Southern Regional Education Board THE BIG SIX THE BIG SIX Exploring Social Studies through the Lens of Literacy Nancy Blair [email protected]

Southern

Regional

Education

Board

THE BIG SIXTHE BIG SIX

Exploring Social

Studies through the

Lens of Literacy

Nancy [email protected]

rg

The Big Six: Exploring Social Studies through the Lens of Literacy

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July 10, 2008

Establish Purpose of Literacy Strategies in Social Studies

Explore Effective Literacy Strategies

Practice Use of Strategies

Today’s ObjectivesToday’s Objectives


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July 10, 2008

Why Do We Need an Across-the Why Do We Need an Across-the Curriculum Emphasis on Literacy?Curriculum Emphasis on Literacy?


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July 10, 2008

Using literacy strategies

in content areas

is about teaching students how to

USE reading and writing as TOOLS

for

THINKING and

LEARNING.


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July 10, 2008

Strategies for Every TeacherStrategies for Every Teacher

Simple strategies that get kids to read and write.

Read and write to learn the content of your class.

Most require little or no extra planning. All are active engagement

strategies.


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July 10, 2008

Glis was very fraper. She had dernarpen Farfle’s marsden. She did not talp a giberter for him. So, she conlanted to plimp a marsden binky for him. She had just sparved the binky when he jibbed in the gorger.

“Clorsty marsden!” she boffed.

“That’s a crouistish marsden binky,” boffed Farfle, “but my marsden is on Stansan. Agsan is Kelsan.”

“In that ruspen,” boffed Glis, “I won’t vank you your giberter until Stansan.”

A Marsden Giberter

Why was Glis fraper? What did Glis plimp? Who jibbed in the gorger when Glis sparved the

binky? Why didn’t Glis vank Farfle his giberter?

(Farfle)

It isn’t Stansan


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July 10, 2008

VocabularyVocabulary

marsden=birthday

giberter=present

binky=card


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July 10, 2008

A Marsden GiberterGlis was very fraper. She had dernarpen Farfle’s marsden. She did not talp a giberter for him. So, she conlanted to plimp a marsden binky for him. She had just sparved the binky when he jibbed in the gorger.

“Clorsty marsden!” she boffed.

“That’s a crouistish marsden binky,” boffed Farfle, “but my marsden is on Stansan. Agsan is Kelsan.”

“In that ruspen,” boffed Glis, “I won’t vank you your giberter until Stansan.”

What’s the story?Now that you know some of the words, can you figure out what the story is about? What are synonyms for some of the other gibberish words?


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July 10, 2008

The The “Big Six” “Big Six” Reading Reading

SkillsSkills

WP

1-3


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July 10, 2008

The SixThe Six

Summarizing Paraphrasing Categorizing Inferring Predicting Recognizing Academic Vocabulary


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July 10, 2008

How do we know these are How do we know these are important?important?

Direct links to most items on ASSET/COMPASS reading placement tests.Included in ACTConsistently in state standardsRecognized by postsecondary faculty for importanceLinked to all content areasLinked to careers


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July 10, 2008

SummarizingSummarizing

One of strategies on Marzano’s list of effective instructional strategies

Only skill identified in both Reading Next and Writing Next as improving essential literacy skills

Essential in research and other expository writing


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July 10, 2008

Strategies to teach Strategies to teach summarizingsummarizing

Jigsaw Paired Questioning GIST KWL Cornell Notes Reciprocal Teaching

predicting, questioning, clarifying, and summarizing

Literacy Acrossthe Curriculum:

Setting and Implementing Goalsfor Grades Six through 12

SITE DEVELOPMENT GUIDE #12

SREBMAKING

MIDDLE GRADES

WORK

Southern RegionalEducationBoard592 10th St. N.W.Atlanta, GA 30318(404) 875-9211www.sreb.org


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July 10, 2008

Simple JigsawSimple Jigsaw

A method of Collaborative Learning designed to increase student’s sense of responsibility by making each one an expert on one part of a whole. The student then teaches the part for which she/he has become an expert to the other members of his/her team or group.

WP

21


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July 10, 2008

1. Teaching / Reading

Simple Jigsaw ProcessSimple Jigsaw Process

2. Talk (Expert Groups)

4. Assessment

3. Team Reports

5. Team Recognition

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Expert GroupExpert Group

Summarize the main idea(s) of your article.

Give a specific example of how this information can be applied to your content area.

Develop one question that you feel would be most appropriate for a quiz / test.


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July 10, 2008

Cornell Note-takingCornell Note-taking

Step 2:During lesson, take notes here; useabbreviations

Step 3:Identifykeyconceptsor questions

Step 4:Summarize lesson here

Step 1:Draw a grid with 3 sections(Two Column (Two Column

Notes)Notes)


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July 10, 2008

Summarizing and Note-Summarizing and Note-takingtaking

Students should learn to delete unnecessary information, substitute some information, keep important information, write / rewrite, and analyze information.

EXAMPLES: Teacher models summarization techniques, identify key concepts, bullets, outlines, clusters, narrative organizers, journal summaries, break down assignments, create simple reports, quick writes, graphic organizers, column notes, etc.


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July 10, 2008

Identifying Key Ideas – Identifying Key Ideas – Rule-Based StrategyRule-Based Strategy

Delete trivial material that is unnecessary to understanding;

Delete redundant material; Substitute superordinate terms for lists (e.g.,

“flowers” for “daisies, tulips, and roses”); and Select a topic sentence, or invent one if it is

missing.


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July 10, 2008

Newspaper StrategyNewspaper Strategy

Who:

What:

Where:

When:

Why:

How:


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July 10, 2008

Other Summarizing StrategiesOther Summarizing Strategies

Outlining

Acrostic Poem

Patterned Writing

ABC Chart – key words

Pyramid Summarizing

GIST

WP

21-23


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July 10, 2008

ParaphrasingParaphrasing

Reduces plagiarism—considered one of the biggest academic “crimes”

Show adaptation for audience and purpose—essential writing skills

Reflects a deeper understanding of material


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July 10, 2008

Strategies to teach Strategies to teach paraphrasingparaphrasing

Jigsaw Paired Questioning KWL Cornell Notes


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July 10, 2008

CategorizingCategorizing

Ability to group information into manageable chunks

Essential for study skills Mandatory for problem analysis and

solution—especially in workplace or laboratory

Only easy for naturalist intelligence—must be taught to others


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July 10, 2008

Strategies to teach Strategies to teach categorizingcategorizing

KWL Graphic Organizers Concept Definition Map Frayer Model Cornell Notes Sorting activities


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July 10, 2008

Democracy

Source: http://www.tsssa.org/Downloads/Spring07Conference/JohnDavid/DavidVocab.ppt

What are some examples?

What is it? (definition)

The Word

What is it like?

Comparison/Contrast

Concept Definition MappingConcept Definition Mapping


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July 10, 2008

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climate

rain forest

desert

CategoryWhat is it?

PropertiesWhat is it like?

Comparisons

IllustrationsWhat are some examples?

Mojave Gobi Sahara

less than 25 cm. of rainfall

no cloud cover; winds dry land

heat radiates into dry air at

night


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July 10, 2008

The Frayer ModelThe Frayer ModelSourc

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WORD

Definition (in own words)

Characteristics

Examples (from own life)

Non-examples (from own life)


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July 10, 2008

The Frayer ModelThe Frayer ModelSourc

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Perdurable

Definition (in own words)

Characteristics

Examples (from own life)

Non-examples (from own life)

(To become more durable)

To ingrain so well in my memory that I will not forget.


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July 10, 2008

Limited Government

Essential Characteristics Characteristics

Examples Non-examples

1. Individual freedom2. Voting3. Due Process of Law4. Majority Rule/Minority

Rights5. Equality before the law6. Private property rights

1. Some individual freedom2. Political parties3. President4. Written Constitution5. Jury trials

1. United States2. Great Britain3. Germany4. India5. Mexico6. Japan7. Australia

1. China2. Cuba3. Libya4. Iraq (under Saddam

Hussein)5. Iran6. North Korea


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July 10, 2008

InferringInferring

Reading “between the lines” Encourages connection within a text, across

texts and to other contexts Shows that a reader “really gets it”


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July 10, 2008

Strategies to teach inferringStrategies to teach inferring

RAFT (p. 20)

Questioning the Author It Says . . . I Say . . . So

RAFT Examples for Social StudiesRAFT Examples for Social Studies

Role Audience Format Topic21st Century Woman

Susan B. Anthony

Thank-you note

Women's Rights

Ben Franklin Dear AbbyAdvice column

My son likes the British

Kaiser Wilhelm IIEuropean Heads of State

RecipeHow we can start a World War

Kit Carson Future tourists Travel guideBeautiful places in the West

Mohandas GandhiMartin Luther King Jr.

LetterNonviolent opposition/resistance

Great Wall of China

Self DiaryInvaders I have seen and stopped

Colorado River Rafters Travel guideWhat you will see if you travel my length

Rain Forest Humans Complaint Deforestationhttp://www.tantasqua.org/Superintendent/Profdevelopment/etraft.html


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July 10, 2008

Questioning the AuthorQuestioning the Author

What is the author trying to tell you? Why is the author telling you that? Is it said clearly? How might the author have written it more

clearly? What would you have wanted to say instead?

After reading a passage, students ask themselves:

Source: http://www.sdesa6.org/content/docs/StrategiestoHelpReadersThroughInferences.pdf


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July 10, 2008

Questioning the AuthorQuestioning the Author

Does this follow with what the author said before?

What does the author take for granted that we already know?

Did the author tell us why? Why do you think the author included this

information?

After students gain skills at making inferences, you might add some of the following questions:



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July 10, 2008

It Says . . . I Say . . . SoIt Says . . . I Say . . . So



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July 10, 2008

It Says . . . I Say . . . SoIt Says . . . I Say . . . So



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July 10, 2008

PredictingPredicting

Form of inferencing Requires support for prediction Forward thinking based on backward

knowledge Required to solve non-routine problems in the

real world


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July 10, 2008

Strategies to teach predictingStrategies to teach predicting

KWL Story Impressions Anticipation Guides (p. 9)

Visual Prediction Guide Reciprocal Teaching

predicting, questioning, clarifying, and summarizing

Thinking through the Reading Assignment

Take 90 seconds to quickly scan your reading assignment. Use the headings, pictures, and other clues you get from this scanto develop some questions about the reading. Then, as you read the assignment, take notes that answer each of the questions.

General Topic:

Question: NOTES:

Question: NOTES:

Question: NOTES:

WP 4


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July 10, 2008

ABC Predicting ChartABC Predicting Chart

A-B C-D E-F G-H

I-J K-L M-N O-P

Q-R S-T U-V WXYZ

In 2 minutes, list all the words/phrases you can think of related to political

campaigning.

Set it Set it aside.aside.

0:100:100:090:090:080:080:070:070:060:060:050:050:040:040:030:030:020:020:010:01STOPSTOP0:200:200:190:190:180:180:170:170:160:160:150:150:140:140:130:130:120:120:110:110:300:300:290:290:280:280:270:270:260:260:250:250:240:240:230:230:220:220:210:211:001:000:400:400:390:390:380:380:370:370:360:360:350:350:340:340:330:330:320:320:310:310:500:500:490:490:480:480:470:470:460:460:450:450:440:440:430:430:420:420:410:410:590:590:580:580:570:570:560:560:550:550:540:540:530:530:520:520:510:511:101:101:091:091:081:081:071:071:061:061:051:051:041:041:031:031:021:021:011:011:201:201:191:191:181:181:171:171:161:161:151:151:141:141:131:131:121:121:111:111:301:301:291:291:281:281:271:271:261:261:251:251:241:241:231:231:221:221:211:211:401:401:391:391:381:381:371:371:361:361:351:351:341:341:331:331:321:321:311:311:501:501:491:491:481:481:471:471:461:461:451:451:441:441:431:431:421:421:411:411:591:591:581:581:571:571:561:561:551:551:541:541:531:531:521:521:511:512:002:00


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July 10, 2008

Recognizing academic Recognizing academic vocabularyvocabulary

Separates success for second-language students

Technical language (jargon) Understanding roots and affixes


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July 10, 2008

Strategies for teaching Strategies for teaching vocabularyvocabulary

Vocabulary Clues Concept Definition Map Frayer Model

WP

14-17, 19


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July 10, 2008

ALLNot Not ALLALL terms are critically important! terms are critically important!

So how do we decide what to put on our list? Resources Collection-

National Standards State Standards Local resources

Vocabulary DevelopmentVocabulary Development


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July 10, 2008

FIGURE 7.1

Estimated Number of Terms ThatCan Be Taught at Various Grade Levels

Grade Level Number ofWords Per Week

Total Wordsin 32 Weeks

CumulativeTotal

6 15 480 1,216

7 20 640 1,856

8 20 640 2,496

Adapted from Marzano’s book, Building Background Knowledge for Academic Achievement

Vocabulary DevelopmentVocabulary Development

NOT per subject!


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July 10, 2008

Vocabulary Instruction – Vocabulary Instruction – Beyond Just the DictionaryBeyond Just the Dictionary

•Concept Definition Maps

•Visual and Virtual Word Association

•Frayer Model

Some ExamplesSome Examples


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July 10, 2008

Verbal and Visual Word AssociationVerbal and Visual Word Association


Vocabulary Term

Visual Representatio

n

DefinitionPersonal

Association or

Characteristic


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Manifest Destiny

The belief in the 19th century that the U.S. would, and had the right to, inevitable

expand westward all the way to the Pacific

Ocean.Destined to get

bigger.


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July 10, 2008

Latitude

Visual Representation

Definition Personal Association or Characteristic


Sheet of PaperSheet of Paper Fold the paper in half then fold the top half down to form a

quarter and the bottom half up for another quarter.

Vocabulary FoldableVocabulary FoldableMost useful for related pairs of words or pairs of words that are often confused.

Democracy

Monarchy

Monarchy

government by the people; a form of government in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system.

Picture

Monarchy Definition

Write two related terms or terms that are often confused – one on each outside flap.

Write the definition inside and draw a picture on the back of the word.

Open the paper

Democracy Definition

Results

4-Yes1-No

Democracy Definition


Picture

Results

4-Yes1-No

Monarchy Definition

a state or nation in which the supreme power is actually or nominally lodged in a monarch.

Picture


a state or nation in which the supreme power is actually or nominally lodged in a monarch.

Democracy

Monarchy

Finished!Finished!


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July 10, 2008

Pre-learning Concept CheckPre-learning Concept Check

List key concepts Students determine where they are before

reading Great test taking skill

+ = expert = heard of it 0 = do not know it

WP

9-10


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July 10, 2008

Key TermsKey Terms

___ Absolutism ___ Polarization ___ Oligopoly ___ Conscription ___ Suborn ___ Egalitarian

___ Social democrat ___ Debunk ___ Bi-partisan___ Privatize ___ Omnicide ___ Federalist ___ Unilateralism

Read each term below and indicate in the blank whether your level of knowledge is:

+ = expert = heard of it 0 = do not know it


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July 10, 2008

Vocabulary Building - Vocabulary Building - WordSplashWordSplash

Using a Literacy Strategy to help students learn specific facts/terms from content areas.

Vocabulary development is best learned in the context of reading, writing, speaking and listening, not through arbitrary lists of terms and definitions.

Useful for building background knowledge and as a pre-reading strategy.

WP 11


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July 10, 2008

Benefits: Assess prior knowledge Provide motivation for reading Set a clear purpose for reading Decipher vocabulary Allow for a variety of modes of learning

Vocabulary Building - WordSplashVocabulary Building - WordSplash


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July 10, 2008

Vocabulary Building - WordSplashVocabulary Building - WordSplash

WP 11

Teacher creates a WordSplash with a collection of key terms from a passage (usually words students may be familiar with)Display words at angles and randomly on an overhead or chartStudents generate complete sentences using the words to predict the relationship between each term and the broad topic. May expand to be entire papers.Students read to check for accuracyCan become competitions

Natural Pest Control

apartmentsmites and aphids

pest-killers

lady

bugs

consumeinsecticides

unleashed

scattered

mission

Read “Legions of ladybug move into Manhattan,” USA Today, page 9A.

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Final Thoughts/QuestionsFinal Thoughts/Questions

Documents

Southern Regional Education Board THE BIG SIX THE BIG SIX Exploring Social Studies through the Lens of Literacy Nancy Blair [email protected]