22nd Annual RGV – TABE Conference Social Studies Strategies to Activate the ELPS January 15, 2016 10:30 – 11:45 Presented by: Clarissa Abbott Secondary Social Studies Coordinator, McAllen ISD

Welcome and Introductions Draw a symbol or image that represents you When you share your symbol tell us about yourself… Who are you? Name, District, School What is your teaching assignment? Grade Level/Subject work with Why does that symbol represent you?

Welcome and Introductions: Who am I? Education: TX A&M University – Corpus Christi Bachelors in Political Science / Minor in History ESC Region II Educator Preparation: SS Composite 8-12 UT Arlington - Masters in Education Leadership: Principal Certificate Experience: Taught HS SS in La Joya, TX (Rio Grande Valley) Educator Preparation Consultant for SS and New Teachers Developed District New Teacher Tool Kit Developed District World Geography Pre-AP Curriculum Teaching American History Grant Coach/Manager McAllen ISD Advanced Academics Strategist Secondary Social Studies Coordinator Clarissa Abbott clarissa.abbott@mcallenisd.net

AGENDA SS Data Overview – Where do we stand in the RGV and in TX? Challenges we face in SS Importance of teaching SS Process Skills in EVERY SS Class Strategies to support the ELL student in the SS Class (helping all learners) Creating opportunities to Read, Write, Speak and Listen in the SS Class

How are we doing in SS?

Social Studies STAAR Results - 2015 Passing Standards Grade 8: 50% HS US History: 41%

The Challenge we face… Middle School Grade 8 High School US History Readiness Standards: 43 Supporting Standards: 66 Process Skills Standards: 7 116 TEKS for US History Grade 11 Readiness Standards: 37 Supporting Standards: 55 Process Skills Standards: 8 100 TEKS for Grade 8 SS

How can we help our ELLs be successful in SS? Being informed about the SS Curriculum (TEKS – Content and Skills) Understanding the State Assessments in SS (Grade 8 STAAR and US History EOC) Planning intentional instructional activities that are aligned to the Curriculum, Assessment and integrate the ELPS

Meet the needs of ELL students ELPS Keep all students engaged Student-Centered Learning Collaboration Build skills needed in and out of the classroom setting

Integrating Process Skills TEKS with Content TEKS is Critical SS Process Skills Integrating Process Skills TEKS with Content TEKS is Critical

TEKS Introduction and Process Skills for Critical Thinking (A)Introduction. (3)  The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

MS Social Studies Process Skills Reference Handout so participants can read more easily % of STAAR Dual Coded 2015: 69% 2014: 56% 2013: 44% Process Skills 2013 2014 2015 8.29 A 2 4 3 8.29 B 12 20 22 8.29 C 6 5 11

Is There a Vertical Alignment of SS Process Skills? 6th Grade 7th Grade 8th Grade 21 (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures; 21(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 21(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 21(A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas; 21(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 29(A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; 29(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 29(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

HS Social Studies Process Skills Primary Source Documents USH.29B 2015: 26/68 =38% 2014: 27/68 =40% 2013: 18/68 = 27% % of EOC Dual Coded 2015 – 59% 2014 – 58% 2013 – 54% USH. 29H 2015: 14/68 = 21% 2014: 13/68 = 19% 2013: 17/68 = 25%

Process Skills: Vertical Alignment World History US History EOC (29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (F)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; (H)  use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs. (B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions; (H)  use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.

Social Studies Process Skills and ELPS Correlations

Focus on Process Skill 29.B 29(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; Sequencing Timeline, Flow Map, Create a Cartoon Strip Categorizing Tree Map, (Political, Economic, Religious, Social, Geographic), Games Cause and Effect Relationships Multi-Flow Map, Cause and Effect Graphic Organizers Matching Games (I Have/Who Has, Go Fish, Got it! ) Comparing Double Bubble Map, Venn Diagram, Double Bubble Paper Plates Contrasting Finding the Main Idea Reading, writing using sentence stems, One Sentence Summary, GIST, 5 Finger Summary Summarizing Making Generalizations Analyzing charts and graphs, examining groups of facts Making Predictions What would happen next? What would happen if this did not occur? Point of View Drawing Inferences Analyzing historic excerpts, pictures, political cartoons etc. Drawing Conclusions Do you intentionally integrate these process skills into your SS Lessons?

Use of Graphic Organizers ELPS 1C)  use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; ELPS 4D)  use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

Use of Sentence Stems ELPS 3D)  speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; ELPS 3F)  ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; ELPS 3G)  express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; ELPS 3H)  narrate, describe, and explain with increasing specificity and detail as more English is acquired; ELPS 3J)  respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. ELPS 5 F)  write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and ELPS 5 G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

ESC Region One – Process Skills Matrix 29B Process Skills Graphic Organizers Sentence Stems

Sentence stems from Lead4Ward help students explain their thinking using the process skills http://lead4ward.com/docs/thinking_stems_onepager.pdf

Reaching Higher Levels of Critical Thinking: Strategies for Integrating Process Skills in SS Targeted Graphic Organizers for Critical Thinking: Critical Analysis Organizer Incident Report Bush Model SPRITE template ELPS (4)  (D)  use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

Pre AP Strategy

Work as a group to Complete the SPRITE based on the reading

Cause and Effect Relationships

Cause and Effect Activity Break into 2 Groups You will be assigned an Event . (don’t show to the other group) First, list all possible causes of that event. (one cause per sticky note) Next, list all possible effects of that event. (one cause per sticky note) Then, mix up all of your causes and effects and pass to the other team. (don’t tell them what your event is) Finally, groups try to categories sticky notes by causes and effects and then make an inference as to what the event could be. In closing, how can you adapt this activity for use in your class? Share ideas and suggestions Event – You arrive late to work You Buy a new home

Organizers and Strategies to integrate Process Skills in SS

Strategies for Summarizing Events Fodey.com - Create a News Snippet

Strategies for Sequencing

Create Opportunities for students to actively investigate history by using Primary Source Documents in your SS Class Use: Historic Documents, Excerpts, Political Cartoons, Advertisements, letters, speeches, photos, paintings, journals etc.

Analysis of Primary Sources – Tool Kit National Archives – Primary Source Analysis Templates http://www.archives.gov/education/special-topics.html

Written Document Analysis

Photo Analysis

Photo Analysis Foldable Activity OBSERVATION - Crate a Tri Fold Foldable (horizontal) Study the Photo / Painting List People, Objects and Actions you see (inside Foldable) INFERENCE List 3 things you can infer (outside right flap) QUESTIONS What questions does this raise in your mind? (outside left flap) Questions on back of this flap on back of this flap Inferences People Objects Actions

Reflection...Think Turn Talk Do you create opportunities throughout your SS lesson for students to… Read Write Listen Speak What may happen if you do not have these opportunities in your class?

Resources to Activate the ELPS

Tell me what you think…I value your feedback The best part of this session was ____________________________ This session would have been better if ________________________

Thank You clarissa.abbott@mcallenisd.net