1. Reading Text in the Social Studies Classroom District Learning Day Bolton High School August 5, 2015

2. Do Now Please begin to silently read the text you were provided

3. Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

4. Objectives Know – The types of text that are appropriate for deeper reading activities with students (e.g., close reading) Understand – The important points/steps of leading an effective text-based lesson and The elements of creating text dependent questions for both multiple choice and extended response types of items Do – Create similar text-based lessons for the students you teach

5. Close Reading “Close reading highlights the central role the text should play in understanding what it means.” Source: Close Reading and the CCSS, The Colorado Education Initiative In other words, we need to teach a student to wrestle with a text to squeeze its meaning from the words, phrases and imagery on the page and not from the teacher telling the student what it means. Students must be challenged to arrive at their own understanding. By doing so, they own their understanding.

6. The 95 Theses Please finish reading and annotating the text marking the following: words to look up and define important terms key words or words used multiple times important facts thoughts that connect you to another fact or idea not mentioned in this text

7. In order to teach with text a teacher needs to: have a good understanding of the text know of its origin and the events surrounding its creation recognize key language features of the text compel students to draw out their own interpretation of the writing through responding to meaningful, scaffolded, text dependent questions that require going back to and citing evidence from the text

8. Reading a Text in Social Studies First read – Origins & Content – read only information about the text to determine time, place, author, etc… Second read – Meaning – entire passage, seek the main idea of the text, don’t spend time on difficult words Third read – Argument – identify and examine the argument and its strengths and weaknesses Fourth read – Evaluate – using notes from previous reads come to conclusions about the significance of the text, its value in its place in history and today Source: http://teachinghistory.org/teaching-materials/teaching-guides/25690

9. Example of a Text Dependent Question What practice of the Church did Luther most strongly condemn? Cite evidence from the text explaining why.

15. Example of a Text Dependent Question Luther suggests the Pope should use what source of money to build the Basilica of St. Peter?

16. Progression of Text Dependent Questions http://mainelearning.net/wp-content/uploads/group-documents/29/http://mainelearning.net/wp-content/uploads/group-documents/29/1364488590-Fisher_Frey_pyramid_graphic.png

17. Creating text dependent multiple choice questions for this document Please take the next 4-5 minutes and create a text dependent, multiple choice question on the question document you received at the start of the session.

18. Creating text dependent written response questions for this document Please take the next 4-5 minutes and create a text dependent, written response question on the question document you received at the start of the session.

19. Reflection: Application What activity in this session was easiest for you? – leading a close read – creating a text dependent multiple choice question or – creating a text dependent written response question Which was most difficult? Why? What else do you need to learn/do prior to applying to your classroom?

20. My personal experience with using a close read in class

21. Revisiting Our Objectives Know – The types of text that are appropriate for deeper reading activities with students (e.g., close reading) Understand – The important points/steps of leading an effective text-based lesson and The elements of creating text dependent questions for both multiple choice and extended response types of items Do – Create similar text-based lessons for the students you teach

22. Next steps and activities for follow up - Take this piece of text you have worked with and try this activity with your students - Please check your e-mail regularly for professional development similar sessions to attend throughout the school year and let the Social Studies department know of pieces you would suggest for use.

23. Reflection: One minute paper on a post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?