Text Coding in Social Studies Notes 10/13/16
Slide 1
Mike: Welcome and thank you for attending. My name is Michael DiPierro and I am the Social Studies Education Specialist and I am joined by the Literacy Specialist, Julia Somers-Arthur. I will be assisting you today during the presentation. Today, everyone will be in listen-only mode, meaning that you can hear the webinar through your speakers, but we encourage you to submit any questions or comments you may have using the Q&A panel. 
The content provided in this presentation is informational and is not intended to replace or supersede local guidance. The information is current as of today, 10/12/2016.
Slide 2
Mike: By the end of this presentation, our goal is that participants will understand what text coding is and be able to use it strategically to support the teaching and learning of informational text. 
Slide 3
Mike: First we will present an overview of text coding, then we will provide an example of text coding using an example based on a Social Studies Next Generation Sunshine State Standard. We will wrap up by providing some ideas of how text coding can be applied in other content areas and highlight some resources. 
Slide 4
Julia: Text coding, or annotation, is a way of helping students to slow down and go more deeply into a text. It works best with texts that have some level of complexity in ideas or language – in other words, text that rewards close reading. Fisher and Frey, by the way, have done a lot of work with text coding and other literacy strategies. You will find them among the resources listed at the end. NOT the same as highlighting!  Students with a highlighter are often tempted to apply color to everything. And when they have highlighted it, they may not be able to tell you WHY. Text coding in more deliberative.  Students must apply critical thought when marking the text with a code they have selected to reflect their interpretation of it.
Slide 5
Julia: This is one possible example of codes that could be used. In this presentation, we will be showing you a number of different text coding systems.  However, the teacher should develop codes that align with the content being taught, the students’ readiness, and the purpose for reading of a particular text.
Slide 6 	
Julia:  Fisher and Frey recommend establishing a few universal codes that may apply across text types and levels, and gradually add to them. Example from 2007 show some widely-used codes that may apply across content areas. May be used across grade levels and bands. This slide represents how the skill could be aligned vertically through a child’s educational experience.  Think how this could be spiraled across grade levels.  A student in grade 6 could learn to identity connections and a later grade spiral back to a more complex application of the skill.
Slide 7
Julia:  First ask yourself: What is the instructional purpose for reading this particular text?
Slide 8	
Julia:  Then consider, what are the predominant thinking patterns, words, concepts or facets of the text I want students to focus on.  Here are some possibilities.
•	Patterns – cause/effect or problem solution
•	Words – to increase awareness of domain specific vocabulary and help students learn words in context.
•	Concepts – can assist with answering an overarching question, recognized patterns and perspectives across texts, and change over time. 
Here’s one that I like, as an English teacher.  We know that as we teach students to recognize and write strong arguments, mentor texts are valuable. As students read these texts, have them identify the arguments and counterarguments. Then have them revisit the text to code for the key points for each position. This kind of analysis can help them to recognize and emulate good writing of argument.
Any time you develop a set of codes for an assignment, it is important to try them out on the text yourself first to make sure they work!
Slide 9
Mike: Presented on the screen are some examples of text-codes that may support the teaching and learning of social studies content. PERSIA is an acronym that can be used to assist students in categorizing key terms, ideas, and concepts. When text coding students may not be required to identify each element of PERSIA. Text coding should support the task and text used. For example, P and E may be used to code for political and economic grievances in the Declaration of Independence. 
Coding for Logos, Pathos, and Ethos may help students gain a deeper understanding of a speech. 
Annotating a political cartoon using WAVE, Words, Actions, Visuals, and Emotions may help students analyze the political cartoon. In labeling each element of WAVE, students can then figure out the “so what”. WAVES is a strategy taught to me by Sandra Davis, a Broward County Public Schools teacher.    
Slide 10 
Mike: Ethos is an appeal to ethics, and it is a means of convincing someone of the character or credibility of the persuader. Pathos is an appeal to emotion, and is a way of convincing an audience of an argument by creating an emotional response. Logos is an appeal to logic, and is a way of persuading an audience by reason.
Slide 11
Mike: Here is an example using PERSIA and using two documents. 
Slide 12
Mike: Here is an example of how to code a visual. 
Slide 13
Mike: The text coding example we will use today is based on SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers. This screen capture shows some of the related resources for this standard that are available on www.CPALMS.org. To help build some background knowledge for students before the text coding activity, we will use the Enlightenment Ideas and the Founding Fathers resources, which is a tutorial. 
Slide 14
Mike: As students progress through the tutorial they will learn about separation of powers. 
Slide 15
Mike: Students will learn about Natural Rights. Note that the standard uses the term natural law. As you build student background knowledge this may be an opportunity to facilitate student understanding of the relationship between natural law and natural rights. 
Slide 16
Mike: The concept of social contracts will also be presented in the tutorial. 
Slide 17
Mike: For this example the text-codes were created using wording directly from the standard. Students will code for Separation of power (SP), Natural law (N), and Social contract (SC) as they read excerpts from the Declaration of Independence, the United States Constitution, and the United States Bill of Rights. 
Slide 18
Mike: This slide demonstrates how background knowledge can be acquired through the tutorial and how the background knowledge can support the standards-based text coding activity. Using a CPALMS resource is just one of many ways teachers can help set students up for success. To build background knowledge I could have had students view short video clips, read related resources, conduct their own research and so forth. Some teachers may prefer not to build background knowledge before the text coding activity or use text coding as a tool to build background knowledge. These decisions are made at the local level and may vary depending the students, task, scope and sequence, time, local initiatives, and so on. 
Slide 19
Mike: For this text coding assignment we created two different documents that demonstrate how students can be exposed to the text. These are just suggestions. In both documents we included the standard, a space for text coding, and line numbers. Putting the standard on the document helps to make the purpose for text coding visible to learners. Some educators may prefer using a guiding question or learning goals, etc. Next, there is space for text coding. One document has a narrow space for students to code in, while the other document has a wide space that can accommodate codes and student notes. In both of these examples student have a space to code. This is not necessary if the preference is to code directly on the text.  Last, each document has line numbers. Line numbers can assist in facilitating text-base assignments. For example, a student may say that in lines 4 and 5 the author argues for natural law. Citing lines allows others to easily follow along. Remember that the student should cite the document from which he or she is drawing information from.
Julia: As an added bonus, the passages used in the FSA Writing assessment have numbered paragraphs for just this reason. So it is a good idea to help students become comfortable citing paragraphs or lines, as well as the source, in their responses.
Slide 20
Mike: Model how to text-code. 
Natural law: a principle or body of laws considered as derived from nature, right reason, or religion and as ethically binding in human society.
Julia: Students should be able to explain the ideas that they identified in their own words. In this example, Mike should be able to explain to me or a fellow classmate the responsibilities and consequences of this social contract.  
Additionally, students should be able to explain their rationale for applying a particular code.
Slide 21
Julia: Again, in this example students should be able to explain their rationale behind coding this as Separation of Powers, and should be able to describe the Separation of Powers.
Slide 22
Mike: There are many instructional options to explore once students have coded a text, such as the ones displayed on the screen. It is often a good idea to pair students after they have had an opportunity to code independently, to compare and discuss their result prior to full-class discussion or transitioning to other activities.

Slide 23
Mike: Depending on student needs the coded information can be sorted into a graphic organizer similar to what is seen here. Since our text coding included excerpts from three documents, a graphic organizer may be helpful for students to organize and visually represent their coding.
Julia: And a graphic organizer is a terrific tool for preparing students to participate in discussion, or compose a written response. Notice how each source is cited, along with the line numbers, making the information easier to use for discussion or writing.
Slide 24
Mike: Students may be asked to respond to a writing or conversation prompt. For example, the text-codes used in this activity will help students apply evidence as they respond to how the concepts of separation of powers, natural law, and social contract influenced the Founding Documents. Students may find their codes helpful when developing a claim statement, providing textual evidence, and organizing their response. Notice that the text-codes and prompt are based on the standards.
Slide 25
Julia: We will be looking at examples of some of these in the next few slides.
•	If a student is reading online, it may be helpful for them to copy and paste the text into a word document where they can use the comments feature.
Mike:  Earlier we spoke about vertical integration and spiraling of this strategy through the grade levels.
Slide 26
Julia: Sticky notes are great for a number of purposes.  
•	For when students must not write on the page
•	To flag pages or passages to find again easily
•	Can make use of different colors: for example, green for vocabulary, blue for key ideas, and pink for questions
Slide 27
Julia: Another example of how to text code.
Slide 28
Julia: As a learner, this is my preference. It more than any other option, allows the reader to make the text their own.

Slide 29
Julia: It is good to provide opportunities for students to text code on screen, as most student will use this method when reading passages for the state assessments.
Slide 30	
Julia: Think about how text codes can support the teaching and learning of other content standards. 
Slide 31
Mike: This webinar and resources will be posted here. 
Slide 32
Mike: Please contact us for more information.