Summer Leadership 2015
Elementary Literacy
(Social Studies and ELA)
Elementary Preview and Planning Day
Literacy in ELA and Social Studies
Key Questions:
How can ELA reading and writing practices support the
literacy shifts in the new social studies standards?
What strategies and materials will be available to help
educators support students in English language arts
and social studies for grades 3-5?
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Literacy (Grades 3-5)
On p. 69, you will find the “Top Teacher Training Take-Aways”.
Let’s take a few moments to read through these before we view just a small
portion of the content your teachers are experiencing.
We will follow-up each overview section with a short reflection time on p. 165
of your manual. We will be using this notes later as we complete a planning
document for each key area.
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Literacy (Grades 3-5)
Look at the overarching theme of this set of trainings:
“High quality culminating writing tasks and reading assignments will engage
students, build stamina, and predict performance.”
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Learning Leaders Modules
Let’s take a look over the contents of the modules that your teachers are
experiencing in English language arts.
The overview of the ELA training modules found on p. 70-72. Mark any topics
that you think will be important during the redelivery phase for your teachers.
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History and Purpose
Summer
Learning Leader
2013: Reading
and the
Tennessee State
Standards
Summer
Learning Leader
2014: Writing,
SRSD
The purpose of the
Summer 2015 Literacy
Professional Learning is
to develop a deep
understanding of the
interconnectedness
between reading and
writing and its impact
on crafting instruction.
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Learning Leaders Modules
Now, let’s look over the contents of the modules that your teachers are
experiencing in social studies.
The overview of the social studies training modules found on p. 73-74. Mark
any topics that you think will be important during the redelivery phase for your
teachers.
How do these modules align to the ELA modules and how can you maximize
your learning leaders experiences?
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p. 75
8
The Anatomy of a Good Culminating
Task
•
•
•
•
•
•
•
•
•
Steeped in the Standards
Text Dependent
Is clear—not a “gotcha”
Requires textual evidence
Pulls from complex portions of text
Requires extended writing—not a quick write or a short paragraph
Requires analysis, synthesis, and evaluation of text
Requires extensive reading and rereading of the text
Should be a culmination of instruction that sets students up to success
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How does this task design apply to
a strong Social Studies task?
Star Spangled Banner 4th Grade Model Task
p. 128
• Unit of study about the War of 1812
• Background: “The Star Spangled Banner,” originally titled “The
Defense of Fort McHenry,” was written as a poem by Francis Scott
Key. Key was inspired to write the poem after he witnessed the
bombardment of Fort McHenry in the Baltimore Harbor. The poem
was later set to music and renamed “The Star Spangled Banner.” It
became our national anthem in 1931.
• This text has a Lexile level of 1190. The suggested Lexile band for
grades 4-5 is 740-1010.
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What are the “Look Fors” in Social
Studies to create a literacy
culture?
Lessons: Text, Task, Talk p. 133
Components of rigorous social studies lessons:
1. Complex texts and primary sources that are read multiple times for varying
purposes. (use multiple types of primary source documents)
2. Text-dependent questions and tasks that develop students’ reading, writing,
speaking, listening and thinking skills, along with building students’ social
studies content knowledge. (use multiple types of test questions) * Include
writing prompt
3. High quality discussions and Accountable Talk®.
Sample Student goal:
Evaluate primary source documents to determine U.S. attitudes in regard to Native
American assimilation during the 1800’s.
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How did the Social Studies Standards
change to support literacy?
Turn to p. 113 in your manual. Here we find why we have experienced a
standards change for social studies in Tennessee. The new Social Studies
Standards:
•
•
•
•
Prepare students for college and career
Move from accumulation of facts to deeper understanding of content
Focus on Tennessee contributions in context
Increase rigor in the social studies curriculum
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Review Five Social Studies Content Strands
1.
2.
3.
4.
5.
p. 114
Culture
Economics
Geography
History
Government/Civics
*Tennessee has added a field: TN Connections
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Key to improving Social Studies work:
Process Standards
With a trio, read through the process standards and strategies used to
develop these skills.
• How do these skills help students gain a deeper understanding of
content?
• Which process standards do you find the most challenging to teach?
Why?
• How does knowledge of these standards help you when planning
instruction?
• How do these standards relate to other academic disciplines?
How will learning leaders help support this transition in your building?
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Reminder: Key ELA Instructional
Shifts
1. Regular practice with complex text and its academic language.
2. Reading, writing and speaking grounded in evidence from text, both
literary and informational.
3. Building knowledge through content-rich nonfiction.
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From Research to Practice
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Activity – Writing Next
p. 87
article
Take 5 minutes to glean the first three of the eleven writing strategies
and discuss the following teacher reflective questions about the
teaching of writing:
– What knowledge of my teachers supports that there is a high
degree of implementation of these strategies in my school?
– What changes have occurred in the past three years that support
a stronger writing process?
– How do my lead teachers support this work?
– What new perspectives have I gained that will better prepare my
students to write, successfully, about various topics and issues?
– How can I leverage my learning leaders to ensure that these shifts
will happen?
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Writing to Sources
• Writing to sources means being text-dependent.
• Writing to sources is the exploration and analysis of text(s) rather than the
use of text as a springboard.
Does this prompt represent writing to sources?
In “Letter from Birmingham Jail,” Martin
Luther King gives several reasons to justify his
presence in the city as this time. Write an
essay in which you relate a similar situation in
your own life. Tell about an experience in
which you had to justify your reasons for
being in a particular place at a particular
time.
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Writing to Sources
Answer:
This task invites students to immediately leap into writing about their own
experiences; no textual analysis is required.
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Writing to Sources
Not Text
Dependent
Not Text
Dependent
Text Dependent
In “Letter from
Birmingham Jail,”
Martin Luther King
gives several
reasons to justify
his presence in the
city as this time.
Write an essay in
which you relate a
similar situation in
your own life. Tell
about an
experience in which
you had to justify
your reasons for
being in a particular
place at a particular
time.
In “Letter from
Birmingham Jail,”
Martin Luther King
is specifically
responding to
criticism about the
goals of the civil
rights movement.
Write an essay in
which you relate
these goals to
aspects of the
modern-day civil
rights movement.
In “Letter from
Birmingham Jail,”
Martin Luther King
describes a
process for
nonviolent protest
that he and his
followers have
recently
undertaken. Write
an essay in which
you describe this
process and tell
how the letter
shows that his
process is
important to the
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civil rights
Text-Dependent Culminating
Tasks:
• Can only be answered with evidence from the text.
• Can be literal, but also involve analysis, synthesis, and evaluation.
• Focus on word, sentence, and paragraph as well as larger ideas, themes,
or events.
• Focus on difficult portions of text in order to enhance reading proficiency.
p. 106
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How are these ELA practices applicable
to social studies instruction?
• How are authentic texts used in Social Studies?
• How do your teachers use text based questions and effective tasks?
• How do you look for literacy in your Social Studies classrooms?
These areas are the focal points of the learning
leaders course in Social Studies.
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p. 119-123
Social Studies Primary Sources
In Social Studies, How are your teachers using:
• Primary Source Texts?
• Primary Source
Photos?
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Social Studies Primary
Sources
• What could students learn from studying this photo?
• Share three pieces of evidence that a student could pull from this photo on
p. 127.
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Sample Support Resources
p. 134
• Exploratory: probe facts and basic knowledge
• Challenge: question assumptions and conclusions
The following is a list
of question stems that
your learning leaders
are working with in the
Social Studies
session. These
questions support
your teachers in using
texts effectively.
• Relational: ask for comparison of themes or ideas
• Diagnostic: probe motives of causes
• Action: calls for a conclusion or action
• Cause-and-effect: ask for relationships between ideas,
actions, events
• Extension: expand the disucssion
• Hypotetical: pose a change in the fact or issues
• Priority: seek to identify the most important issues
• Summary: elicit synthesis
• Interpretation: help students to uncover the underlying
meaning of things
• Application: probe for relationships and ask students to
connect theory to practice
• Evaluative: require students to assess and make judgments
• Critical: require students to examine the validity of
statements, arguments
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The Anatomy of a Good Culminating
Task
•
•
•
•
•
•
•
•
•
Steeped in the Standards
Text Dependent
Is clear—not a “gotcha”
Requires textual evidence
Pulls from complex portions of text
Requires extended writing—not a quick write or a short paragraph
Requires analysis, synthesis, and evaluation of text
Requires extensive reading and rereading of the text
Should be a culmination of instruction that sets students up to success
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p. 75
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In Closing
• How do the literacy skills of social studies overlap the literacy skills of
ELA? How can your learning leaders support this transition in your
building?
Literacy
Strategies
ELA
Social
Studies
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