Transcript Document

Enriching Geography
Learning Through
Common Core Related
Activities
Margaret Legates
DE Geographic Alliance
Preston Shockley
DE Department of Education
August 1, 2013
Essential Question
How will a better understanding
of the CCSS in ELA inform
curriculum, instruction and
assessment in Geography?
Common Core State Standards in
Reading- Literacy History/Social Studies
Which words are the
largest?
What can you conclude?
What are the frameworks for Literacy?
Reading
Viewing
Listening
Speaking
Presenting
Writing
Are you
assessing all of
these skills in
your classroom?
The Elephant in the Room
• “It’s not my job to teach
reading and writing!”
• “I’m not a literacy
specialist!”
• “I don’t have the training
or the skills to teach
literacy and writing!”
• “I have my own
curriculum and don’t
have time for anything
else!”
Shared Responsibility
“The grades 6–12 standards are divided into
two sections, one for ELA and the other for
history/social studies, science, and technical
subjects. This division reflects the unique, timehonored place of ELA teachers in developing
students’ literacy skills while at the same time
recognizing that teachers in other areas must
have a role in this development as well.”
From the Common Core State Standards for English Language Arts and Literacy in
History/Social Studies, Science, and Technical Subjects, page 4.
How Should Teachers Prepare Now
What is a SHIFT??
• A different way of thinking
• A set of transformations that MUST happen
to achieve the demands of the CCSS
• A shift is the transition from present work
based on state standards to the common
core standards.
DE Recommended Curriculum
Unit-Ecosystems
We will use Lesson 1: Locating Ecosystems to
demonstrate all 6 shifts in the ELA CCSS
http://www.degeog.org/
This is a
Grade
5 Lesson
from the
Chesapeake
Watersheds
Initiative
Shift 1-Increase in
Non-fiction/Informational Text
Grade
Literary Text
Informational Text
K-5
50%
50%
6-8
45%
55%
9-12
30%
70%
The 70/30 split in grades 9-12 does not just refer to
ELA/Literacy classes – it means the entire school
experience for students, across the day, week, year.
What are Critical Texts in Geography?
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Advertisements
Artifacts
Bar/Graph Charts
Cartograms
Census reports
Digital media
(social media,
websites, wikis,
blogs)
Documentaries
Exhibits
Fiction
Red
GPS
=Literary
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• Podcasts
• Political
Cartoons
• Population
Pyramids
• Posters
• Research
Papers
• Sound
recordings
• Tax Codes
Blue= Non-• Timelines
• Videos
fiction/Inform
ational Text
Graphic Novels
Letters
Map Coordinates
Maps of all types
Newspapers
Newspapers
Non-fiction
Novels
Petroglyphs
Photographs
Pie Graphs
Case
Study
Maps
Informational
Articles
Text
Boxes
Photographs
Charts
GPS
Description
Suggestion: Add a
piece of Literary
Text
Pair Non-fiction with Fiction
• Provides students with the necessary
background knowledge
• Peaks student interest
• Exposes students to multiple genres.
• Helps meet the needs of various reading levels
• Increases student understanding of content
area material
• Fiction/Narrative texts are easier to understand
and promotes confidence for reading nonfiction
Great Fiction Books for teaching
Ecosystems
http://ecobooks.pbworks.com/w/page/4874773/Great%20Books%20for%2
0Teaching%20Kids%20In,%20About,%20and%20For%20the%20Environment
Shift 2-Content-Area Literacy
Content-Area Literacy in Geography IS NOT:
What IS Content-Area Literacy to
you?
Using reading, writing, listening, speaking
and viewing skills to enhance learning in
the Geography classroom.
How do I
compare a
map and
chart?
Before Reading Strategies
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KWL Chart
Anticipation Guides
Guided Imagery
Word Splash
Vocabulary Pyramid
SQ3R
QARs
Word Sort
T-Chart
Sprint Writing
Predict
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Question
Visualize
Set Purpose
Interactive
Notebook
Reciprocal Teaching
KWHL
Activating Prior
Schema
Web
Frayer Model
DRTA
Skim
Before Reading StrategyWord Splash
ECOSYSTEMS
vegetation
During Reading
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Summarizing
Close Reading
Three level guides
Word sorts
DRTA
Vocabulary building
Reciprocal teaching
Repeated readings
Metaphor/Simile
Cards
Text Talk
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Connect Two
Say Something
Check/revise
predictions
Think-Pair-Share
Silent Reading
Writing Connections
Graphic Organizers
Reading Aloud
Paired Reading
Buddy Reading
Echo Reading
Choral Reading
During Reading Strategy-Sprint Writing
Directions:
 When you see the word, respond by
writing as many words as you can think
of that remind you of that word.
 You cannot repeat any words.
 You cannot write abbreviations.
 You have 2 minutes.
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Serves as a formative assessment
Spelling and grammar do not count
Makes the topic personal
Not graded-non-threatening
Encourage ssharing
Encourages reflection and summarizing
Sprint Writing-Locating
Ecosytems
species
2. waste
3. landscape
1.
Use this After
reading People
and
Ecosystems to
check for
understanding
After Reading Strategies
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Retelling newly
learned information
Connect Two
Vocabulary building
Connections to real
world
Reciprocal teaching
Research projects
Paper/pencil tests
Poster sessions
Culminating
performances
Language
experience activities
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Summary Recipe
Summary Acrostic
L Portion of KWL
Think-Pair-Share
Word Sorts
Writing Connections
Graphic Organizers
Reading Aloud
Reaction Guide
Completing or
creating rubrics
Reader’s Theater
After Reading Strategy-Summarize with an Acrostic
Erosion exposes fossils and undermines forests.
C ypress swamps are one kind of ecosystem.
O n the island of Assateague, erosion is a problem.
S andy soil is a characteristic of a shoreline ecosystem
Y ou might even have something unexpected in your backyard!
S horeline ecosystems are present on the Delmarva Peninsula.
T earing down ecosystems results in the extinction of many
species.
E xisting together is important with crops and livestock
M arsh and wetlands are one kind of ecosystem
S ometimes ecosystems are home to thousands, even millions
of different species.
After Reading-3-2-1 Strategy
Example for a Lesson on Ecosystems
• 3 facts you learned about Ecosystems
• 2 things that can challenge an Ecosystem
• 1 of the roles of the water and food cycles in an
Ecosystem
Shift 3-Increase Complexity of the
Text
• ALL students should have regular practice
with grade level appropriate complex text
and its academic language (vocabulary and
syntax).
• It is a Common Core standard (10)for
students to read grade appropriate complex
text at every point in school.
How do you choose Complex Text?
◦ Readability measures using word length or frequency,
sentence length, text cohesion (for example, Lexiles)
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Levels of meaning
Text structure
Language conventionality and clarity
Knowledge demands
◦ Reader variables (motivation, knowledge,
experiences)
◦ Task variables (purpose, complexity of the task
assigned)
Quantitative-Lexile Guidelines
Grade Band
Former Lexile
Ranges
Lexile Ranges
K–1
N/A
100-500
2–3
450-725
450–790
4-5
645-845
770–980
6–8
860-1010
9–10
960-1115
11–CCR
1070-1220
The CCSS
require
955–1155
that
students 1080–1305
read more
complex
1215–1355
texts.
How do I determine the Readability of
a Text?
This is the Lexile Measure for the
Ecosystems Lesson text,
Shoreline Parks
1. Upload your text in
plain text
2. Press Browse
http://lexile.com/analyzer/
What does this Lexile level mean?
The
informational
text,
Shoreline Parks
is a 1060 Lexile
*Since the Lexile level is higher than grade 5,
students may need support (Close Reading, Reading
Strategies) to comprehend it.
How can you scaffold Complex Texts?
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Chunking
Reading and rereading
Read aloud
Strategic think aloud
Scaffolding questions
Heterogeneous small groups
Recording
Pre-prepping struggling readers to support confidence
and participation
• Annotation strategies
• Paraphrasing and journaling
Cap This!
Caption:
A title or brief explanation
appended to the bottom of an
article, illustration, or poster.
Summarizing Strategy-Have students
create the captions for pictures in
articles. This requires that they
summarize the text to develop a
caption.
Questions for creating and analyzing a
CAPTION for a photograph.
The placement of Captions matters
As written: This could
be confusing for
students.
The captions are
not directly under
each picture
Students must have
background knowledge
of rodent and mussel if
they do not know Left
from Right
Shift 4-Focus on Text-Dependent
Questions
Text-Dependent Questions:
 Require students to return to the text
 Responses are completely dependent on
text evidence
 Not based on readers experiences or
feelings
 Requires readers to state a claim, an
opinion, or a judgment and support it
with evidence
 Exist in conjunction with other types of
question
Text -Inspired to Text-Dependent ?’s
1. In “Letter from a Birmingham
Jail,” Dr. King discusses
nonviolent protest. Discuss, in
writing, a time when you
wanted to fight against
something that you felt was
unfair.
2. In “The Gettysburg Address”
Lincoln says the nation is
dedicated to the proposition
that all men are created equal.
Why is equality an important
value to promote?
What can you infer
from King’s letter
about the letter that
he received?
“The Gettysburg Address”
mentions the year 1776.
According to Lincoln’s
speech, why is this year
significant to the events
described in the speech?
Text-Dependent Questions
How are the
ecosystems at Death
Valley National Park
in the desert of
southeastern
California different
from the ecosystems
of Yosemite National
Park in the
mountains of
northeastern
California?
According to the map
and the data in the
chart, how are the
ecosystems at Death
Valley National Park in
Draw
the desert
of students
southeastern
California
back to
the text
different from the
ecosystems of Yosemite
National Park in the
mountains of
northeastern California?
Shift 5-Writing with Text-Based
Support
The Reading and Writing
Connection
Text-Dependent Writing Prompt from
Locating Ecosystems
Ecosystems Lesson 1 Strategy 3 Check for Understanding
Directions: Use the information from BOTH the
map, California-National Parks Map AND the
California-National Parks Data Chart to compare
the National Park in Death Valley to the National
Park in Yosemite.
This requires students to
synthesize information from
more than 1 text.
Shift 6-Focus on Academic Vocabulary
– DOMAIN SPECIFIC, subject-specific
(e.g., ecosystems, landscape topography)
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GENERAL WORDS; high utility across
instructional areas
(e.g., principle, relative, innovation, function,
potential, style)
– EVERYDAY SPEECH, basic words
most student will know at a particular grade
level (e.g., injury, map, education, serious,
nation)
Meaning of specific words
◦ Provide student-friendly definition(s)
◦ Read the word in text
◦ Discuss examples and non-examples of the word
◦ Create semantic maps
◦ Teach multiple meanings
◦ Link new words to words students already know
Word-learning strategies
◦ By using contextual cues
◦ By using their existing knowledge of words and word
parts
Assateague Island National
Seashore Park
National Seashore parks have two important missions:
• to preserve the natural environment and the living
things in the local ecosystem;
• to provide recreation and educational programs for
citizens.
Assateague Island, Virginia, is a narrow barrier island along
the Atlantic coast of the Delmarva Peninsula. On the eastern
side of the island, beach erosion is a constant problem, and
coastal storms can sometimes cause major damage.
The park is famous for its Wild Chincoteague ponies. The
ponies sometimes join sunbathers and fishermen on the
beach and in parking lots. They can cause traffic jams and
distracted drivers. But most often they prefer to roam the
wetland areas, forests and meadows of the island’s interior.