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Literacy in History/Social Studies, Science, and Technical Subjects

Literacy in History/Social Studies, Science, and Technical Subjects. Allen Parish Schools—Science and Social Studies Departments July 23-24, 2012. Slides and templates available at:. http://www.21stcenturyschoolteacher.com/presentations.html. Our Understandings.

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Literacy in History/Social Studies, Science, and Technical Subjects

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  1. Literacy in History/Social Studies, Science, and Technical Subjects Allen Parish Schools—Science and Social Studies Departments July 23-24, 2012

  2. Slides and templates available at: http://www.21stcenturyschoolteacher.com/presentations.html

  3. Our Understandings • Common core literacy standards require shared responsibility for the reading and writing process. • Transferof 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 tomake meaning of the methodologies, structures, and relevance of the reading and writing process.

  4. Essential Questions: • 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 weassess both literacy and content standards?

  5. Two views of . . . Video Clip Which way do you feel? Are you walking, dragging, or charging into the bushes?

  6. Common Core = Six Shifts in Literacy Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-Based Answers Writing From Sources Academic Vocabulary

  7. Our Focus: 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

  8. Strongest Messages: 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

  9. Digging Deeper to Understand Implications of Standards Unpacking CCSS Standards

  10. 10 Reading and 10 (9) Writing • CCSS in Reading are broken down—10 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

  11. Breaking down the standards: Red=verb=Skill or Understanding Blue=Noun=Knowledge Green=qualifier=Criteria for performance CCR 2. Writeinformative/explanatory texts to examine and conveycomplexideas and information clearly and accurately through the effective selection, organization, and analysis of content.

  12. Example - Common Core - Writing 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.

  13. Example - Common Core - Writing 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.

  14. Unpacking the Standards:Electronic Template available on website

  15. Collaborate: • 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?

  16. Shifts 1 and 2: How can we choose and teach text? Non-fiction Texts and Authentic Texts

  17. Shifts in Reading

  18. What examples of non-fiction texts do you use in your classroom? • Biographies and autobiographies • Essays • Speeches • Information displayed in charts, graphs, or maps, digitally or in print.

  19. The Challenge of Reading 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

  20. 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) A-Rod hit into a 6-4-3 double play to end the game. (Hirsch and Pondiscio2010)

  21. Why Informational Text is Difficult: • 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

  22. Purpose for Reading The House Tovani, I Read It But I Don’t Get It

  23. Broad Categories for Successful Reading: Predicting requires students to guess what might happen Questioning requires students to ask about the text they are reading Summarizingrequires students to explain the meaning of their reading in their own words Inferencingrequires 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

  24. Pinnell and Fountas (2003) “[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.”

  25. CCR R2 • 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

  26. Example: Reciprocal Teaching Four Roles Chunk text Predict Question Clarify Summarize

  27. Give one—get one:Helping Students to Engage in The Reading Process • Before Reading: Strategies? • During Reading: • Strategies? • After Reading: • Strategies? • Kujawa and Huske’s (1995) model

  28. CCR R1 • 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

  29. Example Strategy: Costa’s Levels of Thinking/Questions

  30. Example Strategy: Costa’s Levels of QuestionsElectronic handout available on website And / or Text dependent questions—one example: http://commoncore.americaachieves.org/module/5 Share: When have you OR might you use levels of questions?

  31. CCR R8 and R6 • 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

  32. Annotating for claims / reasoning / bias 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?

  33. CCR R7 • 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

  34. Annotating Visuals Guernica

  35. CCR R4 • 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

  36. Annotate to summarize / annotate to discuss Thomas Jefferson What makes a leader?

  37. Collaborate:Planning Reading Instruction 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

  38. Resource: Webb’s Depth of Knowledge

  39. Resource: DOK Activity Levels

  40. Lunch Slide placed as needed

  41. Shift 4 & 5: How can we increase writing from sources? How can we best measure that writing? Focus on Command of Evidence from Text

  42. Shift 4 & 5: Implications for Instruction Increased writing from sources Argument and informational 70%

  43. Shifts in Writing

  44. Source: Balog, David, Ed. The Dana Source Book of Brain Science: Resources for Teachers and Students 4th edition. Dana Press, c2006.

  45. Source: Balog, David, Ed. The Dana Source Book of Brain Science: Resources for Teachers and Students 4th edition. Dana Press, c2006.

  46. Challenge: Writing to Understand: "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 Madison’s The Federalist Papers

  47. CCR W10 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. • CCSS for English/Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, p. 63

  48. 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.

  49. Effective Writing Assignments: • Content and Scope: • “[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.” • --Nagin, Carl and the National Writing Project. Because Writing Matters: Improving Student Writing in our Schools. San Francisco: Jossey-Bass. 2006. p. 47.

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