Do Now…Think about how you use

“effective literacy strategies” in your classroom.

After you settle in, move to the best description that fits.

Using Literacy Strategies in the Social Studies Classroom

DLD 2014

Session ObjectiveKnow: Since the CLIP ensures a quality and balanced literacy approach to instruction teaching kids to use Literacy skills is more important than ever. Social Studies is focused on providing opportunities for students to use the skills they have learned in meaningful ways to comprehend and analyze information from informational texts resulting in high levels of learning for all students. Understand: Literacy instruction using Social Studies content and topics prepares students to interact with nonfiction and informational texts. Students must be taught to analyze documents and answer high order questions and to provide evidence from the text and different text features. Do: Implement research-based literacy strategies school-wide that enable students to comprehend informational texts.

Norms• Be present and engaged

• Be respectful

• Monitor “air time”

• Stay focused on students

• Honor the trust/ideas are being shared for feedback and improvement, not for sharing outside the group

Skill- This the objective for the day or week.

Strategy- How will the skill be taught?

Skill vs. Strategy

What evidence lets you know if an instructional strategy is

effective?

Let’s take a look at a lesson using several

Focus on the Key Ideas and Details of the picture

OBSERVATION: Study the picture quietly for a few minutes. Describe exactly what you see, including people, clothing, jewelry, other objects, details and any writing in the picture.

ELA Standards covered by “Who Shot Lincoln?” lessonTeaching students to analyze a picture

Informational Text Note Key Ideas and Details

Select a passage from Britannica about the picture, time period or event. Have students read it in their groups RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or, concepts in a historical, scientific, or technical text based on specific information in the text

Develop a writing Prompt using the word “Analyze”

Draw on information from multiple print or digital sources, demonstrating the ability to provide evidence from the text features to answer questions efficiently.

Standards covered by “Who Shot Lincoln?” lesson

Speaking and Listening ELA Standard

RSL 5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Social Studies Standard

• 5.19 Draw on information from multiple print or digital resources to describe the impact of the assassination of Abraham Lincoln on the nation. (H)

• Relates to standards: 5.12, 5.13, 5.17, 5.21

I DO

Practice

WE DO

Create an analysis worksheet

WE DO - STUDENTS GUIDE ACTIVITY USING ANALYSIS SHEET

Day 1 – 30 – 60 minutes: SPEND a LOT of time on this if you haven’t… THINK TEST….

3.32Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures.(C, G, H, P) Suggestions are as follows: Inca Culture, Amerigo Vespucci, and current events.

They do – Document Analysis

Create a document

worksheet for students to

record their informationPower Point Notes

• Same rotation as photograph analysis.

• Students only need explanation of each type of document.

• Consider reducing time per rotation.

Let students share answersAssignmen

t

1. Show pictures and documents in sequential order in a power point.

2. Read the informational text 3. Discuss what “analysis means.4. Fill in the student’s missing gaps.

Think about how students analyze text features documents (text and pictures)

Lesson Closure

Document Analysis Question Samples from the Tennessee Practice Test February 2015www.pearsonaccess.com

Informational text

Poem

4 th grade Sample

Test Questions

Document Analysis Question Samples from the Tennessee Practice Test February 2015www.pearsonaccess.com

3rd grade essay component

4th grade essay component

5th grade essay component

Questions

• Contact: smithlv@scsk12.org

Resources www.presidentlincoln.org www.pearsonaccess.com http://www.pearsonaccess.com/cs/Satellite?

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