MCLP Social Studies Content Literacy Network Session 1 · More on that later.\爀ꀀ屲We also want you to feel comfortable using literacy strategies and we want you 對to feel as
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MCLP Social Studies Content Literacy Network Session 1 January 19, 2012 3:30 p.m.
MCLP Social Studies Content Literacy Network Session 1
January 19, 2012 3:30 p.m.
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Presentation Notes
slides 1-6 Julie slides 7-11 Edith 12 - 15 Angela 16 -21 Edith 22-24 Julie 25-end Angela Welcome everyone to the Social Studies Content Network Session! My name is Julie, and my partners in crime today are Edith and Angela. In a moment we will take some time to introduce ourselves and then we will ask all of you to do the same. We are very pleased with our turnout today and look forward to our partnership and collaboration. In a moment we will go over some webinar particulars that will help us facilitate our work, but right now, I am going to ask you to take a moment to quietly review our session goals:
Session Goals
• Develop a common language around the literacy demands of social studies
• Build capacity in content literacy strategies specifically suited for social studies
• Develop an understanding of the literacy strategy: Anticipation Guide
• Establish goals for experimentation with the literacy strategy
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Presentation Notes
Content literacy is about how, why and what you read and write in a particular content area. As Social Studies/History teachers, Angela, Edith and I recognize that the discipline is heavily dependent on a wide range of literacy skills. Our work together began by discussing what we thought were the most critical skills kids needed so that we could pick just a couple of high leverage strategies to share. More on that later. We also want you to feel comfortable using literacy strategies and we want you to feel as if the strategies are not forced or just drop in activities. They should support your objectives. To help you to this end, we will share some models, our experience, answer your questions, collaborate with you on how you might employ the strategies, or stretch your ability to use them if you have experience with them. This is our second time focussing on the Anticipation Guide in our webinar series, and we took away quite a bit from our last collaboration--so you will get to benefit from our prior experience and the sharing of several other teachers in the state. We will all have an opportunity to practice the strategies, share our experience, and engage in some collective feedback.
Activity 1: Introductions
1. Julie Keblinsky Dean of Instruction Ellsworth High School 2. Angela Lake Grade 5 Teacher Livermore Elementary School 3. Edith Berger Grade 6 Teacher Miller School, Waldoboro 4. Katanna Conley Project Leader
Presenter
Presentation Notes
Get a list and call on people to introduce themselves. Tell them about future whips where we will keep the same order so that they might want to jot down names so you know who goes in front of you. Go to webinar norms.
Webinar Norms
• Click the "hand" icon to raise your hand. Click it again to lower your hand.
• Always identify yourself when you make a comment or ask a question.
• Use names frequently. • Feel free to ask a question at any time. • Do make comments and participate in discussion
prompts. It engages you and others. • Remember to mute your phone if it is necessary
to speak to someone else during the presentation.
What are the literacy demands of Social Studies? What do students need to:
1.read 2.write 3.think about
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Presentation Notes
Okay so let's get into it. Take a moment to jot down an answer to this question. In a moment we are going to conduct a whip and ask all of you to share your responses. (Take notes on responses to connect to next slide.) Possible Answers Our students need to be able to read and make sense of a wide variety of texts: examine primary sources comprehend textbooks interpret maps and charts analyze artifacts Our students need to be competent writers who can: produce analytical and persuasive essays conduct I-search and research projects construct summaries draw evidence based conclusions.
Literacy is reading, writing, speaking, listening and thinking. The following skills are supported through literacy strategies:
Analyzing
Making Connections Making Inferences
Monitoring Comprehension Predicting
Questioning Summarizing Synthesizing
Text Structure Visualizing
Vocabulary Development
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Presentation Notes
As the group has shared, there is a heavy demand for literacy strategies to support our students in Social Studies. Just between ourselves, we thought that supporting students in their abilities to construct arguments was a high leverage objective that included several skills where students needed our help. Specifically, they needed to be able to analyze, make connections, and draw inferences so that ultimately they could use evidence to make conclusions. . (Refer to notes on participants ideas to make connections) This is why we chose the Anticipation Guide.
This session's strategy:
Anticipation Guide
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Presentation Notes
This is Edith. We would like to go back and review our original point of having students obtain and practice the skills needed for argumentation - supporting their opinion using historically accurate and or relevant facts. Our goal is to only focus on two strategies today so that we can dig deeply- to learn and practice and get to a place where we all feel comfortable using the strategies successfully with our students. We also want students to get plenty of opportunities to practice making inferences.
Teacher Self Assessment Rubric
Frequency 1. I don't use this literacy strategy. 2. I occasionally use this literacy strategy. 3. I know this literacy strategy well and use it frequently.
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Presentation Notes
We've been doing most of the talking, and now we'd like to create an opportunity to get more voices in the room- so to speak. Please take a few moments to reflect and to look at the self assessment rubric in relation to anticipation guides and word sorts. In a few moments my colleague Angela will begin asking you to share your response to the rubric.
Strategy 1 Anticipation Guide
What is it? How does it work? How can it be used?
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Presentation Notes
This is Edith. We are going to look at the anticipation guide through the use of these three questions.
Anticipation Guide
The anticipation guide is a questioning strategy that assesses prior knowledge and assumptions at the pre-reading/pre-unit stage. It then evaluates the acquisition of concepts and use of supporting evidence after reading. (Herber, 1978;Duffelmeyer & Baum, 1992).
What is it? Description
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Presentation Notes
Our first question is "What is it? " Read Slide Aloud At this point we will want to stop and connect the description to our goal of addressing the skills of reading, writing, thinking, and argumentation. We also want to suggest this strategy as an alternative to the KWL model. In our opinion, this is a much more engaging pre- and post unit activity. The anticipation guide can be designed so that students practice inference skills and higher order thinking skills, while practicing the skills needed to support their arguments, such as making inferences. Now before we look at samples of actual anticipation guide, we want to take some time to reflect about the purposes of using the guides.
Anticipation Guide
What is it? Purposes
• Forecasts and cues major concepts in the text to be read • Motivates students to want to read text to see if prior
knowledge is confirmed or disproved • Requires students to make predictions • Activates students' existing background knowledge and
sets purpose for reading text • Focuses readers on the main idea presented in the text • Helps readers assess for misconceptions and reader text
discrepancies • Creates active interaction between reader and text • Provides pre- and post- assessment information
Thinkquiry Toolkit 1 page 85
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Presentation Notes
(Julie said this was a very rich discussion.) There are 8 purposes here. We would like to invite you to take the opportunity to read down through the list carefully. After your initial reading, please select one of the purposes that you feel would be most appropriate for your students. Please write this purpose down, along with any questions that you might have at this point. Give think and write time. Then Julie calls on participants so that they can share the purpose that they chose. Crystal will take notes on who chose what purpose. Now we will look at some sample anticipation guides, starting with an elementary sample.
Angela's Examples
What is happening? Who is this about? What time period is it? What clues can you use from the text?
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Presentation Notes
Hello, this is Angela. When using the strategy of Anticipation guides at the Elementary Level, I have found that you have to ease into it a bit, and cover some ground work first. Before just diving into a full blown anticipation guide, it is important to start out with just a simple exercise. To start out our Native American Unit, I had each of the students spend time working with this paragraph. After reading through it a few times I asked the students to jot down their thoughts in regards to the questions you see below the paragraph. What is happening? Who is this about? What time period is it? What clues can you use from the text? We have spent time in literacy discussing, and practicing inferences and here is where they put that work to test.
Student 1: - I predict it was the ice age, I think dinosaurs happened before this, clues: ancient, melting glacier Student 2: - I think it was ice age, the dinos were before this, we were after, clues: glacier was melting Student 3: I think the time period is about 10 hundred years ago, because the ice age came before the dinos because a meteor is what melted the ice.
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Presentation Notes
Clearly there were specific clues from the text I had hoped they would pull out and use as they wrote down their thoughts: ancient hunters slowly melting glacier sun was warmer than it had been for a long time pointed stone spears mammoth/mastodon I collected the students notes and as a class we discussed the paragraph, and which clues they had found. A few were able to use the clues to identify that this must have occurred near the end of the ice age. You can see from their responses, that on their own they pulled in the time of the dinosaurs, and tried to connect it to the text. As far as identifying just how many years ago the text was, or what the year was, that just isn't something they can do, but they can use the clues from the text to support their thinking in regards to the ice age. After this we spent about 6 weeks studying the land bridge theory, they each studied a tribe from the U.S., and they we all studied the Maine tribes. At the end of the unit we revisited this passage and they were really able to have a better understanding of what was going on in the paragraph and use both clues from the text and the background knowledge they had learned to nail down the time period of this paragraph and just who it was speaking about. They even made a connection from a read aloud to help support their answer. Most students did not make an attempt to tell me who this paragraph was about. Does anyone have any questions?
Angela's Sample
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Presentation Notes
This is Angela. This Anticipation Guide is one that I passed out a prior to studying the Maine Tribes. Read through the statements & evidence. Through this Anticipation Guide I was able to hit two of the key purposes. 1. Motivate students to want to read text to see if prior knowledge is confirmed or disproved. 2. Help readers assess for misconceptions and reader text discrepancies. The reflection part of this Anticipation Guide is something that I added myself. Because I used this one through an entire unit, I felt that the reflection piece was important. This addition is not something that I would use all the time, but I think at times it could be very useful. Does anyone have any questions?
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Presentation Notes
Here is a compilation of student responses. As we go through these you will see a variance in the quality and depth of the responses. This is pretty typical for the 5th grade level. Any questions before we move on to the middle school level?
Edith's Sample
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Presentation Notes
Hi, this is Edith and I'll be sharing student work from a 6th grade history unit. My purpose in using the anticipation guide was to forecast and hint at major concepts and themes in the historical novel we were reading. This guide was used during my World War 2 unit. I want my students to have many experiences with reading primary source documents as possible, so we completed the anticipation guide before and after we read collections of World War 2 letters. I find that middle level students need many, many opportunities to practice finding evidence to support their opinions. I email them the anticipation guide, and using the laptop and actual World war 2 letters, makes the assignment pretty engaging for students too.
Student 1: I think there is a war in this book and we'll have to think about what side we're on.
Student 2: I think a crime will be committed, but they don't know who did it because [questions] #2 and #3 are about crimes.
Student 3: I think we'll be talking about seeing things from different points of view because you're asking us to agree or disagree and [question] #6 is about our history goal [We learn about the past from many different sources].
Student 4: I think a family will get involved in war and learn an important lesson. Someone will die.
Based on the Anticipation Guide, what themes, ideas or topics do you think we will be
discussing during this book?
3. It's not stealing if you take it from your family.
Disagree: I think Sam is being selfish and his father needs the gun more. Agree: I haven't changed my mind because Sam needs the gun more so he can defend the country. Agree: I still feel the same as I did before. Family or not, it's still stealing. Sam doesn't need the gun, he just wants to show off the gun to his mates and lie about it. Disagree: It's still stealing but it's also worse because if something bad becomes of it, it's your family.
4. The Redcoats were cruel to the colonists, but the Patriots were not.
Agree, now Disagree: Because the Continentals threatened to kill Mr. Meeker [over the Brown Bess]. They didn't believe him when he said Sam had taken the gun to be a soldier with their own army. They didn't believe him because Mr. Meeker is a Tory. Agree: I still agree because Tim's father was against the American army and the soldiers probably were afraid the Loyalists would attack [if they were allowed to keep their guns]. Student says: If we’re talking about [questions] # 3 and #4, we also have to talk about [question] #5. It’s Sam’s loyalty to his country over his family that is the whole basis of the story, you know. If Sam had stayed in college and hadn’t been so selfish, none of this would have happened.
5. Loyalty to family is more important than loyalty to country.
Agree: Your family is more important than your country because if Sam gets killed the war will keep going. But the family will be devastated. Tim would agree with this statement, but Sam would disagree. Not Sure to Disagree: Serving the country is important and loyalty to family is important too, but serving the country is really important. You're serving everyone. Agree: I still agree because Tim wanted things to stay the same. T: Can you expand on what you mean by "Tim wanted things to stay the same"? S: He wanted Sam to stay in college so he would come home sometimes and Tim could see him. The war will happen whether Sam joins the army or not, so he wants Sam to not join so he won’t get killed and the family will stay together.
Anticipation Guide
How does it work?
Let's have a discussion about the possibilities!
Jot down three ideas of how you might use an anticipation guide in an
upcoming unit.
Let’s share and answer any questions.
Presenter
Presentation Notes
Julie l. Now it is time for you to establish your goal for experimentation with these two literacy strategies. Please take a couple minutes to write down your goal. Would anyone want to share their goal?
How will we use these strategies? In your classrooms How often? At least twice When? Documents will need to be uploaded onto edmodo by Monday February 13, 2012 What will you need to submit for the next session? 1 lesson plan, 1 student sample
Next Steps . . . . .
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Presentation Notes
Angela This next slide outlines your next steps with implementing the Anticipation Guide Strategy in your units. Read the slide.
Next Steps
Before our next webinar you will be practicing using the anticipation guide with your students. Please plan on sharing your successes and challenges with us at our next webinar session. To share your anticipation guides please upload them to edmodo. You will need to create your own edmodo account (www.edmodo.com) and join the MCLP Social Studies Network. The code is: fgib1c. Remember to upload the documents by Monday February 13, so we can transfer them to the ppt for Thursday's Webinar. Feel free to contact us with your questions. Our next webinar will be held on February 16, 2012 at 3:30pm.
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Presentation Notes
Angela When you visit the edmodo site, you will find samples of templates and student work. We would like for you to share your templates and student work so that we can discuss your successes and your challenges during our next webinar. Please upload your documents to edmodo by Monday February 13. We will be using your documents for the next webinar, so will need time to be able to transfer them from edomodo to a ppt. Please stick to the due date. � Before signing off we would like to open the floor to any questions that you might have. If you think of questions along the way, between now and February 16th be sure to contact us.
