Final Project
Aquarius21
Assignment1...pptxApplying the Key Shifts in English Language Arts in 6th grade social studies
Key Shift 1: Regular practice with complex texts and their academic language
Key Shift 1 is a part of progressive development of that enhances reading comprehension for each subject (Common Core State Standards Initiative, n.d.).
For example in social studies:
A syllabus is provided by the teacher.
A word wall is created by the teacher.
Challenges teachers face
The inability for Low performing students to read and comprehend "Grade Level" text.
Solution
Front loading vocabulary
Access prior knowledge
Teach annotation
Use the vertical progression to scaffold
Rich academic vocabulary is embedded in texts and explicitly taught. While using academic vocabulary to infer meaning. Analyzing primary vs secondary sources together and using academic language to help students learn how to analyze different sources and understand when to use certain sources depending on the type of questions and information you are seeking. The difficulty of low-performing children to read and comprehend "Grade Level" literature is the underlying problem with this important change. Front loading vocabulary, accessing past knowledge, teaching annotation, and using the vertical progression to scaffold are some of the answers to this challenge (Common Core State Standards Initiative, n.d.).
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Key Shift 2: Reading, writing, and speaking grounded in evidence from both literary and informational texts
Key shift 2 reference textual evidence, the Common Core uses information and literary material. Through their reading, writing, and speaking abilities, students may use this knowledge to analyze literature, assert claims, and convey clear information (Hallman, 2016).
Social Studies calls for the use of more informational text and some literary
Teachers employ original source papers, speeches, and historical records.
Teachers of social studies can employ literary works such as poetry, cultural experiences, or secondary sources to support literary.
Ex. Gettysburg Address or Cultural backgrounds of a variety of ethnicities.
Rhetorical Triangle; Writing (Informative and Persuasive Essays) ( Ethos, Logos, and Pathos).
Debates and/or Socratic Discussion are two different types of discussions.
Challenges
Students off topic
Development of speaking and writing skills
Solutions
Chunk text
Writing samples
Guided discussion
Provide students with both literary and informational texts on a topic. Using evidence from texts to do a classroom debate. Using evidence from a variety of sources to analyze the causes of war or event and create a timeline of events leading up to the war or conflict. Students could write a diary entry from different community member from their perspective of a conflict (Ex. Pilgrim vs. Native American, Colonists vs King of England)
Higher-Order thinking helps to improve abilities (Hallman, 2016). To improve the students' level of thinking, the teacher asks text-dependent questions. The following steps help you go from creative to analytical thinking:
Inferencing
Citing Evidence
Writing
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Key Shift 3: Building knowledge through content-rich nonfiction
Key shift 3 allows students to connect real-world experiences and information to nonfictional text (Hallman, 2016)
Incorporating Key Shift 3 in Social Studies:
Primary and secondary materials are linked to real-life experiences by students.
Without the support of the book, students can reason logically to communicate with others.
Challenges:
Lack of social skills
Organized thoughts
Solutions:
Provide more cooperative activities
Graphic organizers to help organize ideas
Students could independently read to learn about an event or topic. Using rich texts from a variety or sources to explore historical periods and events. Students read to learn about topics and time periods to make connections and build content knowledge. I would give students multiple texts to read to learn about a historical event, from different perspectives, etc and varying levels of difficulty to allow students to learn and draw conclusions.. The only challenges experienced in this critical shift 3 are a lack of social skills and an inability to organize one's ideas. More cooperative activities and graphic organizers to assist arrange thoughts are two solutions that a teacher might apply in this scenario (Common Core State Standards Initiative, n.d.).
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References
Common Core State Standards Initiative. (n.d.). Key shifts in English language arts. Key Shifts in English Language Arts. Retrieved October 14, 2021, from http://www.corestandards.org/other-resources/key-shifts-in-english-language-arts/.
Hallman, H. L. (2016). Learning to teach English language learners through English language arts methods: Findings from a national survey. Teaching English Language Arts to English Language Learners, 61–78. https://doi.org/10.1057/978-1-137-59858-5_4
