A “Close” look at Immigration: Addressing Literacy Standards for

Social Studies

Dorie Combs, Ph.D.Eastern KY University

Dorie.combs@eku.edu859 622-2154

Neil Diamond video link http://youtu.be/9ttDUGM-1mU

America is an improbable idea. A mongrel nation built of ever-changing disparate parts, it is held together by a notion, the notion that all men are created equal, though everyone knows that most men consider themselves better than someone. “Of all the nations in the world, the United States was built in nobody’s image,” the historian Daniel Boorstin wrote. That’s because it was built of bits and pieces that seem discordant, like the crazy quilts that have been one of its great folk-art forms, velvet and calico and checks and brocades. Out of many, one. That is the ideal.

Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. (2001)

CCSA Grade 9-10 Informational text exemplar. CCSS Appendix Bhttp://www.corestandards.org/assets/Appendix_B.pdf

KEY IDEAS and DETAILS◦ Pay attention to what the text says explicitly◦ Summarize central ideas with supporting details

and ideas.◦ Analyze the text

Craft and Structure◦ Interpret words and phrases◦ Analyze structure◦ Assess point of view and how that shapes the text

KCAS Literacy Expectations for Social Studies

Integration of Knowledge and Ideas◦ Integrate content from multiple formats and

media◦ Evaluate the argument and claims in a text◦ Analyze how two or more texts address similar

themes / topics Range of Reading and Level of Text

Complexity◦ Read and comprehend complex literary and

informational texts independently and proficiently.

KCAS Literacy Expectations for Social Studies, continued

www.corestandards.org

What do students read in your classroom? How do they read?

It is imperative that we provide time for reading significant and complex text AND provide guidance and support through the reading process.

An investigation of a short piece of text, Multiple readings done over multiple

instructional lessons. Use of text-based questions and discussion, Students deeply analyze and learn to

appreciate various aspects of the text, stressing: Key vocabulary How its meaning is shaped by context; Attention to form, tone, imagery and/or

rhetorical devices; The significance of word choice and syntax; The discovery of different levels of meaning

What is “Close Reading”?

“The teacher’s goal is to gradually release responsibility to students moving from an environment where the teacher models for students the strategies to one where students employ the strategies on their own when they read independently.”

Brown, S. & Kapps, L. (2012). Implementing the Common Core State Standards: A Primer on Close Reading of Text. Aspen Institute: Washington, D.C.

What is Complex Text?

All students are expected to be able to independently read and comprehend a range of sophisticated and complex text and practice a range of thinking. 3 factors to consider:

Qualitative evaluation of the text Levels of meaning, structure, language,

conventionality and clarity, and knowledge demands Quantitative evaluation of the text

Readability and scores of text complexity Matching reader to text and task

Reader variables (motivation, knowledge, and experience)

Task variables (purpose and complexity)

How do we assess text complexity?

Lincoln was shaken by the presidency. Back in Springfield, politics had been a sort of exhilarating game; but in the White House, politics was power, and power was responsibility. Never before had Lincoln held executive office. In public life he had always been an insignificant legislator whose votes were cast in concert with others and whose decisions in themselves had neither finality nor importance. As President he might consult with others, but innumerable grave decisions were in the end his own, and with them came a burden of responsibility terrifying in its dimensions. 1

0

Which text is more complex?

According to those who knew him, Lincoln was a man of many faces. In repose, he often seemed sad and gloomy. But when he began to speak, his expression changed. “The dull, listless features dropped like a mask,” said a Chicago newspaperman. “The eyes began to sparkle, the mouth to smile, the whole countenance was wreathed in animation, so that a stranger would have said, ‘Why, this man, so angular and solemn a moment ago, is really handsome.’”

Text 1 Text 2

What are the Qualitative Features of Complex Text?• Subtle and/or frequent transitions

• Multiple and/or subtle themes and purposes

• Density of information

• Unfamiliar settings, topics or events

• Lack of repetition, overlap or similarity in words and sentences

• Complex sentences

• Uncommon vocabulary

• Lack of words, sentences or paragraphs that review or pull things together for the student

• Longer paragraphs

• Any text structure which is less narrative and/or mixes structures

11

Lincoln was shaken by the presidency. Back in Springfield, politics had been a sort of exhilarating game; but in the White House, politics was power, and power was responsibility. Never before had Lincoln held executive office. In public life he had always been an insignificant legislator whose votes were cast in concert with others and whose decisions in themselves had neither finality nor importance. As President he might consult with others, but innumerable grave decisions were in the end his own, and with them came a burden of responsibility terrifying in its dimensions.

12

Which text is more complex?

According to those who knew him, Lincoln was a man of many faces. In repose, he often seemed sad and gloomy. But when he began to speak, his expression changed. “The dull, listless features dropped like a mask,” said a Chicago newspaperman. “The eyes began to sparkle, the mouth to smile, the whole countenance was wreathed in animation, so that a stranger would have said, ‘Why, this man, so angular and solemn a moment ago, is really handsome.’”

Text 1 Text 2

Close Analytic Reading

13

• Requires prompting students with text-dependent questions to unpack complex text and gain knowledge.

• Text dependent questions require text-based answers – evidence.

• Not teacher summarizing text, but guiding students through the text for information.

• Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions.

• Supports development of fluency

From Achieve the Core

1. Select content appropriate text that is sufficiently complex for your grade level

2. Set a purpose for reading 3. Introduce critical vocabulary4. Students read the text and annotate

a) Circle important words and phrasesb) Underline any words and phrases you do not

understand c) Mark text that raises questions with a “?” d) Mark text that surprises your with a “!”e) Write important thoughts in the marginsf) Draw arrows to connect your ideas to the text.

The Close Reading Process

WOW!

More Annotation Strategies ? = Ask a question “The text mentions a the DNA study. What does DNA stand for?”

!!! = Note an interesting passage “I didn’t realize that tapeworms can grow to 23 meters!”

C = connection to another text or piece of evidence “The Ebola virus is like the AIDS virus we read about yesterday because….”

(check)= Access prior knowledge; I already knew that! “I knew that photosynthesis required water.”

X = Challenge your own thinking, new information “I had no idea that Nobel invented dynamite.”

* = Reason that looks important “I’ll need this piece of evidence about Triceratops to support my thesis.”

"Box it" = Remember words you don't know, are repeated, or you just like

“I’ve seen the word ignominious several times, and I need to look it up.”

15

Read the passage by Nancy Boyles from her article “Closing in on Close Reading”

Go back through the text a second time and annotate it.a) Circle important words and phrasesb) Underline any words and phrases you do

not understand c) Mark text that raises questions with a “?” d) Mark text that surprises your with a “!”e) Write important thoughts in the marginsf) Draw arrows to connect your ideas to the

text

5. Teacher presents text-dependent questions

6. variationsa. Teacher models “think aloud” and annotations

of the textb. Teacher reads the text through one time before

students read independentlyc. Student pairs “whisper read” and annotate

togetherd. Student pairs discuss the text and their

annotations in pairs e. Class debates / discusses the text

The Close Reading Process

Use primary & secondary sources Include literary non-fiction, such as

essays, speeches, non-fiction narratives, letters, and legal documents

Utilize music, poetry, and visuals Provide High Quality Text Sets* of varying

complexity Model Close Reading Use Guided Reading Strategies Require Close Reading Discuss the text and ask students to refer

to the text

How Can Teachers Help Students Read More Complex Texts?

*A collection of different types and levels of books, stories, articles, and other texts that connect to the topic or theme

1. Builds knowledge through complex, challenging texts

2. Teaches academic language in context3. Provides support to gradually move students

toward independent reading 4. Differentiates by providing a variety of texts and

supports.“The CCSS require equal outcomes; they do not

require equal inputs. Vary amounts and types of instructional supports.” (IRA CCSS Guidelines)

5. Makes use of class time for regular practice and support with reading, re-reading, and discussion

How Does Reading in Social Studies Contribute to Content Knowledge?

Provide “scaffolded” reading support

Teacher or other proficient reader reads aloud & models thinking

Guided or Directed Reading and Thinking, individually or in small groups

Partner “whisper reading” or paired questioning & retelling

Pre-reading activities

Student reads grade appropriate texts independently & silently

Vocabulary Learning Tasks

Think about your beliefs about the effects of immigration on the US.

Discuss with a partner

1. Read the essay, annotating as you read

2. Re-think about your beliefs

3. Re-read the essay, making additional notations.

Think, Re-think, Re-read, Re-examine

Plan questions to address all standards

Require students to cite text (Can you find an example in the text? Show us where you read that.)

Read, reread and reread! Analyze non-fiction text as if it is

poetry!

Effective Discussions

Ask a Question or questions Clarify (vocabulary, important details,

etc.) Summarize Predict Repeat!

Model for students, practice with the whole group, then have students practice in small groups.

Reciprocal Teaching

Scaffolds for Reading Complex Text

Chunking Reading and rereading Teacher Read aloud Strategic think aloud Scaffolding questions Heterogeneous small groups Pre-prepping struggling readers to support

confidence and participation Recordings – but only for students who need

them Cornell notes or PQ3R Paraphrasing and journaling

24

Learning Through Inquiry◦ Students review multiple text and multimedia sources

from Janet Allen, More Tools for Content Literacy

Woody Guthrie’s Deportee youtube videohttp://youtu.be/TN3HTdndZec

Other Strategies…

Argumentative Prompt (Insert thematic question). After

reading_______ (texts) on _________ (content), write a _________ (editorial, essay, or other) that ________ addresses the question and support your position with evidence from the text(s). Be sure to acknowledge competing views.

Informational or Explanatory Prompt After researching _______ (texts) on

_________ (content), write a _________ (report, essay, or other) that ________ (defines, describes, explains, analyzes, etc.) ______________ (content). Support your discussion with evidence from your research.

Write letters to Legislators or other government officials

Letters to the Editor or Op-Ed Hold a debate Make speeches Write proposals Write songs or poems

See Buck Institute for Education www.bie.org

Use Project Based Learning to engage your students

Creative thinking is…The tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others. Robert Franken (Human Motivation)

The ability to be able to view things in new ways or from a different perspective. …to generate new alternatives or possibilities (Divergent thinking tests…number of alternatives as well as uniqueness of alternatives).

For something to be considered “creative” it must be judged both novel and of value.

Creative thinking can be the culmination of any Unit

of Study!

Achieve the Core http://www.achievethecore.org/

Boyles, N. (2012). Closing in on Close Reading, in Education Leadership, December, 2012 – January, 2013.http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx

Brown, S. & Kapps, L. (2012). Implementing the Common Core State Standards: A Primer on Close Reading of Text. Aspen Institute: Washington, D.C.

CCSA Grade 9-10 Informational text exemplar. CCSS Appendix B http://www.corestandards.org/assets/Appendix_B.pdf

Ghadar, F. Dispel the immigration myths http://www.cnn.com/2012/12/11/opinion/ghadar-immigration-policy

International Reading Association CCSS Implementation Guidelines http://www.reading.org/general/aboutira/white-papers.aspx

Resources

Don’t Bite the Hand That Feeds YouInterpreting Primary Sources http://www.digitalhistory.uh.edu/historyonline/us29.cfm

The History Project http://historyproject.ucdavis.edu/lessons/view_lesson.php?id=4

LOC Primary Sources http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/

DocsTeach http://www.inthefirstperson.com/firp/firp.frame.aspx?collectioncode=OHC0000109&http=www.alexanderstreet2.com/imld/&page=firp.detail.collections.aspx&cit=%3cP%3e%3cI%3eBelow

Immigration political cartoons http://historyproject.ucdavis.edu/lessons/view_lesson.php?id=4

Resources

If the text is…

If the student is…

easy difficult

interested

disinterested

Low to Moderate Scaffolding

Use independent reading and

mini-lessons if needed

Moderate scaffolding

Pre-reading instruction in vocabulary and text structure and guided

reading strategies

Moderate scaffolding

Pre-reading instruction Guided reading activities to help students make predictions and questions

High scaffolding

Pre-reading instruction to develop prior knowledge and set a purpose

for reading

Pre-reading strategies to develop vocabulary and text structure

knowledge

guided reading strategies