literacy strategies in the social studies classroomstrategies+in+ss...•anticipation guide ... the...
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Presented by: Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS [email protected] [email protected]
Literacy Strategies in the Social Studies Classroom
Presented By:
Scott Garren Coordinating Teacher for Middle School Social Studies
Wake County Public School System &
Dr. Denise Vargas Social Studies Department Chair
Wake County Public School System
for the
North Carolina Middle School Association
Sheraton Greensboro Hotel/Koury Convention Center, Room: Augusta A 3/15/2011
10:00 AM – 11:00 AM
2/4/2011
1
North Carolina Middle School Association
March 15, 2011
10:00 – 11:0 am
What good readers do… Use reading strategies before, during, and after reading
Set a purpose
Access prior knowledge
Read ahead
Paraphrase and predict
Reread, skim, and summarize
Identify patterns
Use graphic organizers
Sequence events
Instruction for All Students, pg. 15
• Brainstorming
• Anticipation Guide
• Think Aloud
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Brainstorming Students work in pairs to brainstorm background knowledge about an
assigned topic.
Participant “A” talks about the topic for one minute.
Participant “B” listens quietly, offering nonverbal encouragement.
After one minute, the roles reverse.
At the conclusion of the activity, students are prepared for a more in-depth study of the topic.
Your Topic: What led to the American Revolution?
Anticipation Guides• Establishes purpose and accesses prior
knowledge.
• A set of statements that relate to the key ideas and major concepts in the selection.
• Before reading text students indicate whether they agree or disagree with each statement.
• Students then revisit the statements after reading text, discussing where they found information that supported or contradicted their original ideas.
• Anticipation guides lead to great conversations both before and after a learning activity.
Find the handout…
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Find the handout…
Think Aloud Model the reading process by
selecting and reading text aloud to the class.
As you read, verbalize your thoughts, feelings, etc. about the text. In other words, think out loud.
After reading, ask students to identify the reading comprehension strategies you used in making sense of the text.
Encourage students to use these same strategies in reading additional materials.
• Free Write
• Highlighting
• Story Boards
• Interactive Notebooks
• Interactive Response
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Free Writes Free writes can be written in the
form of questions, statements bullet points, etc. The emphasis is on the generation of ideas, not writing norms.
As students read, they make notes along the margins of the text or on another sheet of paper.
After completing the free-write, students may be asked to share what they have written in small groups or with the class.
Highlighting In order to be effective, highlighting
should be directed toward specific topics.
Choose important categories and assign a highlighter color to each.
Instruct participants to read the assigned text.
As they read, they highlight information using a separate color for each category.
When the activity is completed, participants have a color-coded text identifying key points about the assigned topics.
Story Boards Students read the passage.
Either during or after they have read the passage, they brainstorm images to represent key terms, figures, or events that are taking place.
They then sketch those images into a pre-determined template or one of their choosing.
2/4/2011
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Interactive Notebooks Students take notes, such as two-column notes, on the right
side of the notebook.
Students then process that information on the left side of the notebook by drawing pictures, creating collages, writing first-hand accounts, etc.
Interactive Response As they read, students
select passages that they find difficult or particularly important.
They write these passages in the right column.
Students then respond to the passages in the left column.
• Inside-Outside Circles
• Think-Pair-Share
• Collaborative Summarizing
• Muddiest Point
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Inside – Outside Circles Write important vocabulary words, key terms, people, etc. on index cards.
Distribute the cards to students and split the class into two groups.
Instruct students from the first group to form a circle with participants facing outward. Ask the second group to form a circle around the first, facing inward.
Instruct students in the inner circle that they are to speak about the topics on their cards to their partner for one minute.
Then, instruct the second student to do the same.
After two minutes, ask students in the outer circle to rotate to the next person.
Continue the exercise for as long as the students are engaged.
Think – Pair – Share Ask a question or assign a reading.
Ask students to think quietly for a short time (1 minute) about the topic.
Instruct students to pair with a partner and share their thoughts with one another.
Ask students to share their pair’s responses with the whole group.
Collaborative Summarizing Participants are presented with a video, text, or some other form of
information.
As they watch, listen, or read, participants take notes in the left column of the handout about what they observe.
After interacting with the information, participants pair together and share what they observed, recording their partner’s observations in the right column of the handout.
After recording each other’s notes, participants work together to summarize and record what they have learned.
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Muddiest Point What is your muddiest
point?
What is still unclear to you?
Where do you need clarification or additional information?
For more information:
Scott Garren
Dr. Denise Vargas
Name: ____________________
Presented by: Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS [email protected] [email protected]
Anticipation Guide
Before reading: Indicate whether you agree (A) or disagree (D) with the following statements.
Opinion Statement
1 _____ After the French were defeated by the Native Americans in the French and Indian War, the American colonies took over lands west of the Appalachians.
2 _____ In the 1760s, American colonists were forbidden to settle west of the Appalachian Mountains.
3 _____ Colonists were forced to give up their homes to soldiers.
4 _____ Colonists were forced to allow soldiers to search them whenever and wherever soldiers pleased.
5 _____ Colonists were forced to marry soldiers who wished to settle in the colonies.
6 _____ Colonists were forced to feed hungry soldiers.
7 _____ Colonists were forced to pay the British taxes on anything they imported, even if it didn’t come from Britain.
8 _____ The Boston Massacre was started by the British soldiers when they invaded Boston Harbor.
9 _____ The Declaration of Independence was written, in part, by Benjamin Franklin.
10 ____
After Viewing: If your answer was proven correct according to the presentation, put a check under the “Support” column. If your answer was
proven incorrect according to the presentation, put a check under the “No Support” column. In either case, indicate the evidence that you used in
checking your answer.
Support No Support Evidence
1
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4
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9
10
Name: ____________________
Presented by: Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS [email protected] [email protected]
The American Revolution Steps toward War
The Proclamation of 1763
An Act banning colonists from settling west of the Appalachian Mountains, the Proclamation of 1763 angered many
colonists who felt they had a right to these lands after fighting for them in the French and Indian War. In addition
to this law, Britain began passing a series of taxes aimed at forcing the colonists to pay for the conflict.
The Quartering Act (1765)
One year later, parliament passed the Quartering Act. The purpose of the Quartering Act was to save money. To
enforce the Proclamation of 1763, Britain kept about 10,000 soldiers in the colonies. The act required colonists to
quarter, or house, troops and provide them with food and other supplies. The colonists protested angrily. Once
again, the colonists complained that Parliament was violating their rights.
Writs of Assistance (1767)
The Townshend Acts set up a system to enforce the new import duties. To help customs officers find illegal goods,
they were allowed to use writs of assistance, court orders that allowed officials to make searches without saying
for what they were searching. Many colonists saw these writs and searches as yet another violation of their writes.
The Boston Massacre (1770)
On March 5, 1770, in Boston, an angry crowd of workers and sailors surrounded a small group of soldiers. They
shouted at the soldiers and threw snowballs and rocks at them. The frightened soldiers fired into the crowd, killing
five and wounding six.
The Declaration of Independence (1776)
In response to the harsh treatment of the colonies by the British, Thomas Jefferson was charged with writing a
document declaring the colonies’ independence from Britain. Although he wrote the vast majority of the
document himself, final edits were made by both Benjamin Franklin and John Adams.
Name: ____________________
Presented by: Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS [email protected] [email protected]
Four score and seven years ago our forefathers brought forth on
this continent a new nation, conceived in liberty, and dedicated
to the proposition that all men are created equal. Now we are
engaged in a great civil war, testing wether that nation, or any
nation, so conceived and so dedicated, can long endure. We are
met on a great battle-field of that war. We have come to dedicate
a portion of that field, as a final resting place for those who here
gave their lives so that that nation might live. It is altogether
fitting and proper that we should do this.
The Gettysburg Address (excerpt)
Name: ____________________
Presented by: Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS [email protected] [email protected]
Story Board Notes
Name of Text:
Story Board Notes
Summary
Name: ____________________
Presented by: Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS [email protected] [email protected]
Interactive Notebooks
Left Page Right Page
Nonlinguistic Representations, etc. Main Ideas Notes
Summary
Name: ____________________
Presented by: Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS [email protected] [email protected]
Interactive Response Direct quote or summary from source. Student Response
This reminds me of. . .
I predict. . .
I am confused. . .
I think this means. . .
I wonder. .
Boy, this makes me feel. . .
I wonder. . .
Well, in my opinion. . .
Name: ____________________
Presented by: Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS [email protected] [email protected]
Think-Pair-Share W
hat
“I”
Thin
k
Wha
t “W
e” T
hink
Wha
t “T
hey”
Thi
nk
Name: ____________________
Presented by: Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS [email protected] [email protected]
Collaborative Summarizing
Topic _________________________________________________________________
Complete on your own DURING and AFTER the activity. Complete with a partner AFTER the activity.
My Ideas
My Partner’s Ideas
Compare your notes and write a summary statement with you partner.
Our Ideas
Name: ____________________
Presented by: Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS [email protected] [email protected]
Muddiest Point
Topic:
Name: ____________________
Presented by: Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS [email protected] [email protected]
Literacy Strategies in the Social Studies Classroom 3/15/11
10:00 – 11:00 Sheraton Greensboro Hotel/Koury Convention Center, Room: Augusta A
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