Integrating Literacy in the Science and Social Studies Classroom

1. Integrating Literacy in the Science and Social Studies Classroom College and Career Readiness Conference 2014

2. Session Goals • 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

3. What Does Disciplinary Literacy Mean to You? Disciplinary Literacy is the use of discipline-specific practices to access, apply, and communicate content knowledge. 

4. What Does It Look Like For Me? • In Science and Social Studies, students need a more powerful exposure to the richness of content

5. Session Goal #1: Identify the role of reading to accomplish content goals Let’s Take A Look!

6. Why do I read this text in my content? 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?

7. Students will gain a deeper understanding of content through: *Discipline-specific Texts *Text-Dependent Questions *Close Reading *Balance of texts/various types of text *Writing to communicate understanding *Tasks/Projects

9. On-going Considerations… • Review background knowledge of a subject • Plan Formative Assessments • Ask what direction do you need to take your lesson?

10. Session Goal #2: Use text resources provided to practice creating learning activities in your content area • 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)

11. How We Differentiate • Variety of texts • Unpacking the content • Scaffolding • Vocabulary

13. Considerations When Planning Your Lesson… What do you need to think about as you create your lesson plan?

14. Examples of Considerations…

16. 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

17. Salem Witch Crisis: Summary The Salem witchcraft crisis began during the winter of 1691- 1692, in Salem Village, Massachusetts, when Betty Parris, the nineyear- old 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

18. 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

19. Salem Evidence: Testimony of Abigail Hobbs (Modified) 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

20. Salem Evidence: Map of Salem Village 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

21. Science Texts: 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.”

22. BBC News Article: The Ring of Fire 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.

23. Weather Wiz Kids – What is The 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.

24. Scholastic – Explore 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.

25. Video How The Earth Was Made: Ring of Fire View from 1:27-4:47 http://www.youtube.com/watch?v=Xs4yNL1M8Gg

26. NEWSELA Article 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/

27. Engineering Adventures Constructing A Building Adventure Activity Resource: http://eie.org/engineering-adventures/shake-things-engineering-earthquake-resistant-buildings

28. Science Texts: Corresponds with 2nd Grade Life Science NGSS LS2.A “Plants depend on animals for pollination or to move their seeds around.”

29. Activity Make A Flower Resource: http://www.calacademy.org/teachers/resources/lessons/flowers-seeking-pollinators/

30. Video Flower Pollination http://www.youtube.com/watch?v=ge3EM8AERV0

31. Flowers Seeking Pollinators Resource: http://www.calacademy.org/teachers/resources/lessons/flowers-seeking-pollinators/

32. Work On Your Mock Lesson

33. Share!How does this text/lesson fit into the bigger picture? - What is the content goal? - What are the literacy goals? - What is the final task my students will complete?

34. Session Goal #3: Discuss how to plan for and implement resources in the classroom

35. What Do Maryland Educators Say?

36. Liz RootFirst Grade TeacherMiddletown Primary SchoolFrederick County “What advice would you give to other educators to link literacy strategies into content area lessons?” https://www.youtube.com/watch?v=ZQolwrpMsBg

37. Mindy PolanskySecond Grade TeacherHolly Hall Elementary SchoolCecil County “What can teachers do to help students with reading in the content areas?” http://youtu.be/4f6my2i7XOM

38. 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

39. 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

40. 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

41. Final Thoughts & Reflections