1. Using Literature in Social Studies Dr. Monique Datta Language Arts Teacher-King Intermediate School Adjunct Assistant Professor –University of Southern California mdatta@usc.edu

2. Compare and ContrastCompare and Contrast Cause and EffectCause and Effect SequencingSequencing Main IdeaMain Idea Summarization Inference Predicting Point of View Use of standard grammar, spelling, and punctuation Social Studies and Language Arts “Common Skills”

3. 1.They are not designed to provide in-depth coverage. 2.They are often “inconsiderate” of their readers. 3.They may contain inaccuracies. 4.They are written at high levels of difficulty. 5.They lack appeal for students. Problems with Using Textbooks

4. They provide depth, considerate and accurate information, material at a variety of reading levels, and motivation for learning.They provide depth, considerate and accurate information, material at a variety of reading levels, and motivation for learning. Nonfiction titles often contain information that is written and organized in ways that make information more interesting and accessible, and they speak to young readers personally through informal, engaging writing styles.Nonfiction titles often contain information that is written and organized in ways that make information more interesting and accessible, and they speak to young readers personally through informal, engaging writing styles. (Vacca, Vacca, & Mraz, 2011) (Vacca, Vacca, & Mraz, 2011) Why Use Trade Books?

5. Learning with Trade Books “Fiction” Help students understand the human experience across time and place;Help students understand the human experience across time and place; Help students read between and beyond the lines;Help students read between and beyond the lines; Assist students in understanding figurative language, style, irony, point of view, and themes; andAssist students in understanding figurative language, style, irony, point of view, and themes; and Help students make a personal connection and build background.Help students make a personal connection and build background.

6. Learning with Trade Books “Nonfiction” Deepen student knowledge of real people, places of the past and present;Deepen student knowledge of real people, places of the past and present; Provide in-depth, up-to-date information;Provide in-depth, up-to-date information; Help students see how knowledge in different domains is organized, used, and related;Help students see how knowledge in different domains is organized, used, and related; Develop student familiarity with the language and vocabulary of a discipline;Develop student familiarity with the language and vocabulary of a discipline; Improve student comprehension of expository text, a skill required for survival in the Information Age; andImprove student comprehension of expository text, a skill required for survival in the Information Age; and Provide insight into contemporary issue of interests to students that get little attention in textbooks.Provide insight into contemporary issue of interests to students that get little attention in textbooks. (Vacca, Vacca, & Mraz, 2011) (Vacca, Vacca, & Mraz, 2011)

7. What is Expository Text? Expository is written to inform, explain, describe, or to persuade.Expository is written to inform, explain, describe, or to persuade. Expository text is subject-oriented, contains facts and information, uses little dialogue. Usually no beginning, middle, end pattern. (Tonjes, Wolpow, & Zintz, 1999)Expository text is subject-oriented, contains facts and information, uses little dialogue. Usually no beginning, middle, end pattern. (Tonjes, Wolpow, & Zintz, 1999) Assignments that emphasize “reading to learn” increase student engagement, strategy use, and comprehension. Assignments that emphasize “reading to learn” increase student engagement, strategy use, and comprehension. (Gutherie, 2003) (Gutherie, 2003)

8. The greatest difficulty teachers face when selecting nonfiction for the classroom is deciding which books to choose from the large number available.

9. The Five A’s For Evaluating Nonfiction Trade Books (Moss, 2003) Criteria: Questions to Ask: AuthorityDoes the author identify and credit experts consulted during the research process? AccuracyIs text content accurate? Are maps, graphs, charts, and other visual aids presented clearly? AppropriatenessIs information presented in ways appropriate to the intended audience? Does the author show respect for the reader? Is information effectively organized? Literary artistry Does the book have literary artistry? Does the author use literary devices to make information come alive? Is the author’s style engaging? Attractiveness Is the appearance and layout of the book likely to entice readers?

10. AdvertisementsAdvertisements AmendmentsAmendments AutobiographiesAutobiographies BiographiesBiographies Book reportsBook reports BrochuresBrochures Campaign speechesCampaign speeches CartoonsCartoons Catalogues Comics Editorials Interviews Journals Letters Maps Menus Types of Expository Text

11. Instructional Strategies for Using Trade Books Instructional Strategies for Using Trade Books A recent study of exemplary content instruction found a key commonality among effective teachers. All of them used multiple texts with a range of formats and difficulty levels. (Allington & Johnson, 2002)A recent study of exemplary content instruction found a key commonality among effective teachers. All of them used multiple texts with a range of formats and difficulty levels. (Allington & Johnson, 2002)

12. Creating Classroom Libraries and Text Sets Content area teachers need to acquire books related to their content area.Content area teachers need to acquire books related to their content area. These books can be used to stock classroom libraries, both for large and small group reading and for individual inquiry.These books can be used to stock classroom libraries, both for large and small group reading and for individual inquiry. Library book sales, garage sales, and book clubs such as Scholastic are good resources to find inexpensive books.Library book sales, garage sales, and book clubs such as Scholastic are good resources to find inexpensive books. Magazines and newspapers are also appropriate for inclusion in a classroom library.Magazines and newspapers are also appropriate for inclusion in a classroom library.

13. Literacy Strategies Think AloudsThink Alouds Context PlusContext Plus Double Entry JournalsDouble Entry Journals