This document summarizes an integrated social studies and literacy unit taught to a first grade class of 24 students. The unit focused on the community and included lessons on basic human needs, jobs, maps, transportation, and people. Students showed growth in their understanding of social studies concepts and ability to engage in classroom discussions. They also improved at writing personal narratives related to the social studies topics. The teacher reflected on strengths like making real-world connections, but areas for improvement included pacing and differentiation.

1. Integrated Social Studies and Literacy Units – TE 801 & 802 Emily Regan Fall 2009

2. Woodlawn Community School First Grade Classroom Twenty Four Students Nine Male Fifteen Female

3. Social Studies Context In this cohesive social studies unit, students learned about their community, and connected each topic learned to their real world experiences. They were asked to observe their surroundings, interview people they know, and write about places they have been. Through these real life connections, students were engaged in a meaningful social studies learning experience. Lesson 1: Introduction to Community Lesson 2: Basic Human Needs Lesson 3: Community Jobs Lesson 4: Map Skills Lesson 5: Transportation in Community Lesson 6: Places of Interest in Community Lesson 7: People in Community Lesson 8: Performance Assessment

4. Preliminary Assessment in Social Studies TKWL Chart Administered “Community Survey” Held discussion based around the question, “What is Community?” Example of Results: “A place where you go & drive somewhere.” “A city and a country.” “Where we are right now and places we go.” “My dad works there.” “Like a house.” Asked for background information. Example of Results: “I live in an apartment with my mom.” “I have lived here for two years.” “I have been to the library, police station, hospital…”

5. Student Growth in Social Studies Content: Lesson Two - Basic Human Needs Discussion Evidence (Before lesson): Students were unable to identify all basic human needs at the beginning of the lesson. Student response example: “We need toothpaste.” Discussion Evidence (Review after lesson): Students were able to identify all basic human needs, tell why we all need them, and why people satisfy them differently. Student response examples: “Food” –LM “Water” –MH “Clothing” –SS “Shelter” –EW “We all need basic needs because we need them to survive.” –ID. “Sometimes people like different things so they go other places, but I go to Target.” –ES. Answering the question of whether people all satisfy their basic needs in the same way.

8. Evidence of Student Growth in Social Studies: Application of Big Ideas (Cont’d.)

10. Interviews

11. Observations

13. Literacy Context Writing Focus Developing and revising personal narratives or “small moments” (following Lucy Caulkins) about the different aspects of community studied. Understanding a small moment Stretching a small moment Planning details Focusing on the most important part (zooming in) Revealing “internal” stories

14. Student Growth in Writing Evidence/Findings Tells a true story about a small moment about aspect of community (transportation.) Does not stretch small moment Does not zoom in on a focus “to the plane with my mom we’s going to the airport.”

15. Student Growth in Writing (Cont’d.) Evidence/Findings Tells a true story Attempts to stretch moment by adding details “Last week my mom and I…” “…we played on the plane, we played puzzles” “…we got off and went to the park” Attempts to zoom in on an important part (playing on the plane)

16. Student Growth in Writing (Cont’d.) Evidence/Findings Tells a true story about a small moment about aspect of community (satisfying basic needs) Attempts to stretch moment by adding details

17. Student Growth in Writing (Cont’d.) Evidence/Findings Tells a true story Stretches moment by adding details Attempts to zoom in on most important part Attempt to reveal “internal” story

18. Application of Big Ideas Writing Buddies: Students worked with a partner to conference about their stories. Conferences would have guiding questions to get the students thinking about what they would be writing, such as: “What did you write yesterday?” “Are you going to add to that story or start a new story?” “What are you going to add?” “What are you writing today?”

19. Making Home Connections Students have been sharing their social studies learning with their parents, and they will also be sharing their writing. Students will take their favorite writing home to share with their parents. Parents will be encouraged to write back, add to the story, help the child finish, etc. At the culmination of the unit, parents be will invited into the classroom to be the audience to the presentation of our classroom book, “Small Moments in Our Community.”

20. Literacy – Discussion Context Objectives of Classroom Discussion: Began with explaining discussion objectives: “I think…” “I believe…” “I feel…” “I agree with ______ because…” “I disagree with ______ because…”

21. Student Growth in Discussion (Cont’d.) First lesson – discussion about community Students had to be reminded of discussion objectives each time they spoke. Teacher: “What do you think a community is?” Student Responses – one word answers: “A place” “Like a house” “Where we are right now”

22. Student Growth in Discussion (Cont’d.) Last lesson – discussion about people in community A book about President Barack Obama was read to the class. Students were prompted to think about why Barack Obama helped poor people within their community, and if they would help people in their community, too. How/Why? “I believe he help people because he want to give them jobs and because he like them.” –KW “I agree with (KW) because he want to help the people because he like them, but he wants to feed them too ‘cause he felt sorry.” – EW Teacher press: “Why do you think he felt sorry?” “Because he… I THINK he felt sorry because he wanted them to have things they didn’t have.” –JC

23. Teacher Growth in Social Studies/Literacy What I would do differently: Narrow down the amount of information presented Use several days to review Ways information was presented I would try to present in different ways (other than on the carpet each time) More modeling – more scaffolding of lower student work (transition of thought to paper) What surprised me: Students’ difficulty with coming up with ideas for their small moments Students’ excitement and enthusiasm Bringing in homework (JB)

24. Teacher Growth in Social Studies/Literacy (Cont’d.) How I grew in planning and leading discussion, engaging in inquiry, presenting narrations, going on virtual field trips, etc: The importance of modeling Understanding of the purpose of activity Must be relevant, and used to process new information How I think of myself as a social studies teacher: I can… Plan for engaging activities that allow students to process new information Provide authentic home connections that make learning meaningful for students I still need to work on… Pacing of lessons Transitions into new material

25. Teacher Growth in Writing/Discussion (Cont’d.) How I think of myself as a teacher of writing and as a writer/ How I grew in planning and leading discussion: I am able to make decisions regarding content based on student ability in writing I am able to prepare thoughtful, meaningful, and challenging questions and MODEL expected skills Working on… “teacher press”

26. Strengths and Weaknesses of GLT Overall Strengths: Authentic home connections Planning with high expectations – pushing for HOT questions Keep Working On: Pacing Classroom management Further differentiation