Margaret Legates DE Geographic Alliance Preston Shockley DE Department of Education August 1, 2013

1. Margaret Legates DE Geographic Alliance Preston Shockley DE Department of Education August 1, 2013 Enriching Geography Learning Through Common Core Related Activities

2. Essential Question How will a better understanding of the CCSS in ELA inform curriculum, instruction and assessment in Geography?

3. Common Core State Standards in Reading- Literacy History/Social Studies Which words are the largest? What can you conclude?

4. What are the frameworks for Literacy? Reading Speaking Viewing Presenting Listening Writing Are you assessing all of these skills in your classroom?

5. The Elephant in the Room • “It’s not my job to teach reading and writing!” • “I’m not a literacy specialist!” • “I don’t have the training or the skills to teach literacy and writing!” • “I have my own curriculum and don’t have time for anything else!”

6. Shared Responsibility “The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.” • From the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, page 4.

7. How Should Teachers Prepare Now Align Existing Curriculum to the CCSS Assess Texts for Complexity Add writing, listening, speaking and viewing to lessons and units Develop Benchmark Assessments that are Text-Dependent Supplement and Pair Non-fiction texts with others Require students to provide evidence for all responses Become Familiar with the National Assessment Performance Tasks Become Familiar with the 6 Shifts in ELA

8. What is a SHIFT?? There are SIX shifts in ELA. A different way of thinking A set of transformations that MUST happen to achieve the demands of the CCSS A shift is the transition from present work based on state standards to the common core standards.

9. 1 2 3 4 5 6

10. DE Recommended Curriculum Unit-Ecosystems We will use Lesson 1: Locating Ecosystems to demonstrate all 6 shifts in the ELA CCSS http://www.degeog.org/ This is a Grade 5 Lesson from the Chesapeake Watersheds Initiative

11. Shift 1-Increase in Non-fiction/Informational Text • The 70/30 split in grades 9-12 does not just refer to ELA/Literacy classes – it means the entire school experience for students, across the day, week, year.

12. What are Critical Texts in Geography? • Podcasts • Political Cartoons • Population Pyramids • Posters • Research Papers • Sound recordings • Tax Codes • Timelines • Videos Graphic Novels Letters Map Coordinates Maps of all types Newspapers Newspapers Non-fiction Novels Petroglyphs Photographs Pie Graphs • Advertisements • Artifacts • Bar/Graph Charts • Cartograms • Census reports • Digital media (social media, websites, wikis, blogs) • Documentaries • Exhibits • Fiction • GPS WAY BEYOND TEXT BOOKS! Blue= Non-fiction/Informational Text Red =Literary

13. Case Study Maps Informational Articles Text Boxes Photographs Charts GPS Description Suggestion: Add a piece of Literary Text

14. Pair Non-fiction with Fiction • Provides students with the necessary background knowledge • Peaks student interest • Exposes students to multiple genres. • Helps meet the needs of various reading levels • Increases student understanding of content area material • Fiction/Narrative texts are easier to understand and promotes confidence for reading non-fiction

15. Great Fiction Books for teaching Ecosystems http://ecobooks.pbworks.com/w/page/4874773/Great%20Books%20for%20Teaching%20Kids%20In,%20About,%20and%20For%20the%20Environment

16. Shift 2-Content-Area Literacy Content-Area Literacy in Geography IS NOT:

17. What IS Content-Area Literacy to you? Using reading, writing, listening, speaking and viewing skills to enhance learning in the Geography classroom. How do I read a chart? How do you read a map? What information do titles and labels provide? Why did the author use BOLD print,Italics, BIG TEXT? How do I analyze a photograph? How do I compare a map and chart?

18. KWL Chart Anticipation Guides Guided Imagery Word Splash Vocabulary Pyramid SQ3R QARs Word Sort T-Chart Sprint Writing Predict Question Visualize Set Purpose Interactive Notebook Reciprocal Teaching KWHL Activating Prior Schema Web Frayer Model DRTA Skim Before Reading Strategies

19. Before Reading Strategy-Word Splash topography Physical features climate human adaptations Physical environment ECOSYSTEMS mapped patterns watersheds soils vegetation

20. During Reading • Summarizing • Close Reading • Three level guides • Word sorts • DRTA • Vocabulary building • Reciprocal teaching • Repeated readings • Metaphor/Simile Cards • Text Talk • Connect Two • Say Something • Check/revise predictions • Think-Pair-Share • Silent Reading • Writing Connections • Graphic Organizers • Reading Aloud • Paired Reading • Buddy Reading • Echo Reading • Choral Reading

21. DuringReading Strategy-Sprint Writing • Directions: • When you see the word, respond by writing as many words as you can think of that remind you of that word. • You cannot repeat any words. • You cannot write abbreviations. • You have 2 minutes. • Serves as a formative assessment • Spelling and grammar do not count • Makes the topic personal • Not graded-non-threatening • Encourage ssharing • Encourages reflection and summarizing Why??

22. Sprint Writing-Locating Ecosytems species waste landscape Use this After reading People and Ecosystems to check for understanding

23. Retelling newly learned information Connect Two Vocabulary building Connections to real world Reciprocal teaching Research projects Paper/pencil tests Poster sessions Culminating performances Language experience activities Summary Recipe Summary Acrostic L Portion of KWL Think-Pair-Share Word Sorts Writing Connections Graphic Organizers Reading Aloud Reaction Guide Completing or creating rubrics Reader’s Theater After Reading Strategies

24. After Reading Strategy-Summarize with an Acrostic Erosion exposes fossils and undermines forests. Cypress swamps are one kind of ecosystem. O n the island of Assateague, erosion is a problem. Sandy soil is a characteristic of a shoreline ecosystem You might even have something unexpected in your backyard! Shoreline ecosystems are present on the Delmarva Peninsula. T earing down ecosystems results in the extinction of many species. Existing together is important with crops and livestock Marsh and wetlands are one kind of ecosystem Sometimesecosystems are home to thousands, even millions of different species.

25. After Reading-3-2-1Strategy Example for a Lesson on Ecosystems 3 facts you learned about Ecosystems 2 things that can challenge an Ecosystem 1 of the roles of the water and food cycles in an Ecosystem

26. Shift 3-Increase Complexity of the Text • ALL students should have regular practice with grade level appropriate complex text and its academic language (vocabulary and syntax). • It is a Common Core standard (10)for students to read grade appropriate complex text at every point in school.

27. How do you choose Complex Text? • Quantitative factors • Readability measures using word length or frequency, sentence length, text cohesion (for example, Lexiles) • Qualitative factors • Levels of meaning • Text structure • Language conventionality and clarity • Knowledge demands • Reader and task considerations • Reader variables (motivation, knowledge, experiences) • Task variables (purpose, complexity of the task assigned)

28. Quantitative-Lexile Guidelines The CCSS require that students read more complex texts.

29. How do I determine the Readability of a Text? This is the Lexile Measure for the Ecosystems Lesson text, Shoreline Parks 1060 Upload your text in plain text Press Browse http://lexile.com/analyzer/

30. What does this Lexile level mean? The informational text, Shoreline Parks is a 1060Lexile *Since the Lexile level is higher than grade 5, students may need support (Close Reading, Reading Strategies) to comprehend it.

31. How can you scaffold Complex Texts? • Chunking • Reading and rereading • Read aloud • Strategic think aloud • Scaffolding questions • Heterogeneous small groups • Recording • Pre-prepping struggling readers to support confidence and participation • Annotation strategies • Paraphrasing and journaling

33. Cap This! Caption: A title or brief explanation appended to the bottom of an article, illustration, or poster. Summarizing Strategy-Have students create the captions for pictures in articles. This requires that they summarize the text to develop a caption.

34. Questions for creating and analyzing a CAPTION for a photograph. Students need to think like the writer or author.

35. The placement of Captions matters As written: This could be confusing for students. Students must have background knowledge of rodent and mussel if they do not know Left from Right The captions are not directly under each picture

36. Shift 4-Focus on Text-Dependent Questions Text-Dependent Questions: • Require students to return to the text • Responses are completely dependent on text evidence • Not based on readers experiences or feelings • Requires readers to state a claim, an opinion, or a judgment and support it with evidence • Exist in conjunction with other types of question

37. Text -Inspired to Text-Dependent ?’s What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

38. Text-Dependent Questions • HowaretheecosystemsatDeathValleyNationalParkinthedesertofsoutheasternCaliforniadifferentfromthe ecosystems ofYosemiteNationalPark in themountains of northeastern California? According to the map and the data in the chart, how are the ecosystems at Death Valley National Park in the desert of southeastern California different from the ecosystems of Yosemite National Park in the mountains of northeastern California? Draw students back to the text

39. Shift 5-Writing with Text-Based Support

40. The Reading and Writing Connection

41. Text-Dependent Writing Prompt from Locating Ecosystems Ecosystems Lesson 1 Strategy 3 Check for Understanding Directions: Use the information from BOTH the map, California-National Parks Map AND the California-National Parks Data Chart to compare the National Park in Death Valley to the National Park in Yosemite. This requires students to synthesize information from more than 1 text.

42. Shift 6-Focus on Academic Vocabulary Tier3– DOMAIN SPECIFIC, subject-specific (e.g., ecosystems, landscape topography) Tier 2/ACADEMIC VOCABULARY –GENERAL WORDS; high utility across instructional areas (e.g., principle, relative, innovation, function, potential, style) Tier 1– EVERYDAY SPEECH, basic words most student will know at a particular grade level(e.g., injury, map, education, serious, nation)

43. Vocabulary instruction for Tier II and III Meaning of specific words • Provide student-friendly definition(s) • Read the word in text • Discuss examples and non-examples of the word • Create semantic maps • Teach multiple meanings • Link new words to words students already know Word-learning strategies • By using contextual cues • By using their existing knowledge of words and word parts

44. Assateague Island National Seashore Park National Seashore parks have two important missions: • to preserve the natural environment and the living things in the local ecosystem; • to provide recreation and educational programs for citizens. Assateague Island, Virginia, is a narrow barrier island along the Atlantic coast of the Delmarva Peninsula. On the eastern side of the island, beach erosion is a constant problem, and coastal storms can sometimes cause major damage. The park is famous for its Wild Chincoteague ponies. The ponies sometimes join sunbathers and fishermen on the beach and in parking lots. They can cause traffic jams and distracted drivers. But most often they prefer to roam the wetland areas, forests and meadows of the island’s interior. Boldface-Tier 2/Academic Vocabulary that can be determined in context Underline -Tier 3/Content Area Vocabulary that cannot be discovered in context by students.