i’m not a reading teacher; i’m a social studies teacher! lisa hardwig justin reese heidi trexler
Post on 18-Jan-2018
221 Views
Preview:
DESCRIPTION
TRANSCRIPT
I’m NOT a reading teacher; I’M A SOCIAL STUDIES TEACHER!
Lisa Hardwig lahardwig@lancaster.k12.pa.us Justin Reese jlreese@lancaster.k12.pa.us Heidi Trexler hctrexler@lancaster.k12.pa.us
School District of LancasterNovember 16, 2012
1836-PA’s 2nd oldest district
Students: 11,000 -57.9% Hispanic-19.4% Black-16.5% Caucasian- 6.2% Asian/Other
Budget: -$160 Million
Schools: - 1 ECC-13 ELE - 4 MS - 1 HS Campus- 2 Alt Ed.
Staff: -1,645
Priority Areas: Elementary & Secondary Literacy, Graduation Rate & Building Leadership
Picture of PA / Lancaster
Heidi Trexler, School District of Lancaster
Wildwood Crest, NJ Reign, Age 5 Reading Specialist Urban MS
1200 Students 6-8
Reading, PA
Reading Specialist Suburban HS 1200 Students
9-12Reading, PA
Coordinator of Secondary Social Studies & Literacy
Lancaster, PA
• Social Studies Teacher– School District of
Lancaster, PA– Formerly worked
at Lock Haven University of Pennsylvania, and Messiah College
– BS Secondary Education
– M.Ed. At-Risk Education
Justin Reese, School District of Lancaster
• Mother– Meet Jaiden
• Social Studies Teacher– School District of
Lancaster, PA– Charles County Schools,
MD– BS Social Studies
Education– MS Education
Curriculum and Instruction
Lisa Hardwig, School District of Lancaster
Reading Strategies
I’m NOT a reading teacher; I’M A SOCIAL STUDIES TEACHER!
Social Studies & Literacy
AGENDA GOALS• Reading 101 & CCSS
Focus: Literacy in History / Social Studies
• Vocabulary, Fluency, & Comprehension Strategies for SS Teachers
1. Learners will be able to see how Marzano’s instructional strategies support learning of content & literacy to support CCSS.
2. Learners will understand how to implement these strategies immediately in their classrooms.
Literacy in History / Social Studies
Balancing Informational & Literary Tests
Knowledge in the Disciplines
Staircase of Complexity
Text Based Answers
Writing from Sources
Academic Vocabulary
Vocabulary Fluency
Comprehension
"One of the most crucial services that teachers can provide, particularly for students who do not come from academically advantaged backgrounds, is systematic instruction in important academic terms".
(Marzano & Pickering, 2005)
Vocabulary RecognitionActivity –US Government and Politics (blue paper)
1. Individual: Skim the reading; Circle the unfamiliar words2. Small Group: Create a list on the white board at each table3. Large Group: Combine the white boards and review the terms
Options:• Students respond if they “Know It,”“Heard It,” or “Have No Idea”• Students respond “What”, “So What”, “Have No Idea”
• “What” (the students write what they think the word is),• “So What” (the students write about the relationship of the word
to the topic)• “Now What” (the students use the word in a newly created
sentence.• Sample Activities
SAMPLE ACTIVITIES1. Categorize the terms (clusters); title each cluster2. Compare the terms to other terms (prior knowledge)
that are similar or different to what you already know3. Describe it; Don’t define it4. Create a mental picture of one of the terms;
describe/draw the mental picture5. Create a sentence/paragraph/summary using the new
words6. Create a “status post” using one of the new words to
start a conversation7. Create a “text message” using one of the words;
attempting to start a conversation
Pause & Reflect Moment
Cloze Activities
• Quote by Patrick Henry “Give me liberty or give me……..”
• Goal is to practice meaning, context, and previous knowledge.
Marzano‘s Design Question #3: What will I do to help students practice and deepen their
understanding of new knowledge?Focuses on Skills, Strategies, and Processes
When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency.
What are teachers & students doing? Teacher Evidence • engages students in massed & distributed practice activities as well as
guided & independent practice appropriate to their ability to execute a skill, strategy, or process
Student Evidence • performs the skill, strategy, or process with increased confidence &
competence
Cloze Activities
• Select a key passage• Remove a key vocabulary word from the
passage. Make sure there are enough clues in the passage that students can determine the missing word.
• Distribute the passage to each student or group of --------.Have the students read the passage and determine the missing words.
Cloze Activities
• Discuss with students how they were able to determine the missing words. Point out that they used context clues. List the context clues that the students used.
• Have the students read the passage verifying their choices.
• Students then could define the vocabulary terms if necessary.
Pause & Reflect Moment
What does research tell us about comprehension?
From Marzano’s Dimensions of Thinking
CognitionSequencingIdentifying main idea & supporting detailsSummarizing
InterpretationMaking inferencesDrawing conclusionsMaking predictions
Reading Comprehension CategoriesCritical Stance
Evaluating author’s craft & literacy elements
Evaluating point of viewComparing &
contrasting
Critical ConnectionsText to SelfText to TextText to World
What is still puzzling?
Consequences of reading difficulties: an ever widening gap
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
The gap increases in both depth and
breadth
Each year skills and knowledge required to meet standards increases
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
Must learn to recognize many new words accurately and automatically
Must acquire many new vocabulary words
Must learn to deal with longer sentences and more complex ideas
Must be able to draw upon more extensive background knowledge
top related