1. Gayle Thieman, Portland State University Susan Lenski, Portland State University

2. Research Questions What levels of literacy strategies do five social studies teachers candidates use with students in low SES schools? What differences exist between dispositions and skills of teacher candidates who use higher-level literacy strategies versus those who use lower level strategies?

3. NAEP Reading Scores Continue to Decline while Achievement Gap Widens Achievement Gap in 8 th grade Reading between lower/higher SES at state level FRL Eligible 253 Not Eligible 276 Compared to the nation, average 8 th grade reading scores declined in this state Poverty & lack of social supports for students in metro area where this study took place

4. Need to address Low Expectations for high poverty, ethically diverse students (Banks et al 2005) Students in lower track classes--high poverty & ethnic diversity-- have fewer opportunities to develop higher order thinking and reasoning skills (Good & Brophy, 1995) Need to teach culturally responsive teaching Combat “deficit orientation” Need to both differentiate and accelerate learning

5. Literacy Strategies (Lee & Spratley, 2010) Activate prior knowledge Build vocabulary Use knowledge of text structures and genres to predict main ideas Pose relevant questions Compare claims across texts Evaluate evidence

6. Literacy in Social Studies (NCSS, 2010) Sequence events Differentiate fact vs. opinion Compare similarities and differences Analyze cause and effect Explore complex patterns Evaluate sources for credibility and validity Use variety of media to access, create, and present information Interpret and analyze diverse historical and contemporary perspectives

7. Data Analysis Collective Case Study Approach (Creswell, 2013) to compare across six cases 3 cases used higher-level literacy strategies 2 cases used lower-level literacy strategies Identified Depth of Knowledge (DOK) level for each literacy activity (Webb, 2007) Developed literacy strategy profile for each work sample

8. Higher level activities: Depth of Knowledge (Webb, 2005)

9. Lower DOK levels I Recall Label map Define vocabulary Recall information Take notes Draw representation Illustrate II Skill/Concepts Identify patterns Summarize information Make predictions Organize information Compare/contrast Cause/effect Interpret historical document Chronology

10. Higher DOK Levels III Strategic Thinking Analyze consequences Evaluate policy proposals Develop logical argument Draw conclusions Cite Evidence IV Extended Thinking Synthesize information from multiple sources Create new understanding through analysis, synthesis, critique, application of concepts in novel ways

11. Ted Handsen Middle School 41% poverty 21% ethnic diversity Mandarin/Spanish immersion programs; Somali refugees in urban community School’s aim: advocate for every student’s culture, language and academic needs Ted’s goal: create a truly engaging curriculum that empowers students to work to the top of their ability Result: 41% of literacy strategies were Levels III, IV

12. James Century High School 48% poverty 40% ethnic diversity Significant immigrant/migrant labor population in low-income suburb “This class of sophomores is one of the most difficult to come through the school in the last decade” James’ view: “ I have found ways to connect to the students… All seemed to appreciate being pushed and having to think for a change” Result: 46% of literacy strategies were Levels III, IV

13. Chuck Mason Alternative High School 53% poverty 23% ethnic diversity Coalition of Essential Schools: small class size; create personalized educational environment Self-contained classroom for highly at-risk students Chuck’s goal: connect lessons to real world examples that provide scaffolding for academic tasks. Result: 40% of literacy strategies were Levels III,IV

14. Lily Prairie High School 50% poverty 53% ethnic diversity Former blue-collar white suburb, now high poverty, diverse community Deficit perspective: Transient nature of the community, resulting from low SES, “created challenges in the classroom” Most students had not had a social studies class since 8 th grade; their knowledge was limited Result: 22% of literacy strategies were Level III, IV

15. Ashley Bentley High School 45% poverty 62% ethnic diversity Career/technical public magnet school in urban community; students admitted by lottery Ashley’s view: Standards were higher when students were coming from strong academic foundations. Now curriculum needs to change. Expectations are too high and students are unable to pass. Result: 10% of literacy strategies were Level III, IV

16. Promoted Higher Order/Historical Thinking Primary Source Analysis Interpret political cartoons, paintings, maps, charts, graphs, images, songs, political documents Creative assessments Story quilt, historical avatar, multimedia presentations, position statements, debates, essays, posters Linked to the unit essential question How have people changed America to make it a better place? How can we ensure social justice for everyone? How do governments balance power Can a nation be built inside another nation?

17. Used Literacy Strategies to Scaffold Instruction Build prior knowledge Journal prompts Taught background knowledge Whole class discussion Teach vocabulary Use context clues Draw pictures Make predictions & develop hypotheses based on reading Higher order thinking questions challenged students to think critically Compare evidence across texts Evaluate and cite evidence

18. Used Literacy Strategies to Scaffold Instruction Graphic organizers Word webs Venn diagrams T-charts S.O.A.P.S. protocol Timeline Comparison chart KWL Summarize information Notetaking Identify patterns Compare/contrast Cause/effect Develop logical argument Connection to the present

19. Differences among Teacher Candidates All TC’s used primary sources BUT 3 TC’s with higher level literacy strategies explicitly taught historical inquiry 2 other TC’s asked students to read and interpret photos, news headlines with little scaffolding to support student comprehension and little evidence of historical inquiry

20. Organizing Instruction Around CFQ’s 3 TC’s who used highest- level literacy strategies had most conceptual essential questions How can we ensure social justice for everyone? TC who used mostly lower level literacy strategies EQ was “Is imagine important? In unit on Roaring 20’s & Great Depression. EQ was only marginally evident & no HOT questions

21. Used Increasingly complex literacy strategies TC’s taught students to access prior knowledge increase vocabulary use higher order thinking (HOT) develop graphic organizer write summaries make connections Journal prompts, films Use context clues, draw pictures Make predictions, develop hypotheses Word webs, Venn, T- charts, SOAPS protocol Cornell notes, opinions contemporary reforms/local issues

22. Literacy for Exceptional Learners in Social Studies: Minarik & Lintner (in press) Multiple Means of Representation Provide audio or nonlinguistic visual support for text reading or vocabulary Use close captioned videos Use highlighting, pictures, graphic organizers in presentations

23. Literacy for Exceptional Learners in Social Studies: Minarik & Lintner (in press) Multiple Means of Engagement Link content to students’ lives Cooperative group or partner work with specific tasks Manipulatives Movement Debates Role Plays/Simulations

24. Literacy for Exceptional Learners in Social Studies: Minarik & Lintner (in press) Multiple Means of Action/Expression Students demonstrate knowledge thru digital media (web pages, presentations, audio 0r video recordings, e- portfolios) Students demonstrate knowledge thru drawings, posters, graphic organizers, oral presentations, models

25. Implications for Further Research Develop shared definitions of literacy and help students understand literary processes (more than named strategies) Collaborate on common literacy assignments. Explicitly teach candidates how to incorporate higher level thinking and strategies, especially with students in high-poverty/high diversity classrooms. All of the Work Samples included a variety of primary documents and texts. Teach candidates how to match text difficulty with student literacy ability.