Winter 2023      Volume 52, Number 1

Exploring Diversity in Economics and Financial Literacy for Young Literacy and Social Science Learners
By Laura Beltchenko and Megan Preis

Document: Article  

Introductory Paragraph:  Literacy development and social studies learning work hand in hand. The intent and purpose of this article is to consider blending two sets of learning standards-based instruction, working collaboratively while placing a lens on the advanced young learner. This differentiated integrated standards student learning experience will develop instructional strategies with the Illinois English Language Arts Standards (National Governors Association Center for Best Practices & Council for Chief State School Officers [NGA Center & CCSSO], 2010) and place an emphasis on advancing productive questioning, thinking, and reasoning while incorporating the newly revised Illinois Social Studies Standards (Illinois State Board of Education [ISBE], 2022). Standards from each discipline will be woven together to create a collaborative lesson structure: “The connections between the C3 Framework and the ELA/Literacy Common Core Standards are comprehensive and consistent” (National Council for the Social Studies [NCSS], 2013, p. 21).  The lesson resources will feature two fictional narrative mentor texts that will guide instruction, creating scenarios of earning and saving money built upon factual, conceptual, creative, and essential types of questioning. Reasoning questions (Paul & Elder, 2019) will be provided for stretching the thinking for accelerated and advanced learners or for identifying potential. This concept of standards integration is for consideration at all grade levels. This sample integrated standards learning experience will present a continuum or range of 1st- and 2nd-grade Social Studies (SS) and English Language Arts (ELA) Standards, with suggested learning goals. Both sets of these grade-level standards will be built upon what is taught in kindergarten.

DOI:  https://doi.org/10.33600/IRCJ.52.1.2023.3

Page Numbers:   3-23