2. Do Now… Think about how you use “effective literacy strategies” in your classroom. After you settle in, move to the best description that fits.

3. Using Literacy Strategies in the Social Studies Classroom DLD 2014

4. Session Objective Know: Since the CLIP ensures a quality and balanced literacy approach to instruction teaching kids to use Literacy skills is more important than ever. Social Studies is focused on providing opportunities for students to use the skills they have learned in meaningful ways to comprehend and analyze information from informational texts resulting in high levels of learning for all students. Understand: Literacy instruction using Social Studies content and topics prepares students to interact with nonfiction and informational texts. Students must be taught to analyze documents and answer high order questions and to provide evidence from the text and different text features. Do: Implement research-based literacy strategies school-wide that enable students to comprehend informational texts.

5. Norms Be present and engaged Be respectful Monitor “air time” Stay focused on students Honor the trust/ideas are being shared for feedback and improvement, not for sharing outside the group

6.  Skill- This the objective for the day or week.  Strategy- How will the skill be taught? Skill vs. Strategy

7. What evidence lets you know if an instructional strategy is effective?

8. Let’s take a look at a lesson using several

11. Focus on the Key Ideas and Details of the picture OBSERVATION: Study the picture quietly for a few minutes. Describe exactly what you see, including people, clothing, jewelry, other objects, details and any writing in the picture. ELA Standards covered by “Who Shot Lincoln?” lesson Teaching students to analyze a picture Informational Text Note Key Ideas and Details Select a passage from Britannica about the picture, time period or event. Have students read it in their groups RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or, concepts in a historical, scientific, or technical text based on specific information in the text Develop a writing Prompt using the word “Analyze” Draw on information from multiple print or digital sources, demonstrating the ability to provide evidence from the text features to answer questions efficiently.

12. Standards covered by “Who Shot Lincoln?” lesson Speaking and Listening ELA Standard Speaking and Listening ELA Standard RSL 5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Social Studies Standard 5.19 Draw on information from multiple print or digital resources to describe the impact of the assassination of Abraham Lincoln on the nation. (H) Relates to standards: 5.12, 5.13, 5.17, 5.21

13. I DO Practice WE DO Create an analysis worksheet

14. WE DO - STUDENTS GUIDE ACTIVITY USING ANALYSIS SHEET Day 1 – 30 – 60 minutes: SPEND a LOT of time on this if you haven’t… THINK TEST….

15. 3.32 Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures.(C, G, H, P) Suggestions are as follows: Inca Culture, Amerigo Vespucci, and current events.

16. They do – Document Analysis They do – Document Analysis Create a document worksheet for students to record their information Power Point Notes Same rotation as photograph analysis. Students only need explanation of each type of document. Consider reducing time per rotation.

17. Let students share answers Assignment 1.Show pictures and documents in sequential order in a power point. 2.Read the informational text 3.Discuss what “analysis means. 4.Fill in the student’s missing gaps. Think about how students analyze text features documents (text and pictures) Lesson Closure

18. Document Analysis Question Samples from the Tennessee Practice Test February 2015 www.pearsonaccess.com Informational text Poem 4 th grade Sample Test Questions

19. Document Analysis Question Samples from the Tennessee Practice Test February 2015 www.pearsonaccess.com

20. 3 rd grade essay component 4 th grade essay component 5 th grade essay component

21. Questions Contact: smithlv@scsk12.org www.presidentlincoln.org www.pearsonaccess.com http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Tennessee%2FtnPALPL ayout&cid=1205461143253&p=1205461143253&pagename=tnPALPWrapper&resourcecateg ory=ePATs&testingprogram=All&epatcategory=Practice+Test&Year=All&Grade=All&Subject=S ocial+Studies%2FU.S.+History&Program=All&start=0 www.pearsonaccess.com