ELA in the Social Studies and Career Ed Classroom

1. ELA in the Social Studies and Career Ed Classroom Riverview Gardens August 7, 2012

2. Graphic Organizers • Complete Anticipation Guide • Read passage about the Ancient Olympics Why use anticipation guides? • They teach students to make predictions, anticipate the text, and verify their predictions. • They connect new information to prior knowledge and build curiosity about a new topic.

3. Our Plan for the Day • Classroom Management • Anchor Standards in Reading • Anchor Standards in Writing • LUNCH • Social Studies Standards in CC and MO and tying them into the ELA Anchor Standards (whew!) • Anchor Standards in Speaking, Listening, and Language • Creating a lesson plan with strategies embedded.

4. Please keep your behavior to yourself. Thanks- The Management (You) • Table is ready, dining room is ready, and the staff is ready. • The work is ready, the room is ready, and the teacher is ready. • The effective teacher starts the class immediately with an activity/assignment, not roll taking.

5. Classroom Management The three most important student behaviors that must be taught in the beginning of the school year are: 1. Discipline 2. Procedures (not rules) 3. Routines

6. CHAMPs A Routines and Rituals Dream! • Conversation: How much and what type of conversation is allowed for this activity? • Help: How may students request help? What should they do while waiting for my help? • Activity: What is the activity/task students will be engaged in? What is the purpose or expected outcome? • Movement: How much and under what circumstances can the students move about? • Participation: What behaviors will show active participation?

7. Common Core State Standards Common Core Standards provide a vision of excellence for WHAT to teach! Professional development will show teachers HOW to teach the Standards! What the Common Core State Standards DO Provide Standards will strengthen teaching and learning with standards that are: • Focused, coherent, clear, and rigorous • Internationally benchmarked • Anchored in college and career readiness • Evidence- and research-based

8. Common Core State Standards What the Common State Standards do NOT provide: • CCSS will not keep teachers from deciding how the standards are met • CCSS is not a curriculum but a clear set of goals and expectations. • CCSS do not clarify instruction for students to meet the stated goals and expectations. • CCSS does not make decisions about curriculum and how school systems operate.

9. Anchor Standards for ELA • Reading • Writing • Speaking and Listening • Language

10. Common Core Anchor Standards WHY US? WE AREN’T ELA TEACHERS!! • The CCR Anchor Standards set the instructional path toward College and Career Readiness. • There are 10 broad CCR Anchor Standards for reading and writing. • There are 6 Speaking and Listening CCR Anchor standards and 6 Language Anchor Standards. • Hello? Did you see that? College and Career Readiness. Yeah, that responsibility falls on all of us educators. All of us.

11. MO Standards for Today Middle School • SS3 1.10- Locate and describe settlements in Missouri of people of European and African heritage • SS3 1.8- Outline the discovery, exploration and early settlement of America • SS3 1.6 -Evaluate the importance of the discovery, exploration and early settlement of America • SS3 1.10- Summarize the events in westward expansion, including people’s motivation, their hardships, and Missouri as a jumping-off point to the West

12. MO Standards for Today High School • SS3 1.10- Summarize the events in westward expansion, including people’s motivation, their hardships, and Missouri as a jumping-off point to the West • SS3 1.6- Distinguish major patterns and issues with regard to population distribution, demographics, settlements, migrations, and cultures in the US • SS3 1.10- List and explain criteria that give regions their identities in different periods of United States history • SS7 1.7, 3.5, 3.6- Distinguish between fact and opinion and analyze sources to recognize bias and points of view

13. Anchor Standards for Reading (Grades 6-12) • 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 the text. • 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. • Craft and Structure • 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 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) relate to each other and the whole. • 6. Assess how point of view or purpose shapes the content and style of a text. • Integration of Knowledge and Ideas • 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. • 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the 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 or to 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 proficiently.

14. Settlement- Middle School What are the problems these settlers faced each season? • Fall—the threat of fire—the prairie grass became very dry and a spark could start a fire that would burn the prairie and their cabin • Winter—freezing cold, deep snow, people got lost in the drifts when the trails were covered • Spring—the prairie became swampy when the snow melted • Summer—some days were very hot and there was no shady forest to cool yourself • there were so many insects that sometimes horses died from being stung so much.

15. Purpose for Reading While reading, take note of the following: • What is the date? • Who is the intended audience? • What can be inferred about what the situation is? • Is the tone literal?

16. Anchor Standards for Writing (Grades 6-12) • Text Types and Purposes • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. • 3. Write narratives to develop real or imagined experiences or events using effective technique, 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 appropriate to task, purpose, and audience. • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Research to Build and Present Knowledge • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Range of Writing • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

17. Types of Graphic Organizers

18. RAFT Writing Connections • Role of the Writer: Who are you as the writer? A movie star? The President? A plant? • Audience: To whom are you writing? A senator?  Yourself? A company? • Format: In what format are you writing? A diary entry? A newspaper?  A love letter? • Topic: What are you writing about?

19. RAFT- Middle School Writing Connections Write a letter that a settler might have sent to a family member living in another part of this country. Describe the situation here. Deliver your letter to another student who takes the role of that other family member and writes a response. • Role: Settler • Audience: Family member in another area • Format: Letter • Topic: Situation of hardships as a settler

20. RAFT- High School/US History/Gov’t Writing Connections

21. Anchor Standards for Speaking and Listening (Grades 6-12) • Comprehension and Collaboration • 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. • 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. • Presentation of Knowledge and Ideas • 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. • 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. • 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

22. Anchor Standards for Language (Grades 6-12) • Conventions of Standard English • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • Knowledge of Language • 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. • Vocabulary Acquisition and Use • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. • 5. Demonstrate understanding of word relationships and nuances in word meanings. • 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

23. SS CC standards outliers activity

24. Bias and Propaganda • Brainstorm on ways to illustrate this in our classrooms (come on Career Ed folks!) • Why is showing two sides important? • Why is researching one side important?

25. Pulling It All Together Lesson Plan • Think of a unit (or a group of MO standards) which particularly interests you • Using what we have learned today (and using your GO of standards we created), plan a lesson pulling in the Anchor Standards • THINK ALTERNATIVE ASSESSMENT (outside the box). How can we know what our students know in a way that isn’t pencil to paper MC? • YOU CAN DO IT!