Transcript Writing as Historical Lens: Seeing Students’ Writing

Connecting Reading and
Writing in
Social Studies
Dr. Erin Cuartas, Instructional Supervisor
Dr. Leslie W. Adams, Curriculum Support Specialist
Rebecca Calvert, Curriculum Support Specialist
Department of Language Arts/Reading
Objectives
To review Common Core State Standards Anchor
standards.
To briefly review research on writing practices in
content.
To examine a set of primary source documents.
To summarize primary source documents.
College and Career Readiness Anchor
Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it,
cite specific textual evidence when writing or speaking to support conclusions drawn from text.
Evidence Standard
2. Determine central ideas or themes of a text and analyze their development; summarize the
Main Idea
key supporting
detailsStandard
and ideas.
3. Analyze how and why individuals, events, and ideas develop o interact over the course of a
text.Interaction Standard
Craft and Structures
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
Vocabulary Standard
tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text(e.g., a section, chapter, scene, or stanza) relates to each other and the whole.
Structure Standard
College and Career Readiness Anchor
Standards for Reading
Craft and Structures
6. Assess how point of view or purpose shapes the content of a text.
Point of View Standard
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually
Standard
and Multimedia
quantitatively, as well
as in words.
8. Delineate and evaluate the argument specific claims in a text, including the validity of the
Argument
Standard
reasoning
as well as the
relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge
Standard
or toMulti-Text
compare the approaches
the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and
Complexity Standard
proficiently.
Evidence Standard
Main Idea Standard
Interaction Standard
Vocabulary Standard
Structure Standard
Point of View Standard
Multimedia Standard
Argument Standard
Multi-Text Standard
Complexity Standard
ELA vs. Social Studies
English / Language Arts
Social Studies (History)
Text
characteristics
• Difficulties at discourse
level
• Multiple genres require
different cognitive
processes
• Nominalization used to obscure
reasoning
• Primary documents contain archaic
vocabulary and syntax
• Assertions and evidence presented
as facts rather than as
interpretations
Vocabulary
Vocabulary does not have to
be known precisely to
understand the gist of the
literature
• Not many technical terms
• People, places, events – must
understand relationships among
terms
Processes
• Readers must use prior
knowledge of history
and/or science
• Close reading
• Inferencing with evidence
Historians use
• Sourcing
• Corroboration
• Contextualization
• Close reading
College and Career Readiness
Anchor Standards for Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
Argument
Standard
reasoning
and relevant
and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information
Informative/Explanatory
clearly
and accurately through the effectiveStandard
selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique,
Narrative Standard – NA in Social Studies
well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
Purpose/Audience
appropriate
to task, purpose, and Standard
audience.
5. Develop
and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a
Process
Standard
new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
Publishing/Technology
Standard
collaborate
with others.
College and Career Readiness
Anchor Standards for Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
Research
Standard
demonstrating
understanding
of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and
Multiple
Standard
accuracy
of eachSources
source, and integrate
the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
Evidence/Support Standard
research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and
Routine Writing/Time Frames
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
Standard
audiences.
LACC.1112.RH.1.2
Subject Code
Anchor Standard
Language Arts
Common Core
Main Idea
Grade Band
11-12
Strand
Literature in
History/Social Studies
Anchor Cluster
Key Ideas and Details
Florida CCSS Coding
Classification System
Writing Tasks:
Students will paraphrase different sentences and paragraphs of
Lincoln’s speech and then write an analytical essay on their
understanding of Lincoln’s Gettysburg Address.
Students will be afforded the opportunity to rewrite their explanation
or revise their in-class paraphrases after participating in classroom
discussion, allowing them to refashion both their understanding of
the text and their expression of that understanding.
Writing Practices That Enhance
Students’ Reading
Have students write about the texts
they read.
. Students’ comprehension of science, social
studies, and language arts texts is improved
when they write about what they read,
specifically when they:
• respond to a text in writing (writing personal
reactions, analyzing and interpreting the text),
• write summaries of a text,
• write notes about a text, and
• create and answer written questions about a
text.
Writing Practices That Enhance
Students’ Reading
Teach students skills and
processes that go into
creating text.
Students’ reading skills and
comprehension are improved by
learning the skills and processes
that go into creating text,
specifically when teachers.
Teaching the process of writing,
text structures for writing, and
paragraph or sentence
construction skills improves
reading comprehension.
Increase how much
students write.
Students’ reading comprehension
is improved by having them
increase how often they produce
their own texts.
How should I plan my instruction?
Mary, Mary, quite contrary,
Select stimulus text
with historical
significance.
How does your garden grow?
With silver bells, and cockle shells,
And pretty maids all in a row.
What is the origin and historical significance of this nursery rhyme?
a. A religious allegory of Catholicism with bells representing the sanctus bells and
the cockleshells the badges of pilgrims to the shrine of Santiago de Compostela.
Set
a purpose
reading
b. An
English
nursery rhyme for
written
in 1744 to honor Queen Mary I of England.
c. The
rhyme
as connected to Mary, Queen of Scots and refers to her reign over her
and
writing.
realm.
d. A rhyme found in The Secret Garden by Frances Hodgson Burneet that includes
the last line "And marigolds all in a row."
Deep, analytical instruction
Mary, Mary, quite contrary,
Analyze the text by
conducting a close
read and analytic
discussion.
Mary, Mary, quite contrary,
How does your garden grow?
With silver bells, and cockle shells,
And pretty maids all in a row.
• refers to Mary, Queen of Scots, troubled reign, OR
• Mary I of England’s unsuccessful attempt to reverse ecclesiastical changes
made by her father Henry VIII
Record
information
using • refers to Mary, Queen of Scots, reign over her realm, OR
How does
your garden grow?
• a mocking reference to Mary I’s inability to conceive an heir
graphic organizer, note-taking,
With silver bells, and cockle shells, • reference to Catholic cathedral bells and insinuation that Mary, Queen of
or other methods of recording
Scot’s husband was not faithful to her, OR
• reference to "Bloody Mary“ known for burning and executing Protestants
textual details.
And pretty maids all in a row.
•refers to Mary, Queen of Scot’s ladies-in-waiting , OR
• Mary I’s many miscarriages OR
•execution of Lady Jane Grey
Write to analyze and interpret
Assign a writing task:
To summarize….
To explain…
To examine…
To make a claim…
To take a position
To compare….
To distinguish…
Write to examine and
convey the complex ideas
and historical explanations
suggested in the nursery
rhyme “Mary, Mary, quite
contrary”.
Writing as Historical Lens:
Seeing Students’ Writing Connections With
History/Social Studies Through the Common
Core State Standards for English Language
Arts and Literacy (Grades 6-12)
FDR and the New Deal
Expert Groups
Packets contain
Textbook reading
Primary documents (different ones in each packet)
Questions at bottom of some documents are meant as cognitive
prompts to aid in your processing the information
You are not asked to answer them specifically!
Complete the Inquiry Chart provided, for the documents you have
Some cells will be left blank
Write in shorthand – not complete sentences!
Write in your own words
Share you information so that everyone has a complete Inquiry
Chart before moving to Jigsaw groups
Inquiry Chart
Jigsaw Groups
Insure that everyone in your Expert group has recorded
information from all documents in the group
Count off as directed
Move to your Jigsaw groups as directed
Share your information in the Jigsaw group
Discuss the information in relation to the initial
Discussion Web
Document 1
Document 2
Document 3
Document 4
Document 5
Document 6
Document 6
Document 7
Recap and Reflect
Standards addressed: Reading
Integrate information from visual and print texts
Integrate information from variety sources, primary and secondary
Standards addressed: Writing
Gather relevant information from a variety of sources
Write argument to support claims with evidence
Cognitive processes engaged in:
Sourcing
Corroboration
Contextualization
Close reading