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Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
Ppt feb 7 2014 ss cc research skills
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Ppt feb 7 2014 ss cc research skills

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  • John Gast, American Progress, 1872
  • John Gast, American Progress, 1872
  • http://www.loc.gov/pictures/item/97514565/
  • Third reading – knowledge and ideas. – big ideas. Inferences, looking at the whole but still using the text. Fewer questions but maybe some of your bigger writing prompts.
  • Transcript

    • 1. + Building Social Studies Research Skills to Meet the Common Core February 7, 2014 Primary Source
    • 2. + Logistics  Restrooms  Kitchen  WiFi:  Network: primaryair  Password: primarysource  Library  Duration: 9-3  PDPs
    • 3. + Program Objectives  Consider our own and our students’ research practices and discuss those practices with peers  Refine students’ information literacy skills in regards to searching for and evaluating sources  Examine a few strategies for synthesizing information across texts  Become familiar with writing strategies related to arguments and claims  Explore new tools to support student collaboration and publishing
    • 4. + Agenda  Introduction  Finding and Evaluating Information Sources for Students  Making Sense out of Multiple Texts  Writing Arguments and Claims  Using Technology to Support Writing and Collaboration  Wrap-Up
    • 5. + Warm-Up: What does “research” look like in our classrooms?  Complete the survey questions in front of you. (You’re the only one who will see your answers.)
    • 6. +
    • 7. + MA ELA Anchor Standard for Writing W.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.
    • 8. + Finding and Evaluating Information Sources for Students Jennifer Hanson, Primary Source
    • 9. + Break
    • 10. + MA ELA Anchor Standard for Writing W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • 11. + Making Sense out of Multiple Texts Ann Marie Gleeson, Primary Source
    • 12. + Helping Student Identify Evidence to use for Claims
    • 13. Make a list of all of the details (evidence) you see. You do not yet need to know where the evidence leads…just that it is there. Do not jump to inferences.
    • 14. +
    • 15. + Make a list of all of the details (evidence) you see. You do not yet need to know where the evidence leads…just that it is there. Do not jump to inferences.
    • 16. What can you assert/claim based on one or both of these images? (Fill in one claim for each row.) What is your reasoning to support the claim?
    • 17. + Debrief  Why might it be beneficial to start with a visual source?  Why did we work from evidence to claims to reasoning? (instead of claims, reasoning, evidence)
    • 18. + Activity #2 Using Supporting Texts; matching evidence with claims
    • 19. + Matching Evidence to Claims 1. Select quotes from the children stories and photographs to support or disconfirm one of the claims. 2. Write each quote on a separate post-it and place it on the cart paper with the claim.
    • 20. + Debrief  What did this activity force you to think about?  What would you do as the next step?
    • 21. + Adding different text genres: Personal testimony and photographs Beyond the Fire: Teen Experiences in War http://archive.itvs.org/beyondthefire/master.html Children in War Zones: 14 Photos of Innocents Lost http://www.takepart.com/photos/children-war-zones
    • 22. + Additional Strategies 1. Multiple GIST 2. Annotation 3. Claim/Counterclaim Buckets 4. Reading Sentence Starters
    • 23. + Your Turn  How might you use one of these strategies?  What other strategies do you like to use to help students synthesize information across texts?
    • 24. + Lunch Return at 12:30
    • 25. + MA ELA Anchor Standard for Writing W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
    • 26. + Writing Arguments and Claims Kelly Knopf-Goldner and Rebecca Steinitz WriteBoston
    • 27. + MA ELA Anchor Standard for Writing W.6 Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
    • 28. + Using Technology to Support Writing and Collaboration Ann Marie Gleeson
    • 29. + Tech Resources http://blnds.co/1fW3ZoT
    • 30. + Discussion  How might you use one of these tools?  What other tools do you like to use?
    • 31. + Wrap-Up  How did today’s session help you think about research in your own classroom?  What challenges do you still face?

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