1. Connecting Reading/Language Arts & the Social Sciences Social Science Department Chair Meeting May 25, 2011

2. Objectives As Department Chairs, you will be able to:  Understand Webb’s Depth of Knowledge and Levels of Cognitive Complexity.  Assist your colleagues as they infuse Webb and LOC when planning rigorous Social Science lessons.  Help Social Science teachers to infuse reading strategies in classes for comprehension of content.  Encourage Social Science teachers to understand their role in helping students’ mastery of Social Science (including Civics Education), Reading, and Writing standards.

3. Rigor The quintessential hallmark of exemplary standards. It is the measure of how closely a set of standards represents the content and cognitive demand necessary for students to succeed. 3

5. Cognitive Complexity Bloom’s Taxonomy Webb’s Depth of Knowledge FCAT LEVEL Knowledge RecallLow Comprehension Application Basic Application of Skill/Concept Moderate Analysis Strategic Thinking Synthesis and Evaluation Extended Thinking High

7. LOC in Social Science: Low, Moderate or High?  Provide justification for events, actions, or issues in history.  Identify characteristics of a particular group, place, or event.  Identify the significance of historical or contemporary events, actions, personalities, or concepts.

9. Percentage of Points by Cognitive Level for FCAT 2.0 Reading GradesLowModerateHigh 5 – 715 – 25%50 – 70%15 – 25% 810 – 20%50 – 70%20 – 30%

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12. Literary Text Features Text Features Other ways to say… subtitles caption photograph help the reader understand conclude caption be most appropriate chart map diagram sub-heading illustration graph bold-print words best supported

13. Informational Text

15. 15 text box relevant or related information to support the article graphic subheading title captions

16. Text Features Other ways to say… illustrations section show describe titled Instructional Tools for Text Features 16

17. Other Ways To Say … supportsargument greatest benefitconclusion evidencereasons behind most validreliable sounddependable ConclusionSupport 17 Editorials Scientific articles Current events issues Both primary and secondary sources

18. Other Ways To Say … supportsargument greatest benefitconclusion evidencereasons behind most validreliable sounddependable Validity & Reliability 18 Grade 7 – LA.7.6.2.2 The student will assess, organize and check the validity (i.e., correctness or soundness) and reliability(i.e., dependability ) of information by examining several sources of information including both primary and secondary sources. What will I use to instruct this benchmark? Look for text that: -takes a position -states a specific issue Uses scientific research or expert opinions, surveys, data or information from books

19. What is the difference in rigor? 19

20. Consider your instructional resources:  Targeted Benchmarks (from Data and Pacing Guide) Main idea (stated or implied) Author’s purpose/point of view Cause and effect  Texts/resources Text Question Task Cards Supplemental articles/stories/poetry  Instructional resources  Structure of the Lesson Background knowledge, goal setting, discussion, organization, active learning, writing

21. What graphic organizers or strategies might be appropriate for instruction?

22. What historical reference is essential to understanding the text? Civil War Children as young as nine years old either served as soldiers or as drummer boys. Seventeen was the minimum age for enlistment in the Army during the Civil War era. Young soldiers were more common in the Confederate army due to heavy casualties and the need for new recruits. It is estimated that around five percent of the soldiers who served during the Civil War were under 18 years of age.

23. What Question Task Card can be used?

24. The Reading-Writing Connection  How do you infuse writing in your classes?  Why is writing in your class important?  Exit Slip Example (handout)

25. Goals  Help students with the transition from narrative to information text  Help students analyze text features  Use Pre, During and Post reading activities to strengthen student comprehension of content  Infuse the CRISS philosophy if you have taken a CRISS PD, or sign up for upcoming PD  Encourage reading of increasingly complex text and independent reading  Align instruction with more rigorous standards

26. Contact Information:  Office of Curriculum and Instruction  Language Arts/Reading, 305-995-3122