A “Close” look at Immigration: Addressing Literacy Standards for Social Studies. Presented at the KY Reading Association conference, Lexington, KY, October 18,2013.
Dorie Combs, Eastern KY University
Prelims of Kant get Marx 2.0: a general politics quiz
A Close Look at Immigration - Dorie Combs - KRA 2013
1. A “Close” look at Immigration:
Addressing Literacy Standards for
Social Studies
Dorie Combs, Ph.D.
Eastern KY University
Dorie.combs@eku.edu
859 622-2154
Neil Diamond video link
http://youtu.be/9ttDUGM1mU
2. America is an improbable idea. A mongrel nation built of
ever-changing disparate parts, it is held together by a
notion, the notion that all men are created equal, though
everyone knows that most men consider themselves better
than someone. “Of all the nations in the world, the United
States was built in nobody’s image,” the historian Daniel
Boorstin wrote. That’s because it was built of bits and
pieces that seem discordant, like the crazy quilts that have
been one of its great folk-art forms, velvet and calico and
checks and brocades. Out of many, one. That is the ideal.
Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. (2001)
CCSA Grade 9-10 Informational text exemplar. CCSS Appendix
Bhttp://www.corestandards.org/assets/Appendix_B.pdf
3.
KEY IDEAS and DETAILS
◦ Pay attention to what the text says explicitly
◦ Summarize central ideas with supporting details
and ideas.
◦ Analyze the text
Craft and Structure
◦ Interpret words and phrases
◦ Analyze structure
◦ Assess point of view and how that shapes the text
4.
Integration of Knowledge and Ideas
◦ Integrate content from multiple formats and media
◦ Evaluate the argument and claims in a text
◦ Analyze how two or more texts address similar
themes / topics
Range of Reading and Level of Text
Complexity
◦ Read and comprehend complex literary and
informational texts independently and proficiently.
www.corestandards.org
5. It is imperative that we provide time
for reading significant and complex
text AND provide guidance and
support through the reading process.
6.
An investigation of a short piece of text,
Multiple readings done over multiple
instructional lessons.
Use of text-based questions and discussion,
Students deeply analyze and learn to appreciate
various aspects of the text, stressing:
Key vocabulary
How its meaning is shaped by context;
Attention to form, tone, imagery and/or
rhetorical devices;
The significance of word choice and syntax;
The discovery of different levels of
meaning
7. “The teacher’s goal is to gradually release
responsibility to students moving from an
environment where the teacher models for
students the strategies to one where
students employ the strategies on their own
when they read independently.”
Brown, S. & Kapps, L. (2012).
Implementing the Common Core
State Standards: A Primer on Close
Reading of Text. Aspen Institute:
Washington, D.C.
9. All students are expected to be able to independently
read and comprehend a range of sophisticated and
complex text and practice a range of thinking. 3
factors to consider:
Qualitative evaluation of the text
Levels of meaning, structure, language, conventionality
and clarity, and knowledge demands
Quantitative evaluation of the text
Readability and scores of text complexity
Matching reader to text and task
Reader variables (motivation, knowledge, and
experience)
Task variables (purpose and complexity)
10. Text 1
According to those who knew
him, Lincoln was a man of many
faces. In repose, he often seemed
sad and gloomy. But when he
began to speak, his expression
changed. “The dull, listless
features dropped like a mask,”
said a Chicago newspaperman.
“The eyes began to sparkle, the
mouth to smile, the whole
countenance was wreathed in
animation, so that a stranger
would have said, ‘Why, this
man, so angular and solemn a
moment ago, is really
handsome.’”
Text 2
Lincoln was shaken by the
presidency. Back in
Springfield, politics had been a sort
of exhilarating game; but in the White
House, politics was power, and power
was responsibility. Never before had
Lincoln held executive office. In
public life he had always been an
insignificant legislator whose votes
were cast in concert with others and
whose decisions in themselves had
neither finality nor importance. As
President he might consult with
others, but innumerable grave
decisions were in the end his
own, and with them came a burden of
responsibility terrifying in its
1
dimensions.
0
11. •
•
•
•
•
Subtle and/or frequent transitions
•
•
•
Complex sentences
•
•
Longer paragraphs
Multiple and/or subtle themes and purposes
Density of information
Unfamiliar settings, topics or events
Lack of repetition, overlap or similarity in words and
sentences
Uncommon vocabulary
Lack of words, sentences or paragraphs that review or
pull things together for the student
Any text structure which is less narrative and/or mixes
structures
11
12. Text 1
According to those who knew
him, Lincoln was a man of many
faces. In repose, he often seemed
sad and gloomy. But when he
began to speak, his expression
changed. “The dull, listless
features dropped like a mask,”
said a Chicago newspaperman.
“The eyes began to sparkle, the
mouth to smile, the whole
countenance was wreathed in
animation, so that a stranger
would have said, ‘Why, this
man, so angular and solemn a
moment ago, is really
handsome.’”
Text 2
Lincoln was shaken by the
presidency. Back in
Springfield, politics had been a sort
of exhilarating game; but in the
White House, politics was power, and
power was responsibility. Never
before had Lincoln held executive
office. In public life he had always
been an insignificant legislator
whose votes were cast in concert
with others and whose decisions in
themselves had neither finality nor
importance. As President he might
consult with others, but innumerable
grave decisions were in the end his
own, and with them came a burden
of responsibility terrifying in its
dimensions.
1
2
13. •
Requires prompting students with text-dependent
questions to unpack complex text and gain
knowledge.
•
Text dependent questions require text-based
answers – evidence.
•
Not teacher summarizing text, but guiding students
through the text for information.
•
Virtually every standard is activated during the course
of every close analytic reading exemplar through the
use of text dependent questions.
•
Supports development of fluency
From Achieve the Core
13
14. 1.
2.
3.
4.
Select content appropriate text that is
sufficiently complex for your grade level
Set a purpose for reading
Introduce critical vocabulary
Students read the text and annotate
a) Circle important words and phrases
b) Underline any words and phrases you do not
understand
c) Mark text that raises questions with a “?”
d) Mark text that surprises your with a “!”
e) Write important thoughts in the margins
f) Draw arrows to connect your ideas to the text.
WOW!
15.
? = Ask a question
“The text mentions a the DNA study. What does DNA stand for?”
!!! = Note an interesting passage
“I didn’t realize that tapeworms can grow to 23 meters!”
C = connection to another text or piece of evidence
“The Ebola virus is like the AIDS virus we read about yesterday because….”
(check)= Access prior knowledge; I already knew that!
“I knew that photosynthesis required water.”
X = Challenge your own thinking, new information
“I had no idea that Nobel invented dynamite.”
* = Reason that looks important
“I’ll need this piece of evidence about Triceratops to support my thesis.”
"Box it" = Remember words you don't know, are repeated, or you just like
“I’ve seen the word ignominious several times, and I need to look it up.”
15
16.
Read the passage by Nancy Boyles from
her article “Closing in on Close Reading”
Go back through the text a second time
and annotate it.
a) Circle important words and phrases
b) Underline any words and phrases you do not
understand
c) Mark text that raises questions with a “?”
d) Mark text that surprises your with a “!”
e) Write important thoughts in the margins
f) Draw arrows to connect your ideas to the
text
17. 5.
6.
Teacher presents text-dependent
questions
variations
a. Teacher models “think aloud” and annotations
of the text
b. Teacher reads the text through one time
before students read independently
c. Student pairs “whisper read” and annotate
together
d. Student pairs discuss the text and their
annotations in pairs
e. Class debates / discusses the text
18.
Use primary & secondary sources
Include literary non-fiction, such as
essays, speeches, non-fiction
narratives, letters, and legal documents
Utilize music, poetry, and visuals
Provide High Quality Text Sets* of
varying complexity
Model Close Reading
Use Guided Reading Strategies
Require Close Reading
Discuss the text and ask students to
refer to the text
*A collection of different types and levels of
books, stories, articles, and other texts that connect to the
topic or theme
19. 1.
2.
3.
4.
Builds knowledge through complex, challenging
texts
Teaches academic language in context
Provides support to gradually move students
toward independent reading
Differentiates by providing a variety of texts
and supports.
“The CCSS require equal outcomes; they do not
require equal inputs. Vary amounts and types of
instructional supports.” (IRA CCSS Guidelines)
5.
Makes use of class time for regular practice and
support with reading, re-reading, and
discussion
20. Student reads grade
appropriate texts
independently &
silently
Partner “whisper
reading” or paired
questioning &
retelling
Pre-reading
activities
Vocabulary
Learning
Tasks
Teacher or other
proficient reader
reads aloud &
models thinking
Guided or Directed
Reading and
Thinking, individually
or in small groups
21.
Think about your
beliefs about the
effects of
immigration on the
US.
Discuss with a
partner
1.
2.
3.
Read the
essay, annotating
as you read
Re-think about
your beliefs
Re-read the
essay, making
additional
notations.
22.
Plan questions to address all
standards
Require students to cite text (Can you
find an example in the text? Show us
where you read that.)
Read, reread and reread!
Analyze non-fiction text as if it is
poetry!
23.
Ask a Question or questions
Clarify (vocabulary, important details, etc.)
Summarize
Predict
Repeat!
Model for students, practice with the whole
group, then have students practice in small
groups.
24.
Chunking
Reading and rereading
Teacher Read aloud
Strategic think aloud
Scaffolding questions
Heterogeneous small groups
Pre-prepping struggling readers to support
confidence and participation
Recordings – but only for students who need
them
Cornell notes or PQ3R
Paraphrasing and journaling
24
25.
Learning Through Inquiry
◦ Students review multiple text and multimedia sources
from Janet Allen, More Tools for Content Literacy
Woody Guthrie’s Deportee youtube video
http://youtu.be/TN3HTdndZec
26.
(Insert thematic question). After
reading_______ (texts) on _________
(content), write a _________
(editorial, essay, or other) that ________
addresses the question and support your
position with evidence from the text(s). Be
sure to acknowledge competing views.
27.
After researching _______ (texts) on _________
(content), write a _________ (report, essay, or
other) that ________
(defines, describes, explains, analyzes, etc.)
______________ (content). Support your
discussion with evidence from your research.
28.
Write letters to Legislators or other government
officials
Letters to the Editor or Op-Ed
Hold a debate
Make speeches
Write proposals
Write songs or poems
See Buck Institute for Education www.bie.org
29. The tendency to generate or recognize
ideas, alternatives, or possibilities that may be
useful in solving problems, communicating with
others, and entertaining ourselves and others.
Robert Franken (Human Motivation)
The ability to be able to view things in new ways or
from a different perspective. …to generate new
alternatives or possibilities (Divergent thinking
tests…number of alternatives as well as uniqueness
of alternatives).
For something to be considered “creative” it must
be judged both novel and of value.
31.
Achieve the Core http://www.achievethecore.org/
Boyles, N. (2012). Closing in on Close Reading, in Education
Leadership, December, 2012 – January, 2013.
http://www.ascd.org/publications/educationalleadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx
Brown, S. & Kapps, L. (2012). Implementing the Common Core State Standards:
A Primer on Close Reading of Text. Aspen Institute: Washington, D.C.
CCSA Grade 9-10 Informational text exemplar. CCSS Appendix B
http://www.corestandards.org/assets/Appendix_B.pdf
Ghadar, F. Dispel the immigration myths
http://www.cnn.com/2012/12/11/opinion/ghadar-immigration-policy
International Reading Association CCSS Implementation Guidelines
http://www.reading.org/general/aboutira/white-papers.aspx
32.
Don’t Bite the Hand That Feeds You
Interpreting Primary Sources
http://www.digitalhistory.uh.edu/historyonline/us29.cfm
The History Project
http://historyproject.ucdavis.edu/lessons/view_lesson.php?id=4
LOC Primary Sources
http://www.loc.gov/teachers/classroommaterials/primarysourcesets
/immigration/
DocsTeach
http://www.inthefirstperson.com/firp/firp.frame.aspx?collectioncod
e=OHC0000109&http=www.alexanderstreet2.com/imld/&page=firp
.detail.collections.aspx&cit=%3cP%3e%3cI%3eBelow
Immigration political cartoons
http://historyproject.ucdavis.edu/lessons/view_lesson.php?id=4
33. If the student is…
interested
Low to Moderate Scaffolding
Moderate scaffolding
Use independent reading and
Pre-reading instruction in vocabulary
and text structure and guided reading
strategies
mini-lessons if needed
If the text is…
easy
difficult
High scaffolding
Moderate scaffolding
Pre-reading instruction Guided
reading activities to help students
make predictions and questions
Pre-reading instruction to develop
prior knowledge and set a purpose
for reading
Pre-reading strategies to develop
vocabulary and text structure
knowledge
guided reading strategies
disinterested
Editor's Notes
Ask participants to read.
Review the CCR standards required for social studies – and other areas!
At a time when text books are no longer a dependable reality, we need to use a variety of text and media to provide current information
Stop 7 introduce if the group is small. Think, pair with someone sitting close to you, share out ;
How is this different from what you do now? Discuss
There are many formulas and methods, most that are provided by publishers are quantitative.
The context: 11th grade history class.The question: Which text is more complex?Allow participants 1 minute to read both texts. Then allow several minutes to discuss their responses.Answer: the text on the left in more complex for a 11th grade students. (Complex sentences, Lack of words, sentences or paragraphs that review or pull things together for the student, dense information, sophisticated vocabulary, sophisticated subject matter and concepts)(Texts were excerpted from CCSS Appendix B. The text on the left is an informational text for 11th – CCR and the text on the right is an information text for grades 2nd – 3rd)
The context: 11th grade history class.The question: Which text is more complex?Allow participants 1 minute to read both texts. Then allow several minutes to discuss their responses.Answer: the text on the left in more complex for a 11th grade students. (Complex sentences, Lack of words, sentences or paragraphs that review or pull things together for the student, dense information, sophisticated vocabulary, sophisticated subject matter and concepts)(Texts were excerpted from CCSS Appendix B. The text on the left is an informational text for 11th – CCR and the text on the right is an information text for grades 2nd – 3rd)
There is not only one way to do close reading, but close reading must involve rich complex texts that are worth reading and re-reading. Students also engage in answering and discussing text-dependent questions.Multiple readings and chunking texts will support fluency for struggling readers.
Reread the Ed Leadership passage about close reading and annotate
Here is one annotation strategy to support student understanding in tandem with teacher monitoring of student understanding. As they read, students utilize the symbols and annotate the text. (This strategy was developed by Kaycee Eckhart, a Fellow at Student Achievement Partners). From this point, students can paraphrase, journal, or prepare to write about the text in an evidence-based and meaningful way.)This is just one example! Please feel free to adapt, add, and modify this strategy to meet the needs of your students*Optional Additional Activity: You may choose print the “Lincoln” texts from slide #17, and give participants 15 minutes to practice using the strategy mentioned above.
Annotate on handout
What is stressed in Close Reading?
Look at the op-ed piece. Use R, R, R handout and Practice the process
Demonstrate this with Woody Guthrie Song
Chunking – breaking up the text so that it is accessible and more significant passages can be studied in depthReading and rereading – pull small groups of struggling readers to pre-read the text with you, so they feel confident in class. Always remember that one read through is not enough – students need several reads of a rigorous textRead aloud – read aloud to the class. students need to hear and imitate the natural pauses, inflections, and tonality of a master reader’s voice. Strategic think aloud – modeling to students what is happening in your head as you read is a great way to show students how they might be thinking about a text. This is NOT telling them what to think about – rather it is a way to show HOW they might think about it. I’ll talk about this a little more in a moment. Scaffolding questions – while incredibly rigorous questioning is where we want students to go, not every question has to be a high level comprehension question. Build in more basic evidence-based questions along the way to check for comprehension and build confidence. Heterogeneous small groups – break your class into smaller groups and assign a stringer reader to guide other students through this. There are many ayes to do this – assign different parts of the text to each group so that each group becomes an “expert.” Give each group a different set of questions to work on. Recording – read the text a few days in advance into a device and provide it to ESL and emerging readers. You may also want to pause in your reading and ask questions or provide helpful hints as they listen. They really enjoy this. Preparing struggling readers to support confidence and participation – similar to recording or rereading, this also includes leveled reading about a topic before encountering the more complex textAnnotation strategies – increases engagement and comprehension, helps students be “metacognitive” about their learningCornell notes – helps students retain information and summarize knowledgeParaphrasing and journaling – helps students own the information and helps the teacher check for troop understanding