1. Reading, Writing & Social Studies
Strategies to Improve Learning in Social Studies
Presented by:
Dana Kelley
Region 10 ESC

2. 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?

3. 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?

4. 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

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

6. 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

7. 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?

8. 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.

9. 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?

10. 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.

11. 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.

12. 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?

13. 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.

14. So what does “good” reading look like?

15. 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

16. The TAKS Connection

17. 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

18. 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

19. 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

20. What Type of Reading Do We Do in Social Studies?

21. 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.

22. 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

23. 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).

24. 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.

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

26. 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?

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

28. 2. Description
Description Text Structure

29. 3. Process
Process Text Structure

30. 4. Classification
Classification Text Structure

31. 5. Comparison
Comparison Text Structure

32. 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

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

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

35. 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.

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

37. 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.

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

39.
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.

40. Write the number from memory!

41. 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.

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

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

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

45. 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

46. 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.

47. 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.

48. 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!

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

50. 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.

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

52. 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

53. 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!

54. 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)

55. 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

56. 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

57. 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.

58. 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

59. How are we doing? 9th Grade 1 2 3 Literary 5 52 42 Expository 20 68 121 2 3
Literary 5 52 42
Expository 20 68 12
Crossover 24 54 22
2005 Statewide Summary available at

60. How are we doing? 10th Grade 1 2 3 Literary 12 63 25 Expository 14 711 2 3
Literary 12 63 25
Expository 14 71 15
Crossover 21 59 20
2005 Statewide Summary available at

61. How are we doing? 11th Grade 1 2 3 Literary 10 52 37 Expository 13 491 2 3
Literary 10 52 37
Expository 13 49
Crossover 26 21
2005 Statewide Summary available at

62. 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!

63. 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

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

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

66. 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.

67. 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.

68. 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)

69. 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

70. Resources for Literary Selections
University of Virginia E-Text Center
Social Studies Center Website – annotated bibliographies
African American Writers: Online E-Texts
Antislavery Literature
Gilder Lehrman Institute of American History

71. Read the Literary Piece
Highlight the key words in the reading
Circle words you do not understand
Complete the summary provided at the bottom of the page

72. Frances Ellen Watkins Harper
( )
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.

73. 3-2-1 Summary Strategy Versatile & quick
Use it for oral, artistic, or written summarization
Great for differentiating

74. 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

75. 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

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

77. 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

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

79. 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

80. Other Variations

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

83. Who?
Where?
When?
What?
How?

84. 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

85. 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

86. Solving the Mystery of the Blank Essay Question

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

88. 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
____________________________________
_______________________________________________________________________________

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

90. 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.

91. Another Writing Option for SS:
Mini Document Based Questions

92. 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

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

94. 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:

95. 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:

96. 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:

97. 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:

98. 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 -
Examples:
Release NY Regents Exams:

99. 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….

100. 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.

101. Using Literature & Primary Sources in Social Studies
Annotated Bibliographies are available:
For all grade levels
Support the TEKS
Social Studies Center Website
Go to bibliographies and click on your grade level.

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

103. For Additional Information & Downloads:
Visit and click on Downloads, or contact:
Dana Kelley
Region 10 ESC