What You Talking About WILISS?(Ways to Integrate Literacy Into

Social Studies)

Jody HollemanKelly HollemanAnna Thompson

Ashe County Middle School

A Presentation for the North Carolina Middle School AssociationMarch 5, 2012

Learning Targets

I will be able to describe one summarizing strategy that I will integrate into my social studies curriculum.

I will be able to utilize appropriate reading strategies with a variety of text to incorporate literacy in my content area.

I will be able to infuse technology in my social studies classroom to enrich literacy and content lessons.

Probable Passage

This pre-reading strategy helps students activate prior knowledge, make predictions about the text, understand story/narrative structure, interact with new vocabulary, and improve overall comprehension.

Probable Passage1.Choose 10-15 words and phrases from the text. The words should reflect the characters, setting, problem, and outcomes. Include some words that will probably be unknown to the students. Your word choices can either guide students toward a correct prediction, or they may be somewhat misleading.

2. Divide your class into groups of 3 or 4 and provide a Probable Passage template for students to record their ideas. The template should include the following sections: characters, setting, problem, outcomes, and unknown words. Space should also be provided for a “gist,” or prediction statement, and a “to discover” section where students can record what they hope to find out while reading.

3. Students should work with their group to sort all of the words and phrases into the appropriate section on their templates.

4. After words and phrases are sorted, students should write the “gist” statement and the “to discover” questions.

5. Have each group share their gist statements and questions with the class. Discuss similarities and differences among various groups. Ask students to explain how they made the decision to put various phrases where they did and how they arrived at their gist statements.

6. Read the text.

7. After reading, compare the Probable Passage templates with the actual text. Discuss how some words or phrases may have been misleading. Also, ask students what words and phrases might have made their predictions more accurate. Discuss context clues for unknown words.

Probable Passage TemplateSAMPLE ACTIVITY: “Where Home Used to Be”

Words for students to sort: nursing the sick feeding the hungry glorious revolution of '76 patriots fighting for their hearthstones whole days in hiding Yankees hid everything desertion infirmary hospital struck him pretty badly with a bayonet burned and torn into strings fiends incarnate impudent Sherman's Hell-hounds

Probable Passage Examples

Probable Passage Examples

Why Summarize?

Summarization yields some of the greatest leaps in comprehension and long term retention of information

Affords a formative assessment opportunity by allowing the teacher to see whether a child can restate the key elements of a lesson or unit of study

Students are able to monitor their own learning through personal reflection

Summarizing Strategies

Somebody – Wanted – But – So

3 – 2 – 1

Pyramid Summary

Cloze Activity

Bull’s Eye

One Sentence Summary

Somebody-Wanted-But-So

Somebody-Wanted-But-So is a strategy that helps students understand the elements of conflict and resolution. Either during reading or after reading, students complete a chart that identifies a character, the character’s goal or motivation, problems the character encounters, and how the character resolves (or fails to resolve) those problems. The strategy helps students recognize cause - effect relationships and find main ideas.

Somebody-Wanted-But-SoSomebody Wanted But So

 Large population states       

 A two house Congress with both the number of representatives in both houses based on population.

 The small population states objected and wanted each state to have a single vote in the Congress.

 They reached the Great Compromise: Congress would have two houses, one with representation based on population and the other with each state having two votes.

3 – 2 – 1

The 3-2-1 strategy requires students to summarize key ideas from the text and encourages them to think independently. First, students write about three things they discovered. Next, they write about two things they found interesting. Last, they write one question they still have. This strategy can be used while reading a variety of texts to actively and meaningfully engage students with the text

Zygouris-Coe, V., Wiggins, M.B., & Smith, L.H. (2004). Engaging students with text: The 3-2-1 strategy. The Reading Teacher, 58(4), 381–384.

3 – 2 – 1

Another way to use this strategy is a bit simpler. Teachers can identify the main bits of information they want their students to remember. They can ask students to find the information in a 3 – 2 – 1 format. Students who are reading about the Revolutionary War could complete the following activity.

3 – List and describe three important advantages that helped the Continental Army win the Revolutionary War.

2 – Name two important leaders who helped the American cause.

1 – Describe

one battle that helped decide the outcome of the war.

Pyramid Summary

A pyramid summary is a versatile strategy that can be adapted to meet any need and can be used in any curricular area. It has no determined size or format other than its pyramid shape. The teacher can also use different prompts for each line.

(Topic)

_______

(2 Words to describe the topic)

__________________

(3 Actions involved with the topic)

___________________________

(An analogy to show a corresponding relationship)

________________________________________

(4 Historical figures involved with the topic)

______________________________________________

(A one-sentence summary stating a main idea of the topic)

__________________________________________________

Prompts for Pyramid Summary Synonym for the topic An analogy between the topic and a more familiar subject Three details or facts about the topic Causes of the topic Effects of the topic Arguments for or against the topic Three moments in the history of the topic People involved in the topic A timeline of the history of the topic Actions (strong verbs) involved with the topic A book title or news headline that would be written about the topic Adjectives to describe the topic Personal opinion on the topic One question you have after studying the topic An acrostic describing the topic

Cloze Procedure

Cloze procedure is a technique in which words are deleted from a passage according to a word-count formula or various other criteria. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. It is used to assess the extent of a student’s vocabulary and knowledge of a subject and to encourage students to think critically and analytically about text and content.

Cloze Procedure Partial Sample

The year was 1787 and the United States had just defeated the British Army to gain its independence. The new country was actually a group of states held together loosely by the ______________________. This document created a weak central government and left most of the power to the individual states. The Congress asked each state to send delegates to ______________________ in the summer of 1787 in order to make revisions to the document. In May, delegates from twelve of the thirteen states met at the site where the Declaration of Independence was signed. Only _________________________ did not send delegates.

Many famous Americans attended the meeting. _______________________ from Pennsylvania was the oldest delegate in attendance. He helped the others to work on compromises when debate seemed endless. _________________________, leader of the Continental Army, also attended. Two delegates who were important in writing the Constitution were _________________________ from New York and _________________________ from Virginia. The latter is actually known as the Father of the Constitution because of his meticulous note-taking and desire for a stronger form of government.

Bull’s Eye Bull’s Eye is just a unique name

for a circle map. Students draw a large circle on their paper with a small “target” circle in the center. They then take “shots” at the target by placing relevant information on their map. This activity can be used as a pre-assessment to determine students’ prior knowledge; it can be used after a short reading assignment or class discussion to help students recall information; or, it can be used before a final assessment to assist students in recalling information that has been covered throughout a unit of study.

Historical Elements of

Johnny Tremain

Sons of Liberty

Characters such as John Hancock, James Otis, Paul Revere, Dr. Joseph Warren, Thomas Gage and others

Paul Revere rode to warn the colonists at Lexington and Concord

members of the Sons of Liberty and boys from Boston participate in the Boston Tea Party

One Sentence Summary

The One-Sentence Summary is a simple strategy that allows students to condense information presented in a reading. The strategy encourages students to focus on learning rather than on specific details. One-Sentence Summary requires students to synthesize information and identify important learning.

One Sentence Summary

Paragraph from “The Road to the First Flight” provided by The National Park Service and copied from the website http://www.learnnc.org/lp/editions/nchist-newcentury/5089. In 1878, the brothers’ father, Milton Wright, brought home a rubber band powered toy helicopter. Designed by French aeronautical experimenter Alphonse Pénaud, this toy did not simply fall to the ground as expected. Rather it “flew across the room till it struck the ceiling, where it fluttered awhile, and finally sank to the floor.” Though the fragile toy soon broke, Wilbur and Orville never forgot it. They even attempted to build their own toy helicopters. In later years, Orville accredited this childhood toy as being the object that sparked their interest in flight.

Summary: Wilbur and Orville Wright took their interest in flight from a toy helicopter their father bought them while they were children.

Writing Activity – RAFT

A RAFT is a writing activity in which students are given a Role, Audience, Format, and Topic. Students may assume the persona of a historical figure and write from an authentic point of view. The RAFT is a creative way for students to demonstrate their knowledge of historical context and perspective.

RAFT

R

A

F

T

You are a middle school student travelling across the state from the mountains to the Outer Banks of North Carolina over a one week period.

Personal reflection to yourself

A journal with daily entries

You will record your own personal reflections of the changes you notice in the geographic features of the area as well as historic places and population patterns. (Tell about changes in population density and rural vs. urban centers.)

RAFT

Sample RAFTS You are Roger Williams. In a pamphlet to

Puritans, explain the benefits of tolerance and peace with natives.

You are Samuel Adams (Boston Massacre).  Write a letter to John Hancock explaining how propaganda helped in your efforts to incite your fellow Bostonians’ independence fervor.

You are an Anti-Federalist newspaper editor speaking out against ratification.  Create a political cartoon in opposition to the newly written Constitution.

You are a Confederate soldier on the night before the Battle of Gettysburg. Write a letter to your mother explaining your hopes and fears for the battle.

Sample Audiences for Writers Television news reporters Newspaper editors Chambers of Commerce Community figures Corporations Journalists The public Local, state, or federal politicians Social Leaders Historical figures

Novel Study

Why do I teach with historical fiction? Historical fiction makes a time period come to life, providing

background knowledge for those students who may be lacking It allows the teacher to integrate other curriculum It strengthens students’ knowledge of historical content

including everyday details It presents complex issues in ways students are more readily

able to understand Novels written about similar topics present information in

multiple perspectives illustrating issues in a more realistic way helping students more easily relate

Historical fiction you choose should: Present a well-told story that doesn't conflict with

historical context Portray characters realistically Present authentic settings Artfully weave historical facts into the story Avoid stereotypes and myths

Novel Study

Novel Study

 American Revolution

Johnny Tremain by Esther ForbesGeorge Washington’s Socks by Elvira WoodruffApril Morning by Howard Fast 

 US Slavery

 

NightJohn by Gary PaulsenUncle Tom’s Cabin by Harriet Beecher Stowe  

 Civil War

 

Soldier’s Heart by Gary PaulsenAcross Five Aprils by Irene Hunt 

 Revolutions

 

Tale of Two Cities by Charles DickensKarl Marx for Beginners by Ruis 

 World War II

 

Number the Stars by Lois LowryUnder a War Torn Sky by LM ElliottMilkweed by Jerry SpinelliGood Night, Mr. Tom by Michelle Magorian

 Late 20th Century

 

Waiting for the Rain by Sheila Gordon- South AfricaRed Scarf Girl by Gary Paulsen - ChinaHomeless Bird by Gloria Whelan- India 

Suggested Novel List

Literature CirclesLiterature Circles are . . . Literature Circles are not . . .

-Reader response centered -Teacher and text centered -Part of a balanced literacy program -The entire reading curriculum -Groups formed by book choice -Teacher-assigned groups formed

solely by ability-Structured for student independence, responsibility, and ownership

-Unstructured, uncontrolled "talk time" without accountability

-Guided primarily by student insights and questions

-Guided primarily by teacher- or curriculum-based questions

-Intended as a context in which to apply reading and writing skills

-Intended as a place to do skills work

-Flexible and fluid; never look the same twice

-Tied to a prescriptive "recipe"

Literature Circles

Language Arts

Artful Artist Community Connector

Discussion Director

Literary Luminary(Textual

Evidence)

Vocabulary Virtuoso

(Vocabulary)

Social Studies

Graphic (Organizer) Generator

Same Same Same(Factual Details)

Word Bank Wizard

(Vocabulary/Id)

Tried and True Task Examples

Waiting for the Rain: http://steeldragonslair.wikispaces.com/Waiting+for+the+Rain

A Girl Named Disaster: http://steeldragonslair.wikispaces.com/A+Girl+Named+Disaster

Discussion Boards Wikispaces vs. PBworks Purpose of discussion boards

An Internet forum, or discussion board, is an online discussion site where people can hold conversations in the form of posted messages. They are similar to chat rooms, but messages are at least temporarily archived. Also, depending on the access level of a user or the forum set-up, a posted message might need to be approved by a moderator before it becomes visible. A single conversation is called a "thread" and develops in an hierarchical or tree-like in structure: a forum can contain a number of sub-forums, each of which may have several topics. Within a forum's topic, each new discussion started is called a thread, and can be replied to by as many people as you wish. On most forums, users do not have to log in to read existing messages, but have to be members to respond. Why do I like discussion boards?

A Girl Named Disaster Group: http://steeldragonslair.wikispaces.com/message/list/A+Girl+Named+Disaster

Waiting for the Rain Group: http://steeldragonslair.wikispaces.com/message/list/Waiting+for+the+Rain

BlogsA blog (short for web log) is a personal journal published on the Internet consisting of discrete entries (posts) typically displayed in reverse chronological order so the most recent post appears first. Blogs are usually the work of a single individual, occasionally of a small group, and often are themes on a single subject.Visitors (teachers, parents, or other students) may leave comments and even message each other. As a form of social networking, it is this interactivity that distinguishes blogs from other static websites. Many blogs provide commentary on a particular subject; other function as more personal online diaries. A typical blog can combine text, images, and links to other sites and other media related to its topic.

Reading Blog: http://steeldragonslair.wikispaces.com/Blog+Page

India Blog: http://steeldragonslair.wikispaces.com/India

WebquestsA Webquest, according to WebQuest.org, is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites.

Western African Folklore: http://steeldragonslair.wikispaces.com/Western+Africa

China: http://steeldragonslair.wikispaces.com/China

Summarizing Activity

3 – Name three strategies you encountered today about which you would like to learn more.

2 – Strategies covered today that you will definitely use in your own classroom.

1 – Suggestion for improving the presentation.

Contact Information

jody.holleman@ashe.k12.nc.us

kelly.holleman@ashe.k12.nc.us

anna.thompson@ashe.k12.nc.us

Ashe County Middle School255 Northwest LaneWarrensville, NC 29693(336)384-3591