I’m NOT a Reading Teacher; I’M A SOCIAL STUDIES TEACHER!

1. I’m NOT a Reading Teacher; I’M A SOCIAL STUDIES TEACHER! 92nd NCSS Annual Conference November 16, 2012 Seattle, Washington

2. Where is Lancaster, PA?

3. LANCASTER CITY, PA FAST FACTS • Nicked named: THE RED ROSE CITY • Capital of the U.S. -1777 • small city of 7 square miles • 56,000 residents • poverty level is 2x the state average • 900 homeless children in the city school district • driving distance to DC, Baltimore, Philadelphia, New York, • Delaware beaches & the Jersey shore • a vibrant scene of art galleries, theatres, clubs, coffee shops, • restaurants, & independently owned stores • Educational Institutions:  • basic ed. / higher ed. / community college / technical ed. • public/private / charter / parochial / special-needs

4. Schools: - 1 ECE -13 ELE - 4 MS - 1 HS Campus - 2 Alt Ed. Staff: -1,645 Budget: -$160 Million 1836 -PA’s 2nd oldest districtStudents: 11,000 -57.9% Hispanic -19.4% Black -16.5% Caucasian - 6.2% Asian/Other - 78% from Low Income - nearly 20% ELL population - nearly 20% IEP population

5. Research says… Effective instructional principles embedded in content, including content-area teachers providing instruction and practice in reading and writing skills specific to their subject area, raises student achievement.

6. Did you know? Inquiry activities, which engage students in analyzing immediate, concrete data, help them develop ideas and content for a particular writing task.

7. Is it true? Low-ability students perform worse when grouped in homogeneous ability groups. Yes, it is!

8. -HS Juniors proposing a solution to a Lancaster City recycling issue in their government course

9. Asking students to continue working on a task until it is completed and accurate (until the standard is met) enhances student achievement (Marzano, Pickering, & Pollock, 2001). What implications for teaching SS does this fact have?

10. Before you teach… • Prepare a series of statements important to the reading • Have students read selection or watch video or demo Make them ready to learn by…

11. Think it, Ink it, Link itStrategy • Think it - Provide time to process new learning • Ink it - Reflect in writing • Link it - Application to prior learning, new situations

12. Do you know what nonlinguistic examples are that foster vocabulary development? • Creating graphic representations • Making physical models • Generating mental pictures • Drawing pictures and pictographs • Engaging in kinesthetic activities

13. How do you make time for literacy in a content area? -make it part of the instructional delivery Consider….

14. -HS freshman reading in an authentic setting

15. PAUSEto ALLOW PROCESSING Pause briefly after asking a question as it increases the depth of your students’ answers.

16. Visual Learners • Use a variety of organizers to assist students who learn visually. Do you vary your style? Do you use all three learning styles to teach 1 concept? Do you only teach the way you learn?

17. KEEP it NOVEL Use a variety of TEACHING techniques to ensure the is ready to LEARN!

19. Research shows… that you can either pay attention or make meaning. So time to process is essential to transfer learning to long term memory.

20. The more we can use nonlinguistic representations while learning, the better we can think about and recall our knowledge. TRUE OR FALSE? TRUE

21. Resourcefulness & novelty - the secrets of effective teachers • Shower board can be purchased and cut into desktop size slates to be used with dry erase markers and an old sock for cleaning the board.

22. They build strong content knowledge. • They value evidence. • They use technology & digital media strategically & capably. • They come to understand other perspectives & cultures. How will I know my students are college & career ready?

23. -HS junior looking for state specific books to research for her Government project

24. Brain research says…. Cognitive research shows that educational programs should challenge students to link, connect, and integrate ideas and to learn in authentic contexts, taking into account their perception of real-world problems.

25. Use these to improve writing achievement in grades 4-12: • Summarization • Collaborative Writing • Word Processing • Prewriting • Inquiry Activities • Process Writing Approach • Study of Models • Writing for Content Learning

26. -MS 7th graders reading on a spring day

27. VOCABULARY

28. Then help them to see patterns since the brain seeks patterns, connections, and relationships between and among prior and new learning. Want to get students to remember content?

29. Representing similarities and differences in graphic or symbolic forms enhances students' understanding of and ability to use knowledge. Is SAME & DIFFERENT really that important? YES!

30. Could this be the most critical part of learning for students?

31. Homework’s Value? Homework assignments provide the time and experience students need to develop study habits that support learning.

32. -MS students in their Read 180 class on the software at their instructional levels

33. Effective learning results from students providing their own feedback, and monitoring their work against established criteria.

34. Did you know when using standards to write goals for students, the goals should not be too specific because if too narrowly focused, they can limit learning?

36. Elements in Programs Designed to Improve Adolescent Literacy Achievement Diverse texts Text-based collaborative learning Intensive writing A technology component CAN SS TEACHERS SUPPORT THESE?

37. -HS sophomore actively reading in his World Cultures’ class

38. CCSS: WORDS TO KNOW

39. “Overall effectiveness in teaching must be defined in terms of the one indisputable criterion for success – student learning.” ~ DR. ROBERT MARZANO

40. Identifying Similarities & Differences is KEY • Students benefit by being asked to construct their own strategies for comparing similarities & differences. This means let students develop their own thoughts.

41. Life after HS graduation Did you know that motivation & self-directed learning, which includes building motivation to read & learn and providing students with the instruction & supports needed for independent learning tasks, will make students ready for what they will face after graduation?

42. What is a highly effective practice for raising academic achievement of adolescences? -self directed learning

43. SUMMARIZATION, which involves explicitly & systematically teaching students how to summarize text, is a CRITICAL SKILL.

44. Recognition of Achievement • Abstract or symbolic recognition has more impact than tangible things, such as gum, movie tickets, or prizes Do you rely on one over the other?

45. COMMON CORE STATE STANDARDS: ELA SHIFTS to CONSIDER in SS TOO

46. teacher-prepared notes show students what is important and how ideas relate, and offer a model for how students should take notes themselves. You already know….

47. linguistic and nonlinguistic forms -idea webs –sketches -informal outlines -combinations of words & schematics Do you have your students take notes this way?

48. READING

49. Marzano identifies these teaching strategies as the ones with the greatest effect on student achievement! What SURPRISES you?

50. What does RESEARCH say supports struggling adolescent readers? • Provide opportunities for extended discussion of text meaning and interpretation. This is HIGHLY effective.