Teaching Reading in Social Studies

1. Teaching Reading in Social Studies Presented by Heather Willman Rochester Public Schools

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

3. My Family

4. My School

5. 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…..

6. Give me five for attention. • No side conversations. • Be present! • Cell phones on silent . Ground Rules

7. Find a Partner 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.

8. . Why spend time teaching vocabulary? • 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)

9. Research on vocabulary instruction 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)

10. 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

11. 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.

12. 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

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

14. 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

15. 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

16. 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

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

18. Frayer Model What it is What it isn’t Word Meaningful sentence Visual cue

19. Frayer Model Example Submarine ship, tank U-boat U-boats prevented supplies from reaching Great Britain.

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

21. 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

22. 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

23. Secondary Math Word WallMs. Erin Rahman

24. Secondary Science Word Wall

25. Secondary Social Studies Word Wall- Mr. Scott Lyke

26. Secondary Music Word WallMs. Carrie Kouba

27. Secondary Social Studies ClassroomMrs. Bev Knutson

28. Mind Reader • Hot Seat • Koosh Ball • Word Jar • All of these activities can be done to help reinforce those words! Do the Word Wall

29. Militarism • Triple Alliance • Francis Ferdinand • Woodrow Wilson • Allied Powers • War of attrition • Arthur Zimmerman Social Studies Word Wall

30. 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

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

32. Word Sorting 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.

33. Word Sorting The categories are: capitalism, socialism, and communism

34. Application for 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 …..”

35. 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

36. 1s tell 2s what teachers should do to get students ready to read. Learning Pairs

37. 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?

38. Talk with your partner about why these strategies might not work the best with struggling readers. What is the problem with each of these?

39. “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 ) Before Reading StrategiesWhy do we need them?

40. “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 StrategiesWhy?

41. 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

42. Turn in your packet to the anticipation guide. • Follow the instructions and complete your anticipation guide. Let’s try it.

43. 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

44. 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

45. Your topic is The Great Depression. Give One, Get One

46. 2s tell 1s when teachers could use this strategy. Why might it be better than telling kids background information? Pair Share

47. In your dream classroom, what do you hope students do when they read your text? Idea Wave

48. http://www.rochester.k12.mn.us • Let’s try this with “ Over Here”: Women’s Wartime Opportunities. Thieves

49. 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

50. 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!