Please Have Your Cell Phones Out

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Please Have Your Cell Phones Out. Social Studies 2/15. Text to Vote. Dont forget: You can copy-paste this slide into other presentations, and move or resize the poll. Text to Vote. Dont forget: You can copy-paste this slide into other presentations, and move or resize the poll. - PowerPoint PPT Presentation


Good Content Area Literacy Instruction: What Does it Look Like to Raise the Bar?

Please Have Your Cell Phones OutSocial Studies 2/151Text to VoteDont forget: You can copy-paste this slide into other presentations, and move or resize the poll.Press F5 or enter presentation mode to view the pollIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:

If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.2Text to VoteDont forget: You can copy-paste this slide into other presentations, and move or resize the poll.Press F5 or enter presentation mode to view the pollIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:

If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.3Henry Box BrownLesson AgendaEssential Questions: 1) Why did Henry Brown want to escape? 2) How would the story be different if the events were reordered?Watch a video about Henry Box BrownReview steps to freedomRead the events leading up to his escapeSequence discussionAssessment4StandardsNCTE (National Council of Teachers of English)Standard 1: Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.Standard 2: Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.Standard 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.Standard 8: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.Standard 9: Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.Standard 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

5Standards continued.NCSS National Council for Social StudiesStrand 1: CultureStrand 2: Time, Continuity, and ChangeStrand 3: People, Places, and EnvironmentsStrand 4: Individual Development and IdentityStrand 5: Individuals, Groups, and InstitutionsStrand 6: Power, Authority, and Governance

6GPS StandardsSS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy.b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them. SS5H1 The student will explain the causes, major events, and consequences of the Civil War. a. Identify Uncle Toms Cabin and John Browns raid on Harpers Ferry, and explain how each of these events was related to the Civil War. b. Discuss how the issues of states rights and slavery increased tensions between the North and South.

7More GPS standardsELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that: a. Captures a readers interest by writing a personal story in first or third person consistently. b. Begins to write fantasy/imaginary stories. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student A. Reads a variety of texts for information and pleasure. b. Makes predictions from text content. c. Generates questions before, during, and after reading. d. Recalls explicit facts and infers implicit facts. e. Summarizes text content. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.8Henry Box Brown

9Social Studies and Literacy IntegrationFebruary 15, 201110What is Disciplinary Literacy?A Prior Question11What is Disciplinary Literacy?Disciplinary literacy perspectives argue that the tools of knowledge production and critique, whether rooted in the disciplines or in everyday life, should be uncovered, taught, and practiced.12Discipline-Specific Literacy Teaching Practices/StrategiesHow do members of the discipline use language on a daily basis?What kinds of texts do they turn to or produce as part of their work?How are interactions with members of the discipline shaped (or governed by) texts?Who are the primary audiences for written work in your discipline?Why and when do they turn to or produce such texts? What do they do with texts when they use or produce them?

13Discipline-Specific Literacy Teaching Practices/StrategiesWhat are the standards for warrant demanded by those audiences?Are there words or phrases that are demanded by or taboo in your discipline?Are there writing styles that are demanded by or taboo in your discipline?What is unique about your discipline in terms of reading, writing, speaking, and listening?What would you consider to be critical for novices to learn about these unique aspects of oral and written language to become strong readers and writers of disciplinary texts? What would novices need to know to gain at least a cursory understanding of the discipline?In what ways might learning some of the unique language/literacy features of your discipline be helpful to novices? In what ways might this be confusing or frustrating?

14HIST PRAC For example, historians:

Frame historical problems

Locate and use residues/evidence from past

Analyze and use evidence through interconnected practices of "sourcing, corroborating and contextualizing

Determine significance of evidence and events

Look for patterns in welter of facts and events and "colligate" these to create a concept or periodization scheme that imposes sense on that welter of events, e.g. "renaissance" is a colligated term

Periodize and/or use the periodization schemes of others

Read others historical accounts

Produce historical accounts

Present/publish historical accounts

(adapted from R. B. Bain, 2007)MATH PRAC For example, mathematicians:

Ask Natural Questions in a given mathematical context

Explore and experiment with the context

Represent the context and examine the representation

Look for organizing Structure or Pattern

Consult with colleagues orally or in the literature

Look for Connections as a result of consultation

Seek Proofs or disproofs

Follow Opportunities

Write finished exposition of a proof

Analyze Proofs (proof analysis)

Present/publish proofs

Use appropriate conventions to produce Aesthetically pleasing results

(Adapted from H. Bass, 2007)15Access and OpportunityExplicit attention to navigation across multiple discourse communities provides greater access to more young peopleIn the service of enhancing subject-matter learning (i.e., to develop deep subject-matter proficiency)Builds critical literacy skills for an educated citizenry

16What is the relationship between disciplinary and generic literacy?Key Generic Literacy Skills/StrategiesPredictingPreviewingQuestioningMonitoringVisualizingSummarizingMost strategy instruction attempts to develop these strategies/skills in readers17Discipline-Specific Literacy Teaching Practices/StrategiesPreviewing like a historianWho is the author?When was this written?What is the context?Previewing like a biologistWhat is the problem/phenomenon Im studying?What do I know about this phenomenon?What do I predict/hypothesize about the phenomenon?18History Previewing Example: A Nation of ImmigrantsIf I told you to that we were reading a chapter from the book, A Nation of Immigrants, what do you expect it would be about?If I told you that the book was written in 1961, how would that change your predictions?If I told you that the author was John F. Kennedy, how would that change your predictions?19Differences across Content Areas: The Persuasive EssayLetter to the EditorEssay or Poem for English ClassSocial Science EssayPersonal opinion or personal experience; may include argumentation; clear stance; language used to indicate personal opinionPersonal opinion or experiences AND logical reasoning or illustrative imagery; language used to argue a point or to convey images and experiencesDistanced stance, evidence to support stance, logical reasoning to tie evidence to claim; language used to convey distance and objectivity20Disciplinary ReadingReading like an XDrawing from and developing necessary knowledgeTalking about textsSynthesizing across texts (or coming back around)Teachers taking on texts21Country/Region189019101920Great Britain1,251,4021,221,2831,135,489Ireland1,871,5091,352,2511,037,234Germany2,784,8942,311,2371,686,108Italy 1,8871,343,1251,610,113Romania NA937,8841,139,979Poland 48,55765,923102,823Foreign-Born Residents by Country of Origin, 1890-192022Country of OriginYearTotal Entering U.S.Great BritainEastern EuropeItaly1920430,00138,4713,91395,1451921805,22851,14232,793222,2601922309,55625,15312,24440,3191923522,91945,75916,08246,6741924706,89659,49013,17356,2461925294,31427,1721,5666,203304,48825,5281,5968,253Immigration Statistics, 1920-192623

24Text AnalysisAnalysis of Nature of the Text:Structure and tone of this text?Syntactic (i.e., sentence structure, organization) complexitySemantic complexityCohesionOrganization and flow of ideasDensity of ideasKey ideas or conceptsKey words or technical terms Density of vocabularyTexts within text?Role of images, charts, or graphs

Coh-Metrix (Graesser & McNamara)Reading demands of images Reading demands in making meaning across the images, other forms, and print

25Text AnalysisAnalysis of Relationship between Text and Reader:Assumed knowledgeChallenges to an adult reader with relatively deep knowledge of this subjectChallenges to children as readers of this textNecessary scaffoldingScaffolding necessary for STRUGGLING readers?Cultural, racial/ethnic, or gendered connections26Text AnalysisAnalyzing and Planning for Relationships Across Texts:How would you select other texts to accompany this one?What connections might you imagine students making across texts?What connections would you try to help students see across the texts?

27What do you need to address in the text and with your students?Vocabulary?Conceptual definingVocabulary concept cardsConcept of Definition mapsDistinguishingSemantic Feature AnalysisMorphological analysisSimple defining!Text Structure?Text structuring strategiesGraphic or relational organizingPrior Knowledge?BrainstormingPreviewingPreview GuidesAdvance OrganizersPredictingPOEAnticipation/Reaction GuidesVisualizingLack of coherence?Purpose settingGraphic organizersComprehension monitoringNotetakingDisciplinary reading strategies?Problem framingEvaluating data warrantCritiquingSynthesizingApplying to investigations or activities

28Synthesis JournalsPrimary Source 1Primary Source 3Primary Source 2Primary Source 4Analysis across texts (i.e., a history)29Summarizing From and Synthesizing Across Texts: Questions Into ParagraphsSub-Questions Source 1 Source 2 Source 3 SUMMARY

Adapted from:McLaughlin, E. M. (1986). QuIP: A writing strategy to improve comprehension of expository structure. The Reading Teacher. 1. What are the sources of this material?

2. What are the effects of this material in the air?

3. How much of this material is typically found in air?


Driving Question: What affects the quality of air in my community?Learning Set Question: Is material X a pollutant?30Student writing in English classDetroitMotor city of the worldAutomaker and designerA player of cars and casinosA city of violenceThey tell me your the #1 murder cityFor I have seen your people and streets.They tell me you are feared and violentAnd I have seen the results of that withMy friends who have passed away.For the people who want to show me theGood side, Ill show them my reality.The view that only people who live here see and hear.Gang violence, gun shots, drug dealing, rappistsProstitutes, crackheads, bumps, thieves, burn houses,And dirty streets.All of this hides under those beautiful buildings In Downtown.Under the unknown places of the camera hidesThis terrible everyday dilema we have to go through.Underneath the streets of Detroit hides its peopleAnd underneath those peopleTheir solidarity toward society.

31Student writing in Social StudiesI think middle school students should be required to participate in a community service program because it make them more responsible and teaches them what work realy is.

Another reason I think this is because it will help them to be successful and not to die as a teen gang member. Some people have thrown away their lives in gangs this community service program will help prevent that by keeping students away from gangs and away from drugs.

The Core Democratic Value that I choose is Common good, I chose this value because it states that we should protect and provide safty for our community as well as for anyone who lives here. Also because the community service program reduces the gang killings and increases the safty around us. Community servics are when students help around their community and to help older neighbors cut the lawn, rake the leafs, or shovel the snow.

I have learned that gangs are no good they bring nothing but trouble. All gangs are just about which gang is better the only things they do are fight, steal and cause trouble. Here in Detroit there have been alot of teens being killed because they were involved in gangs.


33Teaching Practices: Task AnalysisWhat does the task assume about youth and/or ask them to do as thinkers?What do youth need to know to meet the task demands?What kind of text does the task ask youth to produce?What do we need to do instructionally to scaffold young peoples thinking before they even begin to write?34A Few More Teaching PracticesWriting multiple versionsTeaching students to go to or abstract the larger issueExplicitly critiquing the rubric with and for students35


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