1. Authentic
Literacy
Reading, Writing & Discussion in
Social Studies
Promoting Critical Thinking Skills
D.C. Everest Social Studies
D.C. Everest Area Schools Weston, WI 54476
http://www.dcesocialstudies.org/instructional-power-points2.html

2. Focused on student learning
Hands-on learning
Preparing citizens for the 21st
Century
Rigor – high expectations
Literacy teachers
Innovative and willing to
take risks
Coaches/Advisors
Authentic learning
Leadership
Content specialists
Cutting edge of technology
Teaching the research
process
Always checking for understanding

3. Which is most effective?
(re: test scores; college/career success)
•
•
•
•
•
•
•
•
•
•
Laptops for all/Smartboards in every classroom
Common, content-rich curriculum
ALL existing Math/literacy “programs”
Differentiated instruction
Smaller classes
Cold calling (and other “checks for understanding”)
Various small/school-within-a-school “Academies”
90-120 minutes of purposeful reading & writing per day
“Turnaround” strategies (new faculty; school design etc.)
Cognitive/concept mapping; graphic representations
Taken from Mike Schmoker Presentation “American Reading Company Conference”

4. Which is most effective?
(re: test scores; college/career success)
•
•
•
•
•
•
•
•
•
•
Laptops for all/Smartboards in every classroom
Common, content-rich curriculum
ALL existing Math/literacy “programs”
Differentiated instruction
Smaller classes
Cold calling (& other “checks for understanding”)
Various small/school-within-a-school “Academies”
90-120 minutes--purposeful reading/writing a day
“Turnaround” strategies (new faculty; school design etc.)
Cognitive/concept mapping; graphic representations
Taken from Mike Schmoker Presentation “American Reading Company Conference”

5. Schmoker’s Books
Evidence suggests that a
high quality, common
curriculum—including
purposeful reading, writing
and discussion is the most
powerful factor that
affects learning.
-Marzano, 2003

6. Common Core & Social Studies
Common Core focuses
on reading, writing, discussion
Not adopted in Wisconsin but still has many
helpful things
http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf

7. Using History to Invigorate
Common-Core Lessons
“Common-core anxiety sweeps the
land, and professional developers
of curriculum and assessment smell
dollars. Flashy brochures promise
that once that purchase order is
signed, every child will pass the
new tests. For a pittance more,
they'll make the lion lie down with
the lamb.
District administrators would be
wise to lay down their pens.
There's a valuable resource right
in front of their eyes. It requires no
lengthening of the school day,
no elimination of art and music,
And no endorsement of checks to
third-party developers. It's so
familiar we no longer notice it. It's
called the history/social studies
curriculum.” -Sam Wineburg
http://www.edweek.org/ew/articles/2013/12/11/14wineburg_ep.h33.html

8. Reading
Writing
Discussion
Literacy is the key word; the teaching of history should have
reading and writing at its core.
Sam Wineburg, Stanford University

9. Reading
Use high quality fiction and non-fiction that are likely
to produce strong opinions and varied interpretations
such as two texts in which the authors present opposing
views. – Schmoker
Use a combination of primary/secondary sources
Utilize Interactive Reading Strategies (Buehl)
Teach students to do “Close Reading”
Integrate Thinking Like a Historian framework with
Reading Thoughts using interactive reading strategies
Teach vocabulary!

10. Non-Fiction Texts
We asked ourselves –
how do adults who
like history learn about
history?
Reading historical fiction
and non-fiction is a huge
way they learn about history!

11. Historical Fiction Texts
We don’t do historical
fiction like a novel
unit in English class.
We emphasize the
history! Of course the
students remember
the history better
because of the story!
http://www.musicthinktank.com/blog/whats-the-story-thevalue-of-storytelling-in-music-promotion.html

12. Invisible Heart – Economics book
This makes
economics seem so
very interesting!
A love story that embraces the business and economic issues of the day? The Invisible Heart
takes a provocative look at business, economics, and regulation through the eyes of Sam
Gordon and Laura Silver, teachers at the exclusive Edwards School in Washington, D.C. Sam
lives and breathes capitalism. He thinks that most government regulation is unnecessary or
even harmful. He believes that success in business is a virtue. He believes that our humanity
flourishes under economic freedom. Laura prefers Wordsworth to the Wall Street Journal.
Where Sam sees victors, she sees victims. She wants the government to protect consumers
and workers from the excesses of Sam's beloved market place. While Sam and Laura argue
about how to make the world a better place, a parallel story unfolds across town. Erica Baldwin,
the crusading head of a government watchdog agency, tries to bring Charles Krauss, a ruthless
CEO, to justice. How are these two dramas connected? Why is Sam under threat of dismissal?
Will Erica Baldwin find the evidence she needs? Can Laura love a man with an Adam Smith
poster on his wall? The answers in The Invisible Heart give the reader a richer appreciation for
how business and the marketplace transform our lives. – Amazon Description

13. Graphic Novels
http://www.docslide.com/learning-history-through-graphic-novels/#chitika_close_button

14. Graphic Novels Meet Historical
Fiction – Timeline Series
http://www.peterpappas.com/2007/01/graphic_novels_.html

15. D.C. Everest Oral History Project
History as stories;
history is about real
people
Read
Write
Discuss

16. D.C. Everest Oral History Project
http://www.dceoralhistoryproject.
org/

18. Close
Reading
http://www.scholastic.com/teachers/top-teaching/2013/04/investigating-nonfiction-part-2-digging-deeper-close-reading

19. CLOSE READING in SOCIAL STUDIES #1
1
Activate Prior Knowledge & Set Purpose for Reading
2
Frontload Key Text Vocabulary
3
Teacher Reads Text (part/all) Aloud
4
Teacher
Re-reads Text Aloud Modeling Self-Talk/Annotating
Make Predictions
Make Connections
Visualize
Ask Questions
Summarize
Evaluate
Cause/Effect
Through Their Eyes
Turning Points
Change/Continuity
Using the Past
Differing Perspectives
Author
Place and Time
Prior Knowledge
Audience
Reason
Main Idea
Significance
Questions
5
Students Practice in Pairs/Check for Understanding
6
Student Reading Independently w/Self-Talk/Annotating
7
Students Write About Text & Discuss/Debate in Pairs/Groups

20. CLOSE READING in SOCIAL STUDIES #2
1
Activate Prior Knowledge & Set Purpose for Reading
2
Student Reads Text Independently/Records Questions
3
Students Discuss Text as Pairs/Share Questions w/Class
4
Teacher Reads Text Aloud Modeling Self-Talk/Annotating
Make Predictions
Make Connections
Visualize
Ask Questions
Summarize
Evaluate
Cause/Effect
Through Their Eyes
Turning Points
Change/Continuity
Using the Past
Differing Perspectives
Author
Place and Time
Prior Knowledge
Audience
Reason
Main Idea
Significance
Questions
5
Students Practice Rereading in Pairs w/Self-Talk/Annotating
6
Teacher Checks Pairs for Understanding
7
Discussion/Debate to Increase Understanding of Text
8
Students Write about Higher Level Ideas in Text

21. Reading Thoughts

22. Classroom Strategies for
Interactive Learning

23. Integrating TLH with Reading
Strategies

24. Thinking Like a Historian

25. Current Events Reading

26. Teach Vocabulary
http://www.slideshare.net/ngajewski/dce-social-studies-vocabulary

27. Acquiring Vocabulary
FRONTLOADING
Words
Frontloading is a process of intentionally
exposing learners to vocabulary, concepts
and skills they will later learn, either during
the school day or in future unit activities.
FRONTLOAD…
- Vocabulary from a reading prior to reading
- Vocabulary from the unit to be studied next

28. Word Walls

29. Writing
The evidence is clear that writing
improves all academic subject
areas.
No matter how the writing variable has been
measured, the results are the same: as emphasis
on classroom nonfiction writing grows, student
achievement improves. We have evidence not only
of reading and writing score improvement but of
scores in math, science, and social studies
improving as well.
-Doug Reeves

30. Writing
Emphasize non-fiction writing
Continue to have students write essays/DBQs
Have students revise writing (process writing)
Have students write short summaries
Use short answer – constructed response items on
summative unit exams in place of mc.
Follow up discussions/dramatizations/simulations with
reflective writing assignments

31. Writing: Best Practices in the
Social Studies Classroom
• Journals and Reflections
• Essay Writing
• DBQ

32. The DBQ Project
http://www.dbqproject.com/dbq-project-library.php

33. Step by Step DBQ Process

34. RUBRIC

35. Frames are
provided to help
students write
their DBQs.
We’ve changed
things a little
from the DBQ
Project.

36. Teachers have
gone to
“checking off”
one or two
paragraphs
ahead of time so
that on the day
of the writing –
students don’t
have as much to
write and it
makes grading
more efficient.
The teacher checked this off
ahead of time during class several
days before actual assessment day

37. We are able to hear
the voice
of Charles Upham by
reading his
response…

38. Students highlight
where they used
documents and
included outside
information to make
grading easier for
teachers

39. Simulations
Write/Discuss
Follow up simulations/skits with writing and/or discussion –
Don’t assume they learned it from doing the simulation

40. Discussion
Despite the importance of academic
dialog [discussion], most students
don’t engage in it until college or
later. Unfortunately, according to the
Learning 24/7 study, they found
evidence of “academic dialog and
discussion” in only 0.5% of the 1,500
classes they observed.
Schmoker, Results Now, p. 66.

41. Definition
Argumentative literacy ability to persuade, to debate,
to clarify, explain why,
evaluate, make judgments
-Graff, 2003

42. Discussion
Discussion – Reasons to Use
Can increase comprehension/learning
The teacher can use to check for understanding
Can debate controversial issues
Can discuss issues/topics and work toward better
understanding/consensus/see different perspectives
Students have opportunity to practice their oral
proficiency skills
Helps create a more democratic society

43. Discussion
Only 23% of adult in the United States
engage in “cross-cutting” political talk
(talking with someone with a different
political perspective).
People that engaged in “cross-cutting”
political talk became more tolerant.
Talking only with people who agree with you
can cause your views to become even more
extreme.
Diana C. Mutz, 2003

44. Discussion
Formative assessment
Discussions provide opportunities for
teachers to be formatively assessing
student learning.
As students have discussions with a partner
or in a small group, teachers should be
listening for evidence of understanding.
Teachers should be “eavesdropping” on
conversations.

45. Levels of Questioning
To assess students’ critical thinking - use higher level questioning in
discussions.
Revised Bloom’s Taxonomy

46. Depth of Knowledge (DOK)

47. Plan your
questions
out ahead
of time to
make sure
you have
higher level
questioning

48. Discussion/Talking Formats
•
•
•
•
•
•
Increased Questioning
Turn & Talk ( Pair/Share)
Retelling
Four Plus One
2 x 2 Rotating Debates
Socratic Circles

49. Questions – No Opt Out

50. Turn and Talk
• Teacher poses question/idea
• Student talk for 30 seconds or so.
• Allows shy students, verbally challenged students
to “try out/practice their responses.”
• Teacher uses phrase “Pachia, what did you and
your partner come up with?” (This takes some
pressure off of the individual.)
• This strategy works well with a ppt. presentation.
Use it every 5-10 minutes.

51. Turn and Talk
Here is an example of a TnT Slide
TNT
There are two sides drawn. It is Jefferson vs. Hamilton.
Which side would you have picked and more importantly, why?
TEAM
HAMILTON
TEAM
JEFFERSO
N

52. Retelling
• Students have an
opportunity to process
what they have read by
organizing and explaining it
to others.
• Research shows that
retelling increases quality
of comprehension.
• It allows a teacher to
assess a student’s
understanding.

53. Retelling Steps
1. Explain to students the
steps of how to retell and
why its important. Model it.
2. Use a graphic organizer or
an appropriate handout.
3. Have students work in pairs
(Pair-Share).
4. Have students alternate
retelling. Give person A 3-4
minutes to explain item #1
on worksheet, agenda, or
organizer.

54. Retelling Steps
4. Then move from
Pair/Share format to
Large group and get
feedback from class.
5. Go to next worksheet
item. Have B explain to A.
6. Return to large group
Discussion.
7. Repeat until completed.
*Begin with shorter readings , move
toward more complicated texts.
cont.

55. Teach Discussion Skills

56. Four Plus One/College Study Group
1.Students sit in small groups of four
people plus one observer.
2.Students are told that the purpose
of the discussion is for everyone to
come to a better understanding,
not to “show off” their knowledge.
They are encouraged to seek
clarification on items they did not
understand.
3. Speaker #1 starts with the first
agenda item and then others chime
in.
Observer

57. Four Plus One/College Study Group
4. When they are done talking about
the first agenda item, Speaker #2
begins to discuss the second agenda
item. Others then add their own
responses.
5. The observer can tally
comments/give points.
6. After a short period of time the
observer becomes one of the
speakers and Speaker #4 becomes
the observer.
Observer

58. 2 x 2 Rotating Discussion
1.Each pair gets 2 minutes to present its position. (Each
person in the pair should speak for a minute.
2.While one pair is presenting, the other pair should be
listening/jotting down what they hear, coming up with
questions based on what they hear.
3.After both pairs have had a chance to present their
positions, there will be 2 minutes for questions/debate in
which both sides can talk at the same time.
4.Each debate will take a total of 6 minutes and then the
positive pairs will rotate to a new pair for the next
debate.
5.Some pairs will be asked to share their key points with
the entire group.

59. 2 x 2 Rotating Discussion
Rotating 2 X
2’s

60. Socratic Circles
• Divide your class into two circles, an
inner circle and an outer circle.
• The inner circle explores the meaning
of the text while the outer circle
observes the discussion.
• The inner circle is given 10 – 12
minutes to examine and discuss the
text
• The outer circle cannot interact or
speak during the discussion. They are
like the detective behind the two-way
mirror. But rather than focusing on
the content of what is being said, they
are interpreting, evaluating and
assessing the discussion process.

61. Socratic Circles

62. Socratic Dialog
Preparing for the Discussion
Teach students a systematic
method for annotating the
text. Annotations (reading
thoughts) can include
predictions, opinions,
reflections, visualizations,
connections and most
importantly questions. (Circle
unfamiliar vocabulary words,
underline key phrases, and
write questions in the margins.)

63. Socratic Circles
• After 10 – 12 minutes, we have a
reversal of roles. The outer circle
spends 5-10 minutes providing
feedback on the discussion process
while the inner circle listens attentively.
• Then the two circles switch. The
maintaining of the discussionfeedback-discussion-feedback pattern
is essential.

64. Socratic Circles
Consider having
the inner circle
sit on the floor
with the outer
circle students
hovering over
them in desks.

65. Final Thought
Mike Schmoker states that
given a good text, an arresting
issue,students like to argue, in
small groups or as a class.
Argument teaches them to
think and is about the best
inducement we have for getting
them to read purposely and
write with passion and energy.
Results Now: How We Can Achieve Unprecedented Improvements in
Teaching and Learning