Teaching Reading in Social Studies

Presented by Heather Willman Rochester Public Schools

 Please fill out a recipe card. You’ll find these in the center of the table Something you enjoy doing Name Something you’ve done but don’t want to do again

Recipe Cards

My Family

My School

    You have read something great recently.

You have traveled outside the country in the last year. You have slept in past 10 am in the last month. You have enjoyed a snow day in the last month.

Stand up if…..

    Give me five for attention. No side conversations. Be present! Cell phones on silent .

Ground Rules

   Find a partner and stare at them so they know you are a pair.

The person who has grown up furthest from here is a 1 and the other is a 2.

1s tell 2s how you teach the words kids needs to know in your discipline.

Find a Partner

 The more students understand terms, the easier it is for them to understand information they read on the topic. ( Marzano)  Students from impoverished backgrounds may not have acquired academic background knowledge. To close the gap we must provide systematic instruction in important academic terms. ( Marzano)  The Matthew Effect . The rich get richer and the poor get poorer. The good reader reads more and understands more words and the poor reader reads less, understands less words. The gap gets larger.

( Stanovich)

Why spend time teaching vocabulary?

  The effect of direct vocabulary instruction is most powerful when the words taught are those students will most likely encounter in new content.

If Student A and B are similar, Student A whose teacher pre-teaches vocabulary will score thirty three percent better than student B. ( Marzano)

Research on vocabulary instruction

Concept Mapping is a strategy for teaching students the meaning of key concepts. These are graphic organizers that help students understand essential attributes, qualities and characteristics of a word’s meaning.

Concept Mapping

 Look at the first page of your handouts. Your word is civil liberties. As a table try to fill out the rest of your graphic organizer.  With students, this would be done after they have completed an activity or read about a concept.

Let’s try it.

 At your table, brainstorm how you would use this in your classroom. Which other words would work with concept mapping?

 Turn to page 78 in Teaching Reading in Social Studies. Place a post it note on this page so it is easy to find later.

Group Huddle

 Turn to your partner. 2s tell 1s what happens when you ask kids to look up words in the dictionary.

Pair Share

1.

2.

3.

4.

5.

Present students with a brief explanation of the word. Show students a nonlinguistic representation of the word ( picture, skit) Ask student to create their own explanation or description. Create your own nonlinguistic representation of the phrase. Review the words and ask students to elaborate on their definition.

Five Step Method

     Step One, explanation or story Step Two, nonlinguistic representation Step Three, Group definitions Step Four, Group nonlinguistic representations Step Five, periodically review ( Word Jar)

5 Step Method in Social Studies

   Talk to the people at your table about the five step method. Which words might you use this with. Look at the unit you are teaching next, highlight one or two words you could teach using the five step method. Mark page 81in Teaching Reading in Social Studies so it is easy to find later.

Group Huddle

 The Frayer Model is a word categorization activity that helps learners develop their understanding of concepts.

Frayer Model

What it is Word Meaningful sentence

Frayer Model

What it isn’t Visual cue

Submarine U-boat ship, tank U-boats prevented supplies from reaching Great Britain.

Frayer Model Example

   Choose a word from your content area. Take a recipe card from the middle of the table. Complete your own frayer model.

Create your own

 Talk with your partner about how you might use the frayer model to teach important terms.  Mark page 84 in Teaching Reading in Social Studies for future reference.

Pair Share

 Build a Word Wall A word wall is a systematically organized collection of words displayed in large letters on a wall in the classroom.

( Cunningham, 1995)

Word Walls

Secondary Math Word Wall Ms. Erin Rahman

Secondary Science Word Wall

Secondary Social Studies Word Wall- Mr. Scott Lyke

Secondary Music Word Wall Ms. Carrie Kouba

Secondary Social Studies Classroom Mrs. Bev Knutson

    Mind Reader Hot Seat Koosh Ball Word Jar  All of these activities can be done to help reinforce those words!

Do the Word Wall

       Militarism Triple Alliance Francis Ferdinand Woodrow Wilson Allied Powers War of attrition Arthur Zimmerman

Social Studies Word Wall

What if I don’t have my own classroom?

Try one of those science fair display boards to make it portable.

How many words should I do each week?

Five to seven words/week is about the right amount.

Frequently Asked Questions

 Talk with your partner about how you could incorporate the concept of word walls into your classroom or school.

Pair Share

 Word sorting is a great way to build schema for students. 1. Read the handout on word sorting. 2. Now try to sort the words on the next page. See if you can determine which categories you would use. 3. Now try a closed sort with the categories given.

Word Sorting

 The categories are: capitalism, socialism, and communism

Word Sorting

• • • Beginning of a unit End of a unit for assessment Add a written component by asking students to respond to this prompt “ I sorted the words this way because …..”

Application for Sorting

 Think about all of the strategies you’ve learned regarding vocabulary instruction: * Concept Mapping * 5 Step Method * Frayer Model * Word Walls * Word Sorting Talk with your partner about which would work best in your classroom. Commit to trying at least two.

Application

 1s tell 2s what teachers should do to get students ready to read.

Learning Pairs

    68% say they tell students about the author, plot and setting.

19% said they discuss vocabulary words.

8% said they ask questions of students.

5% said they dress up like a character or bring food or photographs in.  

When Kids Can’t Read, What Teachers Can Do By Kyleen Beers

How do teachers get kids ready to read?

 Talk with your partner about why these strategies might not work the best with struggling readers.

What is the problem with each of these?

Before Reading Strategies Why do we need them?

 “Dependent readers are dependent in part because of their passive reading. Once the text is in hand they just begin.” (Beers 74)  “Research has shown that when students are given instruction in strategies they make significant gains on measures of reading comprehension over students trained with conventional instruction.” (Educational Development Center)  “Teachers spend most of their time assessing reading comprehension and almost no time actually teaching students to comprehend.” ( Rice University )

 “Students need to know at least 90 to 95% of the words they read if they are going to comprehend the text. Therefore, it is important to use several strategies to build background knowledge that leads to better reading comprehension and overall achievement for struggling students.” ◦ -Colorin Colorado Website

Before Reading Strategies Why?

  Anticipation Guides(Herber, 1978) are a set of carefully selected questions that serve as a pre/post inventory to a reading selection. Their purpose is to activate and assess prior knowledge, focus reading and motivate reluctant readers by stimulating their interest in the topic.

Anticipation Guides

  Turn in your packet to the anticipation guide. Follow the instructions and complete your anticipation guide.

Let’s try it.

1.

2.

Choose a chapter in your textbook and create one or two questions for an anticipation guide. ( Five minutes) Share your work with your partner.

Application

  Talk to your tablemates about the value of anticipation guides. Mark page 110 in Teaching Reading in Social Studies so you can find it later.

Group Huddle

 Your topic is The Great Depression.

Give One, Get One

 2s tell 1s when teachers could use this strategy. Why might it be better than telling kids background information?

Pair Share

 In your dream classroom, what do you hope students do when they read your text?

Idea Wave

http://www.rochester.k12.mn.us

 Let’s try this with “ Over Here”: Women’s Wartime Opportunities.

Thieves

    This is a great way to get students to access their textbooks and use the features that are there for them.

To begin, model this process with the class.

Next, have them complete this with a partner.

Finally, have them complete the Thieves worksheet on their own.  From Reading Comprehension 6-12 by Jeff Zwiers.

Thieves Strategy

 Try the Thieves Strategy with the textbook chapter.  PS….It’s called Thieves because you are trying to steal as much information as you can from your book before you begin reading.

Try it!

 Talk with your partner about which of these three before reading strategies you could use. ◦ Anticipation guides ◦ ◦ Give one, Get one Thieves If you can’t think of a way to use these, let me know and I can give you ideas!

Use it!

What should teachers ask students to do during reading to help their comprehension?

2s tell 1s

Pair Share

    “Dependent readers often fail to see reading as an active process.” “During reading strategies pull the invisible process of comprehension to the visible level.” “Re-reading is the number one strategy independent readers use when they get stuck. It’s the last strategy dependent readers use.” - Kyleen Beers in When Kids Can’t Read

what Teachers Can Do

During Reading Strategies Why?

 Partner reading or rehearsal increases comprehension and provides scaffolding for the poor reader.  When students “really read” they become more interested in the text and engaged in class.

During Reading Strategies Why?

 This strategy was also taken from the book When Kids Can’t Read, What

Teachers Can Do.

 This strategy is great for helping students interrupt their reading to be sure they are comprehending.

Say Something

 With your partner, decide who will say something first. You can: make a prediction Ask a question clarify something make a comment make a connection If you can’t do one of these things, then you need to reread.

Say Something

   Modeling! This step is crucial in teaching your students this strategy. Try the say something strategy with your partner using the section called Proving

Patriotism.

Be sure to stop after each paragraph and say something.

Try it!

   Share your impressions of say something. Might this be more effective then asking kids to read silently? Could students start a reading assignment using say something and then finish at home? Mark page 129 for a good reference for this strategy.

Pair Share

 At your table, talk about some of the issues you face when asking students to take notes. Be prepared to share your thoughts.

Group Huddle

  Read the handout on Cornell Notes. Try this using the section Racial Strife,

Labor Unrest, and the Red Scare.

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Modeling ( I do)

◦ ◦

Guided Practice ( We do) Independent Practice ( You do)

Cornell Notes

 http://www.freewebs.com/lanzbom/cornel lnotes.pdf

Cornell Notes

 Talk about the two during reading strategies shared. Which can you put into practice this week? ◦ Say Something ◦ Cornell Notes

Pair Share

1 s tell 2s what teachers should have students do after they have read something to extend meaning and increase comprehension.

After Reading Strategies

 After-reading strategies: - encourage students to question what they don’t understand or what is confusing in the text.

-monitor their understanding of the text -identify ways to fix up what has confused them.

-make inferences and draw conclusions Kyleen Beers in When Kids Can’t Read,

What Teachers Can Do

After –Reading Strategies Why?

 The RAFT strategy ( Santa, 1988) uses writing to learn activities to help students understand informational text. Instead of writing a traditional essay, students demonstrate their understanding in a nontraditional format.

RAFT Writing

R- Role. You will decide which role students will need to take on. Writer? Character? Historian? Journalist? A- Audience. Who should the students consider as their audience? Students, Parents, Newspaper readers F- Format. What is the best product that will demonstrate their understanding of the task? News article, letter of complaint, poem, advertisement T- Topic+strong verb. What’s the subject? Is it to persuade a goddess to spare your life? To lobby for a retest?

RAFT Writing

1. Think about concepts or processes that you want students to learn as they read the selected passage.

2. Brainstorm possible roles they could assume in their writing.

3. Decide who the audience would be as well as the format for writing.

4. After students finish reading, identify the role, audience, format and topic for the writing. 5. You may want to let them work in groups.

How to create a RAFT

 Role: newspaper reporter  Audience: newspaper readers  Format: feature article  Topic: life in the Hoovervilles

Social Studies

 Take five minutes to complete a new RAFT for 1492.

 Share it with the people at your table.

Your turn!

1492 Historical Period

Sailor onboard Columbus anonymous note Mutiny brewing Taino Indian Columbus Cabin boy Cacique (chief) monarchs Helmsman FYI memo Formal letter Christmas message Hospitality or hostility for newcomers?

Update on investment How do I steer this thing?

4

Create a Rubric or Checklist

You Rock!

Almost Perfect So-So Oops!

Information is complete and accurate.

Information is presented in an interesting manner. Written work is free from any grammatical or spelling errors.

Information is complete and accurate.

Information is presented in an interesting manner but could have been more creative. You are missing information or have incorrect facts.

You could have been more creative in your presentation.

You have little correct information represented.

You writing lacked creativity.

One or two errors are evident in your work.

Three are more errors are present in writing.

You have many errors in your writing.

 http://rubistar.4teachers.org/index.php

Web Help for Creating Rubrics

  Choose a chapter of your textbook. Try and create a RAFT for this chapter.( 5 minutes)

Application

  At your table, share your RAFT ideas.

Mark page 158 in Teaching Reading in Social Studies as a reference for this strategy.

Group Huddle

 Which strategies will you plan to use this week? Learning Pairs Give One, Get One Concept Maps Thieves 5 Step Method Frayer Model Cornell Note taking RAFT Writing Word Walls Say Something Word Sorting Anticipation Guides

Group Huddle

 Please complete the evaluation form so that I can improve my presentations for teachers.  I appreciate your honest feedback.

Evaluation