a portfolio. Open the portfolio using Acrobat Pro 9. You must have Acrobat Pro 9 on your computer. It is downloadable from the District website. If the lesson is not there yet, then use the CRM and the resources suggested to plan your lesson. The CRM has the elements you need. Always keep in mind the engagement of your students and select activities that will drive the learning for what your students must master.

Evidence of Learning… • Students can explain the meaning of …and give examples of … using academic vocabulary and phrases. • Students can use the tools (maps…) to document their knowledge. • Students have high expectations for themselves to document their learning. • Students can explain and justify their mastery of the TEKS to the teacher and their peers verbally/writing/product. When students know what they are suppose to comprehend, they will be able to articulate/demonstrate when they have achieved mastery, what they have learned, and how (justification) they have Accomplished this learning. Self-Esteem develops with achievement…their achievement, not the teachers.

Don’t forget ELPS, CCRS, and 21st Century Framework…. • ELPS These standards are required by law and are not only designed to make content comprehensible and develop academic language for ELL’s but support quality instruction for all learners in listening, speaking, reading, and writing. • CCRS These standards were approved in 2008 to ensure that Texas students are graduating from high school with all the skills necessary to be successful in college. These focus not only on content but the intellectual skills and underlying understandings of the structure of knowledge necessary to be highly equipped for post-secondary education. • Framework for 21st Century Learning This framework is designed to outline the skills, knowledge, and expertise students need to be successful in life, work, and globally. They focus on aptitudes such as, creativity, technology, collaboration, critical thinking, problem solving, and communication. The ELPS, CCRS, and 21st Century Learning are on the Exemplar Lesson.

Next Steps…. Continue the same steps for the next units and arcs…. After establishing the expectation of teaching the TEKS in your classroom as part of the lesson, your students will get faster in figuring out what they need to learn and articulating this learning to you, using the academic vocabulary and phrases with meaning and understanding. Many times TEKS are repeated in different units and arcs, so you will only have to review the TEKS, but make sure that any new students you have also know what is expected for them to learn. Make connections to previous learning of a repeated TEKS, making note of any differences or similarities for the new learning.

7th Grade Unit 3 Arc 1Making Meaning, Enduring Understandings, Essential Questions, Units, Arc, Vocabulary… • Repeat the process again with the next Units and Arcs. Review the parts of the CRM. Don’t forget the engagement piece. Look at all the parts of the CRM and develop a question/ activity that will drive student motivation and learning.

Unit 3 …Celebrate Freedom WeekArc 1 The Constitution and the Bill of Rights Sept. 17th is Constitution Day and begins Celebrate Freedom Week. Review the TEKS and what Students Will Know and Students Will Be Able to… Follow the same steps as we did in the previous Unit and Arc. We want our students to grow up to be responsible people, like/love/respect this country they are living in, and recognize that they are a part of it. Teach them what patriotism means and why we are patriotic.

Unit 3 …Celebrate Freedom WeekArc 1 The Constitution and theBill of Rights Review the Performance Tasks and the Assessment Evidence Is there a task or assessment you want to add…

Academic Vocabulary • Academic Vocabulary … 7th Grade • What guiding questions and/or stems are being used to promote the use of academic vocabulary? • Teacher provides questions to promote academic vocabulary • Teacher provided sentence stems • Teacher provide opportunities to use academic vocabulary • Use words in reading and speaking context. • Students draw pictures/use graphic organizers to support word meaning. • Students speak and write in complete sentences using academic vocabulary with meaning and understanding.

Word: In my own words: ______________________________________ Picture: ________________ is the same. ________________ is the opposite. Elaboration • The teacher uses a system to help the students to make connections between the new vocabulary and their prior knowledge.Use different graphic organizers with each lesson. Discuss with students which one they like the best, supports them the best.

Vocabulary Activity…

Elaboration

Academic Vocabulary…other options… • Use any of Dinah Zike’s books for her foldables to teach vocabulary. • One, two, three, four tab books is one example…. • You may want each student to do one or more words to share with the class depending on how many words. This could be a center activity. They can use their vocabulary words to write and illustrate a booklet that demonstrates their understanding of the TEKS and the academic vocabulary. Each student can do a one word card including an illustration, flow chart which explains the meaning or other graphic organizer to be made into a class book which becomes the class word bank. There are three more places: behind the word card, next page front and back: picture, definition, sentence, synonyms, antonyms, pages where found, sentence from the book with the word, meaning, and picture…your choice word word word word

Elaboration word: amendment definition synonyms my definition Discuss what you might write in the flow chart as answers. Teacher’s choice illustration

Endearing Understanding and Essential Questions The Big Idea Students will be able to answer these questions after this concept is taught.

Selecting just the right resources… • The Social Studies grade level textbook is a great place to start. • The CRM has resources listed under the Unit and the Arc. • Check out the Social Studies Website for more resources in your grade level. • The Library Services Media Center using IBISTRO: The Encyclopedia Britanica and the World Book are online. Many other District licensed internet resources are also there, along with usernames and passwords, including Discovery Education Streaming. (Go the AISD website, type in IBISTRO, click on Portal Knowledge.) • The school library and if your school has one, the literacy library • Search for the appropriate primary sources for students to use and analyze to develop meaning and understanding on the lesson being taught. Primary Sources can be very engaging. Please go to the Social Studies website, (left side: Resources, then strategies) scroll to the D (DBQs)section. There are strategies to use Primary Sources, plus graphic organizers for analyzing primary sources.

Text Selection • There is a whole world out there of well-written, relevant, compelling juvenile literature, historical fiction, and nonfiction that are sources for critical thinking of depth and complexity and are very engaging! Don’t forget Texas historical fiction for teacher Read-Alouds to share with students. Use your school library and neighborhood library for historical fiction and non fiction chapter books for Teacher Read-Alouds and independent reading for students on Texas. Make sure that the books you use are appropriate for your students. Choose topics that fit the lessons you are studying. You can also use picture books to read to your students.

Planning is the Key… Planning Instruction: • Read your CRM as a whole document to get the gist of what students need to learn and you need to teach. • Read each separate part for your background knowledge. • Review the TEKS: Your lesson must be tied to the TEKS. • How will you engage your students to the TEKS, to make the learning relevant to them? • How will your students demonstrate (assessment) that they have mastered the learning? How will you know they have the Essential Understanding? Are able to answer the Essential Questions? • What strategies, best practices will engageand drive the learning for mastery from each of your students? • What differentiation accommodations will you need to add to your lesson so that all students meet the standards?

Addressing the needs of diverse learners…. • The first part of differentiating instruction involves finding out where your students are starting in their knowledge base and anticipating areas where clarification may be necessary. There are formal and informal ways to acquire this information. • What background knowledge, prior learning, and habits do students need in order to be successful with the new concept? • What misconceptions need to be clarified before new learning takes place? • How will instruction be differentiated to address the needs of all learners? • At what level of proficiency (in English/prerequisite skills) are my students? • What supports/scaffolds would support the student understanding? • Who can I ask for help? The school SPED teacher, the District SPED office, ESL teachers at the school, the District Bilingual Dept. and of course the Social Studies Dept.

Best Practices applied to teaching and assessing Because Teaching and Assessing have a reciprocal relationship Plan your lessons with these questions… Best Practices: • How will the teacher model/explain clear expectations for the students’ learning? • (Such as developing a criteria chart with the students) • What anchors of support can be used/created to engage and help students in their thinking? • Which 21st Century Skills can be targeted? • How will students be held accountable for their new learning, as well as make their thinking and learning public? • How will accountable discussions and collaboration be encouraged in an atmosphere of mutual respect to engage the students? • How will students be grouped to engage and challenge their thinking (problem solving)? • What role might technology play in making the learning more engaging, accessible, and at the same time, challenging?

Assessment: Check for Understanding… Assessment Formative-How will I know all students are understanding the new concept as it is being taught? Scaffolding- What adjustments/reteaching needs to happen as a result of misunderstanding? Summative-How will I know all students have mastered the new concept? (Performance tasks) How can the academic testing language be embedded into daily instruction and aligned to the language of instruction? How will the lesson build skills necessary for success on Performance Tasks and develop background knowledge for the next lesson?

Review: Clear Expectations • Knowledge and Skill Statement and Student Expectations posted and referenced in the classroom. • What models or anchors of support will we use? • How will students be held accountable for their learning and make their thinking public? • How will discussion and collaboration be encouraged and expected? • How will students be grouped to extend and challenge their thinking and problem solving abilities? • How will students be motivated and engaged?

Gradual Release • I Do: Teacher begins with a question, problem to solve, or hook: Engagement • Read Aloud/Think Aloud/Questioning/Text Evidence • Teacher models performance task • We Do: Shared construction of task/task/facilitates class and small group discussion • Develop criteria/rubric for task • You Do: Students read / complete task independently or collaboratively • Judge task based on criteria or rubric

Student Engagement/Formative Assessment • Reading/Research • Teacher High-Level Questioning • Collaboration, whole and small group work • Expectation for Justification of Thinking/Text/Research Evidence • Turn and Talk • Think-Pair-Share/Write-Pair-Share/ISN reflection • Randomization of Responses • Teacher Wait Time! • Exit Slips

Interactive Student Notebooks Students might: • Write reflections on the importance of Constitution Day. • Summarize the various characteristics of American Indian tribes in Texas. • Explain the cause and effects in important events • Analyze events, historical figures • Interpret maps, data, graphs • Use graphic organizers • Illustrations on what was learned about how American Indians in Texas adapted to the geography of Texas regions. Vary the assignments.

Reminders: Repetition • The teacher ensures that the new vocabulary comes up many, many, many, many times. • Partner Practice/Quizzes • Games • Class and small group discussions

Active Use • The teacher finds ways to encourage the students to actively use the new vocabulary. • Correct the Teacher • “Give” the word to the student • Use vocabulary in writing tasks • Praise • Rewards • Mandate – use in speaking and writing • Word Walls/Banks

Encourage Writing • Expository: Factual writing, cause and effect, summaries, lists, outlines, note-taking for research… • Personal : Reflections on what was learned. Connections made to learning Encourage your students to write in complete sentences unless sentences are inappropriate for the task such as creating a list.

Next Steps • This concludes your planning for Social Studies Unit 2 Arc 2 and Unit 3 Arc 1. You will repeat the process weekly for planning the TEKS/SEs for Units 4 & 5 using your YI, CRM, and Model Lessons. • It is a lot to think about, but after you experience going through these steps, your planning will go much faster and become a unconscious habit.

Core Content Coaching Social Studies Grade 7