Transcript Slide 1

Department of Social
Sciences
Middle School/Senior High
School
Florida Standards in the Social
Sciences
Mastering Reading, Speaking, and
Listening Florida Standards through Social
Sciences.
Session Norms
Lead by Example
Engage in Activities
Act in Common
Develop Best Practices
Department of Social Sciences
Session Goals
• Participants will be able to:
– Articulate the role of content area instruction in Florida
Standard mastery
– Identify best practices in effective social sciences
teaching and learning
– Understand how the Comprehensive Instructional
Sequence (CIS) and Claim-Evidence-Reasoning formats
support rigorous instruction
Department of Social Sciences
Comprehension Instructional
Sequence (C-I-R)
Putting it into Practice – Florida
Standards in the Classroom
Why Comprehension Instructional Sequence (CIS)?
• Focuses on social studies content while
practicing reading skills
• Supports evidence-based conclusions
• Scaffolds deeper comprehension of science
and/or social studies content
• Allows you to “double-up” on content area
time:
Integrating content into ELA Using the
Comprehension Instructional Sequence (CIS)
• Series of 3-4 “close readings” of a complex informational text
wrapped around an Essential Question
• Content is social studies-based, but focus is comprehending text
and writing in response to text
• Each reading has its own purpose and tool
• Each reading uses a gradual release process, followed by discussion
– I Do: Teacher reads and models use of tool in a “think aloud” process
– We Do: Student and a partner reads and teacher supports student use
of tool
– You Do: Students use tool independently
A Social Science Walkthrough into ELA Using the Comprehension
Instructional Sequence (CIS)
• Here are a few of the Florida Literacy Standards
that would be addressed by completing this CIS:
• LAFS.68.RH.1.2 Determine the central ideas…
• LAFS.68.RH.2.4 Determine the meaning of words
and phrases….
• LAFT.68WHST.2.4 Produce clear and coherent
writing in which the development, organization,
and style are appropriate to task, purpose, and
audience.
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Reminder CIS Reading #1—Interact with Text
• Hook question—engages students’ attention on
concept
• Predictive Writing—personalizes the content
• Introduce Essential Question
• Vocabulary Instruction—reminds students of
vocabulary strategies previously taught and how
to use them to access text
• Teacher reads entire text aloud, modeling fluency,
as students interact with the text (purpose) by
“text coding” (tool)
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Hook Question- Social Sciences
How much impact can students have on
public policy?
A. A great deal of impact
B. Some impact
C. Very little impact
Pre-reading- Reading #1
Vocabulary Tool
Predictive Written Response and
Vocabulary- Rosa Parks Article
Predictive Written Response to Complex Text-Based Question
Using your background knowledge, how do one’s personal experiences
lead to advocacy or fighting for a cause? Sample response: A person’s
personal experiences make them mad and then they fight for a cause.
Paragraph #/Page #
2 P.5
6 P.5
8 P.6
Academic or Discipline Specific Vocabulary
Context/meaning
advocate
Fight for or believe in
undocumented
Without legal status
cornerstone
Most important
Reading #2
Text Coding
Reading # 2 Text Coding
Code
Description
C
Cause of a problem
S
Solution to a problem
R
Reaction to an event/issue/problem
P
Evidence/description of a problem
A
Advocating for a cause/issue/solution
Reading # 2 Text Coding
Reading #3
Directed Note-taking Tool
Reading # 2 Directed Note-taking
Social Movements/Change
Guiding Question: Using evidence from the article, how did facing a problem lead to
becoming an advocate?
Paragraph
#/Page #
3 P. 5
10 P. 6
NOTES
Check relevant categories below
Evidence of
Significance
“Then her teacher pulled her aside to explain that she
would not be getting her driver’s license because she
did not have a social security number?”
Undocumented immigrants often face psychological
trauma when they begin to understand their
precarious situation.”
Evidence
of
Character
Evidence
of
Advocacy
Evidence of
a Major
Cause or
Solution
X
X
X
X
First Draft Written Response to Essential Question
First Draft Written Response to Essential Question
According to the text, how did facing a problem lead to
advocacy? Sample Answer: When somebody faces a
problem it often forces them to fight to fix the problem.
This makes them become an advocate for solving the
problem. (Notice- on topic- but not evidence from text).
Reading #4
Question Generation Tool
Advocacy CIS—Generating Questions
A.“Can this question be answered by Research?”
If so, put an X in the Research column.
B.“Can this question be answered by Interviews?
If so, put an X in the Interview column.
C.“Can this question be answered by the use of
Images? If so, put an X in the Images column.
D.“Is this a question that can be answered by using
Quotes? If so, put an X in the Quotes column
If you don’t know the category, make sure you present it in our discussion at
the end of the reading so your teammates can offer suggestions.
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CIS Reading #4—Example- Social
Sciences
What leads one to become an advocate?
Research
6 P6
Are there any bills proposed/passed at the
national level?
X
13 P6
Have the parents ever been investigated
or deported?
X
Is the problem of undocumented students
widespread?
X
ALL
Interviews
Images
Quotes
X
X
X
X
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Final Written Response to Complex Text-Based Question
Final Written Response to Complex Text-Based Question
According to the text, how did facing a problem lead to
advocacy?
Final Written Response to Complex Text-Based Question
Final Written Response to Complex Text-Based Question
According to the text, how did facing a problem lead to
advocacy
According to the text and my discussions in class, I think that people can
become advocates for a cause or for finding a solution to a problem because
they are forced to face a problem . For example in the case of Mayra Rubio,
she became an advocate and joined an organization that fights for
undocumented people. Undocumented people do not have a legal status in a
country. In the case of Mayra, she lived until she was sixteen years old until
she learned that she herself was undocumented. After being very angry and
upset and not seeing a lot of hope for her future, she joined a cause to help
fight for undocumented individual's rights. She is dedicated to getting her
education no matter how much it costs and continues to fight for this cause.
As you can see, facing her problem made her become an advocate for those
like her.
REMEMBER…….
CIS is used across content
areas. It isn’t necessary to do
a complete CIS all the time.
Once students have
mastered how to do each
section, one component
(i.e., Directed Note-Taking or
Final Written Response) can
be used with any text.
Questions and
Answers
Department of Social Sciences