1. I’m NOT a reading teacher; I’M A SOCIAL STUDIES TEACHER! Lisa Hardwig lahardwig@lancaster.k12.pa.us Justin Reese jlreese@lancaster.k12.pa.us Heidi Trexler hctrexler@lancaster.k12.pa.us School District of Lancaster November 16, 2012

2. 1836 -PA’s 2 nd oldest district Students: 11,000 - 57.9% Hispanic -19.4% Black -16.5% Caucasian - 6.2% Asian/Other Budget: -$160 Million Schools: - 1 ECC -13 ELE - 4 MS - 1 HS Campus - 2 Alt Ed. Staff: -1,645 Priority Areas: Elementary & Secondary Literacy, Graduation Rate & Building Leadership

3. Picture of PA / Lancaster

4. Heidi Trexler, School District of Lancaster Wildwood Crest, NJReign, Age 5 Reading Specialist Urban MS 1200 Students 6-8 Reading, PA Reading Specialist Suburban HS 1200 Students 9-12 Reading, PA Coordinator of Secondary Social Studies & Literacy Lancaster, PA

5. Social Studies Teacher – School District of Lancaster, PA – Formerly worked at Lock Haven University of Pennsylvania, and Messiah College – BS Secondary Education – M.Ed. At-Risk Education Justin Reese, School District of Lancaster

6. Mother – Meet Jaiden Social Studies Teacher – School District of Lancaster, PA – Charles County Schools, MD – BS Social Studies Education – MS Education Curriculum and Instruction Lisa Hardwig, School District of Lancaster

7. Reading Strategies

8. I’m NOT a reading teacher; I’M A SOCIAL STUDIES TEACHER! Social Studies & Literacy

9. AGENDA GOALS Reading 101 & CCSS Focus: Literacy in History / Social Studies Vocabulary, Fluency, & Comprehension Strategies for SS Teachers 1.Learners will be able to see how Marzano’s instructional strategies support learning of content & literacy to support CCSS. 2.Learners will understand how to implement these strategies immediately in their classrooms.

12. Literacy in History / Social Studies

14. Balancing Informational & Literary Tests Knowledge in the Disciplines Staircase of Complexity Text Based Answers Writing from Sources Academic Vocabulary

18. "One of the most crucial services that teachers can provide, particularly for students who do not come from academically advantaged backgrounds, is systematic instruction in important academic terms ". (Marzano & Pickering, 2005)

19. Vocabulary Recognition Activity –US Government and Politics Activity –US Government and Politics (blue paper) 1. Individual: Skim the reading; Circle the unfamiliar words 2. Small Group: Create a list on the white board at each table 3. Large Group: Combine the white boards and review the terms Options:Options: Students respond if they “Know It,”“Heard It,” or “Have No Idea” Students respond “What”, “So What”, “Have No Idea” “What” (the students write what they think the word is), “So What” (the students write about the relationship of the word to the topic) “Now What” (the students use the word in a newly created sentence. Sample Activities

20. SAMPLE ACTIVITIES 1.Categorize the terms (clusters); title each cluster 2.Compare the terms to other terms (prior knowledge) that are similar or different to what you already know 3.Describe it; Don’t define it 4.Create a mental picture of one of the terms; describe/draw the mental picture 5.Create a sentence/paragraph/summary using the new words 6.Create a “status post” using one of the new words to start a conversation 7.Create a “text message” using one of the words; attempting to start a conversation

21. Pause & Reflect Moment

23. Cloze Activities Quote by Patrick Henry “Give me liberty or give me……..” Goal is to practice meaning, context, and previous knowledge.

24. Marzano‘s Design Question #3: What will I do to help students practice and deepen their understanding of new knowledge?

25. Cloze Activities Select a key passage Remove a key vocabulary word from the passage. Make sure there are enough clues in the passage that students can determine the missing word. Distribute the passage to each student or group of --------.Have the students read the passage and determine the missing words.

26. Cloze Activities Discuss with students how they were able to determine the missing words. Point out that they used context clues. List the context clues that the students used. Have the students read the passage verifying their choices. Students then could define the vocabulary terms if necessary.

27. Pause & Reflect Moment

30. From Marzano’s Dimensions of Thinking Cognition  Sequencing  Identifying main idea & supporting details  Summarizing Interpretation  Making inferences  Drawing conclusions  Making predictions Critical Stance  Evaluating author’s craft & literacy elements  Evaluating point of view  Comparing & contrasting Critical Connections  Text to Self  Text to Text  Text to World

31. What is still puzzling?

32. Consequences of reading difficulties: an ever widening gap 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th 11 th 12 th The gap increases in both depth and breadth

33. Each year skills and knowledge required to meet standards increases 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th 11 th 12 th Must learn to recognize many new words accurately and automatically Must acquire many new vocabulary words Must learn to deal with longer sentences and more complex ideas Must be able to draw upon more extensive background knowledge

35. Resources on WIKI @ https://ncsssdol.wikispaces.com/ https://ncsssdol.wikispaces.com/