Liberty and justice for all

  • 478 views
Uploaded on

 

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
478
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • You can’t learn from books you can’t read. science is one content area with particularly intense literacy expectations. “The sheer number of science concepts included in science texts almost precludes anything but listlike study of vocabulary that can only be cursorily explained in the space allowed. Often the vocabulary in a 1-week science unit is greater than that of a similar unit in a foreign language” (Elyon & Linn, 1988, as cited in Grossen, Ramance, & Vitale, p. 444).

Transcript

  • 1. Liberty and Justice for All: Literacy in the Social Studies. February 16, 2011 Jennifer McCarty Plucker, Ed. D. Reading Specialist, Eastview High School (Apple Valley, MN) Carl Plucker American Studies Teacher, BlackHawk Middle School (Eagan, MN)
  • 2. Let’s Start with You
    • Name?
    • School?
    • What do you teach?
    • What brings you here today?
    • What burning question do you have that you hope our presentation addresses today?
    McCarty Plucker, 2011
  • 3.
    • “ Kids need to read a lot if they are to become good readers. Reading and writing [should] be integrated across all subject areas . . . . [A] plan should encompass grades K-12, not just the elementary grades.”
    • Richard Allington
    McCarty Plucker, 2011
  • 4.
    • “ . . . Research has well demonstrated the need for students to have instructional texts that they can read accurately, fluently, and with good comprehension if we hope to foster academic achievement.”
    • Richard Allington
    McCarty Plucker, 2011
  • 5. Successful Content Area Reading— What is read
    • Kids still use textbook as basic source of information but also venture far beyond it.
    • Subject matter includes authentic, interesting, and current issues relevant for young people.
    • Instead of relying upon a single authority, students consult a variety of sources and voices.
    • Students sample a wide variety of genres.
    • Reading selections have a range of lengths.
        • Subjects Matter , p. 15
    McCarty Plucker, 2011
  • 6. Successful Content Area Reading— How it is read
    • Purpose for reading is to gather information, construct meaning and apply knowledge (not to pass a test or complete a study guide).
    • Teacher selects some, but not all, of the readings.
    • Not every student reads the same texts—some common readings but also jigsaw and leveled texts.
    • Teachers teach (and kids use) a repertoire of thinking strategies.
    • Reading is seen as social, rather than solitary—partner, inquiry groups, teams, etc.
    • Assessment of kids’ reading relies less on quizzes and worksheets and more on complex products.
        • Subjects Matter , p. 16
    McCarty Plucker, 2011
  • 7. Today’s Objectives
    • To Model Scaffolded Reading Experience
    • Help students get in, through, and beyond th e text.
    • To Provide a Toolkit
    • To Problem Solve Common Difficulties in Motivating Students to Read Social Studies Texts.
    McCarty Plucker, 2011
  • 8. Example—You Try it!
    • Look at the civil rights photos and see what your background knowledge is by taking the quiz.
    • Pages 3-5 of your packet
    McCarty Plucker, 2011
  • 9. “ In” to the text a.k.a Pre-Reading Activities
    • Pre-teach vocabulary
    • Picture
    • Reading with a Question in Mind
    • Video w/ Metacognition Notes
    • Anticipation Guide
    • Vary Text Options
    McCarty Plucker, 2011 Students Shouldn’t Read Anything Cold
  • 10. Reflection
    • What ways do you help students before they read the text?
    • What ideas shared resonate with you?
    McCarty Plucker, 2011
  • 11. During Reading Activity
    • Take a look at the student samples from a metacognition (during film) activity.
    • What do you notice?
    • What are the benefits to this type of note taking versus a fill in the blank study guide?
    McCarty Plucker, 2011
  • 12. “ Through” the text a.k.a. During Reading Strategies
    • Reading with a pen in hand
    • Cornell Note taking
    • Spider Map
    • Interactive Study Guide (whisper in their ear)
    • Two Column notes/Critical Thinking/Metacognition notes
    • Comprehension Continuum
    McCarty Plucker, 2011
  • 13. Reflection
    • What ways do you help students through the text?
    • What ideas shared resonate with you?
    McCarty Plucker, 2011
  • 14. During Reading Activity
    • Comprehension Continuum
    • Help students to move through the critical thinking process.
    • Let’s Try IT
    McCarty Plucker, 2011
  • 15. McCarty Plucker, 2011
  • 16. “ Beyond” the text a.k.a. After Reading Strategies
    • RAFT
    • Picture Walk
    • Value added assessments
    McCarty Plucker, 2011 Role Audience Format Topic Newspaper Reporter (unbiased scribe of the times) Mainstream average local citizen article Based on content (for example, emancipation proclamation) Abraham Lincoln Local citizens, political and business leaders, newspaper reporters, soldiers. speech Will we ‘walk the walk’ in terms of having a nation with the idea that all men are created equal.
  • 17. Post Reading Activity
    • Compare the two value added tests.
    • What do you notice?
    • How would you describe these students in terms of their demonstration of meeting the learning targets?
    McCarty Plucker, 2011
  • 18. Reflection
    • What ways do you reward students after they have done the hard work with text?
    • What ideas shared resonate with you?
    McCarty Plucker, 2011
  • 19. McCarty Plucker, 2011
  • 20.
    • Questions?
    • 321 Reflection (leave with us)
    McCarty Plucker, 2011