Reading, Writing & Social Studies Strategies to Improve Learning in Social Studies Presented by: Dana Kelley Region 10 ESC dana.kelley@region10.org 972-348-1148

How Do You Currently Assign Reading in Your SS Classroom? Jot down some ideas on the post it notes provided. Discuss the ways you currently assign reading in your SS class. Share with the group. Are these assignments successful?

How Do You Currently Teach Reading in Your SS Classroom? Jot down some ideas on the post it notes provided. Discuss the ways you currently teach reading in your SS class. Share with the group. Are you successful?

Content Literacy “Content Literacy is the ability to use reading and writing for the acquisition of new content in a given discipline.” -McKenna & Robinson, 1990

Our Purpose To help effectively engage students with difficult content through the use of reading and writing strategies.

Why is Reading So Important in Social Studies? 85 to 95 % of the content addressed in social studies comes from the textbook We need to build background knowledge

What do we read in Social Studies? Newspapers, atlases, magazines, primary and secondary sources, and the internet provide readable, enjoyable content for the classroom Why do our students have such a difficult time with these types of sources?

Digging Deeper: Read & Answer Review the text provided. Attempt to answer the questions. Discuss responses with your tablemates. Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12.

Answers 1. There are tork gooboos of puzballs. 2. Laplies, mushos, and fushos are tork gooboos of puzballs. 3. They will not grunto any lipples. 4. You should bartle the fusho who has rarckled her parshtootoos after her humply fluflu. How did you do?

Warning! “If we simply assign reading instead of teaching students how to read, we’ll get poor reading.” Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12.

What Do Good Readers Do? “Thoughtful, active, proficient readers are metacognitive; they think about their own thinking during reading.” Keene and Zimmerman, Mosaic of Thought ----------------------------- We must help students learn to do this by assisting them in tracking their learning and thinking.

Students Need Scaffolding Do your students read and not “get it”? Have I given the proper level of support to make meaning? Did I anticipate the needs of the students? Have I supported this challenging reading assignment?

Remember… There is a big difference between assigning reading and teaching reading. As their teacher, I am the determining factor when it comes to how deeply my students will comprehend. Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12.

So what does “good” reading look like?

Reading Comprehension Strategies Organize Knowledge Activate Prior Knowledge and Set a Purpose for Reading Respond To the Ideas in the Text Think While You Read To Keep Track of Whether Things Make Sense Use Fix-Up Strategies When Things Don’t Make Sense Make Predictions & Inferences Visualize Figure Out What is Important Find out the Meanings of Unknown Words Ask Questions

The TAKS Connection

Grades 3-8 TAKS Reading Objective 1 Objective 2 Objective 3 Basic understanding of texts Objective 2 Knowledge of literary elements to understand texts Objective 3 Use of strategies to analyze texts Objective 4 Application of critical thinking skills to analyze texts

Grades 9-11 TAKS Reading Objective 1 Objective 2 Objective 3 Basic understanding of texts Objective 2 Knowledge of literary elements to understand texts Objective 3 Ability to analyze an critically evaluate texts and visual representations

Overall TAKS Social Studies Objectives Issues & Events in history Objective 2 Geographic influences on history Objective 3 Economic & social influences on history Objective 4 Political influences on history Objective 5 Critical thinking skills in Social Studies Influence on history: motives, impact of setting, character(s) traits

What Type of Reading Do We Do in Social Studies?

Types of Selections Mostly expository Sometimes literary Lots of maps, charts, graphs, cartoons, graphic organizers, visuals Hopefully, documents, letters, biographies, news articles (past and present), etc.

Alignment with Reading & ELA Reading & ELA TAKS contain three selections called a triplet: One is a published expository selection One is a published literary selection One is a one-page visual – all are related by a common theme or idea

What is Expository Text? Text written to inform, explain, describe, or to persuade. Text that is subject-oriented and contains facts and information using little dialogue (Tonjes, Wolpow, and Zintz, 1999). The structure of expository text is dependent upon the form or genre (letter, journal entry, newspaper article, an editorial, a brochure, a map, etc).

Types of Expository Text Advertisements, autobiographies, biographies, book reports, brochures, campaign speeches, cartoons, catalogues, comics, complaints, definitions, directions, editorials, instructions, interviews, invitations, journals, lab reports, letters, lists, maps, menus, etc. Highlight the sources you use most often in your class.

Make Sure Your Scaffolding Activities Match Description Definition Process (collection, time order, or listing) Comparison Classification Analysis Persuasion Students MUST have the code!

Seven Structures of Expository Text Description Definition Process (collection, time order, or listing) Comparison Classification Analysis Persuasion Use the sample reading on your desk. Identify the structure used in the selection. What does this mean for instruction?

1. Definition Definition Text Structure A right that cannot be taken away without due process. Unalienable right

2. Description Description Text Structure

3. Process Process Text Structure

4. Classification Classification Text Structure

5. Comparison Comparison Text Structure

6. Analysis Depression Analysis Text Structure Over- production Under- consumption Uneven Dist. of Wealth Not Enough Money in Circulation Depression High Tariffs European Countries Can’t Pay

7. Persuasion Persuasion Text Structure Slavery in the U.S. Northern View Southern View Western View

Pencils Down! Analyze the following image. You will be asked to reproduce this in a moment…

Show this slide. Explain to participants that they will have 60 seconds to study the picture. Ask participants to study the slide in silence for exactly 60 seconds. Remove the slide. Have participants draw what was on the slide.

You have one minute to draw! This is haphazard and doesn’t make sense. We just have to hope that something sticks.

Show this slide. Explain to participants that they will have 60 seconds to study the picture. Ask participants to study the slide in silence for exactly 60 seconds. Remove the slide. Have participants draw what was on the slide.

You have one minute to draw! This is more orderly and patterned; therefore, easier to remember.

17766024365411 Show this slide. Explain to participants that they will have 60 seconds to study the digits. Ask participants to study the slide in silence for exactly 60 seconds. Remove the slide. Have participants draw what was on the slide. NOTE: If the participants knew ahead of time the following structure/organizational pattern/process, they would only need a few seconds to memorize the number: 1776 (our nation’s birthday) 60 minutes in an hour, 24 hours in a day, 365 days in a year Call 411 (directory assistance) to get help with numbers . . . phone numbers, that is.

Write the number from memory!

What generalizations can you draw from this experience? After participants conclude this activity, go over observations and generalizations. They will probably conclude the following: They did better on figures 2 and 4. Some did fairly well on the “number” slide too. The reason they did better on figures 2 and 4 is they were more organized. There was more structure to the drawing. The reason they did poor on figures 1 and 4 is they were more random, not at all organized. There was no structure to the drawing. GENERALIZATION: A structure/organizational pattern/process supports learning – in all content areas. APPLICATION: We already have a structure/organizational pattern/process for writing (The Writing Process). It is equally critical that we have one for reading! NOTE: If the participants knew ahead of time the following structure/organizational pattern/process, they would only need a few seconds to memorize the number: 1776 (our nation’s birthday) 60 minutes in an hour, 24 hours in a day, 365 days in a year Call 411 (directory assistance) to get help with numbers . . . phone numbers, that is.

Make sure your organizers and methods of analysis fit the structure… Students must have the code!

A Guide Through Expository Text: Strategy 1: Understanding Text Structure in Social Studies A Guide Through Expository Text: The Chapter Tour

Use the Chapter Tour Approach to Follow the Reading Process Don’t miss any steps, or comprehension will suffer!

The Reading Process Step 1: Before Reading - Preactive Establish a purpose Preview Plan Step 2: During Reading - Interactive Read with a purpose Connect Step 3: After Reading –Reflective Pause and reflect Reread Remember

Chapter Tour When you take a tour of a museum the guide helps you to focus on what is interesting or important. Talk the students through the chapter. Provide enough direction and background so they can learn what is important in the reading.

Chapter Tour Students are encouraged to look at the chapter to see the “big picture” first before tackling the details. Students are conditioned to make more systematic use of reader aids provided within a chapter.

Chapter Tour Take special notice of ways the chapter forecasts organizational structure: Cause and Effect Compare and Contrast Concept and Definition Problem and Solution Use appropriate organizers!

Chapter Tour Take special notice of ways the chapter signals key themes, concepts, and ideas: Change Crisis Progress

Chapter Tour Variation: Allow students to work with a partner to complete a chapter tour and verbalize what they are discovering about the topic or chapter organization.

Chapter Tour Pre-reading Preview During Reading Notes Post-reading Reflection

Pre-reading Preview Choose one of the chapters in the textbook Fill out the pre-reading preview portion of the handout Set your purpose (or assign it to students) Variation: Turn topic headings into questions and fill in the details during reading

During Reading Notes Just the key details that will fit in the limited space provided Bullets! Show the relationship to the preview topics or questions Be concise…if it isn’t important, leave it out – we’re not rewriting the text, we’re organizing key info and personal insights!

After Reading Reflection Pose an open-ended question to students based on the reading Require that students use text-evidence to answer the open-ended question Discuss student answers and debate differences of opinion (with evidence only)

Let’s Consult the Experts… Open-ended questions focus on students' understanding, their ability to reason, and their ability to apply knowledge in less traditional contexts. Such questions can communicate levels of student achievement more clearly than multiple-choice items and give better guidance for instruction. Badger, Elizabeth & Thomas, Brenda, 1992

Writing in Social Studies Open-ended questions assist us in working toward success on document-based questions for AP level work, for real life DBQs offer an authentic way for students to study multiple perspectives, strands, sources in one focused fashion

Open Ended Questions… focus on students' understanding student ability to reason student ability to apply knowledge in less traditional contexts can communicate levels of student achievement more clearly than multiple-choice items and give better guidance for instruction.

TAKS Open-Ended Questions 0 – Insufficient: Unreasonable Answer 1 – Partially Sufficient: Reasonable answer, no text support 2 – Sufficient: Reasonable answer, text support 3 – Exemplary: Reasonable answer, text support, personal insight

How are we doing? 9th Grade 1 2 3 Literary 5 52 42 Expository 20 68 12 1 2 3 Literary 5 52 42 Expository 20 68 12 Crossover 24 54 22 2005 Statewide Summary available at www.tea.state.tx.us

How are we doing? 10th Grade 1 2 3 Literary 12 63 25 Expository 14 71 1 2 3 Literary 12 63 25 Expository 14 71 15 Crossover 21 59 20 2005 Statewide Summary available at www.tea.state.tx.us

How are we doing? 11th Grade 1 2 3 Literary 10 52 37 Expository 13 49 1 2 3 Literary 10 52 37 Expository 13 49 Crossover 26 21 2005 Statewide Summary available at www.tea.state.tx.us

Practice early and often! Notes from Victoria Young’s Presentation - 8/22/04 (Student Assessment, TEA) The high school problem with open-ended questions is actually a middle-grade problem… Practice early and often!

ELA Connection: Appropriate Text Evidence Direct quotation – use accurate and relevant text from the passage Paraphrase – restate relevant text in your own words Specific synopsis --list specific events that focus on what the question is asking --condense large segments into a brief statement focused on what the question asks

Your Open-Ended Question: Which age of slavery has had the greatest impact on the course of history?

Using Literature in Social Studies Strategy 2: Using Literary Elements & Analyzing Texts Using Literature in Social Studies

Literary Texts 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. Help students make a personal connection and build background.

Literary Texts “Literature can become the lens through which content is viewed. This lens holds the young reader’s attention while connecting content with the variety of human experiences.” (Smith & Johnson, 1994) Fiction can help bring historical figures alive Fiction allows students to explore the reality of life, culture, and society in a given historical period.  Fiction helps to nurture student creativity and imagination, leading to higher level thinking skills.

Literary Texts The benefits of using literature in social studies: Reading increases vocabulary, including content-specific terms Literature is often more up-to-date than textbooks Trade books may be more appealing than textbooks Literature goes beyond the facts Literature allows readers to experience other times, other places, other people, and other cultures with empathy Literature can be a powerful catalyst for thoughtful analysis and critical thinking Alverman and Phelps (1998)

Literary Texts Choose carefully to reflect a variety of backgrounds, points of view, and experiences Choose selections that are relevant to the subject and real life Choose selections that help students fill in the gaps Choose selections that help make the learning personal

Resources for Literary Selections University of Virginia E-Text Center http://etext.lib.virginia.edu/modeng/modengH.browse.html Social Studies Center Website – annotated bibliographies www.tea.state.tx.us/ssc African American Writers: Online E-Texts http://falcon.jmu.edu/~ramseyil/afroonline.htm Antislavery Literature http://antislavery.eserver.org Gilder Lehrman Institute of American History http://www.gilderlehrman.org

Read the Literary Piece Highlight the key words in the reading Circle words you do not understand Complete the 3-2-1 summary provided at the bottom of the page

Frances Ellen Watkins Harper (1825-1911) A pioneering journalist, author of fiction and poetry, and a professional lecturer, Frances Harper has had a remarkable life. Active in abolitionism, suffrage, and the temperance movement, she lived long enough to see her efforts rewarded. She gets credit for introducing the tradition of African American protest poetry. Famous during her lifetime, Harper used her prestige and writings to fight racism and also make strong feminist statements.

3-2-1 Summary Strategy Versatile & quick Use it for oral, artistic, or written summarization Great for differentiating

3-2-1 Summary Strategy Students write the numerals 3, 2, and 1 down the left side of the paper Leave a few lines in between each Post and announce prompts for each: Write 3 of something Write 2 of something Write 1 of something

3-2-1 Summary Strategy Benefits Allows for various levels of learning to be covered Assists students in identifying and summarizing key info they’ve learned Make one item task more difficult than the others

Understanding Images & Anchoring Content: Graphic Notes Strategy 3: Analyzing Visual Representations Understanding Images & Anchoring Content: Graphic Notes

Graphic Notes Graphic Notes help students manage difficult text so that meaningful learning may occur: 1. Choose a visual anchor for the content 2. Draw arrows to characteristics that you wish to emphasize 3. Have students use the text, literature, documents, or other readings to fill in notes

2. Ask a question: 1. Make a Prediction: 3. Clarify something: 5. Make a Connection: 4. Make a comment:

National Geographic, September 2003 “…A hunger strike at the California headquarters of Taco Bell…A penny more per taco could translate into twice what pickers earn for tomatoes.” National Geographic, September 2003

Other Variations

Issue: Location: Economic & Social Factors: Time/Era: Political Factors:

Who? Where? When? What? How?

Graphic Notes Graphic Notes can help engage struggling students: The format is visual The requested text is shortened Connections are made from the visual to the text Weaknesses in language development are minimized Weaknesses in organization are minimized

Steps to Using Graphic Notes Preview the chapter or section of your reading Choose an image that is central to the topic Choose 4 areas of emphasis (may be subtopics) Jot down key ideas under each heading

Solving the Mystery of the Blank Essay Question

Focus Question: __________________________________   Focus Question: __________________________________ Expository Selection Viewing Selection Literary Selection Details ____________________________________   Details ____________________________________   Details ____________________________________     _______________________________________________________________________________

Focus Question: It is often said that history repeats itself. Do you   Focus Question: It is often said that history repeats itself. Do you feel this is true based on the sources presented? Literary Selection Expository Selection Viewing Selection Details ____________________________________   Details ____________________________________   Details ____________________________________     _______________________________________________________________________________

Open Ended Response 8 lines Crossover Question Open Ended Response 8 lines   ___ _________________________________________________________ _______________________________________________________________________________

Writing in the Real World “Writing gives students a chance to practice inferring, communicating, symbolizing, organizing, interpreting, linking, explaining, planning, reflecting, and acting.” Countryman, J. (1992). Writing to Learn Mathematics. Portsmouth, NH: Heinemann. Writing to Learn Mathematics. Joan Countryman 1992 Hand out the Graphic Organizer for Reflections in this workshop – we’re modeling how writing can be used even in this workshop.

Another Writing Option for SS: Mini Document Based Questions

What? Document-Based Questions require students to do the work of social scientists and historians. The materials of social scientists are the “stuff” of the DBQ. Documents may include: graphs charts maps cartoons photographs artwork eyewitness accounts historical passages

Where? There are many sources for documents including: Textbook test creators Primary source readers and websites Archives and museums The internet Newspapers Magazines

When & How? When preparing DBQs work progressively: younger students generally work with fewer documents more experienced students generally work with more documents and engage in higher level analytical skills and more complex tasks It is imperative that students examine visual sources: charts, graphs, cartoons, photos - include two to three visuals Passage length is important. Readings should not be wordy or lengthy - if the passage is longer than one-third of a page, it probably needs to be shortened Where vocabulary is difficult, dated, or colloquial provide “adaptations” and parenthetical context clues. Tips from NY State Regents exam: http://www.emsc.nysed.gov/ciai/dbq/iitwo.html

How? The best DBQs center on issues. Examples: compare/contrast illustrate similarities and differences illustrate bias or point of view describe change over time discuss issues categorically: socially, economically, politically explain causes and effects of historic events examine contending perspectives on an issue Tips from NY State Regents exam: http://www.emsc.nysed.gov/ciai/dbq/iitwo.html

How should the question be written? Always ensure quality of all visuals - must be clear, clean, readable. Begin the DBQ by stating directions. Next state Historical Context - represents the theme of the DBQ as it applies to a specific time and place in history State the task - directs students to: write the essay interpret and weave most of the documents into the body incorporate outside information write a strong introduction and conclusion Tips from NY State Regents exam: http://www.emsc.nysed.gov/ciai/dbq/iitwo.html

How Can We Scaffold? Scaffolding questions are key questions included after each document in the DBQ. They lead students to think about the answer they will write Provide information that will help students answer the main essay question Good scaffolding questions: are clear and specific contain information in the stimulus providing a definite answer to the question There is at least one scaffolding question for each document. However, if a document provides opposing perspectives or contains multiple points, two questions are appropriate. Tips from NY State Regents exam: http://www.emsc.nysed.gov/ciai/dbq/iitwo.html

The Importance of Using Documents to Study History “Document based questions (DBQs) are a major focus in schools today. To be answered correctly, students must be adept at analyzing and synthesizing the information provided. They must be able to write coherent and logical essays.” Paula Goldstein, Nassau BOCES - http://www.nassauboces.org Examples: Release NY Regents Exams: www.nysedregents.org/testing/hsregents.html

Application Time Follow the format discussed to create either an question using the triplet strategy or the mini DBQ template. Follow the steps provided and modify it to fit your grade level and student needs. Choose an appropriate topic for use in this last six weeks. Make a list of materials you will need to implement this learning experience in your classroom Share with the group….

How Will I Assign and Teach Reading in Your SS Classroom? Make changes to the ideas you wrote on the post it notes earlier. Discuss changes you will make in your assignment and teaching of reading in your SS class. Share with the group.

Using Literature & Primary Sources in Social Studies Annotated Bibliographies are available: For all grade levels Support the TEKS Social Studies Center Website http://tea.state.tx.us/socialstudies Go to bibliographies and click on your grade level.

Resources Region 10 ESC – Social Studies www.ednet10.net/socialstudies www.esc13.net/socialstudies Making Sense in Social Studies www.readingquest.org

For Additional Information & Downloads: Visit www.ednet10.net/socialstudies and click on Downloads, or contact: Dana Kelley Region 10 ESC dana.kelley@region10.org 972-348-1148