Connecting Reading and Writing in Social Studies

1. 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

2. 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.

4. College and Career Readiness Anchor Standards for Reading Evidence Standard Main Idea Standard Interaction Standard Vocabulary Standard Structure Standard

5. College and Career Readiness Anchor Standards for Reading Point of View Standard Multimedia Standard Argument Standard Multi-Text Standard Complexity Standard

6. Evidence Standard Main Idea Standard Interaction Standard Vocabulary Standard Structure Standard Point of View Standard Multimedia Standard Argument Standard Multi-Text Standard Complexity Standard

7. ELA vs. Social Studies

8. College and Career Readiness Anchor Standards for Writing Argument Standard Informative/Explanatory Standard Narrative Standard – NA in Social Studies Purpose/Audience Standard Process Standard Publishing/Technology Standard

9. College and Career Readiness Anchor Standards for Writing Research Standard Multiple Sources Standard Evidence/Support Standard Routine Writing/Time Frames Standard

10. Florida CCSS Coding Classification System Subject Code Language Arts Common Core Anchor Standard Main Idea Grade Band 11-12 Strand Literature in History/Social Studies Anchor Cluster Key Ideas and Details

11. 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.

12. 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.

13. 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.

14. How should I plan my instruction? Select stimulus text with historical significance. Set a purpose for reading and writing.

15. Deep, analytical instruction Analyze the text by conducting a close read and analytic discussion. • 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 graphic organizer, note-taking, or other methods of recording textual details. • refers to Mary, Queen of Scots, reign over her realm, OR • a mocking reference to Mary I’s inability to conceive an heir • reference to Catholic cathedral bells and insinuation that Mary, Queen of Scot’s husband was not faithful to her, OR • reference to "Bloody Mary“ known for burning and executing Protestants • refers to Mary, Queen of Scot’s ladies-in-waiting , OR • Mary I’s many miscarriages OR • execution of Lady Jane Grey

16. Write to analyze and interpret • Write to examine and convey the complex ideas and historical explanations suggested in the nursery rhyme “Mary, Mary, quite contrary”. Assign a writing task: To summarize…. To explain… To examine… To make a claim… To take a position To compare…. To distinguish…

17. 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)

19. FDR and the New Deal

20. 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

21. Inquiry Chart

22. 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

23. Document 1 Document 2

24. Document 3

25. Document 4

26. Document 6 Document 5

27. Document 6 Document 7

29. 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