March 8, 2012 LITERACY IN SOCIAL STUDIES

 What does it mean to be “literate” in social studies? QUICKWRIT E

 As a group, come up with a list of skills necessary to be considered “literate” in social studies?  Runaway Slaves Map (pg. 260)  What literacy skills within social studies could be reinforced through this activity? SO… WHAT IS LITERACY?

 1. Reading  2. Studying  3. Thinking  4. Decision making  5. Metacognition  6. Reference and information search skills  7. Technical and information search skills  8. The ability to organize and use information LITERACY SKILLS ESSENTIAL FOR SOCIAL STUDIES What other skills should be added to this list?

 Activation of prior background knowledge  Active engagement in the content  Metacognition LITERACY BEST PRACTICES

 Jigsaw Activity  Everyone: pg. 3-4  Person 1: pg. 4-7  Person 2: pg  Person 3: Bottom of pg  Create a poster about your section and be ready to teach your section to the class. READING SOCIAL STUDIES TEXTS

 Popup (Popcorn) Reading: Students read segments of out loud and one at a time. Oftentimes, students will stand when they are called on to read.  Echo Reading: Teacher reads, students “echo” the same reading.  Choral Reading: Whole class reads together.  Reading Buddies: Pairs who work together to complete reading.  Shadow Reading: Students read silently and then have to explain reading to their group/the class. BASIC READING STRATEGIES

 FRY READABILITY TEST:  Select word passages from a text and count the number of syllables and number of sentences per passage.  FLESCH-KINCAID GRADE LEVEL FORMULA  (.39 X ASL) + (11.8 ASW) –  ASL = Average sentence length (the number of words divided by the number of sentences)  ASW = Average number of syllables per word (the number of syllables divided by the number of words)  Microsoft Word DETERMINING READABILITY

FRY READABILITY GRAPH

 Using the three passages provided for you, follow the Fry Readability directions and identify the approximate reading level of your selected text.  Text 1: The United States and Its Neighbors  Text 2: All the People  Text 3: Iowa: Past and Present LET’S PRACTICE!

THREE APPROACHES TO TEXTBOOKS (PG ) Background ReadingChallenge ReadingSkill Development

 Two Minute Preview  Teacher provides an outline of the chapter or section headings.  In pairs, students are given two minutes to preview the material and jot down their immediate thoughts on the preview form.  One with the Text  Copy a page or small section of the textbook. Allow students to do the X marks the spot strategy by writing “with” the text or some other comprehension strategy.  Provide graphic organizers or some other information organizer to help students organize content.  Use reading strategies to aid student comprehension of passages. STRATEGIES FOR USING TEXTBOOKS

 Leveled readers  Readers that provide the same content for each student, but differ in level of reading and vocabulary difficulty. Could be teacher created or commercially created.  “Tampering” with the text  Excerpting or altering primary source documents to make them more accessible for students.  Scaffolding support  Within a textbook or primary source document, the teacher provides support such as guided questioning, vocabulary, etc. DIFFERENTIATING LITERACY IN SOCIAL STUDIES

 Five Step Process: 1.Present students with a brief explanation or description of the new term or phrase. 2.Present students with a nonlinguistic representation of the new term or phrase. 3.Ask students to generate their own explanations or descriptions of the term or phrase. 4.Ask students to create their own nonlinguistic representation of the term or phrase. 5.Periodically ask students to review the accuracy of their explanations and representations. VOCABULARY INSTRUCTION

 X Marks the Spot  X = I’ve found a key point.  ! = I’ve found some interesting, new information  ? = I’m confused. I have a question about what this means.  Make sure you identify how many of each students should identify.  Vocabulary Rating  Students “rate” their familiarity with words at the beginning of the unit and then throughout the unit.  I know that wordIt’s sort of familiar I don’t know that word _________________________________________________________  4 Square/Frayer Model STRATEGIES FOR TEACHING VOCABULARY

 “informal” writing process in which the purpose is to put metacognition on paper and organize ideas.  Strategies:  Quickwrites  Give One, Get One  Quick Whips  Sentence Frames  Admit/Exit Slips “INFORMAL” WRITING TO LEARN

Pre- Writing DraftingRevisingPublishing THE “FORMAL” WRITING PROCESS

 How can we make learning in social studies authentic?  Examples:  Trade books  Historical Documents  Artifacts  Newspapers  Web Resources AUTHENTIC LEARNING

 Sweet Corn and Sushi: The Story of Iowa and Yamanashi  Combine a social studies trade book with a primary source document, artifact, etc.  Let’s practice!  Choose a social studies trade book.  Take 30 minutes to prepare a short class presentation about the book. Find at least 2 primary sources that you could use to teach the book.  Integrate literacy strategies you’ve learned in class. AUTHENTIC LEARNING EXAMPLE