Summer Leadership 2015Elementary Literacy

(Social Studies and ELA)

Elementary Preview and Planning Day

Key Questions:How can ELA reading and writing practices support the literacy shifts in the new social

studies standards? What strategies and materials will be available

to help educators support students in English language arts and social studies for grades 3-

5?

Literacy in ELA and Social Studies

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Literacy (Grades 3-5)

On p. 69, you will find the “Top Teacher Training Take-Aways”.

Let’s take a few moments to read through these before we view just a small portion of the content your teachers are experiencing.

We will follow-up each overview section with a short reflection time on p. 165 of your manual. We will be using this notes later as we complete a planning document for each key area.

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Literacy (Grades 3-5)

Look at the overarching theme of this set of trainings:

“High quality culminating writing tasks and reading assignments will engage students, build stamina, and predict performance.”

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Learning Leaders Modules

Let’s take a look over the contents of the modules that your teachers are experiencing in English language arts.

The overview of the ELA training modules found on p. 70-72. Mark any topics that you think will be important during the redelivery phase for your teachers.

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The purpose of the Summer 2015 Literacy Professional Learning is

to develop a deep understanding of the interconnectedness

between reading and writing and its impact on crafting instruction.

Summer Learning Leader 2013: Reading and the Tennessee State Standards

Summer Learning Leader 2014: Writing, SRSD

History and Purpose

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Learning Leaders Modules

Now, let’s look over the contents of the modules that your teachers are experiencing in social studies.

The overview of the social studies training modules found on p. 73-74. Mark any topics that you think will be important during the redelivery phase for your teachers.

How do these modules align to the ELA modules and how can you maximize your learning leaders experiences?

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p. 75

The Anatomy of a Good Culminating Task • Steeped in the Standards• Text Dependent• Is clear—not a “gotcha”• Requires textual evidence• Pulls from complex portions of text• Requires extended writing—not a quick write or a

short paragraph• Requires analysis, synthesis, and evaluation of text • Requires extensive reading and rereading of the text• Should be a culmination of instruction that sets

students up to success

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Star Spangled Banner 4th Grade Model Task p. 128• Unit of study about the War of 1812• Background: “The Star Spangled Banner,” originally

titled “The Defense of Fort McHenry,” was written as a poem by Francis Scott Key. Key was inspired to write the poem after he witnessed the bombardment of Fort McHenry in the Baltimore Harbor. The poem was later set to music and renamed “The Star Spangled Banner.” It became our national anthem in 1931.

• This text has a Lexile level of 1190. The suggested Lexile band for grades 4-5 is 740-1010.

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How does this task design apply to a strong Social Studies task?

What are the “Look Fors” in Social Studies to create a literacy culture?Lessons: Text, Task, Talk p. 133Components of rigorous social studies lessons:1. Complex texts and primary sources that are read multiple

times for varying purposes. (use multiple types of primary source documents)

2. Text-dependent questions and tasks that develop students’ reading, writing, speaking, listening and thinking skills, along with building students’ social studies content knowledge. (use multiple types of test questions) * Include writing prompt

3. High quality discussions and Accountable Talk®.Sample Student goal: Evaluate primary source documents to determine U.S. attitudes in regard to Native American assimilation during the 1800’s.

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How did the Social Studies Standards change to support literacy?Turn to p. 113 in your manual. Here we find why we have experienced a standards change for social studies in Tennessee. The new Social Studies Standards: • Prepare students for college and career • Move from accumulation of facts to deeper

understanding of content• Focus on Tennessee contributions in context • Increase rigor in the social studies curriculum

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Review Five Social Studies Content Strands

1. Culture2. Economics3. Geography4. History5. Government/Civics

*Tennessee has added a field: TN Connections

p. 114

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Key to improving Social Studies work: Process Standards

With a trio, read through the process standards and strategies used to develop these skills.

• How do these skills help students gain a deeper understanding of content?

• Which process standards do you find the most challenging to teach? Why?

• How does knowledge of these standards help you when planning instruction?

• How do these standards relate to other academic disciplines?

How will learning leaders help support this transition in your building? 14

1. Regular practice with complex text and its academic language.

2. Reading, writing and speaking grounded in evidence from text, both literary and informational.

3. Building knowledge through content-rich nonfiction.

Reminder: Key ELA Instructional Shifts

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From Research to Practice

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Take 5 minutes to glean the first three of the eleven writing strategies and discuss the following teacher reflective questions about the teaching of writing:

– What knowledge of my teachers supports that there is a high degree of implementation of these strategies in my school?

– What changes have occurred in the past three years that support a stronger writing process?

– How do my lead teachers support this work?– What new perspectives have I gained that will better

prepare my students to write, successfully, about various topics and issues?

– How can I leverage my learning leaders to ensure that these shifts will happen?

Activity – Writing Next articlep. 87

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In “Letter from Birmingham Jail,” Martin Luther King gives several reasons to justify his presence in the city as this time. Write an essay in which you relate a similar situation in your own life. Tell about an experience in which you had to justify your reasons for being in a particular place at a particular time.

Writing to Sources• Writing to sources means being text-dependent. • Writing to sources is the exploration and analysis of

text(s) rather than the use of text as a springboard.

Does this prompt represent writing to sources?

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Writing to Sources

Answer:

This task invites students to immediately leap into writing about their own experiences; no textual analysis is required.

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Not Text Dependent

Not Text Dependent

Text Dependent

In “Letter from Birmingham Jail,” Martin Luther King gives several reasons to justify his presence in the city as this time. Write an essay in which you relate a similar situation in your own life. Tell about an experience in which you had to justify your reasons for being in a particular place at a particular time.

In “Letter from Birmingham Jail,” Martin Luther King is specifically responding to criticism about the goals of the civil rights movement. Write an essay in which you relate these goals to aspects of the modern-day civil rights movement.

In “Letter from Birmingham Jail,” Martin Luther King describes a process for nonviolent protest that he and his followers have recently undertaken. Write an essay in which you describe this process and tell how the letter shows that his process is important to the civil rights movement.

Writing to Sources

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Text-Dependent Culminating Tasks:• Can only be answered with evidence from the text.• Can be literal, but also involve analysis, synthesis,

and evaluation.• Focus on word, sentence, and paragraph as well as

larger ideas, themes, or events.• Focus on difficult portions of text in order to enhance

reading proficiency.

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p. 106

How are these ELA practices applicable to social studies instruction?

• How are authentic texts used in Social Studies?• How do your teachers use text based questions and

effective tasks?

• How do you look for literacy in your Social Studies classrooms?

These areas are the focal points of the learning leaders course in Social Studies.

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Social Studies Primary Sources

In Social Studies, How are your teachers using:

• Primary Source Texts?

• Primary Source Photos?

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p. 119-123

• What could students learn from studying this photo? • Share three pieces of evidence that a student could

pull from this photo on p. 127.

Social Studies Primary Sources

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The following is a list of question stems that your learning leaders are working with in the Social Studies session. These questions support your teachers in using texts

effectively.

• Exploratory: probe facts and basic knowledge• Challenge: question assumptions and conclusions

• Relational: ask for comparison of themes or ideas• Diagnostic: probe motives of causes

• Action: calls for a conclusion or action• Cause-and-effect: ask for relationships between ideas,

actions, events

• Extension: expand the disucssion• Hypotetical: pose a change in the fact or issues

• Priority: seek to identify the most important issues• Summary: elicit synthesis

• Interpretation: help students to uncover the underlying meaning of things

• Application: probe for relationships and ask students to connect theory to practice

• Evaluative: require students to assess and make judgments• Critical: require students to examine the validity of

statements, arguments

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p. 134Sample Support Resources

The Anatomy of a Good Culminating Task • Steeped in the Standards• Text Dependent• Is clear—not a “gotcha”• Requires textual evidence• Pulls from complex portions of text• Requires extended writing—not a quick write or a

short paragraph• Requires analysis, synthesis, and evaluation of text • Requires extensive reading and rereading of the text• Should be a culmination of instruction that sets

students up to success

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p. 75

Social Studies

In Closing• How do the literacy skills of social studies overlap the

literacy skills of ELA? How can your learning leaders support this transition in your building?

ELALiteracy

Strategies

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