1. Teaching Reading in Social Studies Jane Hill, Lead Consultant, MCREL
Originally presented November 9, 2004 at Coaches Meeting
Presented by Rebecca Derenge
Title I Coordinator
With special thanks to
Kimberly Mutterback, Mercer County for capturing this information for future coaches

2. Teachers struggle with
What are the specific skills or knowledge that students need in order to read content material effectively?
What learning environments promote effective reading and learning?
What strategies can be used with student to help them become more effective readers and independent learners?

3. Students Struggle with
Organizing ideas as they read.
Making meaningful connections
Tackling vocabulary
Decoding symbols
Reading at the text level
Understanding text organization

4. Traditional Views
New Definition
Research
Behaviorism
Cognitive sciences
Goals
Master of isolated facts and skills
Constructing meaning and self-regulated learning
Reading as a Process
Mechanically decoding words: memorizing by rote
As interaction among the reader, the tex, and on the content
Learner Role and Metaphor
Passive vessal receiving knowledge from external sources
Active: Strategic reader, effective strategy user, cognitive apprentice

5. Components to think about
purpose
prior knowledge
vocabulary
metacognition
cues and questions
patterns
graphic organizers
reflection

6. For struggling readers, comprehension is a mystery.
When students aren’t successful with comprehension, they really start to get frustrated and lose confidence. It leads to blaming the text and the teacher.

7. Reader Mental Disposition Prior Knowledge Motivation Confidence
Interest
Attitude
Prior Knowledge
Content Knowledge
Personal Experiences
Misconceptions
Strategies that access prior knowledge
Strategies that promote productive habits of mind

8. What the reader brings to the situation. The learning climate
The three interactive elements of the reading process that influence comprehension:
What the reader brings to the situation.
The learning climate
The characteristics of the text

9. One way to assist students in text comprehension is through the use of an Anticipation Guide.
An Anticipation Guide is a set of questions that the reader is given prior to reading the text that they must answer according to their belief. Then, after reading the text, they evaluate the statements once more and provide answers based on what the text states.

10. Five Premises About Reading
Schema Theory
Prior Knowledge
Metacognition
Reading and Writing Relationships
Collaborative

11. We store what we know in knowledge frameworks called schemata.
Learners refer to their schemata to
Make inferences and predictions
Organize
Reflect on new information
Elaborate on new information.

12. How is YOUR prior knowledge?
Read and fill in the blanks.
In the early 1860’s, A_____________ issued the
Emancipation _______________. This order freed
Millions of ______________. The C___________ had
the authority to enforce this order. Emancipation
alone did not give the former _____________ a new
life. Decades of economic hardships and unequal
rights continued. A___________________ plan was
supported by many R___________________.
How is YOUR prior knowledge?

13. Schema helps students organize
The Answers.
In the early 1860’s, Alexander II issued the
Emancipation Edict. This order freed
Millions of Serfs. The Czar had
the authority to enforce this order. Emancipation
alone did not give the former Serfs a new
life. Decades of economic hardships and unequal
rights continued. Alexander’s plan was
supported by many Russian’s.
Schema helps students organize
what they have read.

14. Prior Knowledge
The more a reader brings to the text in terms of knowledge and skills, the more he will learn and remember what he reads.

15. What is this article talking about?
The procedure is actually quite simple. First, you arrange items into different groups. Of course, one pile may be sufficient depending how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell.
After the procedure is complete, you arrange the materials into different piles again. Then you can put them into their appropriate places. Eventually they will be used again, and the whole cycle will then have to be repeated. However, that is a part of life.
Wait... let me active prior knowledge.

16. How do you feel about doing laundry?
Think about the question and now read the passage
The procedure is actually quite simple. First, you arrange items into different groups. Of course, one pile may be sufficient depending how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell.
After the procedure is complete, you arrange the materials into different piles again. Then you can put them into their appropriate places. Eventually they will be used again, and the whole cycle will then have to be repeated. However, that is a part of life.
Isn't Prior Knowledge Important?

17. Metacognition
A reader’s ability to think about and control thinking process before, during, and after reading.
Students who have learned metacognitive skills can plan and monitor their comprehension, adapting and modifying their reading accordingly.

18. Learning increases in a collaborative setting.
Discussing what they are learning, questioning their thinking around it, and seeking clarity allows students to interact in an environment that promotes learning.

19. Climate Students want to feel: Accepted, competent, and valued
A sense of safety and order

20. The role of Text Features
Reader
Climate
Text Features
Vocabulary
Text Style

21. Vocabulary Development
High Conceptual Density
Can include people, places, and ideas in addition to “things”
Influenced by perceptions and prior knowledge
Includes historical or geographical words uncommon in student’s daily lives
Includes phrases
Can be the organizing of ideas themselves

22. Text Density Number of new or difficult words in a section of text.
High density text is one new word for every 10 words.
Low density text is one new word for every 250 words.

23. What we know
1. Students need to be exposed to the word at least 6 times in context before they have enough experience with the word to ascertain and remember its meaning.

24. Examples: cluster wall, incidental learning
Even superficial instruction in new words enhances the probability that students will understand the words when they encounter them.
Examples: cluster wall, incidental learning

25. 4 main categories: people, events, actions, and effort/determinations
Cluster Wall
President Bush
paycheck
determination
energy
Effort
success
concentration
practice
teamwork
hard work
1. Brainstorm all of the words that come to mind with the main idea word.
2. Regroup the words into categories (clusters) to identify the main idea word.
4 main categories: people, events, actions, and effort/determinations

26. 3. One of the best ways to learn a new word is to associate a mental image or symbolic representation with it.

27. 4. Direct vocabulary instruction works
4. Direct vocabulary instruction works. Teaching new vocabulary directly increases student comprehension of new material.

28. 5. Direct instruction on words that are critical to new content produces the most powerful learning.

29. Planning Vocabulary Instruction
Identify goals
Develop vocabulary lists
Determine the level of understanding of terms
Select appropriate vocabulary strategies.

30. Present students with a nonlinguistic representation of the new word.
Present students with a brief explanation or description of the new word.
Present students with a nonlinguistic representation of the new word.
Ask students to generate their own explanation or description of the word.
Ask students to create their own nonlinguistic representation of the word.
Periodically ask students to review the accuracy of their explanations and representations.
Step 1
Step 2
Step 3
Step 4
Step 5

31. Vocabulary Development
Freyer’s Model
Concept Definition Mapping
Semantic Mapping
Student VOC Strategy
Verbal and Visual Word Association
Word Sorts
Zooming In and Zooming Out

32. Text
Organization
Text
Presentation

33. Text Structure Has a direct impact on reading comprehension
Includes the way a text is organized and the way it is presented.
In Social Studies most text organization is informational, however, Social Studies is the content area (outside of language arts) in which narrative text is often found.

34. Writing in which a story is told, the details of which may be fictional or based on fact.
It is
written sequentially
depicts numerous episodes of action
causal chain of events
setting, character, plot, conflict, and
theme
Text
Narrative

35. Strategies for Narrative Text Venn Diagram Venn Again
Creative Metaphors
Decision Making
Historical Investigation

36. DR/TA What I know I know: What I think I know:
What I think I’ll learn:
What I know I learned:
DR/TA

37. Informational Text Strategies
DR/TA
Pairs Reading
Propositional/Support Outline
Reciprocal Teaching
SQ3R
Think Alouds
Structured Note Taking

38. SQ3R Question Read Actively Recite Review
Stage
What it means
Notes
Survey what you are about to read
Think about the title: What do I know about this subject? What do I want to know?
Glance over headings and/or skim the first sentences of paragraphs
Look at illustrations and graphic aids.
Read the first paragraph
Read the last paragraph or summary.
Question
•Turn the title into a question. This becomes the major purpose to your reading.
•Write down any questions that come to mind during the survey.
•Turn headings into questions
•Turn subheadings, graphics, and illustrations to questions.
•Write down unfamiliar vocabulary and determine the meaning.
Read Actively
• Read to search for answers to questions.
•Respond to questions and use the context clues for unfamiliar words.
•React to unclear passages, confusing terms, and questionable statements by generating questions.
Recite
•Look away from the answers and the book to recall what was read.
•Recite answers to questions aloud or in writing.
•Reread text for unanswered questions.
Review
•Answer the major purpose question.
•Look over answers and all parts of the chapter to organize info.
•Summarize the info learned by creating a graphic organizer that depicts the main ideas by drawing a flow chart, by writing a summary, by participating in group discussion, or by writing an explanation of how this info has changed your perception.
SQ3R

39. More Informational Text Strategies
Graphic Organizers
Group Summarizing
Predict, Locate, Add, Note (PLAN)
Problematic Situation
Proposition/Support Outline
Sensory Imagery

40. Group Summarizing Alexander The Great Description Childhood
Accomplishments
Interesting Facts

41. PLAN Brainstorm and predict the topic, graphing the information
Locate the information within the article, and check off the things on the graph that were present in the text
Add things to the graph that you had not previously predicted

42. Problematic Situation
Group Discussion:
Possible Solutions:

43. Proposition/Support Outline
Topic
Global Population Growth
Rapidly increasing global population will lead to environmental destruction, and a lowering of the quality of life for many people.
Proposition
1. Facts
2. Statistics
3. Examples
4. Expert Authority
5. Logic and Reasoning
Support

44. Take Two Two things I learned: Two things I will use tomorrow:
Two things I will change:
Two things I still need:

45. Reflection Strategy Questioning Writing Discussion
Focus on strategic processing skills through
Questioning
Writing
Discussion

46. QAR In the Text In Your Head Right There Author and You
The answer is in the text
The answer is usually easy to find
The words used to make up questions and the words used to answer are right there in the same sentence
Author and You
The answer IS NOT in the story
You need to think about what you already know; your own prior knowledge
You need to think about what the author has told you in the text.
Form your answer using II and III
Think and Search: Put it together
On Your Own
The answer is in the text
You need to put together different story parts to find it
Words for the questions and answers are not the same and not in the same sentence
You need to think and search different words, phrases, setences and paragraphs for the answers.
The answer is not in the text.
You could even answer the question without reading the selection
You need to use your own experience and your prior knowledge
Reading the text should add to your knowledge and help you answer the question

47. RAFT Role Audience Format Topic Role Audience Format Topic constituent
governor
letter
State
taxes
parent
Board of Education
complaint
No Child Left Behind
21st Century American
James Madison
Thank-you
note
The Constitution

48. Mercer County Academic Coach
For any questions, comments, or suggestions regarding this presentation
Please me,
Kimberly Mutterback, at
Mercer County Academic Coach