1. 22nd Annual RGV – TABE Conference Social Studies Strategies to Activate the ELPS
January 15, :30 – 11:45 Presented by: Clarissa Abbott
Secondary Social Studies Coordinator, McAllen ISD

2. Welcome and Introductions
Draw a symbol or image that represents you
When you share your symbol tell us about yourself…
Who are you?
Name, District, School
What is your teaching assignment?
Grade Level/Subject work with
Why does that symbol represent you?

3. Welcome and Introductions: Who am I?
Education:
TX A&M University – Corpus Christi
Bachelors in Political Science / Minor in History
ESC Region II Educator Preparation: SS Composite 8-12
UT Arlington - Masters in Education Leadership: Principal Certificate
Experience:
Taught HS SS in La Joya, TX (Rio Grande Valley)
Educator Preparation Consultant for SS and New Teachers
Developed District New Teacher Tool Kit
Developed District World Geography Pre-AP Curriculum
Teaching American History Grant Coach/Manager McAllen ISD
Advanced Academics Strategist
Secondary Social Studies Coordinator
Clarissa Abbott

4. AGENDA SS Data Overview – Where do we stand in the RGV and in TX?
Challenges we face in SS
Importance of teaching SS Process Skills in EVERY SS Class
Strategies to support the ELL student in the SS Class (helping all learners)
Creating opportunities to Read, Write, Speak and Listen in the SS Class

5. How are we doing in SS?

6. Social Studies STAAR Results - 2015
Passing Standards
Grade 8: 50%
HS US History: 41%

7. The Challenge we face… Middle School Grade 8 High School US History
Readiness Standards: 43
Supporting Standards: 66
Process Skills Standards: 7
116 TEKS for US History Grade 11
Readiness Standards: 37
Supporting Standards: 55
Process Skills Standards: 8
100 TEKS for Grade 8 SS

8. How can we help our ELLs be successful in SS?
Being informed about the SS Curriculum
(TEKS – Content and Skills)
Understanding the State Assessments in SS
(Grade 8 STAAR and US History EOC)
Planning intentional instructional activities that are aligned to the Curriculum, Assessment and integrate the ELPS

9. Meet the needs of ELL students
ELPS
Keep all students engaged
Student-Centered Learning
Collaboration
Build skills needed in and out of the classroom setting

10. Integrating Process Skills TEKS with Content TEKS is Critical
SS Process Skills
Integrating Process Skills TEKS with Content TEKS is Critical

11. TEKS Introduction and Process Skills for Critical Thinking
(A)Introduction.
(3)  The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

12. MS Social Studies Process Skills
Reference Handout so participants can read more easily
% of STAAR Dual Coded
2015: 69%
2014: 56%
2013: 44%
Process Skills
2013
2014
2015
8.29 A 2 4 3
8.29 B 12 20 22
8.29 C 6 5 11

13. Is There a Vertical Alignment of SS Process Skills?
6th Grade
7th Grade
8th Grade
21 (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;
21(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
21(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
21(A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;
21(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
29(A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;
29(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
29(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

14. HS Social Studies Process Skills
Primary Source Documents
USH.29B
2015: 26/68 =38%
2014: 27/68 =40%
2013: 18/68 = 27%
% of EOC Dual Coded
2015 – 59%
2014 – 58%
2013 – 54%
USH. 29H
2015: 14/68 = 21%
2014: 13/68 = 19%
2013: 17/68 = 25%

15. Process Skills: Vertical Alignment
World History
US History EOC
(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(F)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time;
(H)  use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs.
(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;
(H)  use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.

16. Social Studies Process Skills and ELPS Correlations

17. Focus on Process Skill 29.B
29(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
Sequencing
Timeline, Flow Map, Create a Cartoon Strip
Categorizing
Tree Map, (Political, Economic, Religious, Social, Geographic), Games
Cause and Effect Relationships
Multi-Flow Map, Cause and Effect Graphic Organizers Matching Games (I Have/Who Has, Go Fish, Got it! )
Comparing
Double Bubble Map, Venn Diagram, Double Bubble Paper Plates
Contrasting
Finding the Main Idea
Reading, writing using sentence stems, One Sentence Summary, GIST, 5 Finger Summary
Summarizing
Making Generalizations
Analyzing charts and graphs, examining groups of facts
Making Predictions
What would happen next? What would happen if this did not occur? Point of View
Drawing Inferences
Analyzing historic excerpts, pictures, political cartoons etc.
Drawing Conclusions
Do you intentionally integrate these process skills into your SS Lessons?

18. Use of Graphic Organizers
ELPS 1C)  use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
ELPS 4D)  use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

19. Use of Sentence Stems
ELPS 3D)  speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;
ELPS 3F)  ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments;
ELPS 3G)  express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics;
ELPS 3H)  narrate, describe, and explain with increasing specificity and detail as more English is acquired;
ELPS 3J)  respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS 5 F)  write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and
ELPS 5 G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

20. ESC Region One – Process Skills Matrix
29B Process Skills
Graphic Organizers
Sentence Stems

25. Sentence stems from Lead4Ward help students explain their thinking using the process skills

32. Reaching Higher Levels of Critical Thinking: Strategies for Integrating Process Skills in SS
Targeted Graphic Organizers for Critical Thinking:
Critical Analysis Organizer
Incident Report
Bush Model
SPRITE template
ELPS
(4)  (D)  use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

35. Pre AP Strategy

37. Work as a group to Complete the SPRITE based on the reading

38. Cause and Effect Relationships

41. Cause and Effect Activity
Break into 2 Groups
You will be assigned an Event . (don’t show to the other group)
First, list all possible causes of that event. (one cause per sticky note)
Next, list all possible effects of that event. (one cause per sticky note)
Then, mix up all of your causes and effects and pass to the other team. (don’t tell them what your event is)
Finally, groups try to categories sticky notes by causes and effects and then make an inference as to what the event could be.
In closing, how can you adapt this activity for use in your class? Share ideas and suggestions
Event –
You arrive late to work
You Buy a new home

42. Organizers and Strategies to integrate Process Skills in SS

46. Strategies for Summarizing Events
Fodey.com - Create a News Snippet

47. Strategies for Sequencing

48. Create Opportunities for students to actively investigate history by using Primary Source Documents in your SS Class
Use: Historic Documents, Excerpts, Political Cartoons, Advertisements, letters, speeches, photos, paintings, journals etc.

49. Analysis of Primary Sources – Tool Kit
National Archives – Primary Source Analysis Templates

50. Written Document Analysis

51. Photo Analysis

52. Photo Analysis Foldable Activity
OBSERVATION - Crate a Tri Fold Foldable (horizontal)
Study the Photo / Painting
List People, Objects and Actions you see (inside Foldable)
INFERENCE
List 3 things you can infer (outside right flap)
QUESTIONS
What questions does this raise in your mind? (outside left flap)
Questions on back of this flap
on back of this flap
Inferences
People
Objects
Actions

54. Reflection...Think Turn Talk
Do you create opportunities throughout your SS lesson for students to…
Read
Write
Listen
Speak
What may happen if you do not have these opportunities in your class?

55. Resources to Activate the ELPS

56. Tell me what you think…I value your feedback
The best part of this session was ____________________________
This session would have been better if ________________________

57. Thank You