1. Ch. 7 Disciplinary-Specific Comprehension instructions
1.1. Social Studies Comprehension Instructions
1.1.1. Text Structure and Comprehension
1.1.1.1. Text Structure Instructions
1.1.1.1.1. Narrative Text
1.1.1.1.2. Informational Text
1.1.1.1.3. Organizational Patterns (common)
1.1.1.1.4. Note Taking
1.1.1.2. Strategies for social science comprehension instruction
1.1.1.2.1. Thinking Like a Historian
1.1.1.2.2. Examining the Authour's Argument Strategy
1.1.1.2.3. Image Analysis Strategy
1.1.1.2.4. Identifying popint of view strategy
1.1.1.2.5. Fact vs. Opinion strategy
1.1.1.2.6. Take a stand strategy
1.2. Most Effective Comprehension Strategies
1.2.1. Instructional in Questioning
1.2.2. Story and Text structure
1.2.3. Summarizing
1.2.4. Using Graphic Organizers
1.2.5. Multiple Strategy Instructions
1.2.6. Comprehension Monitoring
1.2.6.1. A metacognitive strategy that involves the ongoing evaluation of a reader's understanding of the text.
1.3. Fluency and Comprehension
1.3.1. Fluency 3 major components
1.3.1.1. 1. Rate measured in words per minute 2. Accuracy decoding text without errors 3. Prosody intonation, expression, and phrasing
1.3.2. Independent Reading
1.3.2.1. Encourage students to practice wide, independent reading
1.3.2.2. Social Science Fluency
1.3.2.2.1. Students need to become articulate in analyzing end evaluating multiple documents and need to engage in conversations about history
1.3.3. Comprehending Text
1.3.3.1. Reading, Analyze, Evaluate, and Reflect on Text
2. Ch. 8 Disciplinary Literacy Learning Environments
2.1. CCSS Common Core State Standards and NGSS New Generation Science Standard
2.1.1. CCSS Common Core State Standards
2.1.1.1. Emphasize students to communication, reasoning, argumentation, perspective taking, and collaboration
2.1.2. NGS New Generation Science Standards
2.1.2.1. Require students to know how to collaborate with others to problem-solve, inquire, and communicate effectively.
2.2. Suggestions for Academic Language in Discipline
2.2.1. Create and maintain a respectful, motivating, challenging, and supportive classroom environment.
2.2.2. Plan authentic student engagement in academic discourse and explain your expectations about academic discourse in your classroom.
2.2.3. Create a common language in your classroom that reflects, and uses disciplinary habits of mind that promote deep learning.
2.2.4. Classroom talk is about issues and learning, not about individuals.
2.2.5. Listen carefully to students comments, and provide feedback that will challenge them, direct them, and encourage them to think about the topic at hand in different ways.
2.2.6. Identify, model, expect, promote, and scaffold discipline specific habits of mind and academic talk moves for learning.
2.2.7. Rotate between individual responses, small-group collaborations, and whole class discussions.
2.2.8. Use essential questions, and ask high-level questions that promote connections among ideas/topics, and create academic discourse that relies on varying evidence-based perspectives
2.2.9. Establish frames for effective academic discourse that create opportunities for students to co-construct meaning from text(s) through targeted with academic conversations with others.
2.2.10. Engage students regularly in specific, targeted, academically focused, and sustained discussions in small and while class groups about what they are reading.
2.2.11. Use questioning and grouping strategies that facilitate ongoing discussions about text(s) and learning.
2.2.12. Select questions that do not have easy answers but require students to think critically about the issue at hand.
2.2.13. Encourage students to us vocabulary of the discipline
2.2.14. Seek student feedback; involve students in evaluation of class discussions and self evaluation (orally and in writing)
2.2.15. Monitor Acdemic conversations and student behavior, and make instructional changes as needed.
2.3. Accountable talk in Social Studies
2.3.1. Ask students to say more
2.3.2. Wait Time
2.3.3. Paraphrase/Repeat
2.3.4. Ask for Evidence/Reasoning
2.3.5. Counter Example
2.3.6. Agree/Disagree with Others
2.3.7. Add on
2.4. The Goal: Deep, transferable learning
2.4.1. Deep learning
2.4.1.1. Looking for meaning focusing on the key arguments or concepts, distinguishing between arguments and evidence , relating new and previous knowledge, and linking the subject matter content to real-life situations (Biggs, 1999)
2.4.2. Transferable learning
2.4.2.1. Occurs when teachers ask big questions theta fascinate their students with the tools to pursue answers to their own questions and interests, encourage conceptual connections between information and the big questions or ideas.
2.5. Disciplinary Literacy
2.5.1. Reading
2.5.2. Speaking and Listening
2.5.3. Vocabulary and Language
2.5.4. Classroom Talk and Collaboration
2.5.4.1. Top 5 academic conversation skills
2.5.4.1.1. 1. Elaborate, clarify, and question
2.5.4.1.2. 2. Support ideas with examples and evidence
2.5.4.1.3. 3. Build on or challenge others' ideas
2.5.4.1.4. 4. Paraphrase and summarize
2.5.4.1.5. 5. Synthesize key ideas from conversation
2.6. Social Studies Learning Environments
2.6.1. Social Studies instruction disciplines
2.6.1.1. anthropology
2.6.1.2. sociology
2.6.1.3. political science
2.6.1.4. psychology
2.6.1.5. religion
2.6.1.6. law
2.6.1.7. archaeology
2.6.1.8. philosophy
2.6.1.9. art
2.6.1.10. literature
2.6.1.11. humanities
2.6.2. Social Studies Study
2.6.2.1. History
2.6.2.2. geography
2.6.2.3. economics
2.6.2.4. government
2.6.2.5. civis
2.6.3. To develop their critical thinking skills, master content, challenge ideas and assumptions, ask, discuss, and answer high-order questions
2.6.4. Social Studies-related inquiry skills
2.6.4.1. ask questions
2.6.4.2. identify problems
2.6.4.3. collect evidence
2.6.4.4. present interpretations
2.6.4.5. defend conclusions
2.6.4.6. collaborate with others
2.7. Collaborative Inquiry
2.7.1. Deepens students understanding of concepts, socializes intelligence, promotes evidence-based explanations, and engages students in rich forms of scientific evidence.
2.7.2. Creating Effective Collaborative Groups
2.7.2.1. Sets clear expectations for students behaviors
2.7.2.2. Models what is expected prior to placing students in groups
2.7.2.3. Requires student accountability
2.7.2.4. Monitors each group
2.7.2.5. Assesses and evaluates students' group work
2.7.2.6. Asks students to evaluate their own and others'
2.7.3. Cooperative Learning
2.7.3.1. Instructional technique that uses small, heterogeneous groups of students working together toward achieving a common goal.
2.7.3.2. 5 Key Components:
2.7.3.2.1. Positive interdependence
2.7.3.2.2. promotive (face-to-face) interaction
2.7.3.2.3. Individual and group accountability
2.7.3.2.4. Social skills development
2.7.3.2.5. Group Processing
2.7.3.3. Cooperative learning activities
2.7.3.3.1. Think-Pair
2.7.3.3.2. Jigsaw
2.8. How students Learn
2.8.1. Classroom Environment
2.8.1.1. Practice
2.8.1.2. Immersion
2.8.1.3. Response
2.8.1.4. Expectations
2.8.1.5. Demonstration
2.8.1.6. Responsibility
2.8.1.7. Application
2.8.1.8. Engagement
2.8.2. Give Students a voice
2.8.3. Celebrate Students success
2.8.4. Motive students
2.8.5. Engage wit h students
2.8.6. How students learn : Lauren Resnick
2.8.6.1. Institute effort-based learning
2.8.6.2. Set clear expectations
2.8.6.3. Recognize achievements
2.8.6.4. Institute Fair and creditable evaluations
2.8.6.5. Join knowledge and thinking with learning
2.8.6.6. Require Discipline-Based talk with learning
2.8.6.7. Promote and Model discipline -Based thinking and learning
2.8.6.8. View learning as an apprenticeship