Collegial Conversation:

1. Collegial Conversation: • Introduce yourself to your neighbor (name, school, favorite candy bar, etc.) • Why did you pick this session about Trade Across Time and Culture?

2. TRADE ACROSS TIME & CULTUREDifferentiated Literacy in the Social Studies Classroom Roger S. Thomas Resource Teacher Cultural Studies Unit/Social Studies JCPS Gheens Academy roger.thomas@jefferson.kyschools.us

3. So, we will be considering two ideas: • There is important content to address with students, and • We can use differentiated literacy strategies to do so.

4. National Geographic School Publishingwww.nationalgeographic.com/schoolpublishing Trade Across Time and Culturesexplains how the desire for four different types of goods – silk, spices, salt, and fur – led to the development of various trade routes around the world.

5. Common Key Concepts and Big Ideas While each book focuses on one of these types of goods and the exploration that stemmed from the search for trade routes, the same key concepts are developed across books to help students focus on the big ideas.

6. Cultures Change The theme explores how people’s lives change when cultures meet to exchange goods and ideas.

7. Content supports Key Concepts Students use the specific content and vocabulary within each book to discuss and examine these big ideas, or key concepts: • Exploration results in the exchange of goods and ideas, • Explorers may seek land, new trade opportunities, or wealth, and • When cultures meet, people’s live often change.

8. The examination of these texts can give insight to… • Government & Civics • Culture & Society • Economics • Geography • History There are strong content connections!

9. Activity • What are some ways introducing students to Trade Across Time & Culture will help teach the “Big Ideas” of Social Studies? Work with a partner

10. “Making a difference means making it different.” From Position Statement of International Reading Association (March 2000) The four texts are written at a different reading level to: • Facilitate differentiated instruction • Promote equity to access for all students • Provide standards-based curriculum • Support developmental needs of readers • Provide explicit vocabulary & comprehension strategies • Develop fluency, and • Offer materials that streamline teacher planning.

11. . .

12. Activity – 4 Corners • Have never been exposed to differentiation • Have used it/ seen it/ heard of it • Have designed curriculum using DI concepts • I have taught others how to implement DI in their classroom How can you use 4 Corners in your classroom?

18. Anticipating Student Needs • Need for reading support • Need for vocabulary building • Need to address difficulty in attending to class • Need to address strengths in an area of study • Need for targeted instruction and practice

19. Activity • What are some effective ways to anticipate student needs for reading support,vocabulary building, attending to what’s going on, strengths, targeted instruction and practice? Work with a partner

20. Differentiation of Instruction Guided by general principles of differentiation Respectful task Flexible grouping Formative assessment/ adjustment Teachers can differentiate Content Process Product According to student’s characteristics Readiness Interests Learning Profile Through a range of instructional and management strategies such as: Multiple Intelligences Jigsaw Literature Circles Simulations Taped Materials Learning contracts Choice Boards Cubing RAFT (Role, Audience, Format, Topic) Independent study Reading buddies Split Journals Small group instruction Tiered lessons, centers, products Varied journal prompts Varied Supplementary Materials, Texts, Activities, Questioning, Homework

21. Level A – Fry Score 3.5 Uses Level A with • students who are reading well below grade level. • students who generally have limited vocabulary and background knowledge. • students who generally are most successful with familiar words that are easy to decode and within their oral vocabulary. • students who are most successful with text that uses short and simple sentence structures with straightforward syntax. • students who understand content best when the text uses concrete examples to explain concepts. • students with reading levels that range from 2.6 to 3.5.

22. Level B – Fry Score 4.5 • Use Level B with • students who are reading at or below grade level. • students who can read two-syllable words that are easy to decode and within their oral vocabulary. • students who best understand text that uses mostly short, simple sentences with straight-forward syntax. • students who understand concepts that are explained carefully and use some concrete examples. • students with reading levels that range from 3.5 to 4.5.

23. Level C – Fry Score 5.2 Use Level C with • students who are reading at or above grade level. • students who have a good grasp of common vocabulary and are able to use context and other resources to unlock the meaning of technical content words. • students who can understand simple and most complex sentence structures. • students who, with appropriate support, can understand abstract concepts. • students with reading levels that range from 4.8 to 5.9.

24. Level D – Fry Score 6.2 • Use Level D with • students who are your strongest readers. • students who have well-developed vocabularies and broad background knowledge about a range of topics. • students who are able to understand most complex sentence structures used in expository writing. • students who can grasp abstract concepts with appropriate support. • student with reading levels that range from 6.0 to 6.9.

25. http://school.discoveryeducation.com/schrockguide/fry/fry.htmlhttp://school.discoveryeducation.com/schrockguide/fry/fry.html Kathy Schrock provides an explanation of the Fry Reading Level and a printable graph with which other texts can be leveled.

26. Directions for Use of the Fry Readability Graph • Randomly select three 100-word passages from a book or an article. • Plot the average number of syllables and the average number of sentences per 100 words on the graph to determine the grade level of the material. • Choose more passages per book if great variability is observed and conclude that the book has uneven readability. • Few books will fall into the solid black area, but when they do, grade level scores are invalid. Additional Directions for Working Readability Graph • Randomly select three sample passages and count exactly 100 words beginning with the beginning of a sentence. Don't count numbers. Do count proper nouns. • Count the number of sentences in the hundred words, estimating length of the fraction of the last sentence to the nearest 1/10th. • Count the total number of syllables in the 100-word passage. If you don't have a hand counter available, an easy way is to simply put a mark above every syllable over one in each word, then, when you get to the end of the passage, count the number of marks and add 100. • Enter graph with average sentence length and number of syllables; plot dot where the two lines intersect. Area where dot is plotted will give you the approximate grade level. • If a great deal of variability is found, putting more sample counts into the average is desirable.

28. What if you don’t have a differentiated set of texts? So, I grabbed some of my Lewis & Clark books of the shelf and did some counting…

29. 3 samplings of 100 words: • 131 syllables/9 sentences – level 5 • 130 syllables/7 sentences – level 6 • 139 syllables/6 sentences – level 7 • 3 samplings of 100 words: • 128 syllables/8 sentences – level 5 • 141 syllables/6 sentences – level 7 • 140 syllables/4 sentences – level 9

30. 3 samplings of 100 words: • 131 syllables/7 sentences – level 6 • 121 syllables/7 sentences – level 6 • 131 syllables/7 sentences – level 6 • 100 words: • 154 syllables/7 sentences – level 6 • 134 syllables/7sentences – level 7 • 130 syllables/6 sentences – level 7

31. 4 samples of 100 words: • 151 syllables/7 sentences – level 8 • 133 syllables/8 sentences – level 5 • 168 syllables/11 sentences – Long Words • 146 syllables/10 sentences – level 6 • 3 samples of 100 words: • 144 syllables/8 sentences – level 7 • 147 syllables/9 sentences – level 7 • 136 syllables/10 sentences – level 5

32. At first glance they all are within the Middle School range and that’s a good thing. But … all of my students do not read at a Middle School level, so I need some lower level resources. Any suggestions?

33. National Geographic School Publishingwww.nationalgeographic.com/schoolpublishing

37. Activity worksheets like this one are provided to make the connection between the trade during these historical periods and our economic activity today.

38. “This says that at one time people grew or found everything they needed to live.” “This says that people first traded the items they had or grew with other people.” “I’m going to summarize what I’ve read: Long ago people traded what they had or grew to get what they needed. Later they began using money to pay for things.” “I think that buying things with coins and paper money has made buying things easier.”

39. Let’s activate prior content knowledge…What do we already know about the trade routes? • Geographic hints? • Stories of History? • Culture?

40. TRADE

42. Well, Genghis introduced immunity To all diplomats, both foe and friend He never took a hostage And he outlawed torture Made religions learn to live & let live Yeah, he set up a postal system Back & forth all along the Silk Road From Europe to China there was no system finer For the news and the caravan loads ‘Cause he’s the Khan, Khan, Genghis Khan ‘Couldn’t read or write but he’d just begun To spread culture to the boys and girls And bring about a whole new world Well, Genghis didn’t care who was better He only wanted folks to work as one When it came to education he had no trepidation Seeking truth every place under the sun He’s the Khan, Khan, Genghis Khan ‘Couldn’t read or write but he’d just begun Our modern values to unfurl And bring about our whole new world Genghis Khan By Roger S. Thomas, to the tune Bad, Bad Leroy Brown On the north side of the Gobi Underneath the Eternal Blue Sky With his sheep and horses And all the tribal wars Genghis Khan was quite a guy Now he brought the Five Tribes together ‘Neath his spirit banners, white and black ‘Cause in peace or war it’s loyalty for sure That kept the people coming back To their Khan, Khan, Genghis Khan ‘Couldn’t read or write but he’d just begun His empire to unfurl And bring about a whole new world Now Genghis, he a Mongol His cavalry rode 70 miles a day Against the cities or knights he never lost a fight Created warfare a whole new way He conquered China, Persia, Europe & Russia He used their weapons & technology, too The largest land empire did he acquire 12 million square miles before he was through ‘Cause he’s the Khan, Khan, Genghis Khan ‘Couldn’t read or write but he’d just begun With his siege engines he would hurl The stuff to bring about a whole new world

44. La Canción de Spice (The Spice Song)By Roger S. Thomas to the tune CielitoLindo The Molucca Islands in Indonesia was where they traded for spices Chinese and Arabs and Portuguese, the Dutch and English all brought greedy vices Ay-ay-ay-ay! Nutmeg and cinnamon smell sweet The red, white and black peppers give flavor to you But use mustard and cloves with your ham meat For hundreds of years the Arabs controlled the Spice Route network of trading From the Mediterranean east all the way to the Pacific where the spices were waiting Ay-ay-ay-ay! Nutmeg and cinnamon smell sweet The red, white and black peppers give flavor to you But the Arabs will never eat pig meat The trade with the Italians led the way to the exchange of many new ideas The number system and the astrolabe were among the tools Arabs provided Ay-ay-ay-ay! Nutmeg and cinnamon smell sweet The red, white and black peppers give flavor to you But the Portuguese wanted their own spiced heat So they kept on exploring and navigating until they sailed all around Africa They set up their own route and became rich selling to Europe the spices of India Ay-ay-ay-ay! Nutmeg and cinnamon smell sweet The red, white and black peppers give flavor to you And ginger from China is so neat. Then the Dutch and the English took over the Spice Trade and controlled it ‘til the 20th Century Indonesia and India were places they changed the culture of people who weren’t free Ay-ay-ay-ay! Nutmeg and cinnamon smell sweet The red, white and black peppers give flavor to you But ginger snap cookies are good to eat.

46. I’VE BEEN WALKING ‘CROSS THE DESERTBy Roger S. Thomas to the tune, I’ve Been Working on the Railroad I’ve been walking ‘cross the desert with my caravan I’m looking out for the oasis, an isle of green in all this sand The Sahara’s vast and hot and dusty but I don’t really care I’m bringing salt out on my camel and I can’t wait to get there Tradin’ salt for gold, tradin’ salt for gold Tradin’ salt for gold in West Africa Tradin’ salt for gold, it never will get old On the Salt Route where I walk Someone’s bringing Islam to Mali Someone’s bringing new ideas to Timbuktu Someone’s teaching math and astronomy To the students and the leaders, too And they’re trading Kola nuts and iron tools Slaves for horses and camels, too But salt for gold is the best trade to do In the city of Timbuktu

48. Hudson Bay By Roger S. Thomas to the tune, Danny Boy Oh, Hudson Bay, the profits now are calling From beaver pelts, most useful of all fur The competition between French and English Will strip the Native Americans of all they’re worth For kettles, knives and scissors, awls & needles Colorful beads of glass and blankets, too They’ll trade the skins of fur-bearing animals On Hudson Bay my wealth and fortune will accrue Yes, new ideas from all our exploration Will help us hunt and travel through their land And grow crops like maize, beans, squash and tobacco When we decide to just take over all their land

49. Let’s do a carousel activity examining the materials. Get the small piece of paper out of your folder. This is the question you will explore.

50. TRADE ACROSS TIME & CULTURES