CDLN Social Studies Webinar 4 Anticipation Guide April 11, :30-5:30 Cross Discipline Literacy Network

Adobe Connect Pro Web Conferencing Layout If you have dialed in, please mute phones Chat Box: At least two presenters will be watching the chat box. Raising hands: Click/Unclick

Session Goals Develop a common language around the literacy demands of social studies Build capacity in content literacy strategies specifically suited for social studies Develop an understanding of the literacy strategy: Anticipation Guide Understand how the strategy coincides with the Common Core Establish goals for experimentation with the literacy strategy

Introductions 1. Angela Lake Grade 5 Teacher, Livermore Elementary School 2. Edith Berger Grade 6 Teacher, Miller School in Waldoboro 3. Mary Miller High School Teacher, Boothbay Region High School

This session's strategy: Anticipation Guide

Connections to the Common Core State Standards Provide students with authentic opportunities to apply and develop literacy skills through social studies content The Anticipation Guide aligns with several CCSS standards: Reading Writing Speaking and Listening

What are the literacy demands of Social Studies? What do students need to: read write think about

Literacy is reading, writing, speaking, listening and thinking. The following skills are supported through literacy strategies: Analyzing Making Connections Making Inferences Monitoring Comprehension Predicting Questioning Summarizing Synthesizing Text Structure Visualizing Vocabulary Development

Anticipation Guide The anticipation guide is a questioning strategy that assesses prior knowledge and assumptions at the pre-reading/pre-unit stage. It then evaluates the acquisition of concepts and use of supporting evidence after reading. (Herber, 1978;Duffelmeyer & Baum, 1992). What is it? Description

Teacher Self Assessment Rubric Frequency 1. I don't use this literacy strategy. 2. I occasionally use this literacy strategy. 3. I know this literacy strategy well and use it frequently.

Anticipation Guide What is it? How does it work? How can it be used?

Anticipation Guide What is it? Purposes Forecasts and cues major concepts in the text to be read Motivates students to want to read text to see if prior knowledge is confirmed or disproved Requires students to make predictions Activates students' existing background knowledge and sets purpose for reading text Focuses readers on the main idea presented in the text Helps readers assess for misconceptions and reader text discrepancies Creates active interaction between reader and text Provides pre- and post- assessment information Thinkquiry Toolkit 1 page 85

Elementary Level Anticipation Guide Sample

Student Sample 1 (Before)

Student Sample 2 (Before)

Middle Level Sample Gradient scale Revisit each statement as we read Rephrase statements to agree with revised opinions

Student 1: I think there is a war in this book and we'll have to think about what side we're on. Student 2: I think a crime will be committed, but they don't know who did it because [statements] #2 and #3 are about crimes. Student 3: I think we'll be talking about seeing things from different points of view because you're asking us to agree or disagree and [statement] #6 is about our history goal [We learn about the past from many different sources]. Student 4: I think a family will get involved in war and learn an important lesson. Someone will die. Based on the Anticipation Guide, what themes, ideas or topics do you think we will be discussing during this book?

3. It's not stealing if you take it from your family. Disagree: I think Sam is being selfish and his father needs the gun more. Agree: I haven't changed my mind because Sam needs the gun more so he can defend the country. Agree: I still feel the same as I did before. Family or not, it's still stealing. Sam doesn't need the gun, he just wants to show off the gun to his mates and lie about it. Disagree: It's still stealing but it's also worse because if something bad becomes of it, it's your family.

4. The Redcoats were cruel to the colonists, but the Patriots were not. Agree, now Disagree: Because the Continentals threatened to kill Mr. Meeker [over the Brown Bess]. They didn't believe him when he said Sam had taken the gun to be a soldier with their own army. They didn't believe him because Mr. Meeker is a Tory. Agree: I still agree because Tim's father was against the American army and the soldiers probably were afraid the Loyalists would attack [if they were allowed to keep their guns]. Student says: If we’re talking about [statement] # 3 and #4, we also have to talk about [statement] #5. It’s Sam’s loyalty to his country over his family that is the whole basis of the story, you know. If Sam had stayed in college and hadn’t been so selfish, none of this would have happened.

5. Loyalty to family is more important than loyalty to country. Agree: Your family is more important than your country because if Sam gets killed the war will keep going. But the family will be devastated. Tim would agree with this statement, but Sam would not. Not Sure to Disagree: Serving the country is important and loyalty to family is important too, but serving the country is really important. You're serving everyone. Agree: I still agree because Tim wanted things to stay the same. T: Can you expand on what you mean by "Tim wanted things to stay the same"? S: He wanted Sam to stay in college so he would come home sometimes and Tim could see him. The war will happen whether Sam joins the army or not, so he wants Sam to not join so he won’t get killed and the family will stay together.

Brief example as applied to geography We'll learn about other parts of the world and that's geography. The cane toad is geography because geography is the study of the Earth and everything on it. The cane toad is on it. There's a map on the next page and that's geography. Geography and science are connected because we need science to study the earth and everything on it.

Brief example as applied to geography I think it's the theme of movement because movement is how ideas, people and products are moved around. The cane toad was a product because it was moved to Australia to solve a problem. BTW, epic fail! Movement is the connection because the cane toads were moved into Australia, but Place is important too because you have to know that the cane toads would survive in Australia because the climate was close to their home climate (physical characteristic of place). If Region is how places have things in common, then we could say that where the cane toads came from and Australia had weather in common. I think the idea was a bad one and it moved the cane toads to Australia. Now they'll have to move another idea to fix it.

HIgh School Units What is the theme of the unit? What are the important concepts they will learn? What prior knowledge do they have? Is there a hook? Personalize it!

Anticipation Guide WWI What do you already know? Think about the following questions about WW1 and answer them the best you can by using previous knowledge and/or educated guesses.

1. Who do you think said the following quote? Who was this person talking to? "You will be home before the leaves have fallen from the trees." · George Washington · Someone is telling a person going to war that they won't be gone long · The President at the time, who sent the troops to war · A wife whose husband just got drafted…trying to be positive. · Answer: The Kaiser to his troops ( Kaiser Wilhelm: address to departing German troops, August 1914) Some answers Washington :Isolationism Length of wars, life loss, etc. Who is the Kaiser? Who was US President?

How did the arms race in Europe contribute to World War I? · It armed Europe · Every nation was developing new weaponry that was used in the WW. · The arms race made certain countries have more advanced guns than other countries. It gave them an edge. · It invented new guns that changed how the war was fought. (Forecasts and cues major concepts in the text to be read...now and later)

Do you agree or disagree with the following statements? a) 65 million troops were mobilized worldwide. Agree Disagree b) More people died of influenza than fighting in the war. Agree Disagree c) The term “trench coat” was first used in WW1. Agree Disagree d) Approximately 230 soldiers died every hour during WW1. Agree Disagree e) The United State declared war when France did. Agree Disagree f) Women fought for the first time in WW1. Agree Disagree g) Blinded soldiers used guide dogs for the first time in war. Agree Disagree h) Doughboys were given IQ tests. Agree Disagree i) 800,00 horses and 40,000 war dogs lost their lives. Agree Disagree j) Walt Disney was a Veteran of WW1. Agree Disagree

In Class Activity Homework

Forecasts and cues major concepts in the text to be read Motivates students to want to read text to see if prior knowledge is confirmed or disproved Requires students to make predictions Activates students' existing background knowledge and sets purpose for reading text Focuses readers on the main idea presented in the text Creates active interaction between reader and text Provides pre- and post- assessment information

High School Examples Statement The Military Expenditures during the Cold War exceeded 8 trillion dollars, (One agreed and one Disagreed) From The Text "From , the total cost of the Cold War was $13.1 trillion" pg. "The total cost has been estimated at $18.5 trillion" ( cost-everyone-from-1948) Statement Proxy wars were fought throughout the duration of the Cold War. From The Text Typically proxy wars function best during cold wars, as they become a necessity in conducting armed conflict between at least two belligerents while continuing cold warfare. old wars, (

High School Examples Continued Statement The arms race was a ten-year period in which military bases were supplied with weapons. Answer "It lasted much longer than ten years...see question #2." Statement McCarthyism was a popular movement of the democratic satellite countries. Answer In February 1950, Senator McCarthy charged that there were over 200 "known communists" in the Department of State. Thus began his dizzying rise to fame as the most famous and feared communist hunter in the United States. ( hearings-begin)

Implementation of Anticipation Guide Next Steps Select an upcoming unit for implementing this strategy Create and use at least 2 Anticipation Guides in your classroom Share Your Discussion Webs At a Face-to-Face Session On the Maine Learning Network Website With a colleague

Thank you very much for your participation. Here is our contact information: 1. Mary Miller: 2. Angela Lake: 3. Edith Berger: 4. Kristie Littlefield: Please remember to complete the survey at the following link: