Literacy in Social Science: Moving Forward

Presented by Dr. Roberta Sejnost

DuPage and Kane County Regional Offices of Education

Race to the Top Northern Region Facilitator

IRA State Co-coordinator

2

Disciplinary Literacy

Intermediate

Literacy

Basic Literacy

Increasing Specialization of Literacy = Disciplinary Literacy

“Literacy… becomes an essential aspect of disciplinary practice, rather than a set of strategies or tools brought into the disciplines to improve reading and writing of subject-matter texts.” Elizabeth Birr Moje

Content Area Literacy

Disciplinary Literacy

Ø  Focus on: teaching general reading and study skills in the different subject matter classes

Ø  Focus on each discipline’s: ü  language ü  purposes ü  ways of using text ü  special skills/strategies

Ø  All merged with ability to: read, write, listen, speak think critically within context of given field.

New Illinois

Learning Standards

Content Vocabulary Disciplinary Vocabulary

Ø  Focus: ü  memorization techniques ü  connections among

concepts Ø  Strategies

ü  graphic organizers ü  brainstorming ü  semantic maps ü  sematic features of words ü  word sorts ü  knowledge rating ü  categorize/map

words ü  synonym webs

Ø  Focus: specialized nature of vocabulary of the subjects

Ø  For History: metaphorical terms, words/terms with a political point of view

Tier 3 Words

Use of informational texts is relevant to student inquiries as part of their literacy development Ø  Inherently creates interest in most students Ø  Motivates further reading Ø  Builds background knowledge Ø Basis for success throughout later years in school

Hapgood & Palincsar (2007). Educational Leadership.

IF teachers use disciplinary literacy strategies 15-20 minutes a few times each week), students will increase reading levels and significantly improve performance on content area standardized testing. Palincsar & Magnusson (2000)

Why Teach Disciplinary Literacy in Social Science?

@ 2016 SEJNOST

What Makes a Text Complex? In Social studies

History Text Ø  Stresses time and causation: students focus:

ü  reasons for actions ü  outcomes of those actions (cause/effect)

Ø  Presents judgment/interpretation (argument) without explicit claims: student focus: ü  history as an argument based on partial evidence.

Ø Authors/sourcing are central in interpretation ü  bias and perspective

Ø  Provides singular view with no corroboration: helps to read two different interpretations

Ø Grammatical clauses focus on time, place, manner Over the next decade events led to war. They gathered in Philadelphia. They made enemies by their harsh stands

How Do We Prepare Students?

1.  Use Literacy Strategies for Science 2.  Know the Standards

3. Create Text Dependent Questions 4. Begin the Close Read

5. Writing Task: Argument or Narrative

Step 1 Learning Strategies for Social

Science

Vocabulary in Social Science While the TIERS may connotate a ranking of words from least to most important, the reality is that all three tiers of words are vital to comprehension and vocabulary development

Tier 1

• Words used in everyday speech

•  ELL’s may need support

Tier 2

• General academic words

• Words found more often in written texts across disciplines

Tier 3

• Domain-specific words

• Words found more often in written texts within a specific discipline

1A. List term and 1B. Discipline definition/Common definition 2. Identify a reminding word that sounds like vocabulary word 3. Note a Linking sentence or story that includes reminding word

and part of definition 4. Create picture

LINCS for Social Studies

fief

chief

The young warrior was the chief of his land

In social studies: Land given by king for fighting in army In other disciplines

Making Comparisons Word/term/phrase: party (social science)

Definitions

Common Language Usage:

Discipline Specific Usage:

Sentences using the term/word/phrase Common Language Usage:

Discipline Specific Usage:

Same?

Different?

Sejnost @ 2007

social gathering of invited guest

formally constituted political group

My best friend invited me to her birthday party

In Illinois our current governor is a member of the Republican party

NO YES

Concept of Definition for Social Science

What is it?

Feudalism

What are some examples?

What is it like? Way of government based on obligations between ruler and

vassal

Nobles given land

Land divided into fiefdoms

Serfs lowest

Agricultural society

Manorial society

Chief bond = loyalty

China India Saracen Civilization Ottomon Civilization

Sejnost@2014

1.  Select word

2.  Determine definition

3.  Determine properties, characteristics

4.  Provide examples

Magnet Summary for Social Science Soviet Union United States NATO Germany divided

COLD WAR

Warsaw Pact communism capitalism global domination

SUMMARY STATEMENT The Soviet Union and the United States suppressed their disagreements during World War II. Germany was divided into two states. The beliefs of communism and capitalism created different goals for each country in the postwar period. The Soviet Union, for the most part believed the U.S, was intent on global domination. The Warsaw Pact was the Soviet Union’s response to NATO.

Summary Graph for Battle of Midway 1 2 3 4 The Japanese planned to attack the Island of Midway, expanding their hold on the Central Pacific

American intelligence intercepted Japanese plans and knew of the impending Japanese attack.

The Americans sent their entire carrier force, including the recently damaged "Yorktown," to intercept the Japanese force.

The Americans succeeded in sinking four Japanese carriers, loosing only the "Yorktown." This was the turning point in the Pacific War.

Copyright@Sejnost 2010

The turning point of the Pacific War occurred when the Japanese planned to attack Midway to dominate Central Pacific. The USA intercepted with the entire carrier force sinking 4 Jap carriers and losing only the US Yorktown.

History Reading Chart Grammatical clauses focus on time, place, manner

These perilous seas kept the continent locked away until 1774, when Captain James Cook reached the farthest south latitude yet attained.

Clause Circumstance Actor Process Goal Circumstance 1 Until 1774, Capt. Cook Reached

710 south latitude; farthest south yet attained

Discover Antarctica

turned north again without ever seeing land.

2 In 1820, Fabian Gottlieb von Bellingshausen

Made first circum- navigation

sighted the continent

3 Twenty years later,

James Ross first to reach land.

4 As nineteenth century ran out,

navigators from around the world

mapped, described continent

ships sank

5 By the turn of the century,

continent fringes fairly well charted

interior still an unknown

Close Reading: Step 2 Know the Standards

Cite Evidence

Vocabulary

Multi-step Procedure

Text Complexity

Argument and Support

Author’s Purpose

Multiple /Diverse Formats

Text Structure

Central Ideas

Evaluate Evidence

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Text Dependent Questions

Teach Summarization

Research

Descriptive Narrative

Contextualization

Corroboration

Step 3 and 4: Use Text Dependent Questions to do a Close Read of Ike’s Letter to

Troops before D-Day Invasion

Ø Delve systematically into a text to guide students in extracting the key meanings or ideas

Ø Help students see something worthwhile they would not have seen on a more cursory reading.

Ø Exploring specific words, details, and arguments Ø Linger over specific phrases and sentences to ensure

careful comprehension of the text Ø Target academic vocabulary and specific sentence

structures as critical focus points for gaining comprehension.

Ø Examine the impact of these specifics on text as a whole. Ø Text dependent questions do not:

ü rely on any background information extraneous to the text ü depend on students having other experiences or knowledge

Good Text Dependent Questions

Non-Examples and Examples

In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “ The Gettysburg Address, Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?”

What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

Adapted from www.achievethecore.org

Progression of Text-dependent Questions

Opinions, Arguments, Intertextual Connections

Inferences

Author’s Purpose

Vocab & Text Structure

Key Details

General Understandings

Part

Sentence

Paragraph

Entire text

Across texts

Word

Whole

Segments

Frey, N & Fisher, D. @ 2016 SEJNOST

Thinking Like a Historian 1.  Source

2.  Corroboration

3.  Contextualization

4.  Close Reading

Sourcing: Who is document's author; what is its perspective?

Contextualizing: View document/events in its historical time/place.

Close Reading: What does document say; what language is used to say it?

Using Background Knowledge: Use historical info/ knowledge to read/understand document.

Corroborating: Question important details across multiple sources to determine how they agree/disagree.

Reading the Silences: Identify what has been left out or missing from document by questioning the account.

Examples of Discipline-Specific Skills: History

Eisenhower’s Thoughts on D-Day H/O, pgs. 1-2

July 5th June 6th

Cite Evidence

Vocabulary

Multi-step Procedure

Text Complexity

Argument and Support

Author’s Purpose

Multiple /Diverse Formats

Text Structure

Central Ideas

Evaluate Evidence

@ 2016 SEJNOST

Text Dependent Questions Teach

Summarization

Research

Descriptive Narrative

Contextualization

Corroboration

1st Reading : What a text says

2nd Reading : How the author says it

3rd Reading: Why does it matter?

Who is Eisenhower addressing here? (RH 6-8.1)

What event does Eisenhower describe ? (RH 6-8.2)

First Reading: Emphasis on CCSS R.1-3

Eisenhower’s message to the troops acknowledges the difficulty of the mission but assures them they will be triumphant. In what ways does he accomplish this? (RH 6-8.2)

What words or phrases are used to evoke religious images and ideology? (RH 6-8.4)

Second Reading: Emphasis on CCSS R. 4-6

What kind of images does he evoke? Why? (RH 6-8.6)

What words and phrases does he use to inspire the troops? Why did the author choose this word? (RH 6-8.6)

What punctuation marks does he use to inspire the troops? (L.6.2; L7.2; L8.2)

3rd READING Focus: Integration of Ideas (CCSS 7 – 9)

Ike’s thoughts before the invasion (June 5th)

dated July 5th

Ike’s Letter to the troops on June 6th

Army Regulation 600-100 8 March 2007

Effective date: 22 March 2007

In his D-Day messages, did General Eisenhower exhibit his commitment to the responsibility of a good military leader as outlined by the U.S. Army?

What words or phrases are used to evoke religious images and ideology? (RH 6-8.4)

What words and phrases does he use to inspire the troops? Why did the author choose this word? (RH 6-8.6)

General Eisenhower wrote both message within hours of each other. What conclusions can you draw about a man who must entertain two very different beliefs simultaneously? (RH 6-8.7)

Does Eisenhower use similar words, phrases, punctuation in the July) 5th message? (RH 6-8.6); (L.6.2; L7.2; L8.2)

1st reading =red 2nd reading = green 3rd reading = blue

Eisenhower’s message to the troops acknowledges the difficulty of the mission but assures them they will be triumphant. In what ways does he accomplish this? (RH 6-8.2)

Who is Eisenhower addressing here? (RH 6-8.1)

What event does Eisenhower describe ? (RH 6-8.2)

Eisenhower’s message to the troops acknowledges the failure of the mission. What is his new message? In what ways does he accomplish this? (RH 6-8.2)

What Does Close Reading Look Like in a Classroom?

1.  Students read the text independently (annotation).

2.  Teacher facilitates a close reading and analysis of the text by asking text-dependent questions.

3.  Students re-read sections of the text and discuss answers to questions before class discussion.

4.  Teacher ask probing and clarifying questions as students share text based answers to questions.

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Step 5: Writing an Argument

Why take a C-E-R Approach? Ø  Students are more successful

understanding what’s going on than with the generic term “Conclusions.”

Ø  This makes an argument or explanation convincing.

Ø  Social scientists do this.

Ø  This is the language of both the Common Core and the Social Science Standards.

@ 2016 SEJNOST

C - E - R = Argumentative Writing

CLAIM What Have I discovered?

What am I Arguing? Take a position to argue

EVIDENCE What is my textual proof?

How do I know from text and primary

documents?

REASONING Why is this evidence

important? How does this prove the claim?

The American Revolution was a real revolution.

Went from: •  dependent colonies

to independent states

•  monarchy to republic

•  membership in an extended empire to participation in a singly federal nation.

Created own constitution

Changed attitudes toward slavery, women and trade system

@ 2016 SEJNOST

3rd READING (Revisit concepts from Day 2 analysis) Focus: Integration of Ideas (CCSS 7 – 9)

Ike’s thoughts before the invasion (June 5th)

dated July 5th

Ike’s Letter to the troops on June 6th

Army Regulation 600-100 8 March 2007

Effective date: 22 March 2007

General Eisenhower wrote both message within hours of each other. What conclusions can you draw about a man who must entertain two very different beliefs simultaneously? (RH 6-8.7)

Incorporating the Text and Primary Documents

The Battle of the Big Horn

Source: Reading Like A Historian

http://sheg.stanford.edu/rlh

Incorporating the Text and Documents

Ø Today we are going to look at three different documents related to the Battle of the Little Bighorn: ü  a textbook version of the battle ü  a letter to the President from the Secretary of War a

month after the battle ü  the recollections of a Native American woman about the

battle from 1922.

Ø Our job is to analyze these sources and draw evidence from them in order to answer the question:

Who was responsible for the Battle of the Little Bighorn?

Using the Textbook

Ø  In pairs, students read textbook and answer the following questions:

1)   Contextualization: According to the textbook, what caused conflict between the Lakota Sioux and the United States government?

2) Contextualization: Who started the Battle of Little Bighorn?

3) Close Reading: Why did Custer lose?

4) Corroboration: Do you think this account is an accurate description of the Battle of Little Bighorn? Why or Why not?

Ø Discussion: Students share out answers.

Step 5: Writing a Narrative

The Narrative Task Drawing information from the text and the

primary documents, write a new textbook account of the Battle of Little Bighorn making sure to relate

the events as they occurred.

Narrative Writing Purposes of Narrative Writing

•  Convey an experience, either real or imaginary.

•  Uses time as its key structure.

(Note: There can be some overlap in purpose since a narrative account might be non-fiction and serve to inform the reader of a particular topic.)

Gladly would he learn and gladly teach Clerk’s Tale, The Canterbury Tales

Geoffrey Chaucer

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