High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior...

Planet Literacy

High-Impact Practices for Social Studies

Essential Questions

• How can we weave the new literacy standards into our instructional plans?

• How can we deepen understanding of our social studies standards via literacy strategies?

Activate Learning:

What are your primary concerns?

1. In groups, prioritize concerns. Place strips in two stacks: issues and non-issues

2. Set the non-issues aside

3. Prioritize issues

Let’s Take a Look at the Literacy Standards…

L6-8RH1:

Cite specific textual evidence to support analysis of primary and secondary sources.

L9-10RH1:

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

GPS & Literacy

Highlight all of the verbs of the standards that relate to literacy. What is the relationship between content understanding and literacy?

WHY DO I HAVE TO READ THIS?

Authentic Reading: How/what do well educated adults read?

1. Select a recorder for your group

• Call out:

a) What you read

b) Purpose for reading

c) What you did with the reading

2. Recorder: Create 3 columns: Read, Purpose, and “Did”

Reading with Purpose

What You Read Purpose What you did/created/etc with reading

Facebook Keep up with friends Posted new pictures

Cookbook New recipes Tried a new recipe

Gas grill instructions Assembly Put it together

Formative Assessment

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Shared it Planning Created Enjoyment

Series 1

Column1

Column2

How does having a purpose impact reading?

Cause Effect

The Big 3

1 •Before reading

2 •During Reading

3 •“Do” with Reading

7 Habits of a effective Readers

1. Visualization

2. Questioning

3. Connecting to the text

4. Predicting

5. Inferring

6. Determining Importance

7. Synthesizing/Creating

(Harvey & Goudvis, 2000)

Establishing purpose increases motivation and comprehension

• If the purpose is authentic, students will be motivated to engage in the reading.

• “When readers have a purpose, they tend to remember more of the text.

(Chris Tovani)

Prior knowledge

• “Prior knowledge is the main determinant of comprehension.”

• “The ability to get meaning from print is dependent on what we already know.

• “…the only way we can learn new information is by

attaching it, connecting it, and integrating it with information we already have.”

(Daniels & Zemelman, 2004)

Academic Background knowledge: a tale of 2 students

Student is at 50% achievement & 50% background

knowledge IF…her background knowledge is increased one

standard deviation (from 50%-84%) her academic achievement would be expected to increase from 50th to 75th percentile.

But…if her background knowledge is reduced by one standard deviation (50% to 16th) her academic achievement is expected to drop to the 25% percentile

Prior Knowledge Factor

50%

75%

PRIOR KNOWLEDGE, PURPOSE, AND CONNECTING TO THE TEXT

Prior Knowledge Quiz

• Read the text supplied and answer the questions.

• Grade your paper

• What’s the problem?

How does a bear write a script?

1. As you read the article, underline phrases in which prior knowledge would increase your comprehension.

2. Answer: Why did the bears write the script?

The Big 3

1 •Before reading

2 •During Reading

3 •“Do” with Reading

An effective pre-reading strategy:

• Primes the prior knowledge pump

• Sparks intellectual curiosity

• Establishes purpose

• Fosters connections to text

• Establishes what’s important in the text

• Motivates students to read

• Encourages prediction

Question Wheel

What do I want to know? Does the passage answer my questions?

• Draw wheel on board

• Generate questions students have about the topic

• What do you want to know about being a president? The election? What happened to Native Americans in GA?

• As the reading reveals the answers, students write them on the wheel.

Prediction strips In groups, anticipate what obstacles the Jamestown colonists will face. Set aside the non-obstacles; rate the others.

Gold too Heavy

Colonists Dying

Lack of Farming Skills

Rancid Water No Food

Anticipation Guide Jamestown colony

• In pairs, predict the obstacles the Jamestown colonists will face?

• After reading, revisit your predictions

Question cards

• Who

• What

• Is

• Could

• Would

• Will

• Should

• Can

• Where

• How

• Are

• Why

Brainstorming

• You are in charge of establishing a colony in the New World.

• 104 spots are available on the ship.

• What skills do you want your group to possess?

• Brainstorm with your group.

Compare your list with the actual log, a primary source. Summarize the contents of the primary source.

Primary/Secondary

Primary Sources

First hand account

Original

Examples: birth certificate, marriage license, artifacts, original manuscript, financial report, theater program, coins, recipe, tablet with prose, sound recording, diary, pottery, correspondence

Secondary Sources

• 1 or more step removed from primary source/second hand

• Written based on primary sources

Examples: book, magazine article, journal article, textbook, commentary

Corners

1. 4 Corners (or more)

• Place posters on corners

• Provide reflection time for students to select a corner

• Move to that corner

• Discuss your position with your group

• Share out reasoning for selection

• After reading, which corner would you select?

Alphabet Brainstorm

A

B C D E F G

H

I J K L M N

O

P Q R S T U

V

W X Y Z

Splash-sort-label

• Provide sticky notes* • Provide think time before responding • Students generate responses from prior knowledge

and jot these down – one per note • Students sort responses into categories • Create categories • Share out * If sticky notes are not available, use scraps of recycled

paper. Or have students respond first on their own paper in a list. Combine answers on group chart paper.

K-W-L

• Links prior knowledge and purpose

• What do you know?

• What do you want to know

• At the end of the lesson, what did you learn?

KNOW WANT TO KNOW

LEARNED

Brainstorming that moves

Philosophical Chairs • Place chairs in sections with signs • Students sit according to opinion • Designated chair used for speaking Example: Which battle …which president’s leadership…which general…what

cause of the… Human Chain • Line on floor with masking tape • Tape a Yes, Not, and line in middle for unsure • Students stand based on strength of commitment • Defend positions Example: Do you believe it’s the government’s role to monitor childhood

obesity? Why? Do you believe that everyone should pay something in income taxes?

Work

Picture book examples

Relevant Quick Read

• Relevance increases

retention

• Why does this matter to me?

• Why are we studying this?

The Impact of Pre-Reading:

Formative Assessment:

At your table, evaluate the pre-reading strategies we modeled as they relate to building the 7 habits of good readers.

Overviewing

What is it? A quick scan prior to reading that looks at:

• Text length and structure

• Headings and subheadings

• Determine what to read and what order

• What may need more reader’s attention

• What may be skipped

From: Nonfiction Matters, by Stephanie Harvey, 76-77

Sq3r (Francis Robinson, 1941)

• Survey: Skim titles, captions, graphics, bold-faced items, introductions. Get a feel for the author’s purpose

• Question: Turn subheadings into questions. Write these on the left hand side of your paper

• Read: Read. Answer the questions on the right hand side. Discern important information from less critical details. Mark text as you read.

• Review: Go back over your questions and answers. Cover the answers: do you know the answers?

• Recite: Can you answer the questions by memory? Reread areas as needed

Text signals

Bold, italics, headings, colors, captions, bullets, labels, change in fonts, titles

Important!

Unlike, compared to, as opposed to, on the other hand, however, likewise,

Compare or contrast

First, second, then, after, finally, next…

Sequence of events

Most importantly, in sum, in conclusion

Key points

PRACTICES TO MINIMIZE

Research –Assign and Tell: Assign and Tell

• Research from over 1000 classrooms revealed that “oral questioning in which teachers already know the questions to the answers they ask” is the dominant activity for content teachers. In addition, this study supported the “popular image of a teacher standing in front of a class imparting knowledge.” And, assign and tell practices increases steadily from primary to high school. In fact, teachers tend to outtalk students 3-1.

(Vacca and Vacca, 2002)

Research – Assign and Tell

• “Assign and tell, more often than not, dampens active involvement in learning and denies students ownership of and responsibility for this acquisition of content. Teachers place themselves, either by design or by circumstance, in this unenviable position of being the most active participant during classroom interactions with students.”

(Vacca & Vacca, 2002)

Practices to decrease: Popcorn Reading

Emphasis is on awaiting your turn, not on comprehension,

summarizing, or fluency. “The popcorn popper continues, readers burn out one by one, and

comprehension breaks down for everyone in the room.” (Miller, 2009)

“Unrehearsed oral reading was the single most negative experience

reported by adolescents about their entire school experience.” (Cope, 1997)

WHAT ARE THEY THINKING? METACOGNITIVE, ACTIVE READING STRATEGIES

The Big 3

1 •Before reading

2 •During Reading

3 •“Do” with Reading

Which is the best practice?

• Don’t write in your books!

• Write in your books!

Interacting with the Text

“Mark up the margins of your text with WORDS: ideas that occur to you, notes about things that seem important to you…this kind of interaction keeps you CONSCIOUS of the REASON and the PURPOSES your instructor has in mind.”

- “6 Reading Habits to Develop in your First Year at Harvard”

http://hcl.harvard.edu/research/guides/lamont_handouts/interrogatingtexts.html

Prior Knowledge + New Information = Comprehension, Understanding, Confirmation, Clarification

This reminds me of…

This makes me think about…

I saw something about this…

I’ve read something about this…

Text to Self (Personal Experience)

Text to Text (I’ve read something…)

Text to World (World around me, big idea)

V.I.P. (Very Important points)

From: Linda Hoyt: Revisit, Reflect, Retell • Cut sticky notes into 6 or so fringes. One end

have the sticky portion • As students find a very important point in their

reading, they flag it with the sticky strip • Jot down a note on each sticky strip • Share your most important points with a peer • Optional: Organize your flags on paper. Write a

summary of key points utilizing your flags.

Annolighting

• Highlight strategically

• Avoid highlighting entire sentences

• Highlight according to reading purpose(s)

• Telegraphic highlighting involves highlighting critical words while omitting others. The highlighted words should make sense without the omitted words.

• Create notes next to the text that focus on key points and thoughts

• Use more than one color if useful

(http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/annolighting%20a%20text.htm)

Coding examples

• ! = Surprise

• ? = Question

• C = Cause; E = Effect

• K = Key

• T = Talk

• H = Huh?

Coding - Oglethorpe

L = Leadership

T= Turning Point

D= How GA will be different

T = Talk about

I = Inconsistensies?

1 in 3…

• F = Fact

• O = Opinion

• R = Reasoned Judgment

Sticky Notes

• Jot down notes on stickies

• Stick on reading passage

• Place stickies on paper

• Summarize from stickies

• Talk about reading from stickies…

Pull your top two stickies and share with a neighbor…

The Big 3

1 •Before reading

2 •During Reading

3 •“Do” with Reading

How can students act on their reading?

• Turn and tell • Create a news story • Write a poem • Illustrate • Sticky note writing • Post card • Skit • Interview • Time line • Comparison • R.A.F.T. • Make a poster

• Letter to editor • Web page • Create a Facebook profile • Create a power point • Pie chart on Excel • Design a bumper sticker • Design a t-shirt • Create a mnemonic • Summarize on gum wrapper • Group discussion • Tweet • Debate

PUTTING IT ALL TOGETHER

SSUSH7: Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.

a) Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets.

Eli Whitney: Cotton Gin Interchangeable Parts

Brainstorm: What products are made of cotton?

The Cotton Business Today

The Cotton Business Today

Cotton Gin

The Cotton Business in the First Half of the 19th Century

Placemat (Spencer Kagan)

Synthesis with bow tie

• In pairs, draw a bow tie on chart paper

• Each student reads and creates independently

• Discuss

• Product in the middle:

Compare & contrast

Combined key points

Create a…

Jig Sawing

From Your Text

• Pre-reading strategy

• Active during reading

• What will students do with the reading?

Time to Process