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Planet Literacy High-Impact Practices for Social Studies

High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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Page 1: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Planet Literacy

High-Impact Practices for Social Studies

Page 2: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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?

Page 3: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 4: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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.

Page 5: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

GPS & Literacy

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

Page 6: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

WHY DO I HAVE TO READ THIS?

Page 7: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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”

Page 8: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 9: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 10: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

How does having a purpose impact reading?

Cause Effect

Page 11: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

The Big 3

1 •Before reading

2 •During Reading

3 •“Do” with Reading

Page 12: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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)

Page 13: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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)

Page 14: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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)

Page 15: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 16: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Prior Knowledge Factor

50%

75%

Page 17: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

PRIOR KNOWLEDGE, PURPOSE, AND CONNECTING TO THE TEXT

Page 18: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Prior Knowledge Quiz

• Read the text supplied and answer the questions.

• Grade your paper

• What’s the problem?

Page 19: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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?

Page 20: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

The Big 3

1 •Before reading

2 •During Reading

3 •“Do” with Reading

Page 21: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 22: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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.

Page 23: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 24: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Anticipation Guide Jamestown colony

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

• After reading, revisit your predictions

Page 25: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Question cards

• Who

• What

• Is

• Could

• Would

• Will

• Should

• Can

• Where

• How

• Are

• Why

Page 26: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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.

Page 27: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 28: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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?

Page 29: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 30: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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.

Page 31: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 32: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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?

Page 33: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”
Page 34: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Work

Page 35: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”
Page 36: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”
Page 37: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”
Page 39: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Relevant Quick Read

• Relevance increases

retention

• Why does this matter to me?

• Why are we studying this?

Page 40: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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.

Page 41: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 42: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 43: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 44: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

PRACTICES TO MINIMIZE

Page 45: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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)

Page 46: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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)

Page 47: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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)

Page 48: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

WHAT ARE THEY THINKING? METACOGNITIVE, ACTIVE READING STRATEGIES

Page 49: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

The Big 3

1 •Before reading

2 •During Reading

3 •“Do” with Reading

Page 50: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Which is the best practice?

• Don’t write in your books!

• Write in your books!

Page 51: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 52: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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)

Page 53: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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.

Page 54: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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)

Page 55: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Coding examples

• ! = Surprise

• ? = Question

• C = Cause; E = Effect

• K = Key

• T = Talk

• H = Huh?

Page 56: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Coding - Oglethorpe

L = Leadership

T= Turning Point

D= How GA will be different

T = Talk about

I = Inconsistensies?

Page 57: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

1 in 3…

• F = Fact

• O = Opinion

• R = Reasoned Judgment

Page 58: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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…

Page 59: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

The Big 3

1 •Before reading

2 •During Reading

3 •“Do” with Reading

Page 60: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 61: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

PUTTING IT ALL TOGETHER

Page 62: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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.

Page 63: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Eli Whitney: Cotton Gin Interchangeable Parts

Page 64: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Brainstorm: What products are made of cotton?

Page 65: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

The Cotton Business Today

Page 66: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

The Cotton Business Today

Page 67: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Cotton Gin

Page 68: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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

Page 69: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Placemat (Spencer Kagan)

Page 70: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

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…

Page 71: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Jig Sawing

Page 72: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

From Your Text

• Pre-reading strategy

• Active during reading

• What will students do with the reading?

Page 73: High Impact Literacy in the Social Studies Classroom more of the text. (Chris Tovani) Prior knowledge •“Prior knowledge is the main determinant of comprehension.”

Time to Process