Reading to Learn: Strategic Instruction in the Content Areas (Facilitating learning through strategic instruction in Social Studies ) Dr. Beth Christian Tennessee State University Adapted from a Powerpoint Presentation prepared by Dr. Pamela Petty

Reading is … construction of meaning from text. It is an active, cognitive, and affective process.

Every teacher is a teacher of reading. William S. Gray Reading is essential in every content subject … “In fact, rapid progress in these subjects depends in a large degree on the ability of pupils to read independently and intelligently. It follows that good teaching must provide for the improvement and refinement of the reading, attitudes, habits, and skills that are needed in all school activities involving reading.” Farstrup, A. E. & Samuels, S. J. (2002). What research has to say about reading instruction. Newark, Delaware: IRA, p. 186.

Principles of Language-Based Teaching Language-Based teachers understand that learning is a social process. Language-Based teachers know that the best learning occurs when it is whole, functional, and meaningful. Language-Based teacher know that students improve their reading and writing when given abundant opportunities to use reading and writing as vehicles for learning.

Principles of Language-Based Teaching, cont’d. Language-Based teachers understand the importance motivation plays in learning. Language-Based teachers are continually moving toward better literacy and content teaching.

Background knowledge … And prior knowledge are critical to the reading process.

Social Interaction … is essential to learning. Communities of learners. Vygotsky

Reading is social … Communities of learners support literacy development.

Best practices in Social Studies Constructivist approach Addresses multiple intelligences Builds on Prior Knowledge Involves guided learning experiences Inquiry-based Allows for student choice (project method) Involves authentic literature/trade books in addition to expository texts

Literature Literature across the curriculum that relate to the various content areas

Readiness Strategies Direct experiences-tangible connections to abstract ideas – Experiential referents—shared, concrete, first-hand learning activities (film, field trip, hands-on, etc.) -ex. Pizza activity to teach the scientific process – Role-Playing/Simulations- ex. Carbon Bonding Hoedown, marriage bonding as analogy to covalent bonding – Read young adult literature about content-area topics – Guest Speakers and Performers- (most underused resources)

Effective Comprehension Routines Reciprocal Teaching Questioning the Author Directed Reading-Thinking Activities Creative Thinking KWHL and Concept Mapping Problem and Project-Based Learning Inquiry-Based Instruction

Building a Comprehension Curriculum Predictions Think-Alouds Text Structure Visual Representation of Text Summarization Questioning

Literature lessons should include: Pre-reading activities During-during reading activities Post-Reading Activities nts/learning/lr2befor.htm nts/learning/lr2befor.htm

KWL What you KNOW What you WANT to know How you Learned what you want to know What you Learned KWH L

Content-Area DR-TA Directed Reading/Thinking Activity Activate prior knowledge (Brainstorm) Predict what will be discussed in the text Read Confirm and Revise Predictions

Verbal Demonstrations Think-Aloud- Demonstrating thought processes Demonstrating Summarizing usingta/usingta.html

Process Guides “Written suggestions that “walk” students through the processes involved in reading like an expert in biology or in history” (Brozo & Simpson, 2002)

QAR-Question Answer Response Students learn to locate many sources of information. Right There Think Aloud and Search On my own

Reciprocal Teaching/Self- Monitoring Good readers monitor their understanding as they read Reciprocal teaching-the student and teacher take turns generating questions and summaries and leading a discussion about sections of a text Teachers model self-monitoring and what active learners do

DRAW Activity Draw (a question from a hat/box) Reflect/Review (in order to answer the question) Attend (and participate in a class discussion) Write (answers to questions in the form of a quiz)

Charting Students take more responsibility in their learning Summarize key ideas Visually sense the interrelationships between these ideas

Discussion Webs To encourage critical and elaborative thinking Visual/graphic representation of thinking processes Examining alternative points of view Question should be stated so that there is more than one point of view

Standardized Testing Is standardized testing beneficial to student learning? NO YES Conclusion

Other Graphic Organizers nts/learning/lr1grorg.htm nts/learning/lr1grorg.htm Links from:

Additional Strategies History as Perspective taking Concept muraling WebQuests E-sheets

Fix-Up Strategies Techniques that active learners use when they are trying to increase their understanding of a particular content-area concept 1. Rereading 2. Reading more slowly 3. Reading ahead 4. Looking back at previous paragraphs/headings 5. Refer to visual aids 6. Make a mental picture 7. Draw of sketch concept 8. Look for examples in the text 9. Check alternative sources