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Comprehending Primary Sources: Making text accessible to ALL students

Comprehending Primary Sources: Making text accessible to ALL students. Six Shifts to Implementing the Common Core. An Increase in Non-fiction texts Content Area Literacy Greater Complexity of text Focus on Text-Based Questions Focus on Writing Arguments Academic Vocabulary.

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Comprehending Primary Sources: Making text accessible to ALL students

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  1. Comprehending Primary Sources: Making text accessible to ALL students

  2. Six Shifts to Implementing the Common Core • An Increase in Non-fiction texts • Content Area Literacy • Greater Complexity of text • Focus on Text-Based Questions • Focus on Writing Arguments • Academic Vocabulary

  3. What Makes History Text Hard to Read? • Vocabulary • Tier 2 and Tier 3 words • Sentence Structure • Subject, verb, object placement • Pronoun-noun agreement • “Puritan leaders of the early Massachusetts Bay Colony felt that they had been called by God to establish a ‘new Israel,’ a society that reestablished the covenant between Moses and God” (Model of Christian Charity 1630)

  4. What Makes History Text Hard to Read? • Topic/Background Knowledge/Interpretative Nature • Coherence of Text • “Suddenly a Great Burning Rock broke the surface of the water and it began to dry out the land. This Rock is called Tunka-Shila, ‘Grandfather Rock’ because it is the oldest of all the rocks. Rocks must be respected because of this” -(Native American Religions, Native American Myths Creation to Death, “Earth Myth,” p. 12). • Organization • Cause-effect, Sequential, Problem-Solution, etc. -Shanahan, Fisher, & Frey

  5. Building Literacy Using Six C’s Content: Describe in detail what you see. Citation: When was this created? Context: What is going on? world, nation, local region? Connections: Prior knowledge Communication: Examine for POV, bias, reliability Conclusion: Summarize how primary source contributes to our understanding.

  6. Magazine Article • Looking at the layout/headers/organization of the text and making predictions about its source • What is the excerpt originally from? a) songs, b) news articles, c) letters • Who wrote the article? • To whom was the article written?

  7. Text Tea Party • What: • Opportunity for students to engage with just a small bit of text while interacting with others to make predictions, co-construct shared understanding, and pique curiosity. • How (Preparation): • Snip excerpts of selected text into individual text strips and distribute to students – may differentiate for different language acquisition levels and should “cross-pollinate” by having multiples of at least selected, if not all text strips.

  8. Text Tea Party • Instructions for Students: • Explain the notion of a “tea party”- decorum, introductions, politeness, mingle • Explain that students will be participating in a learning activity in which their behavior will be like that at a “tea party.” • Distribute text strips and instruct students to read them silently in preparation for reading them aloud.

  9. Text Tea Party • Instructions for Students (cont.): • Reminding students that they will be reading the words aloud and will want to pronounce words correctly, ask which words they would like to hear pronounced by the teacher – go to students and have them point to the words as you pronounce them and provide a quick definition for the class to hear. • Model the activity: Students will pair up. Each will read his/her text strip to the other. The two will talk briefly about what the bigger piece of text might be about. Students thank each other, split apart and pair up with other students to repeat the process until the teacher calls time.

  10. After the Text Tea Party • Options/Combinations: • Each student writes what he/she thinks the larger piece of text is about – pairs – shares with a partner. • Whole group, teacher-guided conversation in which the teacher solicits multiple predictions as well as the “evidence” that led to the predictions. • ETC!

  11. Strategy Examples During Reading Create a purpose that makes reading manageable • Skimming – quickly running one’s eyes over a text to get the gist of it. • Predict what you think Vallejo is going to write about life at the missions. Write your prediction. After reading, see how close you were. • What’s the big idea?

  12. Strategy Examples During Reading Create a purpose that makes reading manageable • Scanning– quickly going through a text to find a particular piece of information. • In his letter to The Century Magazine Guadalupe describes life at the missions. Who is this written for? An American, Spanish, or Native American audience? • When did Vallejo write this article? • Quote Washington’s words from his letter to the Baptists of Virginia, August 1789, that explain what every man who is a good citizen “ought” to have. Begin with the word “ought.”

  13. Finding Primary Sources • Calisphere • University of California History Resources • The Library of Congress • Collections of documents and lessons for educators • The National Archives • The Huntington Library • The Gilder Lehrman Institute of American History

  14. Academic Language is a Second Language for Most Students!

  15. Building Background through Vocabulary Development description image May substitute sentence using the word, part of speech, essential characteristics. word antonyms synonyms

  16. Vocabulary Development - Example In my own words: Conscience is knowing right from wrong and preferring what is right. Source: http://images.google.com/imgres?imgurl=http://www.webanswers.com/post-images/C/CF/32A32CA1-A8C1-405D-B2EF6D481C4C938D.jpg&imgrefurl=http://www.webanswers.com/entertainment/tv/what-cartoon-character-had-an-angel-and-a-devil-pop-up-on-either-shoulder-and-try-to-convince-them-f0fb83&usg=__C2Y0JlzMljXaPVs7KpjxgFUIEVw=&h=190&w=256&sz=7&hl=en&start=0&zoom=1&tbnid=NJKnSsSqdJki6M:&tbnh=129&tbnw=161&ei=zFEoTuPSOnTiALOndCvAg&prev=/search%3Fq%3Dhomer%2Bsimpson%2Bangel%2Band%2Bdevil%26hl%3Den%26safe%3Dactive%26biw%3D1008%26bih%3D571%26gbv%3D2%26tbm%3Disch&itbs=1&iact=hc&vpx=596&vpy=264&dur=3151&hovh=152&hovw=204&tx=141&ty=73&page=1&ndsp=15&ved=1t:429,r:8,s:0&biw=1008&bih=571 conscience Synonyms: Morals Duty Ethical Principled Antonyms: Immoral Shameless

  17. Vocabulary Development – Your Turn description image With a partner, complete the Frayer Box. Mission System essential characteristics antonyms

  18. Contact Information Leslie Smith Leslie_Smith@sbcss.k12.ca.us Website: http://sbcsshistory.weebly.com/

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