literacy in history/social studies, science, and technical subjects

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Literacy in History/Social Studies, Science, and Technical Subjects. Allen Parish Schools—Science and Social Studies Departments July 23-24, 2012. Slides and templates available at:. http://www.21stcenturyschoolteacher.com/presentations.html. Our Understandings. - PowerPoint PPT Presentation

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Literacy in History/Social Studies, Science, and Technical SubjectsAllen Parish SchoolsScience and Social Studies DepartmentsJuly 23-24, 20121http://www.21stcenturyschoolteacher.com/presentations.html

Slides and templates available at:2Common 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

3What 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:4Video Clip

Which way do you feel? Are you walking, dragging, or charging into the bushes?

Two views of . . .Good place to have a discussion about feelings about readiness, desire, etc. with regard to the literacy standards5Balancing 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

6

Lessons 7READING: 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:8Building knowledge through content-rich nonfictionReading, writing and speaking grounded in evidence from text, both literary and informationalRegular practice with complex text and its academic languageStrongest Messages:9Unpacking CCSS StandardsDigging Deeper to Understand Implications of Standards10CCSS in Reading are broken down10 History (RH)page 61 and 10 Science/Technical subjects (RST)page 62Grade bands 6-8, 9-10, 11-12CCSS in Writing are for History, Science, and Technical subjects (WHST)pages 64-66Grade bands 6-8, 9-10, 11-12

10 Reading and 10 (9) Writing11Red=verb=Skill or UnderstandingBlue=Noun=KnowledgeGreen=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:Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 12W.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 - WritingW.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 - WritingUnpacking the Standards:Electronic Template available on website

Hard copies of the standards so teachers can highlight vertical alignment between the grade bands??? Consider----15Work 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:16Non-fiction Texts and Authentic TextsShifts 1 and 2: How can we choose and teach text? 17Shifts in Reading

18Biographies and autobiographiesEssaysSpeechesInformation displayed in charts, graphs, or maps, digitally or in print.

What examples of non-fiction texts do you use in your classroom?Comprehension of primary and secondary source documents, technical manuals, scientific and historical journals and other texts crucial to successful performance in work areas.

19Tony 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, 1994The Challenge of ReadingReaders use PKContext influences meaning20A-Rod hit into a 6-4-3 double play to end the game. (Hirsch and Pondiscio 2010)

The Challenge of Reading #2The 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)

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)

21Students 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 siteWhy Informational Text is Difficult:22 Purpose for ReadingThe House

Tovani, I Read It But I Dont Get It

23Broad Categories for Successful Reading:Predicting requires students to guess what might happen

Questioning requires students to ask about the text they are reading

Summarizing requires students to explain the meaning of their reading in their own words

Inferencing requires students to read between the lines for meaning

Connections--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

Possible Answers: QuestioningSummarizingInferencing Self-monitoringConnection Predicting

24[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)25R.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 R226Example: Reciprocal TeachingFour Roles

Chunk text

PredictQuestionClarifySummarize

27Before Reading:Strategies?During Reading:Strategies?After Reading:Strategies?Kujawa and Huskes (1995) modelGive oneget one:Helping Students to Engage in The Reading ProcessI will give an example and then solicit one open discussionModel:Before Reading:Purpose? Prior knowledge? During Reading:Do I understand? What do I do if I dont(Fix up strategies)? What connections can I make? What are the main ideas? Should I speed up/slow down?After Reading:Did I understand? Do I need to go back?

28R.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 R129Level OneRecallIn the textLevel TwoInferentialText +Level ThreeOutside of textWhat 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 characters intentions.What would happen if ___ did ___?Example Strategy: Costas Levels of Thinking/Questions

Add linkadd example 30And / or Text dependent questionsone example:http://commoncore.americaachieves.org/module/5

Share: When have you OR might you use levels of questions?

Example Strategy: Costas Levels of Questions Electronic handout available on websiteAdd linkadd example 31R.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 & Literac

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