Learning Social Studies through Effective Content Literacy Integration

1. Learning Social Studies through Effective Content Literacy Integration Clay Co. Schools December 13, 2012 Facilitated by: P-12 MSOU of PIMSER

2. Group Norms • Engage fully • Speak honestly • Contribute productively • Hold students’ success firmly

4. 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

5. 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.

6. 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

7. “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

8. Guiding Question • How can the content literacy standards also help students learn my content?

9. 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.

10. 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.

11. Accurate Assessment Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Clear Purposes Why Assess? What’s the purpose? Who will use results? Good Design Assess How? What method? Sampled how? Avoid bias how? Effectively Used Sound Communication Communicate How? How manage information? How report? Student Involvement Students 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.

16. 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

17. 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

19. 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.

20. What’s Required?

21. What’s Required? • State your claim and provide at least 3 pieces of evidence with sources to support it. H.O. 1

22. 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?

23. http://www.literacydesigncollaborative.org LDC: First Instructional Ladder

24. Overview of LDC Module

25. What Task? • A teaching task built from a template task • Background for students • Information on reading texts • State/local standards for task • Common Core State Standards from template task • Scoring rubric from template task LDC: First Instructional Ladder

26. Components of LDC Teaching Task

29. Sample Task

31. What Skills? • 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 LDC: First Instructional Ladder

32. What Skills?

33. What Instruction? • A mini-task to build each skill (prompt for student work, product for students to create, scoring guide) • Instructional strategies for mini-tasks • Pacing plan • Materials LDC: First Instructional Ladder

34. What Instruction?

35. Sample Ladder: Skills Cluster 1

39. Text Complexity and the Common Core State Standards

40. Sample Ladder: Skills Cluster 2

41. Sample Ladder: Skills Cluster 3

42. Sample Ladder: Skills Cluster 4

43. What Work? Sample student responses to your teaching task (Pieces that you will develop and collect as you teach the task ) LDC: First Instructional Ladder

44. 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.

45. 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?

46. Guiding Question • How can the content literacy standards also help students learn my content?

47. 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

48. Next Steps • Complete template task • Identify readings • Determine strategies needed for accessing information from texts