Reading, Evidence, and Argumentation in Disciplinary Instruction READI for History: Yes, they can! National Symposium on Reading for Understanding Alexandria, VA May 18, 2016 Gayle Cribb, History Research Team Member Strategic Literacy Initiative, WestEd
Jodi Hoard, History Teacher Chicago Public Schools Reading, Evidence, and Argumentation in Disciplinary Instruction Funded by the Reading for Understanding Initiative of the Institute for Education Sciences, U.S. Department of Education, through Grant R305F100007 to University of Illinois at Chicago. The opinions
expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. READIs Definition of Reading for Understanding: the capacity to engage in evidencebased argumentation drawing on multiple texts
History Texts And And And the texts historians write
And textbooks and other tertiary sources Reading in History Requires Historical Thinking For each source: Perspective Bias Occasion Audience
Purpose Tone Reliability Historical context Reading in History Requires Historical Thinking For each source: Perspective
Bias Occasion Audience Purpose Tone Reliability Historical context Reading in History Requires Historical
Thinking Text 1 + Text 2 Find Relationships across Sources: Corroboration
Alignment Discrepancy Cause and effect Contingency Chronology Continuity Change over time Create Claims
Develop and Explain Reasoning Construct Historical Argument Description Explanation Narrative Common Core State Standards
College, Career & Civic Life Social Studies State Standards. I have gotten better and better at delivering the content without my students having to read. READI Approach Reading history The discipline of history
ways of thinking practices History content knowledge Supports for students to read history
to think historically READI Professional Development Inquiries into: Reading history The discipline of history ways of thinking
practices History content knowledge Pedagogies that support students to read history to think
historically Student Learning Goals for History Inquiry 1. Engage in close reading of historical resources to construct domain knowledge, including primary, secondary and tertiary sources. Close reading encompasses metacomprehension and self-regulation of the process. 2. Synthesize within and across historical resources using comparison, contrast, corroboration, contextualization, and sourcing processes. 3. Construct claim-evidence relations, using textual evidence and explaining the
relationship among the pieces of evidence and between the evidence and claims. 4. Use interpretive frameworks developed by historians, such as societal structures, systems and patterns across time and place, to analyze historical evidence and argument, and to address historical questions 5. Evaluate historical interpretations for coherence, completeness, the quality of evidence and reasoning, and the historians perspective 6. Demonstrate understanding of epistemology of history as inquiry into the past, seeing history as competing interpretations that are contested, incomplete approximations of the past, open to new evidence and new interpretations.
Teacher Designed Modules 7th Grade World History : Medieval and Early Modern Times Feudalism Iran 10th Grade World History: The Modern World
My Role in Project READI History Design Team Teacher Network
Classroom Implementation 2011-2015 K-8 Elementary School Chicago Public Schools number of students: 975
Low Income Diverse Learners English Learners 93% 11% 27% Overview of a Year in 6th Grade
To getting students to inquire into the past . . . Moving students from thinking about history as facts . . .
In order to build strong historical arguments. Supporting Students Inquiry Why did people settle in Ancient Egypt and why did life flourish there? Using Multiple Sources
What was life like for ordinary people in Ancient Egypt? Supporting Argumentation Supporting Thinking Hymn to the Nile (c 2100 BCE) Source: From Oliver J. Thatcher,
ed. The Library of Original Sources (Milwaukee University Research Extension Co., 1907) Vol I: The Ancient World, pp. 79-83. Scaffolding Student Understanding
Theres no going back. Bringing disciplinary literacy to scale Disciplinary Argumentation Text 1 + Text 2
Find Relationships across Sources: Corroboration Alignment Discrepancy Cause and effect Contingency Chronology
Continuity Change over time Create Claims Develop and Explain Reasoning Construct Historical Argument Description
Explanation Narrative What It Looks Like Sustained, Ongoing, Multi-year Professional Development Inquiries into: Reading history The discipline of
history ways of thinking practices History content knowledge Pedagogies that support
students to read history to think historically Time to Locate Texts and Design Curriculum
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