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Using Literature in Social Studies

Using Literature in Social Studies. Dr. Monique Datta Language Arts Teacher-King Intermediate School Adjunct Assistant Professor –University of Southern California mdatta@usc.edu. Social Studies and Language Arts “ Common Skills ”. Summarization Inference Predicting Point of View

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Using Literature in Social Studies

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  1. Using Literature in Social Studies Dr. Monique Datta Language Arts Teacher-King Intermediate School Adjunct Assistant Professor –University of Southern California mdatta@usc.edu

  2. Social Studies and Language Arts“Common Skills” • Summarization • Inference • Predicting • Point of View • Use of standard grammar, spelling, and punctuation • Compare and Contrast • Cause and Effect • Sequencing • Main Idea

  3. Problems with Using Textbooks • They are not designed to provide in-depth coverage. • They are often “inconsiderate” of their readers. • They may contain inaccuracies. • They are written at high levels of difficulty. • They lack appeal for students.

  4. Why Use Trade Books? • They provide depth, considerate and accurate information, material at a variety of reading levels, and motivation for learning. • Nonfiction titles often contain information that is written and organized in ways that make information more interesting and accessible, and they speak to young readers personally through informal, engaging writing styles. (Vacca, Vacca, & Mraz, 2011)

  5. Learning with Trade Books“Fiction” • Help students understand the human experience across time and place; • Help students read between and beyond the lines; • Assist students in understanding figurative language, style, irony, point of view, and themes; and • Help students make a personal connection and build background.

  6. Learning with Trade Books“Nonfiction” • Deepen student knowledge of real people, places of the past and present; • Provide in-depth, up-to-date information; • Help students see how knowledge in different domains is organized, used, and related; • Develop student familiarity with the language and vocabulary of a discipline; • Improve student comprehension of expository text, a skill required for survival in the Information Age; and • Provide insight into contemporary issue of interests to students that get little attention in textbooks. (Vacca, Vacca, & Mraz, 2011)

  7. What is Expository Text? • Expository is written to inform, explain, describe, or to persuade. • Expository text is subject-oriented, contains facts and information, uses little dialogue. Usually no beginning, middle, end pattern. (Tonjes, Wolpow, & Zintz, 1999) Assignments that emphasize “reading to learn” increase student engagement, strategy use, and comprehension. (Gutherie, 2003)

  8. The greatest difficulty teachers face when selecting nonfiction for the classroom is deciding which books to choose from the large number available.

  9. The Five A’s For Evaluating Nonfiction Trade Books (Moss, 2003) Criteria:Questions to Ask: Authority Does the author identify and credit experts consulted during the research process? Accuracy Is text content accurate? Are maps, graphs, charts, and other visual aids presented clearly? Appropriateness Is information presented in ways appropriate to the intended audience? Does the author show respect for the reader? Is information effectively organized? Literary artistry Does the book have literary artistry? Does the author use literary devices to make information come alive? Is the author’s style engaging? Attractiveness Is the appearance and layout of the book likely to entice readers?

  10. Types of Expository Text • Catalogues • Comics • Editorials • Interviews • Journals • Letters • Maps • Menus • Advertisements • Amendments • Autobiographies • Biographies • Book reports • Brochures • Campaign speeches • Cartoons

  11. Instructional Strategies for Using Trade Books • A recent study of exemplary content instruction found a key commonality among effective teachers. All of them used multiple texts with a range of formats and difficulty levels.(Allington & Johnson, 2002)

  12. Creating Classroom Libraries and Text Sets • Content area teachers need to acquire books related to their content area. • These books can be used to stock classroom libraries, both for large and small group reading and for individual inquiry. • Library book sales, garage sales, and book clubs such as Scholastic are good resources to find inexpensive books. • Magazines and newspapers are also appropriate for inclusion in a classroom library.

  13. Literacy Strategies • Think Alouds • Context Plus • Double Entry Journals

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