Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content Pedagogy Scho - PowerPoint PPT Presentation

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Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content Pedagogy Scho PowerPoint Presentation
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Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content Pedagogy Scho
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Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content Pedagogy Scho

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  1. Westward Movement/ Children’s Literature:Session I A CCSD Teaching American History Grant Module Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content Pedagogy Scholar: Christy G. Keeler, Ph.D.

  2. Instructions • Sign In • Collect Materials • Register for UNLV Credit • Complete a “K-W-L” on “Pioneers”

  3. Agenda • Welcome/Introduction • Lecture: “Westward Expansion I” • Break • Lecture: “Teaching Reading through Historical Children’s Books” • Assignments

  4. Westward Expansion I Dr. DeAnna Beachley Dr. Michael Green Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content Pedagogy Scholar: Christy G. Keeler, Ph.D.

  5. Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content Pedagogy Scholar: Christy G. Keeler, Ph.D.

  6. Break

  7. Teaching Reading through Historical Children’s Books Dr. Christy Keeler Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content Pedagogy Scholar: Christy G. Keeler, Ph.D.

  8. Reading “An instance of reading affords the opportunity to learn reading, to learn about reading, and to learn through reading.”-Jerome Harst

  9. Thinking about Integrating Literacy Instruction • Always teach literacy skills • Always use cross-curricular standards-based objectives tied • Seek active, reflective readers • Use high-interest content • Teach genre • Teach literacy before, during, and after reading

  10. Pre-Reading • Have a purpose • Prepare to read • Predict • Gather data • Confirm/dispel predictions • Access prior knowledge (e.g., brainstorming, K-W-L)

  11. Pre-Reading Example: Images • View primary source images or images from the book • Teacher-guided knowledge construction

  12. Pre-Reading Example: Images

  13. Pre-Reading Example: Vocabulary • Use direct instruction • Use note cards • Write vocabulary words on board • Students write words on note cards • Students predict definitions • As students identify words in context, they write the correct definition and draw a picture

  14. During Reading • Read silently and aloud • Seek • Important ideas • Clarification • Teach • Note-taking • Questioning • Graphic organizers

  15. Feels: _________ _________ _________ _________ Acts: _________ _________ _________ _________ Character Says: _________ _________ _________ _________ Looks: _________ _________ _________ _________

  16. Where Why Event Who How When Significance

  17. Chores Pa Ma Laura

  18. Biographies Attribute Web Importance Behaviors Fears Person’s Name Appearance Feelings Feelings toward Him/Her

  19. Pro First Choice Con Pro Second Choice Con Pro Third Choice Con

  20. Interactive Frame Corps of Discovery Native Americans Needs/Goals Needs/Goals Interactions Outcomes Outcomes

  21. During Reading Example: Activities • Use “Then and Now” T-charts • Children’s jobs/manners/play • Common foods • Character journals • Character cut-outs Modified from Colonial Williamsburg materials

  22. After Reading • Small group discussion first • Discuss notes, questions, quotes • Revisit predictions • Student control in whole group discussion • Assess • Cross-curricular skills and objectives • Use alternative assessment methods

  23. After Reading Example: Assessment Options • New lyrics for a well-known song • Skits/Role-plays/Re-enactments • Living Tableaus • Historical freeze frames • Illustrated timeline • Posters, murals, pictures • Annotated maps • Student written tests Modified from Colonial Williamsburg materials • Collaborative Tests • Diary entries • Lists of important events • Charts/Graphic organizers • Newspaper articles • Retell booklets • “What if…?” paragraphs • Bulletin board displays • Recycle stories from pattern books

  24. What will I be doing? • Teacher’s Guide Blogs • Patty Reed Ideas • Use Oregon Trail • Play “Pack the Wagon” • Chautauqua Presentation • Create Interactive Bulletin Boards

  25. Homework • Subscribe to podcasts • “Exploring America and Children’s Literature” • “Keeler’s Training Videos” • Email Dr. Keeler (christy@keelers.com) • Subject line: Name and grade • Read (or listen to) texts(all and by grade) • Review adjunct resources • Review book blogs • Optional: Begin reading Joy and Riley texts

  26. Westward Movement/ Children’s Literature:Session I A CCSD Teaching American History Grant Module Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content Pedagogy Scholar: Christy G. Keeler, Ph.D. (702.577.2331)