1. Let’s Get Textual!
Daniel Rock, Education Program Specialist, Georgia Department of Education
3/25/2017

2. Bridge Map complex text academic vocabulary Text-based evidence
literacy
Science/Social Studieds/CTAE
building knowledge
Thinking Maps
college and career readiness
Leads to success in
Running long distances Everyday
Reading more complex text
Eating small portions as as as
College and careers
Loosing weight
Running a Marathon
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3. Key Questions
What are the expectations for student reading and writing in social studies?
What strategies and tools will help students meet these expectations?
Why do kids need to read or and write? If students need these skills to succeed in content classes and they don’t have them, then we may have no choice but to teach them.
How? The way a students needs to read in a social studies class does not mirror the way a students must read in an ELA class. Thus, if we only rely on ELA teachers to teach reading skills, they will never be truly prepared for our classes.
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4. Learning Targets
Teachers will be able explain the reasons for content area literacy standards.
Teachers will intentionally teach strategies that improve social studies literacy skills.
What are your goals for today?
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5. What Do We Expect Student Behaviors? Student Achievement
Teacher Behaviors?
How do we define student achievement? Yes, standards. How else?
What student behaviors or evidence would we expect to see in and out of classrooms that would lead to this achievement
What teacher behaviors or evidence would we expect to see in and out of classrooms that would lead to this achievement?
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6. Interquartile Ranges Shown (25% - 75%)
Reading Study Summary
600
800
1000
1400
1600
1200
Text Lexile Measure (L)
High
School
Literature
College
Textbooks
Military
Personal
Use
Entry-Level
Occupations
SAT 1,
ACT,
AP*
Interquartile Ranges Shown (25% - 75%)
* Source of National Test Data: MetaMetrics

7. What do the Standards Say?
But first, remember, more important than individual standards are…
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8. …the three big shifts
Building content knowledge through (reading) rich nonfiction
Reading, writing, and speaking grounded in evidence from the text, both literary and informational.
Regular practice with complex text and its academic language.
And we will show you how to do it. So pay attention!
Do not stress about posting standards and making sure the kids know them. Do stress out about making these three components part of daily instruction.
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9. Standard Bands and Domains
Key Ideas and Details
Craft and Structure
Integration of Knowledge
Range of Reading and Level of Text Complexity
Grade Bands:
6-8, 9-10, 11-12
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10. Standard Progression Activity
You have been given all of the literacy standards from one domain, cut up by standard.
Place the standards in ascending order by grade band.
Third Grade Standard 1
 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
Fourth Grade Standard 1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Fifth Grade Standard 1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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11. Unpacking Standards Read the standards given to you.
Create a tree map that identifies the following:
Concepts required to meet
Skills needed to meet
Evidence of mastery of standards
Teacher support needed.
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12. Domain (Key Ideas and Details)
Third Grade Standard 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
Domain (Key Ideas and Details)
skills
Teacher Support Needed
Concepts
Evidence of Mastery
How to connect
text to an answer.
What makes a good question.
Multi-sentence answer that explains main idea of text with summary or quote from text.
Strategies for teaching questioning skills
Main idea
Writing different types
Of questions
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13. Standards in Action:Teaching Channel
Real teachers/real student teaching and learning in a variety of settings and content areas
Strategies that work
Reflection
From one minute strategies to series of long lesson studies
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14. What is influencing this teacher’s instructional decisions
What is influencing this teacher’s instructional decisions. Why is he doing what is listed on this map?
Teaching Channel Lesson
Building knowledge through non fiction
Using evidence to support claims/ arguments
Complex Text and Academic Language

15. Lesson Analysis: Teachingchannel.com
Identify where the shifts are present in this video for students or teachers.
Discuss your observation with a partner.
How does this type of instruction compare with your instruction?
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16. How Does This Lesson Address the Three Shifts? (Handout)
Science Word Clouds
Current Events
Building content knowledge through (reading) rich nonfiction
Reading, writing, and speaking grounded in evidence from the text, both literary and informational.
Regular practice with complex text and its academic language.
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17. Learnzillion Lesson Sets Brief, focused “screencast” lessons
Aligned to Common Core
Common Misconceptions
Practice/Extensions
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18. How Do These Lessons Address the Three Shifts? (Handout)
Drafting/Writing
Evidence/Citing Sources
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19. LearnZillion: How To Use
Flipped Classroom
Direct Instruction
Stations/Centers
Review/Practice
Ready-made presentations
??????
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20. When You Finish…
I have had difficulty explaining the “staircase of complexity” within the standards to my social studies coordinator at DOE. Help me. Write a brief letter to my collegue at DOE explaining how the standards grow in complexity from middle school to graduation.
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21. Lunch
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22. Welcome Back: Let’s Get Textual!
What strategies interested you? How could you use this in your classroom?
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23. What is it? Visualizing Predicting Questioning Reciprocal Teaching
Students take the role of teacher by learning and teaching these skills.
Summarizing
Clarifying
We are going to learn specific strategies for helping kids comprehend the complex texts of our classrooms. We will jigsaw once again to learn a variety of strategies. For each strategy we will answer the questions: What is it and what does it look like? We will also create examples to demonstrate to our peers.
I will model with Reciprocal Teaching. This is what it is.
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24. Reciprocal Teaching
Teacher explicitly teaches strategies.
Students take turns practicing strategies independently and in groups with text or media.
Students rotate through the roles.
Students share and compare responses within small groups.
Students collaboratively answer their own questions.
Students share best questions and answers with class.
Students learn to predict, question, clarify, and summarize independently.
This is the process of what it might look like in the classroom, but it can be modified in several different ways.
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25. Each member of group has a role
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26. 3/25/2017

27. THESE are the times that try men's souls
THESE are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value.
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28. Complete Your Role and Share Responses on Sticky-note/Chart Paper
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29. Reciprocal Teaching and Thinking Maps
Review the five parts of reciprocal teaching.
On chart paper, identify and describe which Thinking Maps students could use for this part of the reading process. Be as specific as possible.
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30. Jig-Saw 1. Establish a home group. 2. Count off within home group 1-6.
3. Read silently and begin activity on your own.
4. In “expert group” analyze the strategy and decide which maps you could use and how you would use it. Try to give a specific example.
5. Return to home group and share results. Take notes based on what you hear.
Then participants will complete the handout as a jigsaw. They will
Read the strategy in their home group.
Become experts in their expert groups and complete the activity sheet and create an example.
Go back and teach their home group,.
Take notes from their fellow home group members.
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31. Expert Groups 1s: Anticipation Guide (p. 1) 2s: Squeepers (p. 4)
3s: Evaluating Evidence (p. 6)
4s: Close Reading (p. 8)
5s: Key Concept Synthesis (p.10)
6s: History Events Chart (p. 13)
Time keeper.
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32. Breaking Down a Prompt/Planning using Thinking Maps
TAP(T) the essay with Tree Map: Topic, Audience, Purpose, Thinking Map
Organize map based on cognitive requirements of essay
Outline essay using Map.
Place key quotes in Frame of Reference
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33. Breaking Down a Prompt
Unit IX: The Legislative Branch in Georgia Persuasive Prompt Writing Situation  The United States Constitution is the Supreme law for the United States of America. Decide whether the Constitution is still as relevant today as it was when originally written. Does the Constitution still address the needs of all people?  Writing Directions Write a persuasive essay that tells whether you believe the Constitution is still relevant today. Provide supporting details to support your point of view.
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34. Essay Prompt Topic Audience Purpose Thinking/Map
Name _________________
Per. _________
Essay Prompt
Topic
Audience
Purpose
Thinking/Map
Tree/Claim and support
Relevancy of
Constitution
To convince citizens that the constitution is still relevant
American Citizens

35. Claim and Support The Constitution is still relevant today
It has been amended as
times change
Americans hold freedoms
sacred
Politicians must answer
To the people
19th gave women vote
Freedom of Speech
Nixon/Impeachment
15 Prohibits denial of vote
Freedom of religion
Obama v Romney
2010 Midterms
17th gives creates direct
election of senators
Freedom to bear arms

36. Essay on Constitution
Opening Paragraph: Story of a friend who was wrongfully accused of a crime. End with Thesis.
1st Body Paragraph: Explain how the constitution has been amended with changing times.
2nd Body Paragraph: the principles of freedom in the constitution are universal. Explain how people still use freedoms of speech, religion, and bear arms.
Conclusion: America has prospered for 250 years. We have provided increasing amounts of feedom to our citzens, making it more relevant than ever.
3rd Paragraph: Our politicians have to answer to the people:. Use examples of Nixon, election, and midterms.
3/25/2017

37. For more information--
Daniel Rock,
Mary Lynn Huie,
Tessa Garland, Chatt-Flint RESA (LDC training may be available here as early as March 2013)
3/25/2017

38. For more information--
Daniel Rock,
Mary Lynn Huie,
Tessa Garland, Chatt-Flint RESA (LDC training may be available here as early as March 2013)
3/25/2017