SUPPORTING LITERACY THROUGH SOCIAL STUDIES INSTRUCTION

Four aspects of language acquisition Language is -  Listening  Speaking  Reading  Writing Children acquire them as they grow, most typically in that order. Two are receptive and two are productive. Which is which?

Children come to us with a wide range of language abilities.  Some children are highly literate and can use all for aspects very well.  Some children are on target and at a level we would expect for their age.  Some children struggle with one or more aspects of language acquisition. Our #1 job early in the year is to diagnose their abilities in literacy as soon as we can.

The key to good teaching  Good teaching is knowing our students as well as knowing our subject/s.  How to diagnose?  Review records, past test scores  Observe them in the classroom  Have them read to you, have them write  View early assignments as “detective” work into your students’ levels & abilities  Talk to them about reading & writing

Reading Remediation  Part of the diagnosing process is using data to determine which skill set/s the student may be lacking.  Then, instruction is targeted specific to those areas.  Know the difference between decoding & encoding Decoding – can read the words on the page Encoding – can read & grasp the meaning of text (some students can do one but not the other, some neither one) ? - Should students know their own reading levels?

How to best improve reading fluency?  For students reading below grade level, reading comprehension practice that is most effective in developing fluency is text that is at or slightly below their grade level.  So, understand the challenge of heavy textbook instruction for students – most textbooks are written at grade level. (some even higher) Lower students will struggle completing independent reading assignments from a textbook and will need support. (and may wind up hating social studies!)

Words, words, words!  Often struggling students lack the vocabulary needed to grasp content in social studies. The #1 way we can support literacy is to provide students with new words in context as frequently as we can. Challenge them!  Students need multiple exposures to new words in a variety of contexts.  Draw relationships between new words & known words & concepts. (can use graphic organizers)  Teach students to use context clues to enhance word knowledge.  Encourage (& expect) them to use new words in their speech & writing – moving from receptive to productive!

Use non-fiction to teach reading strategies  To be honest, as adults, on a daily basis, what do we read more – fiction or nonfiction? – consider both genders…  Which is more necessary as a job skill?  Use the textbook, use articles and other nonfiction text and have students practice summarizing, outlining, making predictions, visualizing, making personal connections, etc.

Teaching with Textbooks  Pre-teaching before reading is a key part of comprehension.  Use K-W-L (pg. 221), connect to experiences or what they have already learned in or outside of the classroom.  Pre-teach important concepts – tell them what you want them to learn from the reading in advance, what’s the goal? What do they need to know?  Pre-teach vocabulary – anticipate words or concepts that might be new, difficult or confusing.  Use graphic organizers before, during and/or after reading to sort information into categories.

Effective Reading Activities  Should we read aloud? Yes! But, avoid random calling on students for “round robin” reading. Some students will be filled with anxiety about reading and will not be able to focus on the lesson.  Ask for volunteers, or briefly talk to students in private before the lesson, “we’re going to read aloud today in social studies, and I know you’re a great reader – I’m planning on calling on you” You can also let them know in advance so they can practice – a great idea for struggling readers who need to participate in class and it helps them “save face”. You’ll gain their trust and respect.

Reading together  Besides large group reading, you can also have students read together in small groups. (page216  Students can also read together in partners and use Reciprocal Reading – after each page or paragraph the pair stops. One partner must cover the page and explain what they’ve read, while the other partner looks at the page and fills in the missing parts. (steps on page 218)  ERT – Everybody Read To – students are asked to read silently to a particular point and wait for your question or activity (page 223)

Taking Notes  Worksheets can be used effectively as a post-reading activity, but they shouldn’t be the only activity. Consider some alternatives & mix it up.  I Chart – students list ideas they consider to be interesting or important & also a related inference or big idea. (page 219)  Understanding Windows – students create two sides of a page, one labeled clear & the other unclear  Double Journal Entry – a method for making personal connections to the textbook, trade book or lesson. Students divide paper in ½ and on the left side write 1-4 interesting or important passages. On the right sides describe associations, ideas and feeling they experienced as they read. (page 221)

Including writing in social studies  Yes, students should write in our classrooms. Writing is thinking and it’s also a very necessary skill for future success.  Some teachers may be wary of the amount of time spent in grading writing. It’s not that bad – and it’s very rewarding to see students improve, and they will!  Use rubrics for grading and show students the rubric as you give the assignment. Also show them samples of past student writing that helps them know what you expect.

Projects are a great place to use literacy skills in social studies!  Give students choice in projects. I typically give them a list of topics and then products then can produce to demonstrate what they learned.  Once completed, have students share their project with the class. These presentations can be formal or informal – but get them up in front as much as you can.  Again, some students will be naturals speaking in front and others will be very nervous – the more they practice, the better – at all levels! (when they complain, I remind them that speech is a required class in high school)

Have them write!  Students can keep a journal in social studies, also can be called a “learning log”.  Assign five-paragraph essays. (intro, three supporting paragraphs & conclusion)  Assign book reports. (can be used for nonfiction too!)  Ask students to write essay responses (also called constructed response) as a part of assessments. They should to be adjusted to age level, but can still be used!  Give them the question in advance.  Brainstorm possible responses.  Have them write a response as practice.  Learn to outline for answer organization.  Show them model responses – both good & not-so-good.

Teaching with Inquiry  Inquiry applies the “social science” techniques in the classroom.  This is where “real research” is conducted.  Collecting data & analyzing the results  Observation  Surveys – open ended & close response  Interviews – past experiences or perceptions Results can be shown in tables, graphs, diagrams (bring in those math skills) or a written report. – more info – Ch. 8

Using Literature – page 235  “What kinds of books and genres should you use in a social studies class? Almost any book that has humans interacting can be used for social studies class.” Well, yes – if it meets the goal of your unit and your instruction.  What knowledge & understandings do you want you students to gain? Using literature can require a large time commitment in the classroom. Is what you’re asking them to read worthy?  First, check with your district reading list, your LMC director, and other teachers about what is typically done at each level. Should they really read Charlotte’s Web three years in a row?

There are great books to use!  Once you find some titles, secure enough copies and prepare students in advance for the content, how can reading be organized?  Whole class – read the book together (can use this to model the literature circle concept)  Small group – the literature circle approach  Partners  Individually Give them choice – match their reading level – but allow for motivation. Great ideas in pages

Genres that work well for social studies  Biography – children can learn much from the stories of people of the past. Biography is a great way to combine social studies & literacy. Students can read, write, create and present a project based on what they learned from this person’s life.  Historical fiction – can be used to examine the lives and stories of the people in the past. Be aware of the power of literature and misconceptions that can occur when using fictional works.  The story should be as historically accurate as possible.  Pre-teach the context of the story for deeper understanding.  The story should not cause confusion or create bias when dealing with controversial issues. Perspective is very important in understanding history. – Sadako and the Thousand Paper Cranes