Learning Social Studies through Effective Content Literacy Integration

Clay Co. SchoolsDecember 13, 2012

Facilitated by: P-12 MSOU of PIMSER

Group Norms

• Engage fully• Speak honestly• Contribute productively• Hold students’ success

firmly

Today’s Goals

• Determine integration status in grades 5 – HS• Identify assessment requirements of students

and compare with Content Literacy requirements

• Introduce LDC Module• Identify topic and complete template task

Memory Box Review Strategy

• We practiced about 19 different reading and writing strategies in our first two meetings.

• Brainstorm a list of the strategies you have used to help students access text or to make notes since we have met.

• Share with a partner.• Do they have any on their list that you have tried

but forgot? If so, add to your list.• Discuss successes and lessons learned from using

the strategies.

Reading and Writing StrategiesPracticed to Date

• 1-word summary• Partner talk• Standing meeting• New American Notebook

organizer• Summary frames• Text structures• Important book page• Analysis of text for rigor• “Sticky” note summary

• Chunking text• Reading for Meaning –

Gettysburg Address• Socrative App – FA check• Power Point slide summary• 3 X 3 Frame• RAFT• Metaphor summary• Placemat Consensus• I-Chart Organizer• Twitter Summary

• “To be literate in content classrooms, students must learn how to use language processes to explore and construct meaning with texts. When students put language to work for them in content classrooms, it helps them to discover, organize, retrieve, and elaborate on what they are learning.”

– Richard Vacca

Guiding Question

• How can the content literacy standards also help students learn my content?

What’s Required?

• Highlight the reading and writing standards required for students to successfully address the released item.

• Compile a list of learning experiences necessary for students to be successful on the released item.

What’s Required?

• Examine the student work samples that did not meet standards.

• Explain what these students need to do in order to meet standards.

• Identify instructional experiences students need to develop these skills.

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

What are the learning targets?Are they clear?Are they good?

Good DesignAssess How?

What method?Sampled how?

Avoid bias how?

Sound CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment

Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

Effectively Used

Performance Assessment

• Method for skills, products, and some forms of reasoning targets.

• Used to judge both real-time performances as well as demonstrations, products, or artifacts.

• Consists of two parts – task and criteria for judging the quality of the response (rubric)

• Can be used formatively to support learning.• Rubrics can provide information to differentiate instruction,

direct students’ attention to the features of the work that constitute quality, allow us to give focused feedback, and enable students to self-assess. – CASL, 2nd ed., 2011, Ch. 7

Performance Assessment

• “Although much of the emphasis in performance assessment is on the rubric, the quality of the task must receive equal attention.”

• Problems with poorly designed tasks can result in:– Student work that doesn’t provide evidence of the intended

learning, even if the work itself is of high quality.– Students aren’t sure what to do and consequently don’t

produce what you expected or don’t produce the level of quality they are capable of producing.

– You spend a great deal of time responding to “Is this what you want?” and “I don’t get it” during task completion time.

– The task takes much longer to complete than expected.• CASL, 2nd ed., 2011, Ch. 7, pg. 210

What’s Required?

• Should teachers be expected to master technology tools and infuse them into their instruction as a primary strategy to engage 21st Century learners? After viewing a video and reading selected informational texts write an essay that addresses the question and support your position with evidence from the text.

What’s Required?

• State your claim and provide at least 3 pieces of evidence with sources to support it.

What’s Required?

H.O. 1

What’s Required?

• Turn to a partner and discuss the kind of thinking required to complete the task.

• Which of the 7 Survival Skills were required?

23LDC: First Instructional Ladder

http://www.literacydesigncollaborative.org

Overview of LDC Module

25

A teaching task built from a template taskBackground for studentsInformation on reading textsState/local standards for taskCommon Core State Standards from template taskScoring rubric from template task

What Task?

LDC: First Instructional Ladder

Components of LDC Teaching Task

Sample Task

31

Lists the skills students need to succeed on the teaching task (backward mapping)

Defines those skills as “the ability to …”Skill Clusters those skills in a order that makes sense

for teaching

What Skills?

LDC: First Instructional Ladder

What Skills?

33

A mini-task to build each skill (prompt for student work, product for students to create, scoring guide)

Instructional strategies for mini-tasksPacing planMaterials

What Instruction?

LDC: First Instructional Ladder

What Instruction?

Sample Ladder: Skills Cluster 1

GradeBand

CurrentLexile Band

"Stretch"Lexile Band

K–1 N/A N/A

2–3 450L–725L 450L–790L

4–5 645L–845L 770L–980L

6–8 860L–1010L 955L–1155L

9-10 960L–1115L 1080L–1305L

11–CCR 1070L–1220L 1215L–1355L

Text Complexity and the Common Core State Standards

Sample Ladder: Skills Cluster 2

Sample Ladder: Skills Cluster 3

Sample Ladder: Skills Cluster 4

43

Sample student responses to your teaching task

(Pieces that you will develop and collect as you teach the task )

LDC: First Instructional Ladder

What Work?

What Work?

• “When Europeans arrived in the Americas, they only saw what they wanted to see, and they misunderstood the native peoples here entirely.” Do you agree or disagree?

• After reading primary source documents and informational texts, write an essay that addresses the question and support your position with evidence from the texts.

What Work?

• Underline evidence that suggests the student understands the task.

• Star examples that suggests the student understood the quality criteria for the task.

• Circle examples where the student effectively used information from the primary source and informational texts provided.

• Put a box around evidence that suggests the student understands how to use information from various sources to support his/her claim.

• What feedback would you provide this student with respect to the task?

Guiding Question

• How can the content literacy standards also help students learn my content?

Today’s Goals

• Determine integration status in grades 5 – HS• Identify assessment requirements of students

and compare with Content Literacy requirements

• Introduce LDC Module• Identify topic and complete template task

Next Steps

• Complete template task• Identify readings• Determine strategies needed

for accessing information from texts