Slide 1

							Linda Mehlbrech
Dawn Lakowski

February 2010
                Agenda

 Vocabulary  Development
 Before Reading Strategies
 During Reading Strategies
 After Reading Strategies
 Writing in a history classroom


               Door Prizes
           Expectations
 Classroom ready literacy strategies
 for teaching history content

 Ideasfor differentiating the
 curriculum for struggling readers,
 second language learners, and
 advanced students
Marzano
California Content Standards
What Makes Word Walls Work?
   Word Walls should be built over time with
    shared ownership between teacher and
    students.

   Words are harvested from rich language
    contexts.

   Word Walls should be kept as simple and
    uncluttered as possible.

   Words on the Wall should be visible to
    everyone.
 Whatto build and when to add is
 based on student needs.

    of walls as helpful references
 Use
 must be modeled.

 Thegoal of creating and using Word
 Walls is ultimately automaticity of
 basic processes.
              Frayer Model
 Rights

 Compromise

 Voting

 Election

 President

 Amendment

 Delegate
                    Frayer Model
The new concept:
Definition (in own words)   Essential characteristics




Examples (from own life)    Non-examples (from own life)
Knowledge Rating
Before Reading Strategies
Ideas for Using Picture Books in
        History Classes
              Focus the Reading
   Late of the jungle, wild and dim
   Sliced from the elephant’s ivory limb,
   Painted, polished, here these spheres
   Rehearse their civilized careers.
   Trapped in geometric toil,
   Exhibit impact and recoil
   Politely, in a farce of force,
   And let’s have not absurd remorse,
   But praise the complicated plan
   That organizes beast and man
   In patterns so superbly styled
   Late of the jungle, dim and wild.
Pre-reading Strategy
During Reading
During Reading Strategies
After Reading Strategy
      Give One and Get One
 Write your name at the top of a piece of
  paper. List 3-5 ideas about the assigned
  topic.
 Draw a line after your last ideas to
  separate your ideas from those you select
  from your classmates’ lists.
 Get up and interact with one classmate at
  a time. Exchange papers, read your
  partner’s list, then ask questions about
  new ideas.
 Add  one new idea from your
  partner’s list to your own, along with
  his/her name.
 Continue sharing ideas with different
  classmates until the specified time is
  over.
 Be prepared to report one new idea
  you obtained.
    Life is Like a Rock Group
  If you gave a problem to 5 different
  rock groups they’d each come up
  with a different song.
 Break into 5 groups and take on a
  name.
 Do research about the problem.

 The n present your side of story.
   Life is Like a Rock Group


You are the    Factoids
 Present   the facts and only the
  facts.
 No opinions whatsoever.
    Life is Like a Rock Group



   You are the   Emotionals
Present only your reactions, emotions
  and feelings, to the problem.
   Life is Like a Rock Group


  Your are the      Busters
Analyze the situation, describing all the
negative facts and consequences.
    Life is Like a Rock Group



      You are the   Boomers

Analyze the situation, describing all
 the positive facts and consequences.
    Life is Like a Rock Group


You are the   Outrageous Ones

 Think Creatively… come up with a
 new way of looking at the situation
 that stuns everyone.
 What do you think about
the responses made by the
English and the colonists to
the American Revolution?
Worksheet for Anticipation
        Guide
        After Reading
     Twelve Word Summary

 In 12 words or less, summarize the
most important aspects from today’s
              lesson.
 “you don’t really know it until you
 write it… to write well is to think
 clearly. It is when you write that
 something happens in the brain, you
 have an idea, you have an insight,
 something comes to you that never
 would happen if it hadn’t been
 required of you to write.”
        David McCullough
                   Saratoga springs,
N.Y. 2002
         Portrait of a Writer
 Whatis the most difficult thing for
 you while writing?

 What is the easiest thing for you to
 write about?

 Whatdo you worry about while you
 are writing?
             A Sense of Urgency
   Every school day 7,000 high school students drop out.

   Only 70% of all entering freshmen and half of students of
    color finish high school with a regular diploma.

   Only 30% of students entering high school read at grade
    level.

   And estimated 85% of current jobs and almost 90 % of fast
    growing and best paying jobs now require some post-
    secondary education.



                                               Alliance for Excellent Education 2007
    Checklist for Your Writing
 Read the description of the task carefully.
 Use specific details and examples to fully
  support your ideas.
 Organize your writing with a strong
  introduction, body and conclusion.
 Choose specific words that are appropriate
  for your audience and purpose.
 Vary your sentences to make your writing
  interesting to read.
         Attack the Prompt
 You could cross out the word composition.
  Why?
 Circle any words that ask you to do
  something.
 Draw an arrow from each circled word to
  what it tells you to do.
 Rewrite and number the circled words.
  Next to each word, rewrite what the word
  ask you to do.
                  Tier One
   In my opinion Daniel Shay was a rode
    model. For example, he was the leader of
    a rebellion against the new government.
    To lead a rebellion people have to look to
    you for guidance. As a result of the
    rebellion, the Continental Congress knew
    the Articles of Confederation needed
    revision. For the reasons above it is clear
    that Daniel Shays was a role model
    because of the influence he had over his
    peers.
                     Tier Two
   It seems to me that Daniel Shays had the
    characteristics of a role model. In support of this
    is the fact that he was the leader of a rebellion
    against the new government. To lead a rebellion
    people have to look up to you fro guidance. Even
    though the government tried to put down Shays
    Rebellion, Thomas Jefferson showed admiration
    for Shays’ leadership when he said, “ A little
    rebellion now and then is a good
    thing…”Therefore Shays was responsible for the
    Constitutional Convention realizing that the
    Articles of Confederation needed revision.
    Undoubtedly Daniel Shays was a role model not
    only because of the influence he had over his
    peers, but over the new government.
                    Tier Three
   Thomas Jefferson once said, “ A little rebellion
    now and then is a good thing…” when referring to
    Shays Rebellion. This is evidence that Daniel
    Shays was a role model because he was the
    leader of this rebellion. Not only did Jefferson see
    these qualities in Shays, but those who assisted
    in the rebellion. Shays Rebellion gave rise to the
    creation of a new government at the
    Constitutional Convention. Despite the fact that
    the government tried to stop the rebellion, Shays
    and his followers were able to convince the
    leaders that changes were needed. Without
    question Shays showed the true qualities of a
    role model through these actions that have
    influenced others.
                 “Writing…enables us
          to converse with the dead,
          the absent, and the unborn
at all distances of time and space…”
                     Abraham Lincoln
                    February 11, 1859
             Exit Slips

 Exit Slips are effective tools for
  assessing what students have
  learned a the end of class or at the
  end of a lesson.
 Use them when students have
  encountered new content, learned a
  new reading or writing strategy or
  had difficulty with the content.
         Contact Information
 LMehlbrech@lbschools.net
 DLakowski@lbschools.net




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