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

2. Recipe Cards 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

3. My Family

4. My School

5. Stand up if….. 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.

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

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 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.

11. Let’s try it. 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.

12. Group Huddle 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.

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

14. Five Step Method 1. Present students with a brief explanation of the word. 2. Show students a nonlinguistic representation of the word ( picture, skit) 3. Ask student to create their own explanation or description. 4. Create your own nonlinguistic representation of the phrase. 5. Review the words and ask students to elaborate on their definition.

15. 5 Step Method in Social Studies Step One, explanation or story Step Two, nonlinguistic representation Step Three, Group definitions Step Four, Group nonlinguistic representations Step Five, periodically review ( Word Jar)

16. Group Huddle 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.

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

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. Pair Share 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.

22. Word Walls 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)

23. Secondary Math Word Wall Ms. Erin Rahman

24. Secondary Science Word Wall

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

26. Secondary Music Word Wall Ms. Carrie Kouba

27. Secondary Social Studies Classroom Mrs. Bev Knutson

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

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

30. Frequently Asked Questions 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.

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

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. Application 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.

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

37. How do teachers get kids ready to read? 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

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

39. Before Reading Strategies Why do we need them? “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 )

40. Before Reading Strategies Why? “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

41. Anticipation Guides 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.

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

43. Application 1. Choose a chapter in your textbook and create one or two questions for an anticipation guide. ( Five minutes) 2. Share your work with your partner.

44. Group Huddle 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.

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

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

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

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

49. Thieves Strategy 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.

50. Try it! 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.

51. Use it! Talk with your partner about which of these three before reading strategies you could use. ◦Anticipation guides ◦Give one, Get one ◦Thieves If you can’t think of a way to use these, let me know and I can give you ideas!

52. Pair Share What should teachers ask students to do during reading to help their comprehension? 2s tell 1s

53. During Reading Strategies Why? “Dependent readers often fail to see reading as an active process.” “During reading strategies pull the invisible process of comprehension to the visible level.” “Re-reading is the number one strategy independent readers use when they get stuck. It’s the last strategy dependent readers use.” - Kyleen Beers in When Kids Can’t Read what Teachers Can Do

54. During Reading Strategies Why? Partner reading or rehearsal increases comprehension and provides scaffolding for the poor reader. When students “really read” they become more interested in the text and engaged in class.

55. Say Something This strategy was also taken from the book When Kids Can’t Read, What Teachers Can Do. This strategy is great for helping students interrupt their reading to be sure they are comprehending.

56. Say Something With your partner, decide who will say something first. You can: make a prediction Ask a question clarify something make a comment make a connection If you can’t do one of these things, then you need to reread.

57. Try it! Modeling! This step is crucial in teaching your students this strategy. Try the say something strategy with your partner using the section called Proving Patriotism. Be sure to stop after each paragraph and say something.

58. Pair Share Share your impressions of say something. Might this be more effective then asking kids to read silently? Could students start a reading assignment using say something and then finish at home? Mark page 129 for a good reference for this strategy.

59. Group Huddle At your table, talk about some of the issues you face when asking students to take notes. Be prepared to share your thoughts.

60. Cornell Notes Read the handout on Cornell Notes. Try this using the section Racial Strife, Labor Unrest, and the Red Scare. ◦Modeling ( I do) ◦Guided Practice ( We do) ◦Independent Practice ( You do)

61. Cornell Notes http://www.freewebs.com/lanzbom/cornel lnotes.pdf http://www.freewebs.com/lanzbom/cornel lnotes.pdf

62. Pair Share Talk about the two during reading strategies shared. Which can you put into practice this week? ◦Say Something ◦Cornell Notes

63. After Reading Strategies 1 s tell 2s what teachers should have students do after they have read something to extend meaning and increase comprehension.

64. After –Reading Strategies Why? After –Reading Strategies Why? After-reading strategies: - encourage students to question what they don’t understand or what is confusing in the text. -monitor their understanding of the text -identify ways to fix up what has confused them. -make inferences and draw conclusions Kyleen Beers in When Kids Can’t Read, What Teachers Can Do

65. RAFT Writing The RAFT strategy ( Santa, 1988) uses writing to learn activities to help students understand informational text. Instead of writing a traditional essay, students demonstrate their understanding in a nontraditional format.

66. RAFT Writing R- Role. You will decide which role students will need to take on. Writer? Character? Historian? Journalist? A- Audience. Who should the students consider as their audience? Students, Parents, Newspaper readers F- Format. What is the best product that will demonstrate their understanding of the task? News article, letter of complaint, poem, advertisement T- Topic+strong verb. What’s the subject? Is it to persuade a goddess to spare your life? To lobby for a retest?

67. How to create a RAFT 1. Think about concepts or processes that you want students to learn as they read the selected passage. 2. Brainstorm possible roles they could assume in their writing. 3. Decide who the audience would be as well as the format for writing. 4. After students finish reading, identify the role, audience, format and topic for the writing. 5. You may want to let them work in groups.

68. Social Studies Role: newspaper reporter Audience: newspaper readers Format: feature article Topic: life in the Hoovervilles

69. Your turn! Take five minutes to complete a new RAFT for 1492. Share it with the people at your table.

70. 1492 Historical Period Sailor onboardColumbusanonymous note Mutiny brewing Taino IndianCacique (chief) FYI memoHospitality or hostility for newcomers? ColumbusmonarchsFormal letterUpdate on investment Cabin boyHelmsmanChristmas message How do I steer this thing?

71. Create a Rubric or Checklist Create a Rubric or Checklist You Rock! 4 Almost PerfectSo-SoOops! Information is complete and accurate. You are missing information or have incorrect facts. You have little correct information represented. Information is presented in an interesting manner. Information is presented in an interesting manner but could have been more creative. You could have been more creative in your presentation. You writing lacked creativity. Written work is free from any grammatical or spelling errors. One or two errors are evident in your work. Three are more errors are present in writing. You have many errors in your writing.

72. Web Help for Creating Rubrics http://rubistar.4teachers.org/index.php

73. Application Choose a chapter of your textbook. Try and create a RAFT for this chapter.( 5 minutes)

74. Group Huddle At your table, share your RAFT ideas. Mark page 158 in Teaching Reading in Social Studies as a reference for this strategy.

75. Group Huddle Which strategies will you plan to use this week? Learning Pairs Give One, Get One Concept MapsThieves 5 Step MethodCornell Note taking Frayer Model RAFT Writing Word Walls Say Something Word Sorting Anticipation Guides

76. Evaluation Please complete the evaluation form so that I can improve my presentations for teachers. I appreciate your honest feedback.