Let’s Get Textual! Daniel Rock, Education Program Specialist, Georgia Department of Education 3/25/2017

Bridge Map complex text academic vocabulary Text-based evidence literacy Science/Social Studieds/CTAE building knowledge Thinking Maps college and career readiness Leads to success in Running long distances Everyday Reading more complex text Eating small portions as as as College and careers Loosing weight Running a Marathon 3/25/2017

Key Questions What are the expectations for student reading and writing in social studies? What strategies and tools will help students meet these expectations? Why do kids need to read or and write? If students need these skills to succeed in content classes and they don’t have them, then we may have no choice but to teach them. How? The way a students needs to read in a social studies class does not mirror the way a students must read in an ELA class. Thus, if we only rely on ELA teachers to teach reading skills, they will never be truly prepared for our classes. 3/25/2017

Learning Targets Teachers will be able explain the reasons for content area literacy standards. Teachers will intentionally teach strategies that improve social studies literacy skills. What are your goals for today? 3/25/2017

What Do We Expect Student Behaviors? Student Achievement Teacher Behaviors? How do we define student achievement? Yes, standards. How else? What student behaviors or evidence would we expect to see in and out of classrooms that would lead to this achievement What teacher behaviors or evidence would we expect to see in and out of classrooms that would lead to this achievement? 3/25/2017

Interquartile Ranges Shown (25% - 75%) Reading Study Summary 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* Interquartile Ranges Shown (25% - 75%) * Source of National Test Data: MetaMetrics

What do the Standards Say? But first, remember, more important than individual standards are… 3/25/2017

…the three big shifts Building content knowledge through (reading) rich nonfiction Reading, writing, and speaking grounded in evidence from the text, both literary and informational. Regular practice with complex text and its academic language. And we will show you how to do it. So pay attention! Do not stress about posting standards and making sure the kids know them. Do stress out about making these three components part of daily instruction. 3/25/2017

Standard Bands and Domains Key Ideas and Details Craft and Structure Integration of Knowledge Range of Reading and Level of Text Complexity Grade Bands: 6-8, 9-10, 11-12 3/25/2017

Standard Progression Activity You have been given all of the literacy standards from one domain, cut up by standard. Place the standards in ascending order by grade band. Third Grade Standard 1  Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers Fourth Grade Standard 1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Fifth Grade Standard 1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 3/25/2017

Unpacking Standards Read the standards given to you. Create a tree map that identifies the following: Concepts required to meet Skills needed to meet Evidence of mastery of standards Teacher support needed. 3/25/2017

Domain (Key Ideas and Details) Third Grade Standard 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers Domain (Key Ideas and Details) skills Teacher Support Needed Concepts Evidence of Mastery How to connect text to an answer. What makes a good question. Multi-sentence answer that explains main idea of text with summary or quote from text. Strategies for teaching questioning skills Main idea Writing different types Of questions 3/25/2017

Standards in Action:Teaching Channel Real teachers/real student teaching and learning in a variety of settings and content areas Strategies that work Reflection From one minute strategies to series of long lesson studies 3/25/2017

What is influencing this teacher’s instructional decisions What is influencing this teacher’s instructional decisions. Why is he doing what is listed on this map? Teaching Channel Lesson Building knowledge through non fiction Using evidence to support claims/ arguments Complex Text and Academic Language

Lesson Analysis: Teachingchannel.com Identify where the shifts are present in this video for students or teachers. Discuss your observation with a partner. How does this type of instruction compare with your instruction? 3/25/2017

How Does This Lesson Address the Three Shifts? (Handout) Science Word Clouds Current Events Building content knowledge through (reading) rich nonfiction Reading, writing, and speaking grounded in evidence from the text, both literary and informational. Regular practice with complex text and its academic language. 3/25/2017

Learnzillion Lesson Sets Brief, focused “screencast” lessons Aligned to Common Core Common Misconceptions Practice/Extensions 3/25/2017

How Do These Lessons Address the Three Shifts? (Handout) Drafting/Writing Evidence/Citing Sources 3/25/2017

LearnZillion: How To Use Flipped Classroom Direct Instruction Stations/Centers Review/Practice Ready-made presentations ?????? 3/25/2017

When You Finish… I have had difficulty explaining the “staircase of complexity” within the standards to my social studies coordinator at DOE. Help me. Write a brief letter to my collegue at DOE explaining how the standards grow in complexity from middle school to graduation. 3/25/2017

Lunch 3/25/2017

Welcome Back: Let’s Get Textual! What strategies interested you? How could you use this in your classroom? 3/25/2017

What is it? Visualizing Predicting Questioning Reciprocal Teaching Students take the role of teacher by learning and teaching these skills. Summarizing Clarifying We are going to learn specific strategies for helping kids comprehend the complex texts of our classrooms. We will jigsaw once again to learn a variety of strategies. For each strategy we will answer the questions: What is it and what does it look like? We will also create examples to demonstrate to our peers. I will model with Reciprocal Teaching. This is what it is. 3/25/2017

Reciprocal Teaching Teacher explicitly teaches strategies. Students take turns practicing strategies independently and in groups with text or media. Students rotate through the roles. Students share and compare responses within small groups. Students collaboratively answer their own questions. Students share best questions and answers with class. Students learn to predict, question, clarify, and summarize independently. This is the process of what it might look like in the classroom, but it can be modified in several different ways. 3/25/2017

Each member of group has a role 3/25/2017

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THESE are the times that try men's souls THESE are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value. 3/25/2017

Complete Your Role and Share Responses on Sticky-note/Chart Paper 3/25/2017

Reciprocal Teaching and Thinking Maps Review the five parts of reciprocal teaching. On chart paper, identify and describe which Thinking Maps students could use for this part of the reading process. Be as specific as possible. 3/25/2017

Jig-Saw 1. Establish a home group. 2. Count off within home group 1-6. 3. Read silently and begin activity on your own. 4. In “expert group” analyze the strategy and decide which maps you could use and how you would use it. Try to give a specific example. 5. Return to home group and share results. Take notes based on what you hear. Then participants will complete the handout as a jigsaw. They will Read the strategy in their home group. Become experts in their expert groups and complete the activity sheet and create an example. Go back and teach their home group,. Take notes from their fellow home group members. 3/25/2017

Expert Groups 1s: Anticipation Guide (p. 1) 2s: Squeepers (p. 4) 3s: Evaluating Evidence (p. 6) 4s: Close Reading (p. 8) 5s: Key Concept Synthesis (p.10) 6s: History Events Chart (p. 13) Time keeper. 3/25/2017

Breaking Down a Prompt/Planning using Thinking Maps TAP(T) the essay with Tree Map: Topic, Audience, Purpose, Thinking Map Organize map based on cognitive requirements of essay Outline essay using Map. Place key quotes in Frame of Reference 3/25/2017

Breaking Down a Prompt Unit IX: The Legislative Branch in Georgia Persuasive Prompt Writing Situation  The United States Constitution is the Supreme law for the United States of America. Decide whether the Constitution is still as relevant today as it was when originally written. Does the Constitution still address the needs of all people?  Writing Directions Write a persuasive essay that tells whether you believe the Constitution is still relevant today. Provide supporting details to support your point of view. 3/25/2017

Essay Prompt Topic Audience Purpose Thinking/Map Name _________________ Per. _________ Essay Prompt Topic Audience Purpose Thinking/Map Tree/Claim and support Relevancy of Constitution To convince citizens that the constitution is still relevant American Citizens

Claim and Support The Constitution is still relevant today It has been amended as times change Americans hold freedoms sacred Politicians must answer To the people 19th gave women vote Freedom of Speech Nixon/Impeachment 15 Prohibits denial of vote Freedom of religion Obama v Romney 2010 Midterms 17th gives creates direct election of senators Freedom to bear arms

Essay on Constitution Opening Paragraph: Story of a friend who was wrongfully accused of a crime. End with Thesis. 1st Body Paragraph: Explain how the constitution has been amended with changing times. 2nd Body Paragraph: the principles of freedom in the constitution are universal. Explain how people still use freedoms of speech, religion, and bear arms. Conclusion: America has prospered for 250 years. We have provided increasing amounts of feedom to our citzens, making it more relevant than ever. 3rd Paragraph: Our politicians have to answer to the people:. Use examples of Nixon, election, and 2010 midterms. 3/25/2017

For more information-- Daniel Rock, drock@doe.k12.ga.us Mary Lynn Huie, mhuie@doe.k12.ga.us Tessa Garland, Chatt-Flint RESA (LDC training may be available here as early as March 2013) 3/25/2017

For more information-- Daniel Rock, drock@doe.k12.ga.us Mary Lynn Huie, mhuie@doe.k12.ga.us Tessa Garland, Chatt-Flint RESA (LDC training may be available here as early as March 2013) 3/25/2017