Transcript Planning/Resources for Science and Social Studies Texts

College and Career Readiness Conference
2014
 Identify
the role of reading to accomplish
content goals
 Use
text resources provided to practice
creating learning activities in your content
area
 Discuss
how to plan for and implement
resources in the classroom
Disciplinary Literacy is the use
of discipline-specific practices
to access, apply, and
communicate content
knowledge.

In Science and Social Studies, students need a
more powerful exposure to the richness of
content
Let’s Take A Look!
Ask yourself…
 How does one text build to the next to reach
the content goal?
 How do these activities build toward a
rounded understanding?
 What discipline-specific reading behaviors
will help to unlock the content for my
students?
*Discipline-specific Texts
*Text-Dependent Questions
*Close Reading
*Balance of texts/various types of text
*Writing to communicate understanding
*Tasks/Projects
Reading Like A Historian
 Ask questions about what
was going on in the world
at the time the text was
written
 Think carefully about what
the author is saying to
check for accuracy
 Think about things that
could be shaping the
author’s ideas
 Check the facts to be sure
they are correct
 Think about why the
author chose to use
certain words
 Compare the text with
other sources
 Write down who, what,
when where, and why to
understand connections
Reading Like A Scientist
 Ask questions based on
facts
 Read back and forth
between the words and
the visuals because it
helps to understand the
ideas
 Make predictions about
what they read
 Think and make their own
pictures in their thoughts
while reading
 Read closely about an
idea or experiment
 Consider data-based
graphs and charts as
important as the words in
a text
 Read graphs and charts
to find patterns and
relationships in the data
 Evaluate and collect
evidence
 Read to understand
discipline specific terms

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
Review background knowledge of a subject
Plan Formative Assessments
Ask what direction do you need to take your
lesson?



Examine the following Science or Social
Studies text with your group
Think about and discuss how you would use
this text in your classroom
Create a mock lesson (using close reading)


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
Variety of texts
Unpacking the content
Scaffolding
Vocabulary
Think About…
Concepts/Objective/Essential Question
MCCRS Standard(s) and Content Standard
Type of Text
Text Complexity
Text Dependent Questions
Author’s Purpose
Vocabulary
Connections (Writing)
What do you need to think about as you create your
lesson plan?
Before
During
After
Before
What is the content standard and MCCRS Focus? Have my students been exposed to these
types of texts before? Level? What examples do I need to provide? What prior knowledge is
needed?
During
Am I using Text Dependent Questions – is it rigorous enough? Is there a variety of complex
texts? Am I providing opportunities for Speaking & Listening?
After
Are students being asked to use Text-Based Evidence to cite examples? Am I using formative
assessments to document progress and track data? Is writing connected to content
understanding? Have we reached the ultimate goal/task?
Disciplinary Literacy Learning & Planning Tool
Aligned with CCSS Literacy and Content Standards
Activity Title:
Essential Question:
Elements Essential to Planning Instruction
Text(s): ____________________________________________
Alignment to MD Common Core
State Literacy and Content
Standards
Text Complexity Instructional
Implications
Performance Task Options
Lesson Components for Close-Analytic Reading
Text Dependent Questions and Responses
Disciplinary Literacy Reading Behaviors
Discipline-specific questions for Close Analytic Reading
to support comprehension of disciplinary text
Social Studies Texts:
Corresponds with Social Studies State Curriculum:
Grade 5
Political Science
A. The Foundations and Function of Government:
1.B Explain and clarify how Europe’s philosophies and policies
affected the political structure of the early American Colonies
1.C Identify and summarize how democratic principles, such as
rule of law, limited government, consent of the governed, popular
sovereignty, representative democracy, and the limitation of power
influenced our founding documents
1.D Trace the development of early democratic ideas and practices
that emerged during the early colonial period, including the
significance of representative assemblies and town meetings
History
B. Emergence, Expansion and Changes in Nations and Empires
2.A Describe the religious, political and economic motives of
individuals who migrated to North American and the difficulties
they encountered
Salem Witch Crisis: Summary
The Salem witchcraft crisis began during the winter of 16911692, in Salem Village, Massachusetts, when Betty Parris, the nineyearold daughter of the village’s minister, Samuel Parris, and his
niece, Abigail Williams, fell strangely ill. The girls complained of
pinching, prickling sensations, knifelike pains, and the feeling of being
choked. In the weeks that followed, three more girls showed similar
symptoms.
Reverend Parris and several doctors began to suspect that witchcraft
was responsible for the girls’ behavior. They pressed the
girls to name the witches who were tormenting them. The girls
named three women, who were then arrested. The third accused was
Parris’s Indian slave, Tituba. Under examination, Tituba confessed to
being a witch, and testified that four women and a man were causing
the girls’ illness.
The girls continued to accuse people of witchcraft, including
some respectable church members. The new accused witches joined
Tituba and the other two women in jail.
The accused faced a difficult situation. If they confessed to
witchcraft, they could escape death but would have to provide details
of their crimes and the names of other participants. On the other
hand, it was very difficult to prove one’s innocence. The Puritans
believed that witches knew magic and could send spirits to torture
people. However, the visions of torture could only be seen by the
victims. The afflicted girls and women were often kept in the
courtroom as evidence while the accused were examined. If they
screamed and claimed that the accused witch was torturing them, the
judge would have to believe their visions, even if the accused
witch was not doing anything visible to the girls. Between June and
October, twenty people were convicted of witchcraft and killed and
more than a hundred suspected witches remained in jail.
Resource:
www.sheg.stanford.edu
Salem Evidence: “Discourse on Witchcraft” (Modified)
In the speech below, Cotten Mather, an influential leader of the Puritans,
argues for the existence of witchcraft:
I will prove that Witchcraft exists. Those who deny it exists argue that they
never saw any witches, therefore there are none. That would be as if you
or I said: We never met any robbers, therefore there are none.
I have two pieces of evidence that witchcraft exists: First, the Scripture
mentions witchcraft. Secondly, many people have experienced the horrors
of witchcraft.
Source: Cotton Mather, “Memorable Providences relating to Witchcrafts and Possessions,”
from A Discourse on Witchcraft, (Boston, 1689), pp. 4-9. Cotton Mather was one of the
most influential religious leaders in America at the time.
Resource:
www.sheg.stanford.edu
Below is the testimony of a teenager accused of witchcraft, Abigail Hobbs, on
April 19, 1692.
Judge: Abigail Hobbs, you are brought before Authority to answer to various acts
of witchcraft. What say you? Are you guilty, or not? Speak the truth.
Abigail Hobbs: I will speak the truth. I have seen sights and been scared. I have
been very wicked. I hope I shall be better, if God will help me.
Judge: What sights did you see?
Abigail Hobbs: I have seen the Devil.
Judge: How often, many times?
Abigail Hobbs: But once.
Judge: What would he have you do?
Abigail Hobbs: Why, he would have me be a witch.
Judge: Would he have you make a covenant with him?
Abigail Hobbs: Yes.
Resource:
www.sheg.stanford.edu
The map below depicts
Salem Village (on the
left/west) and Salem
Town (on the
right/east). Most
people in Salem
Village were farmers,
whereas most people
in
Salem Town were
merchants and
townspeople. The
residents of Salem
Village
had to pay taxes to
Salem Town. The map
shows that most of the
people who
made accusations
were from Salem
Village.
Resource:
www.sheg.stanford.edu
Corresponds with 4th Grade Earth
Science
NGSS ESS.3.B
“A variety of hazards result from natural processes…
Humans cannot eliminate the hazards but can take
steps to reduce their impacts.”
Ecuador volcano throws up
spectacular ash plume
A volcano just south of
Ecuador's capital Quito has
erupted, creating a
spectacular plume of ash,
10km (six miles) high.
The Tungurahua volcano
created the huge cloud on
Friday in an eruption that
lasted just five minutes.
The volcano has been
erupting since 1999, but has
been particularly active in
the last two months.
Tungurahua is one of eight
active volcanoes in Ecuador,
which lies in the so-called
Pacific Ring of Fire.
What is the Ring of Fire?
The Pacific Ring of Fire is an area of frequent earthquakes and volcanic eruptions encircling
the basin of the Pacific Ocean. The Ring of Fire has 452 volcanoes and is home to over 50%
of the world's active and dormant volcanoes. Ninety percent of the world's earthquakes and
81% of the world's largest earthquakes occur along the Ring of Fire.
Explore the Ring of Fire!
Volcanic eruptions can be spectacular — but deadly. A volcano is an opening in the earth's surface through
which red-hot lava (melted rock) and gases spew into the air. Most volcanoes are located where the large,
rigid plates that make up the earth's surface move toward each other and collide.
Some eruptions have been so violent that entire towns have been wiped out, and thousands of people have
died. In ancient Rome, a volcanic eruption destroyed the entire city of Pompeii (pahm-PAY) in 79 A.D. The
word volcano comes from Vulcan, the Roman god of fire.
Volcanoes are found on every continent. The largest concentration of volcanoes is located along a belt
known as the Ring of Fire, which circles the Pacific Ocean. Find this area on the map below.
It's not possible to show the location of every volcano (Iceland, for example, has more than 30 active
volcanoes), but the map shows the location of major volcanoes. Study the map. Then answer the
questions. Need help finding some of the country names? Find the information you need in an atlas.
How The Earth Was Made: Ring of Fire
View from 1:27-4:47
http://www.youtube.com/watch?v=Xs4yNL1M8Gg
U.S. West Coast’s big threat from an ocean
quake
Resource: https://www.newsela.com/articles/norcal-quake/id/3130/#articles/norcal-quake/id/3135/
Constructing A Building Adventure Activity
Resource:
http://eie.org/engineering-adventures/shake-things-engineering-earthquake-resistant-buildings
Corresponds with 2nd Grade Life Science
NGSS LS2.A
“Plants depend on animals for pollination or
to move their seeds around.”
Make A Flower
Resource:
http://www.calacademy.org/teachers/resources/lessons/flowers-seeking-pollinators/
Flower Pollination
http://www.youtube.com/watch?v=ge3EM8AERV0
Resource: http://www.calacademy.org/teachers/resources/lessons/flowers-seeking-pollinators/
Work On Your Mock Lesson
- What is the content goal?
- What are the literacy goals?
- What is the final task my students will
complete?
Type
of Text
Resources
to Support
the Text
MCCRS and
Content
Standards
Liz Root
First Grade Teacher
Middletown Primary School
Frederick County
“What advice would you give to other educators to link literacy strategies into content area
lessons?”
https://www.youtube.com/watch?v=ZQolwrpMsBg
“What can teachers do to help students with reading in the content areas?”
http://youtu.be/4f6my2i7XOM
Steve Buettner
Principal
Lutherville Elementary Lab
Baltimore County
“What connections are you looking for teachers to make with literacy in content area
lessons?”
https://www.youtube.com/watch?v=DWJQHPj_7m0
Lauren Pearce
Third Grade Teacher
Centerville Elementary School
Frederick County
“What are some best practices you implement in your classroom when planning a content
lesson through a literacy lens?”
https://www.youtube.com/watch?v=1TCZrmMlLGY
Francine Clay
Language Arts Coordinator
Howard County Public School System
“What literacy components are important when planning a content lesson?”
https://www.youtube.com/watch?v=uNKcih_HkgY