The purpose of this activity was to identify what skills students will need in order to be successful on the NY State Grade 5 Social Studies Assessment.

Each working group examined each section of the test sampler and identified specific skills students will need, in order to successfully complete that portion of the test. Each group also listed suggested learning experiences and resources which will help students acquire the necessary skills.  At the end of the activity, all four groups combined and revised their findings.  The results are listed below.

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Multiple-choice SKILLS NEEDED:

• Reading a map using latitude and longitude
• Appropriate reading ability levels - to read and interpret data, and be able to use multiple choice skills.
• Map skills - World Geography
• Reading tables, charts and graphs (looking at keys, compass rose, longitude/latitude, scales and those things related to these skills)
• Test taking strategies (budgeting time, multiple strategies in answering M/C questions vocabulary skills related to Social Studies
• Broad knowledge base of Social Studies events from K-5
• Higher level critical thinking skills
• Ability to read at the level of the test and follow directions
• Knowledge of patriotic holidays
• Math skills (%, calculation)
• Key terms/concepts: Interdependence, scarcity, community, environment, climate, culture, shelter, natural resources, interpreting the flag, branches of government and their functions, significance of July 4, Bill of Rights

• Dramatize vocabulary (geographic, American history) i.e. American history Jeopardy
• Vocabulary bingo
• Practice tests
• Group projects to be shared by all classrooms on Colonial Life, Government, Early Inhabitants, Industrial Growth, New Nation
• Practical map skills applications of the world
• Multicultural  Interdisciplinary Activities
• Practical regional map and cultural (population, income, resources, climate, foods, etc.)
• Graphing, creating tables, comparing and contrasting information
• Reading , projects, etc., related to subjects (songs, plays, poems, cooking)
• Searching the web and projecting information for the class to see as a group
• Trips - museums and historical sites
• Practice in answering M/C questions and strategies
• Researching concepts using a variety of research tools
• Usage and review of key terminology
• Globe skills and terminology
• Cooperative group activities i.e. playing games using grids (Battleship, treasure hunt, archaeological dig) applying to longitude, latitude etc. on a map
• Age appropriate orienteering activities
• Identify, label, and use cardinal directions for classroom management ("Pass your papers to the north of the room;" "The person in the southeast position of your group may…")
• Create and label authentic graphs using meaningful data
• Introduce/review/apply terms by using: comic strips, role playing, dialogue, flashcard sorts, , create authentic flags/coat-of-arms, organized classroom government, letter writing
• Integrated literature
• Journal writing

• Hyperstudio presentation
• Kidpix presentation
• PowerPoint presentation
• Guest speakers from regional areas in ethnic attire
• Teacher made, student made materials
• Museums
• Libraries
• Local community members
• Internet
• Computer programs - such as Steck-Vaughn "World CD" - Oregon Trail, Sim-City, etc.
• Electronic Encyclopedia Series
• Pen Pals
• United Nations, Embassies
• Newspaper, periodicals (child related)
• Texts
• Worksheets
• Quia Webquest
• Atlases
• Maps (weather, geographical, political, topographical, etc.)
• Outside consultants (cartographer)

• Read, interpret and analyze graphs, tables, charts, text
• Write a written response
• Critical Thinking Skills - Finding info that applies to questions, comparing and contrasting (Blooms Taxonomy)
• Vocabulary skills related to Social Studies and beyond
• Reading and following directions
• Read at the level of the test
• Understand and interpret timelines
• Understanding of geographic locations of NYS
• Math skills (%, calculation)
• Compare and order

• Research data and create a chart
• Create questions to go along with a given paragraph
• Practice constructed response questions
• Peer review/evaluation of written work
• Student created questions based on articles asking for constructed responses
• Group comparisons of news events from various resources (newspaper, tv, radio)
• Constant review of all vocabulary (e.g.. card sorts)
• Globe skills instruction/practice
• Multicultural  Interdisciplinary Activities
• Work with tables, graphs, and diagrams
• Work with newspapers (sports stats, current events, etc.)
• Analogies relevant to meaningful concrete experiences
• Create and interpret a timeline using authentic events i.e. family history, their school life, daily schedules, etc.
• Create questions using the timeline
• Read passage and highlight key words (partner reading)
• Graphic organizers
• Storytelling
• Write a letter, newspaper article, advertisement, invitations

• Text, internet, teacher-created, student created
• Teacher made tests and materials that have emphasis on constructed response questions
• Manufactured tests and materials
• Support services for children with needs, and not meeting standards (summer school, after school services)
• Special resource teachers to focus in on children with difficulties
• Worksheets
• Newspapers, periodicals
• Inspiration software

• Read, interpret, analyze, synthesize, comprehension, observe, prior knowledge
• Read and interpret and analyze different types of documents (posters, newspaper articles, letters, advertisements, flyers)
• Write an essay with topic sentence, supporting details, conclusion based on documents and notes
• Reading and Writing Skills - essay, note taking, outlining, webbing, editing, and final copy work
• Vocabulary
• Critical Thinking
• Social Studies knowledge base
• Read and follow directions
• Finding main ideas and giving examples to support your main idea conclusions
• Organize their response in a logical way
• Follow directions
• recognize and relate to different perspective
• Read and discuss content material, and formulate pertinent questions
• Read a timeline, chart, map, or caption to illustration
• Reading skills i.e. decoding, literal and inferential details/comprehension, cause/effect
• Cardinal and intermediate directions
• Locate relevant information (key words) , analyze and interpret data with or without scaffolding, identify and apply problem solving strategies
• Compare/contrast data
• Math skills e.g. number value, greater than/less than, equal, percentage, estimation
• Summarizing

• Practice/interpreting sample documents (cartoons, graphs, newspaper clippings, pictures, letters, etc.) have students answer the 5 W’s for each document as a first step
• Put a comic strip in order and write a short paragraph explaining what is happening in the comic
• Write explanations of political cartoons
• Using a current local event, write to a local government official (i.e. West Nile Virus Spraying )
• Practice essay writing using a variety of resources
• Practice in following verbal and written directions
• Note-taking
• Student-created pictures, cartoons, flyers, pamphlets
• Journal writing, story writing, persuasive essays, letter writing
• Work on writing skills using newspapers
• Writing from varied points of view
• Summarizing
• Paraphrasing
• Practice determining between fact and opinion
• Practice reading and discussing content material, and formulating pertinent questions
• Practice outlining
• Practice writing opened ended questions related to content

• Comic strips, political cartoons, editorial pages, primary sources, newspaper articles text
• Texts, trade books, magazines
• Worksheets
• Teacher-made materials
• Speakers on specific topics
• Multicultural  Interdisciplinary Activities
• Content-related videos, filmstrips, recordings with all necessary hardware
• Internet
• Library of Congress