1. Literacy Strategies in Social Studies Cam Downing South Iredell High School

2. What does this mean? There’s a bear in a plain brown wrapper doing flip flops around 78 handing out green stamps. The difficulty of your set could be increased if you do a jam followed by a peach.

3. Ask yourself these questions… Do I ever say anything in class that’s important enough for students to take notes on? Do I ever assign something to read such as a chapter in the text or a primary source? Do I think writing is an important enough skill that I require my students to engage in it from time to time? Do I teach my students HOW to take notes on the things I say? Do I teach my students HOW to read the things I assign? Do I teach my students HOW to write in Social Studies?

4. Keys to Comprehension  Activation of prior/background knowledge  Active engagement in the content  Metacognition

5. A Story

6. Key to Comprehension 1: Prior/Background Knowledge Research says: The more Prior Knowledge that exists = more successful learning of new content Research ALSO says: What ever is in your mind at the moment you encounter something new… Will be a key determinate of whether you “get” the new idea or not

7. KEEP IN MIND… PRIOR KNOWLEDGE IS SIMPLY KNOWLEDGE THAT EXISTS PRIOR TO INSTRUCTION Duh – right??? It’s not what we WISH they know prior to instruction BUT… what they DO know!

8. So, how can we make the connection from our content to something familiar to our students?

9. “Civil” “War” Which is the more important word in terms of our content? How could we activate “familiar” prior knowledge that our students may have to help them?

10. Key to Comprehension 2: Active Engagement W hat are students doing while they are encountering content? P assive vs. Active Learning

11. Key to Comprehension #3: Metacognition D id I get it? H ow do I know if I got it? W hat do I do if I didn’t get it? H mmmmm…. Sounds familiar, right????  Thinking about Thinking

12. HOW ABOUT SOME STRATEGIES??? Be aware of three things when utilizing strategies: 1. What is the strategy meant to do? 2. How does it work? (processes/procedures?) 3. When or why would I use this strategy? If I want my students to ________ Then I should use ___________ to accomplish that

13. Before Reading Clock buddies ABC Brainstorm Carousel Brainstorming/Graffiti K-N-L Chart Pattern Puzzles/Guides

14. During Reading Compare-Contrast Diagram History Frames Event/story pyramid Inquiry Charts Opinion-Proof Power Thinking Problem/Solution Foldables: 8.5 x 22 paper

15. After Reading Found Poems Poems for Two Voices RAFT papers Sum-it-up/Framed Paragraph Concentric Circle Discussion/Kagan’s Inside-Outside Circle

16. Links to Resources http://www.readingquest.org/home.html http://www.readwritethink.org/ http://michigan.gov/documents/mde/SSWAC_225020_7. pdf http://michigan.gov/documents/mde/SSWAC_225020_7. pdf http://literacy.purduecal.edu/STUDENT/ammessme/index.html http://literacy.purduecal.edu/STUDENT/ammessme/index.html

17. References Fisher, Douglas. 50 Instructional Routines to Develop Content Literacy. Boston: Pearson, 2011. Print. Instructional Strategies: Cooperative Learning, Summarizing. Digital image. Www.ncresa.org. Marzano Research, n.d. Web.. Jones, Raymond C. ReadingQuest | Reading Strategies for Social Studies. N.p., 26 Aug. 2012. Web. 08 Dec. 2013.. "Writing Across the Curriculum Social Studies." Michigan.gov. N.p., n.d. Web..