Early Urban Planning: 1870 - 1940 Richard LeGates Urban Studies Program, SFSU.
Margaret Legates DE Geographic Alliance Preston Shockley DE Department of Education August 1, 2013
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Transcript of Margaret Legates DE Geographic Alliance Preston Shockley DE Department of Education August 1, 2013
Enriching Geography Learning Through
Common Core Related Activities
Margaret LegatesDE Geographic Alliance
Preston ShockleyDE Department of Education
August 1, 2013
Essential Question
How will a better understanding of the CCSS in ELA inform
curriculum, instruction and assessment in Geography?
Common Core State Standards in Reading- Literacy History/Social Studies
Which words are the largest?What can you conclude?
What are the frameworks for Literacy?
Listening
SpeakingReading
Writing
PresentingViewing
Are you assessing all of these skills in
your classroom?
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!”
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.
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
Become Familiar with the 6
Shifts in ELA
Require students to provide
evidence for all responses Become Familiar with the
National Assessment Performance Tasks
What is a SHIFT??
• 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. There are SIX shifts in ELA.
6
1
5
2
3
4
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
ChesapeakeWatersheds
Initiative
Shift 1-Increase in Non-fiction/Informational Text
Grade Literary Text Informational Text
K-5 50% 50%
6-8 45% 55%
9-12 30% 70%
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.
What are Critical Texts in Geography?• Advertisements• Artifacts• Bar/Graph Charts• Cartograms• Census reports• Digital media
(social media, websites, wikis, blogs)
• Documentaries• Exhibits• Fiction• GPS
• Graphic Novels• Letters• Map Coordinates• Maps of all types• Newspapers• Newspapers• Non-fiction• Novels• Petroglyphs• Photographs• Pie Graphs
• Podcasts• Political
Cartoons• Population
Pyramids• Posters• Research
Papers• Sound
recordings• Tax Codes• Timelines• Videos
WAY BEYOND TEXT
BOOKS!
Red =Literary
Blue= Non-fiction/Informational Text
Informational Articles
Photographs
Maps
Charts
Text Boxes
Case Study
GPS Description
Suggestion: Add a piece of Literary
Text
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
Great Fiction Books for teaching Ecosystems
http://ecobooks.pbworks.com/w/page/4874773/Great%20Books%20for%20Teaching%20Kids%20In,%20About,%20and%20For%20the%20Environment
Shift 2-Content-Area Literacy
Content-Area Literacy in Geography IS NOT:
What IS Content-Area Literacy to you?
Using reading, writing, listening, speaking and viewing skills to enhance learning in
the Geography classroom.How do you
read a map? What information do titles and labels provide?
How do I read a chart?
How do I analyze a photograph?
Why did the
author use BOLD
print, Italics, BIG
TEXT?How do I
compare a map and
chart?
Before Reading Strategies 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 Strategy-Word Splash
topograph
y
Physical featuresclimate
Physical environmentmapped
patterns
human adaptations
vegetation soils
watersheds
ECOSYSTEMS
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
During Reading Strategy-Sprint WritingDirections: 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??
Sprint Writing-Locating Ecosytems
1. species2. waste3. landscape
Use this After reading
People and Ecosystems to check for
understanding
After Reading Strategies
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
Erosion exposes fossils and undermines forests.C ypress swamps are one kind of ecosystem.O n the island of Assateague, erosion is a problem.S andy soil is a characteristic of a shoreline ecosystemY ou might even have something unexpected in your backyard!S horeline ecosystems are present on the Delmarva Peninsula.T earing down ecosystems results in the extinction of many species.E xisting together is important with crops and livestockM arsh and wetlands are one kind of ecosystemS ometimes ecosystems are home to thousands, even millions of different species.
After Reading Strategy-Summarize with an Acrostic
After Reading-3-2-1 StrategyExample 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
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.
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)
Quantitative-Lexile Guidelines
Grade Band Former Lexile Ranges Lexile Ranges
K–1 N/A 100-500
2–3 450-725 450–790
4-5 645-845 770–980
6–8 860-1010 955–1155
9–10 960-1115 1080–1305
11–CCR 1070-1220 1215–1355
The CCSS require
that students
read more complex
texts.
How do I determine the Readability of a Text?
http://lexile.com/analyzer/
1. Upload your text in plain text
2. Press Browse
This is the Lexile Measure for the Ecosystems Lesson text, Shoreline
Parks
1060
What does this Lexile level mean?The
informational text,
Shoreline Parks is a 1060 Lexile
*Since the Lexile level is higher than grade 5, students may need support (Close Reading, Reading
Strategies) to comprehend it.
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
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.
Questions for creating and analyzing a CAPTION for a photograph.
Students need to think like the
writer or author.
The placement of Captions mattersAs written: This could
be confusing for students.
The captions are not directly under
each picture
Students must have background knowledge of rodent and mussel if they do not know Left
from Right
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
1. 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.
2. 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?
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?
Text -Inspired to Text-Dependent ?’s
Text-Dependent Questions• 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?
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
Shift 5-Writing with Text-Based Support
The Reading and Writing Connection
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.
Shift 6-Focus on Academic VocabularyTier 3 – 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)
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
Vocabulary instruction for Tier II and III
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.