do 2014 GED® Assessment Target W.2: Produce an extended analytic response in which the writer introduces the idea(s) or claims(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus. CCR Writing Anchor 2: Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Create an outline and/or graphic Explicit instruction (I do, we do, you examples Create a timeline from a social studies period (ex. Amendments) Create a flow (ex. How a bill law) Create an outline and/or graphic Explicit instruction (I do, we do, you examples Create a timeline from a social studies period (ex. Amendments) Create a flow chart (ex. How a bill law)
Choosing appropriate sources of historical documents both primary and secondary Use graphic organizer to demonstrate and analyze main content and sequence Instruction in relevant vocabulary Instruction in Cause & Effect *Identifying the details and facts which support a claim or focus *Use documents Create outline using a 5 paragraph essay format including key words and evidence from the text Type, edit, revise Create graphic organizer the evidence from historical documents to identify details and facts. Vocabulary notebook kept and CLOZE activities with vocabulary Identify and then create Cause & Effect relationships through writing *students organize information on cards either in cause and effect or chronological order of events. *discuss which details/facts support a claim or attach to a cause or effect *use computer-based documents for these activities Use sentences or paragraphs to construct chronological and cause & effect relationships. Matching exercises for vocabulary *connect details to the main idea Skill 2014 GED® Assessment Target Required Skills* *Based Upon GED® Assessment Target Content Indicators Teaching Strategies Learning Activities Differentiation Techniques CCR Anchor Standard Using Evidence to Understand, Analyze, and Create Arguments (45%) 2014 GED® Assessment Target R.2: Determine central ideas of themes of texts and analyze their development; summarize R.2.1: Comprehend explicit details and main ideas in text. Introduce what main idea and supporting details are Discuss vocabulary Explicit Instruction R.2.2: Summarize details and ideas in text. R.2.3: Make sentence level inferences about details that support main ideas.
Vocabulary: Suffrage Civil Rights Preamble Diagrams: Venn Essays: Essay format and citing sources Read 2 speeches: Susan B. Anthony 1873 speech after being arrested for illegal voting. Sojourner Truth 1851 “Ain’t I a women? Compare/contrast each speech in relation to women’s rights. Discuss fact that Anthony did not see fruition of the amendment. Peer read of material Peer notes 2014 GED® Assessment Target R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCR Reading Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R.8.1: Delineate the specific steps of an argument the author puts forward, including how the argument’s claims build on one another. aloud, graphic organizer Draw conclusions, analyze Compare/contrast, diagram it, fact or opinion, reliable sources, key words, highlighters to color code fact vs. opinion Supporting details from text; do not make inferences Think aloud, teach logic, make connections; explicate instruction Inference, logic with if/then statements Flow Chart, pyramid, vocabulary check Can each statement or the argument stand alone, identify supporting details Venn diagram, opposing viewpoints on the same issue, key words, highlighters, use post-its for text marking Outline, use post its Use assorted logic statements: if/then Logos, pathos, ethos; Same as 8.5, poll students and whether or not they made an assumption and what it was, support their opinion Small groups, pairs, chunk the reading, word bank Small group, pairs Partially completed graphic organizers, text marking groups and present to class groups, vary the examples and relate to their experiences Same as 8.5, tutors R.8.2: Identify specific pieces of evidence an author uses in support of claims or conclusions. R.8.3: Evaluate the relevance and sufficiency of evidence offered in support of a claim. R.8.4: Distinguish claims that are supported by reasons and evidence from claims that are not. R.8.5: Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact. R.8.6: Identify an underlying premise or assumption in an argument and evaluate the logical support and evidence provided.
Applying Knowledge of English Language Conventions and Usage (20%) 2014 GED® Assessment Target W.3: clearly and demonstrate sufficient command of standard English conventions. CCR Writing Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCR Language Anchor 1: Demonstrate command of the conventions of standard English grammar and when writing or speaking. CCR Language Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCR Language Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. discuss prior knowledge purpose of writing sample writings planning-webbing organize write and edit fact vs. opinion using proper punctuation using a keyboard quoting from documents give a paragraph to write facts, details, opinions and main idea for errors and make revisions give 2 documents and have compare and contrast choose document to support argument to support thorough and logical response sample documents to practice paraphrasing, quoting, and discuss plagiarism peer editing revising mistakes in passages group activity- 2 opposing viewpoints stations
2014 GED® Assessment Target L.2: Demonstrate command of the conventions of standard English capitalization and punctuation when writing. CCR Language Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.1: Edit to ensure correct use of capitalization (e.g., proper nouns, titles, and beginnings of sentences). Helping Students in the Writing Process Lecture with Explicit Instruction Examining Historical Text/Documents with highlighters and projector piecing (alternative media format) Identifying Theme Through Biographies and non-fiction text Demonstration Role Play Explanation Vocabulary EAE Show document in alternative media form. Ie. 19th Amendment Lecture about theme; ie. Women’s Suffrage and conventions of writing (using explicit instruction) As we re-read document, we search for the conventions of writing Paraphrase chunk of document and apply correct caps and punctuation Letter Writing Addressing and Envelope Provide examples of correct spelling and punctuation Role Play, “Eg Reporter reporting a story” Use current books magazines examples Pair-sharing in heterogeneous levels Vocabulary skill bank Graphic organizer Leveled Groups Scaffolding Use level appropriate books and magazines for examples L.2.2: Edit to eliminate run-on sentences, fused sentences, or sentence fragments. L.2.3: Edit to ensure correct use of apostrophes with possessive nouns. L.2.4: Edit to ensure correct use of punctuation (e.g., commas in a series or in appositives and other non-essential elements, end marks, and appropriate punctuation for clause separation.
2014 GED® Social Studies Practice Required Skills* *Based Upon GED® Social Studies Practices Teaching Strategies Learning Activities Differentiation Techniques CCR Correlations Analyzing and Creating Text Features in a Social Studies Context (30%) 2014 GED® Social Studies Practice SSP.1: Drawing conclusions and making inferences CCR Anchor Standards for Reading: R.1, R.8 SSP.1.a: Determine the details of what is explicitly stated in primary and secondary sources and make logical inferences or valid claims based on evidence. Review a document with class to model strategy Pass out leveled reading passages to paired students for summary Warm up: Survey Targeted vocabulary Presentation: KWL group discussion on topic Draw conclusion from chart/graph/political cartoon Semantic Mapping--Graphic organizer Reading on given topic Graphic organizer Explicit instruction group/pair—text protocol reading activity to look for frequently used words and phrases Draw conclusion from SS reading Make inference from political cartoon/editorial Answer questions on text/cartoon Pair work Tiered reading Word bank Partially completed word bank Partner reading Reduced number of questions/answer choices 2014 GED® Social Studies Practice SSP.2: Determining central ideas, hypotheses, and conclusions CCR Anchor Standard for Reading: R.2 SSP.2.a: Determine the central ideas or information of a primary or secondary source document, corroborating or challenging conclusions with evidence. Herringbone – use graphic organizer, demonstrate with talk aloud Semantic Mapping – use graphic organizer, demonstrate with talk aloud Close reading with text-dependent questions Herringbone Semantic Mapping Students answer text-dependent question Jigsaw – expert groups, teaching groups, whole-class review Tiered text, edit/chunk reading , include word bank Have students read/work together Think-Ink-Pair-Share for answering questions
2014 GED® Social Studies Practice SSP.4: Interpreting meaning of symbols, words, and phrases CCR Anchor Standard for Reading: R.4 CCR Anchor Standard for Language: L.4 SSP.4.a: Determine the meaning of words and phrases as they are used in context, including vocabulary that describes historical, political, social, geographic, and economic aspects of social studies. Beta.socrative.com - determine the meaning of in context Mark unknown words in text, attempt to determine their meanings from context, use reference materials to confirm meaning Magnet Summaries Frayer Model Close Reading Connotative vs Denotative meanings Concept Circles Analyze vocabulary: Preamble Suffrage Interactive Websites Timeline Socrative Each student creates a personal glossary of terms. Reading the newspaper, biographies, and original documents. Read Susan B. Anthony’s speech of 1873, research her biography, read preamble to the constitution. Understand her progression in the suffrage movement and analyze her point of view for referencing the preamble. Leveled texts Reading level, choice of relevant topics Concept circles-utilize the 3 different types of circles based on ability Audio of material Printout of material Oral reading
2014 GED® Social Studies Practice SSP.9: Writing analytic response to source texts CCR Anchor Standard for Reading: R.1 CCR Anchor Standards for Writing:, W.1, W.2, W.4, W.5 CCR Anchor Standards for Language: L.1, L.2, L.4 SSP.9.b: Produce writing that introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; and maintains a coherent focus. Ask for main idea. Give view points and argue for or against. Model: Pros and cons Proper note taking skills, using an organizer, I do, we do, you do Mapping Check for understanding Chunking Review, analyze, and summarize primary and/or secondary source documents. Small group activities Tiered level activities and readings Chunking SSP.9.c: Write clearly and demonstrate sufficient command of standard English conventions.
Skill 2014 GED® Social Studies Practice Required Skills* *Based Upon GED® Social Studies Practices Teaching Strategies Learning Activities Differentiation Techniques CCR Correlation Applying Social Studies Concepts to the Analysis and Construction of Arguments (40%) 2014 GED® Social Studies Practice SSP.1: Drawing conclusions and making inferences CCR Anchor Standards for Reading: R.1, R.8 SSP.1.b: Cite or identify specific evidence to support inferences or analyses of primary and secondary sources, attending to the precise details of explanations or descriptions of a process, event, or concept. 2014 GED® Social Studies Practice SSP.2: Determining central ideas, hypotheses, and conclusions CCR Anchor Standard for Reading: R.2 SSP.2.b: Describe people, places, environments, processes, and events, and the connections between and among them. 2014 GED® Social Studies Practice SSP.3: Analyzing events and ideas CCR Anchor Standards for Reading: R.3, R.8 SSP.3.a: Identify the chronological structure of a historical narrative and sequence steps in a process. WW1 ended with The Treaty of Versailles: Highlight key events of history from 1918 through 1939. Discuss main points of the treaty Inflation of currency Worldwide depression Nationalisms and arms buildup Hitler’s aggression in Europe World War ll SSP.3.b: Analyze in detail how events, processes, and ideas develop and interact in a written document; determine whether earlier events caused later ones or simply preceded them. SSP.3.c: Analyze cause-and-effect relationships and multiple causation, including the importance of natural and societal processes, the individual, and the influence of ideas.
2014 GED® Social Studies Practice Required Skills* *Based Upon GED® Social Studies Practices Teaching Strategies Learning Activities Differentiation Techniques CCR Correlation Reasoning Quantitatively and Interpreting Data in Social Studies Contexts (30%) 2014 GED® Social Studies Practice SSP.6: Integrating content presented in different ways CCR Standards for Reading R.9.1, R.7.1, R.7.2 CCR Standards for Mathematics: 7.RP, 3.MD.3, SSP.6.a: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Expose students to different types of graphs and charts (ex. maps, political cartoons, graphs, timelines, photographs, etc.) SSP.6.b: Analyze information presented in a variety of maps, graphic organizers, tables, and charts; and in a variety of visual sources such as artifacts, photographs, political cartoons.