Connecting Reading and Writing in Social Studies

Objectives

To review Common Core State Standards Anchor standards.

To briefly review research on writing practices in content.

To examine a set of primary source documents.

To summarize primary source documents.

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific textual evidence when writing or speaking to support conclusions drawn from text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop o interact over the course of a text.

Craft and Structures

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text(e.g., a section, chapter, scene, or stanza) relates to each other and the whole.

Evidence Standard

Main Idea Standard

Interaction Standard

Vocabulary Standard

Structure Standard

College and Career Readiness Anchor Standards for Reading

Craft and Structures6. Assess how point of view or purpose shapes the content of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Point of View Standard

Multimedia Standard

Argument Standard

Multi-Text Standard

Complexity Standard

Evidence Standard

Main Idea Standard

Interaction Standard

Vocabulary Standard

Structure Standard

Point of View Standard

Multimedia StandardArgument Standard

Multi-Text Standard

Complexity Standard

ELA vs. Social StudiesEnglish / Language

ArtsSocial Studies (History)

Text characteristics

• Difficulties at discourse level

• Multiple genres require different cognitive processes

• Nominalization used to obscure reasoning

• Primary documents contain archaic vocabulary and syntax

• Assertions and evidence presented as facts rather than as interpretations

Vocabulary Vocabulary does not have to be known precisely to understand the gist of the literature

• Not many technical terms• People, places, events –

must understand relationships among terms

Processes • Readers must use prior knowledge of history and/or science

• Close reading• Inferencing with

evidence

Historians use•Sourcing•Corroboration•Contextualization•Close reading

College and Career Readiness Anchor

Standards for WritingText Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Argument Standard

Informative/Explanatory Standard

Narrative Standard – NA in Social Studies

Purpose/Audience Standard

Publishing/Technology Standard

Process Standard

College and Career Readiness Anchor

Standards for WritingResearch to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Research Standard

Multiple Sources Standard

Evidence/Support Standard

Routine Writing/Time Frames Standard

Florida CCSS Coding Classification System

LACC.1112.RH.1.2Subject Code

Language ArtsCommon Core

Grade Band11-12 Strand

Literature in History/Social Studies

Anchor ClusterKey Ideas and Details

Anchor StandardMain Idea

Writing Tasks: Students will paraphrase different sentences and paragraphs of Lincoln’s speech and then write an analytical essay on their understanding of Lincoln’s Gettysburg Address.

Students will be afforded the opportunity to rewrite their explanation or revise their in-class paraphrases after participating in classroom discussion, allowing them to refashion both their understanding of the text and their expression of that understanding.

Writing Practices That Enhance Students’

ReadingHave students write about the texts they read.

. Students’ comprehension of science, social studies, and language arts texts is improved when they write about what they read, specifically when they:

•respond to a text in writing (writing personal reactions, analyzing and interpreting the text),

•write summaries of a text,

•write notes about a text, and

•create and answer written questions about a text.

Writing Practices That Enhance Students’

ReadingTeach students skills and processes that go into creating text.

Students’ reading skills and comprehension are improved by learning the skills and processes that go into creating text, specifically when teachers.

Teaching the process of writing, text structures for writing, and paragraph or sentence construction skills improves reading comprehension.  

Increase how much students write.

•Students’ reading comprehension is improved by having them increase how often they produce their own texts.

How should I plan my instruction?

Mary, Mary, quite contrary,

How does your garden grow?

With silver bells, and cockle shells,

And pretty maids all in a row.

What is the origin and historical significance of this nursery rhyme? a.A religious allegory of Catholicism with bells representing the sanctus bells and the cockleshells the badges of pilgrims to the shrine of Santiago de Compostela.b. An English nursery rhyme written in 1744 to honor Queen Mary I of England.c.The rhyme as connected to Mary, Queen of Scots and refers to her reign over her realm.d.A rhyme found in The Secret Garden by Frances Hodgson Burneet that includes the last line "And marigolds all in a row."

Select stimulus text with historical significance.

Set a purpose for reading and writing.

Deep, analytical instructionMary, Mary, quite contrary,

How does your garden grow?

With silver bells, and cockle shells,

And pretty maids all in a row.

Mary, Mary, quite contrary,How does your garden grow?With silver bells, and cockle

shells,And pretty maids all in a row.

Analyze the text by conducting a close read and analytic discussion.

• refers to Mary, Queen of Scots, troubled reign, OR • Mary I of England’s unsuccessful attempt to reverse ecclesiastical changes made by her father Henry VIII

• refers to Mary, Queen of Scots, reign over her realm, OR• a mocking reference to Mary I’s inability to conceive an heir

• reference to Catholic cathedral bells and insinuation that Mary, Queen of Scot’s husband was not faithful to her, OR• reference to "Bloody Mary“ known for burning and executing Protestants

•refers to Mary, Queen of Scot’s ladies-in-waiting , OR• Mary I’s many miscarriages OR •execution of Lady Jane Grey

Record information using graphic organizer, note-taking, or other methods of recording textual details.

Write to analyze and interpret

Write to examine and convey the complex ideas and historical explanations suggested in the nursery rhyme “Mary, Mary, quite contrary”.

Assign a writing task:

To summarize….To explain…To examine…To make a claim…To take a positionTo compare….To distinguish…

Writing as Historical Lens:

Seeing Students’ Writing

Connections With History/Social

Studies Through the Common

Core State Standards for English

Language Arts and Literacy

(Grades 6-12)

FDR and the New Deal

Expert GroupsPackets contain

Textbook reading

Primary documents (different ones in each packet)Questions at bottom of some documents are meant as cognitive prompts to aid in your processing the information

You are not asked to answer them specifically!

Complete the Inquiry Chart provided, for the documents you have

Some cells will be left blank

Write in shorthand – not complete sentences!

Write in your own words

Share you information so that everyone has a complete Inquiry Chart before moving to Jigsaw groups

Inquiry Chart

Jigsaw Groups

Insure that everyone in your Expert group has recorded information from all documents in the group

Count off as directed

Move to your Jigsaw groups as directed

Share your information in the Jigsaw group

Discuss the information in relation to the initial Discussion Web

Document 1

Document 2

Document 3

Document 4

Document 6Document

5

Document 6

Document 7

Recap and ReflectStandards addressed: Reading

Integrate information from visual and print texts

Integrate information from variety sources, primary and secondary

Standards addressed: WritingGather relevant information from a variety of sources

Write argument to support claims with evidence

Cognitive processes engaged in:Sourcing

Corroboration

Contextualization

Close reading