Making the Connections: Effective Integration for Social Studies and English Language Arts I
Post on 06-Aug-2015
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Student Comments
“They were all different sources saying different
things. Some were letters which meant they were lies. Others were newspaper articles and political cartoons which
were biased. It was hard to know what to
believe.”
“We got to make our own interpretations rather
than you simple standing up there and telling us what happened If you
had just told us, we would not have understood how many perspectives there
were.”“So what is the answer?”
Building Knowledge through Content-Rich Nonfiction and Informational Text
What the Student Does… Builds content knowledge
through text
Finds evidence
Gains exposure to the world through reading
Handles primary source documents
What the Teacher Does… Balances informational &
literary text
Scaffolds for informational texts
Teaches “through” and “with” informational texts by allowing students to read the text instead of summarizing
Reading and Writing Grounded in Evidence from the Text
What the Student Does… Finds evidence to support their
argument and writes using evidence
Forms own judgments and creates informational texts
Reads texts closely
Engages with the author and his/her choices
Compares multiple sources
What the Teacher Does… Facilitates evidence based conversations
and presents opportunities to write about multiple texts
Keeps students in the text and gives them opportunities to analyze, synthesize ideas
Asks questions that are text-dependent, worth exploring
Develops students’ voice to argue a point and articulate conclusions using evidence
Regular Practice with Complex Text and its Academic Vocabulary
What the Student Does…• Rereads
• Tolerates frustration when engaged with challenging text
• Uses high utility words across content areas
• Builds “language of power” database
What the Teacher Does… Spends more time on more complex texts
at every grade level
Gives students less to read, lets them reread
Provides scaffolding & strategies
Develops students’ ability to use and access words
Is strategic about the new vocabulary words
Teaches fewer words more deeply
Let’s Take a Look at the Standards
English Language Arts RI.8.1: Cite the textual
evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Social Studies Grade 8: Cite specific
textual evidence to support analysis of primary and secondary sources.
Let’s Take a Look at the Standards
English Language Arts RI.7.6: Determine an
author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Social Studies Grade 7: Identify aspects
of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Letters of Note
Primary Source Documents
Awesome Stories ….. is a free website presenting compelling stories with related
primary source evidence in the form of videos, audio clips, documents and images, so that students can engage, research, think critically, reflect and communicate to succeed as 21st century learners.
Put the stories of
life on trial.
www.awesomestories.com
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