Literacy in History/Social Studies, Science, and Technical Subjects
Allen Parish Schools—Science and Social Studies Departments
July 23-24, 2012
http://www.21stcenturyschoolteacher.com/presentations.html
Slides and templates available at:
Common core literacy standards require shared responsibility for the reading and writing process.
Transfer of 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 to make meaning of the methodologies, structures, and relevance of the reading and writing process.
Our Understandings
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 we assess both literacy and content standards?
Essential Questions:
Video Clip
Which way do you feel? Are you walking, dragging, or charging into the
bushes?
Two views of . . .
Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-Based Answers Writing From Sources Academic Vocabulary
Common Core = Six Shifts in Literacy
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
Our Focus:
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
Strongest Messages:
Unpacking CCSS StandardsDigging Deeper to Understand Implications of
Standards
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
10 Reading and 10 (9) Writing
Red=verb=Skill or Understanding Blue=Noun=Knowledge Green=qualifier=Criteria for performanceCCR 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Breaking down the standards:
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.
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.
Example - Common Core - Writing
Unpacking the Standards:Electronic Template available on website
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?
Collaborate:
Non-fiction Texts and Authentic Texts
Shifts 1 and 2: How can we choose and teach text?
Shifts in Reading
• Biographies and autobiographies• Essays• Speeches• Information displayed in charts, graphs, or maps,
digitally or in print.
What examples of non-fiction texts do you use in your classroom?
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
The Challenge of Reading
A-Rod hit into a 6-4-3 double play to end the game. (Hirsch and Pondiscio 2010)
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)
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 readingAnnotation resource for structure/vocabulary available on web site
Why Informational Text is Difficult:
Purpose for Reading
The House
Tovani, I Read It But I Don’t Get It
Broad Categories for Successful Reading:
Predicting requires students to guess what might happenQuestioning requires students to ask about the text they are readingSummarizing requires students to explain the meaning of their reading in their own wordsInferencing requires students to “read between the lines” for meaningConnections--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
“[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.”
Pinnell and Fountas (2003)
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
CCR R2
Example: Reciprocal Teaching
Four Roles
Chunk text
PredictQuestionClarifySummarize
Before Reading:Strategies?
During Reading: Strategies?
After Reading: Strategies?
Kujawa and Huske’s (1995) model
Give one—get one:Helping Students to Engage in The Reading Process
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
CCR R1
Level One—RecallIn the text
Level Two—InferentialText +
Level Three—Outside of text
What happened to the litmus paper when it was inserted in the liquid?
Why did it happen? What would happen if you used a different liquid?
What is the current population of Louisiana?
Contrast our current population growth with growth in the 1800s.
What will our population be like in 2050 if we continue as we have for the past 10 years?
Who is the main character?
Analyze the character’s intentions.
What would happen if ___ did ___?
Example Strategy: Costa’s Levels of Thinking/Questions
And / or Text dependent questions—one example:http://commoncore.americaachieves.org/module/5
Share: When have you OR might you use levels of questions?
Example Strategy: Costa’s Levels of Questions
Electronic handout available on website
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
CCR R8 and R6
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?
Annotating for claims / reasoning / bias
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
CCR R7
Annotating Visuals
Guernica
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
CCR R4
Thomas Jefferson
What makes a leader?
Annotate to summarize / annotate to discuss
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
Collaborate:Planning Reading Instruction
Resource: Webb’s Depth of Knowledge
Resource: DOK Activity Levels
Lunch Slide placed as needed
Focus on Command of Evidence from Text
Shift 4 & 5: How can we increase writing from sources? How can we best measure that writing?
Increased writing from sources Argument and informational 70%
Shift 4 & 5: Implications for Instruction
Shifts in Writing
Source: Balog, David, Ed. The Dana Source Book of Brain Science: Resources for Teachers and Students 4th edition. Dana Press, c2006.
Source: Balog, David, Ed. The Dana Source Book of Brain Science: Resources for Teachers and Students 4th edition. Dana Press, c2006.
"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
Challenge: Writing to Understand:
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.
O CCSS for English/Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, p. 63
CCR W10
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.
Effective Writing Assignments:
O Content and Scope:
O “[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.”
O --Nagin, Carl and the National Writing Project. Because Writing Matters: Improving Student Writing in our Schools. San Francisco: Jossey-Bass. 2006. p. 47.
Effective Writing Assignments:
O Organization and Development:
O“An effective assignment gives students a framework for developing ideas and organizational guidelines that help them analyze and synthesize the information with which they are working.”O -Nagin, Carl and the National Writing Project. Because Writing Matters: Improving Student Writing in our Schools. San Francisco: Jossey-Bass. 2006. p. 47.
Effective Writing Assignments:
O Audience and Communication:
O“An effective assignment goes beyond the use of a ‘pretend’ audience and offers the student a genuine opportunity [to inform, entertain, or persuade].”
O --Nagin, Carl and the National Writing Project. Because Writing Matters: Improving Student Writing in our Schools. San Francisco: Jossey-Bass. 2006. p. 48.
Effective Writing Assignments:
Engagement and choice:
“. . . An effective assignment avoids the pitfalls of offering the student too much choice or none at all. Restricting the range of decisions that the student is asked to make is a way for her to increase engagement in the assignment.”
--Nagin, Carl and the National Writing Project. Because Writing Matters: Improving Student Writing in our Schools. San Francisco: Jossey-Bass. 2006. p. 48.
Argumentative WritingTeaching to the writing standards:
Central claim or thesis states a narrowed and defined argument
Sub-claims or topic sentences clarify premises for argument/stance
Evidence to support reasoning --text and research based Concedes to and Refutes opposing arguments Conclusion restates central premise and summarizes
General Characteristics of Argumentative Writing
What is the central claim? What are the sub-claims? Is there strong evidence? What form does it take? Is there a concession to the other point of view? Is there a strong conclusion?
Example: Video Games
Informative WritingTeaching to the writing standards:
Context-setting hook Guiding idea: what, how, why or so what (thesis) Organized main points provide a road map through
paper (ts) Evidence to support topic clear, well-developed, accurate
Text and research based Conclusion
General Characteristics of Informative Writing
Is there a hook to get your attention? Is there a guiding what, how, or so what? Are there organized main points? Can you identify text / research based
evidence for each main point?
Example: The Teen Brain
Considering our discussions around writing instruction, create one or more transfer tasks for your classroom/curriculum. Resource: Appendix C
Identify the corresponding skills to be taught / explored
Matrix template and science / social studies examples
Planning your Transfer Writing Tasks
Writing rubrics for assessmentsHow will you measure success?
Working smarter . . .
Questions for consideration: • When assessing for transfer of CC Literacy Standards, to
what extent are we concerned about our discipline’s content and skills?
• Where should content and skills reside in our rubric and what weight should they have?
• To what extent will target literacy skills in reading and writing remain unchanged from rubric to rubric?
In your collaborative group, create a rubric aligned to one or more of the tasks created today. Resource: LDC Template tasks.
Day Two Goal: Revision of DCA transfer tasks for alignment with core curriculum / CCSS Morning: Audit / examine current transfer tasks for revision / alignment to CCSS Writing DCA Transfer Tasks: Collaborative work / revision time in grade level teams Exit Slip—Progress and Needs Lunch Afternoon: Debrief exit slips / questions / needs Writing DCA Transfer Tasks/Rubrics: Collaborative work / revision time in continues Gallery Walk / Sharing Setting team goals for future revision Evaluation
Day Two Agenda:
Evaluating your Experience
