1. By Marie Baguchinsky

2. In the upper elementary grades, content-area text gains increasing importance as a primary source of reading and information. Focusing on the specialized vocabulary of social studies texts, this article presents a framework of teaching and learning strategies based on vocabulary research. Strategies are introduced before, during, and after reading. It illustrates how to develop and relate vocabulary knowledge to social studies concepts and knowledge.

3.  Fourth grade content-area text gains increasing presence and importance in curriculum.  Often used as a primary source of information.  For many students, the “density” of unfamiliar vocabulary gets in the way of their ability to read and construct meaning from text.

4.  Harmon, Hendrick, and Wood (2005) described content-area reading as bombardments of unfamiliar concepts and vocabulary that violate the most essential features of vocabulary learning.  When volume of unfamiliar vocabulary impedes understanding it: prohibits immediate comprehension and places limits on new vocabulary acquisition.

5.  In many cases, textbook recommendations for vocabulary instruction do not consistently align with documented best practices (Harmon et. al.,2000).  So, teachers must become “instructional mediators” equipped with a variety of strategies that:  foster individual word meanings  show the relationship of vocabulary to social studies content/concepts

6.  Issues becomes how vocabulary instruction can be effectively integrated into social studies instruction (Stahl & Shiel, 1992)

7.  Since the majority of research has been done with narrative text, strategies were chosen that could be applied to social studies.  All include active engagement of students  Teacher practices  Student practices  Includes before, during, and after reading strategies

8. Reading BeforeDuringAfter Word Selection Chapter Overview Anticipation Guide C.L.U.E. Chapter Overview Vocabulary Map Practice Activities

9. Background Knowledge for American Revolution Agree Disagree (Day 1) The rapid growth of the colonies decreased the population. Rebels spoke out against England Some colonists could not tolerate being governed by England. The colonies had the right to elect assemblies.

10. 0ne rebel was named _______________________. He was forced to leave the Massachusetts Bay Colony and started the colony of What I know Rhode Island. ------------------------------------------------------------------------------------------------- One cause of the colonies rebelling was __________________ ___________________________________________________. What I know now

11.  Visual summary of main idea based on the organization of the content.  Students skim for headings, illustration, and bolded print.  Teachers draw the students’ attention to sections where critical vocabulary occur.

12. Beginning of American Revolution Causes Minute MenMilitiaMercenary Who is it?Common men Professionals Purpose Fight at a moments notice Volunteer to fight in emergencies Fight for anyone willing to pay Connection?Colonists Either side The minutemen were common men who fought at a moments notice for the colonists in the American Revolution. Vocabulary List Common men Professionals Colonists Emergencies volunteer

13. 2.Clues from context I 3. Illustration 4.Context Circle the correct sentence 5. Word Association Choose two related words 1. Keyword 7. Provide Example, phrase, sentence, or definition 6. Word Building Choose a real word

14. CHECK for words that are bold or highlighted. LOOK for and read the sentences around the word to see if there are clues to its meaning. USE the word in a sentence to see f you understand the meaning of the word. If not, expand your resources. EXPAND your resources using a glossary or asking a friend or teacher.

15.  To expand vocabulary knowledge:  Vocabulary journal-Categorize words base on broad social studies categories.  Vocabulary game- Ready, Set, Go 3 minute draw a vocabulary card and respond with definition. One partner reads definition and the other responds with correct word.

16.  Make up some sets of definitions and vocabulary words on index cards. A card would have either a definition of a vocabulary word on it. Play Concentration type game where the students take turns turning over a card and attempting to find the matching definition or vocabulary word.

17. Hairrell, Angela, Deborah Simmons, Elizabeth Swanson, Meaghan Edmonds, and Sharon Vaughn. "Translating Vocabulary Research to Social Studies Instruction: Before, During, and After Text-Reading Strategies " Intervention in School and Clinic 46.4 (2010): 204-10. Web. 18 Apr 2011. URL: http://isc.sagepub.com/content/46/4/204 Click here