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 Objective
Know: 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 vs. Strategy
 Skill- This the objective for the
day or week.
 Strategy- How will the skill be
taught?
What evidence lets you know if
an instructional strategy is
effective?
Let’s take a look at a lesson using
several
ELA Standards covered by “Who Shot Lincoln?” lesson
Teaching students to analyze a picture
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.
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
WE DO
Practice
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….
3.32
Use 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
Power Point Notes
• Same rotation as
photograph analysis.
• Students only need
explanation of each type of
document.
• Consider reducing time per
rotation.
Think about how students
analyze text features documents
(text and pictures)
1.
2.
3.
4.
Lesson Closure
Show pictures and documents in
sequential order in a power point.
Read the informational text
Discuss what “analysis means.
Fill in the student’s missing gaps.
Assignment
Document Analysis Question Samples from the Tennessee
Practice Test February 2015
www.pearsonaccess.com
Document Analysis Question Samples from the Tennessee
Practice Test February 2015
www.pearsonaccess.com
3rd grade essay
component
4th grade essay
component
5th grade essay
component
Questions
• Contact: smithlv@scsk12.org
 www.presidentlincoln.org
 www.pearsonaccess.com
http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Tennessee%2FtnPALPL
ayout&cid=1205461143253&p=1205461143253&pagename=tnPALPWrapper&resourcecateg
ory=ePATs&testingprogram=All&epatcategory=Practice+Test&Year=All&Grade=All&Subject=S
ocial+Studies%2FU.S.+History&Program=All&start=0