BEST PRACTICES IN SOCIAL SCIENCES Elementary AGENDA Topics….. • Social Science requirements and standards. • Role Social Sciences plays in improving student literacy and writing skills. • Resource: M-DCPS Department of Social Sciences Website, Pacing Guides, Year at a Glance, and Civics in a Snap Lessons. • BEST PRACTICE for the Intensive Acceleration Courses in 3rd and 4th grade. • ConnectED.mcgraw-hill.com website and many of it’s available resources. Quick overview of requirements According to MDCPS’ Student Progression Plan: • Grades K-1= 60 minutes of instruction per week • Grades 2-5 = 120 minutes of Social Sciences Instruction per week Elementary Grade Level Themes: • K- Living, Learning, and Working Together • 1- Our Community and Beyond • 2- Who are we as Americans? • 3- United States’ Regions and Its Neighbors • 4- Florida History • 5- U.S. History (Colonization through Reconstruction) Quick overview of requirements MS Requirements for Promotion: • 6th grade World History - Ancient Civilizations • 7th grade Civics (EOC 30% of student course grade and 100 points of school accountability grade) • 8th grade U.S. History (Colonization through Reconstruction) What are the Literacy Florida Standards? 1. Balancing Informational and Literary Text 2. Building Knowledge in the Disciplines in the 1 & 2: Non-fiction Texts Authentic Texts 3: Higher Level of Text Complexity Paired Passages 4&5: Focus on command of evidence from text: rubrics and prompts 6: Academic Vocabulary 3. Staircase of Complexity 4. Text-based Answers 5. Writing from Sources 6. Academic Vocabulary Defining the Literacy Balancing Informational & Literary Text Knowledge in the Disciplines Students read a true balance of informational and literary texts. (SS example: students read a historian’s account of Florida’s role in the Civil War). Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. (SS example: Instruction MAY require students to read same text multiple X’s) Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text. (SS example: Questions are about the TEXT) Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. (SS example: In written response to an essential ?, students must use evidence from text) Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts. (SS example: Civil War relevant vocabulary from text is learned through the text analysis experience). Shift 1 Shift 2 Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities (SS example: The Civil War text/account is the base of instruction) Social Sciences Website Your ONE-STOP SHOP for everything Social Studies! PACING GUIDES FOR SOCIAL STUDIES Pacing Guides/Lessons PACING GUIDES FOR SOCIAL STUDIES K-5 Pacing guides with timelines, year at a glance, and Civics Integration Lessons ( in grades 3-6) PACING GUIDESessential FOR SOCIAL STUDIES Identifying benchmarks Sample Third Grade Timeline- highlighted essential benchmarks. PACING GUIDES FOR SOCIAL STUDIES Sample 4th Grade Pacing Guide- highlighted essential benchmarks. Pay attention to first page of the guides and color codes Civics in a Snap Lessons for K-5 Click on the Civics in a Snap Icon Then you are taken to this page where all Civics in a Snap Lessons can be downloaded: Icon also embedded in Pacing Guides TIMELINES FOR SOCIAL STUDIES ELA Florida Standards in Social Science Pacing Guides OVERVIEW of PRIMARY SOURCE DOCUMENTS Stimuli-Based Instruction Definition: The use of primary or secondary sources of information, emphasizing content/ skills explicitly stated in standards/ benchmarks, to increase student content knowledge, analytical skills, and engagement. (e.g. political cartoons, graphs, quotes, etc.) Social Science Best Practices Stimuli-Based Instruction (more examples) C-E-R Claim-Evidence-Reasoning Definition: Requiring students to state a claim (e.g. an answer to a question), provide evidence to support the claim, and state a reason why the evidence answers the question. Let’s Apply Inference/Observation Skills to Social Studies Directions: Place an ‘I’ before the statements that are inferences and an ‘O’ before the statements that are observations OR you may wish to make a T-chart. 1. There are no women in the painting. 2. The men are signing some sort of document. 3. This is a very important event. 4. These men are very important people. 5. George Washington is depicted in the painting. Claim Evidence Reasoning Sample Student Response • Claim: This painting shows an important event. • Evidence: George Washington is in the painting and is considered the father of our country and an important historical person. • Reasoning: Since the attention is on the signing of the paper and George Washington, an important person in U.S. history, is in the painting, it is logical to assume that this painting is about an important event. It is also logical to think that the signing of this paper or document had an important impact on history. Social Sciences Website For more details and descriptions of best instructional practices- click on: Best Practices Quick Start Support for Writing- also found in Pacing Guides Intensive Acceleration Courses for 3rd and 4th Grade: Social Science resource embedded Instructional Resource for Special Events and Programs PD Announcements, Essay Competitions, Special Programs and Competitions • This website is an excellent tool for enhancing your social studies curriculum and becoming more familiar with all the program has to offer. In some grades it is your only textbook resource. • How to access the site: • https://mdcpsportal.dadeschools.net/employee/default.aspx Get to Know YOUR McGraw- Hill SOCIAL SCIENCE RESOURCES Student edition info. • • • • • • • • • • To differentiate instruction Click on Home Tab Chose either version of student addition Headphone icon (Audio on or off) Size of text Level of difficulty (Approaching grade level or on grade level) Standards covered Content and academic vocabulary Spanish language option Highlighter • Upon entering the site, click on the second tab on the top titled, Lesson Plan. Click on the appropriate arrow to select the unit • After clicking on Lesson 1, this screen appears. • Each lesson will provide you with the standards, prepare, teach and present, close and assess, curriculum connections, and access point activities. • The Teach and Present tab will provide you with the most information for teaching the lesson. This page provides all the necessary information ,including activating prior knowledge, differentiated instruction, etc. The bar to the right provides various digital components to the lesson, including, videos, lesson presentations, etc. • The next arrow below the Teach and Present is the Close and Assess. This tab provides worksheets to use throughout the lesson. • Below the Close and Asses tab is the 21st Century Skills Curriculum Connections. This tab provides you with extra cross-curricular activities. • Below the 21st Century Curriculum Connections tab is the Access Point Activities. This tab provides multiple activities that correlate to each standard throughout JUST THE LESSON. • Resources Tab: • • • • • • • • Searches can be conducted by: NGSSS & Standard CCSS Reading Informational Text Professional Development Reader’s Theater Idea Factory Content Library & Unit Unit – Unit Resources = Common Core Assessments • Accessing the Leveled Readers: • On the McGraw-Hill homepage, locate the icons on the top right-hand side. Click on the open book. Search according to specific need. Share the wealth!!! This presentations (and more to come) posted here: Team Social Sciences- one team- one message: Improve student achievement! District Department of Social Sciences Mr. Robert C. Brazofsky, Executive Director Phone: 305 995-1982 E-Mail: [email protected] Dr. Sherrilyn Scott, Supervisor Phone: 305 995-1971 E-Mail: [email protected] Ms. Jackie Viana, Supervisor Phone: 305 995-2772 E-Mail: [email protected] Dr. Miriam Klein Kassenoff, Holocaust Education Phone: 305 995-1201 E-Mail: [email protected] Mr. Nicolas Valdes, CSS Phone: 305 995-1781 E-Mail: [email protected] Ms. Kelly Webner, CSS Phone: 305 995-2352 Email: [email protected] Support Staff Mr. Michel Delgado, Senior Computer Operator Phone: 305 995-1469 E-Mail: [email protected] In conclusion… Social Sciences MUST be more than this! Social Sciences Website Your ONE-STOP SHOP for everything Social Studies! QUESTIONS? Follow us on Twitter!