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Reading in High School Social Studies and Language Arts Classrooms

Reading in High School Social Studies and Language Arts Classrooms. From theory to practice. Why teaching a systematic approach to reading is important. Relate what is being read to prior knowledge Learner constructs meaning Develops metacognition (think about and control thinking process).

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Reading in High School Social Studies and Language Arts Classrooms

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  1. Reading in High School Social Studies and Language Arts Classrooms From theory to practice

  2. Why teaching a systematic approach to reading is important • Relate what is being read to prior knowledge • Learner constructs meaning • Develops metacognition (think about and control thinking process)

  3. Reader Text features Climate Three interactive elements of reading

  4. Comprehension doesn’t just happen Role of the reader Monitor/control Mental Disposition Access prior knowledge

  5. Climate – Build confidence • Help them develop confidence in ability to access prior knowledge • Encourage risk-taking in answering questions about what they have read • Build motivation to attack reading passages (passage related questions have the answer within them)

  6. Text features • Teach students to be aware of features like: • Bold print • Headings • Italics • Bulleted material • Pictures • Teach students to identify key vocabulary and major concepts in passages and passage related questions

  7. Text features (cont.) • Teach students to realize organizational patterns of a passage: • Chronological sequence • Comparison/contrast • Concept/definition • Description • Episode • Cause-effect

  8. Chronological sequence • Signal words: • after • before • during • later • next • first, second, third • Graphic organizer suggestion: • flowchart • timeline

  9. Flowchart

  10. Comparison and contrast • Signal words: • As opposed to • Compared with • Different from • Similar to • Either…or • Graphic organizer suggestion: • Venn diagram

  11. Venn diagram

  12. Concept/definition • Signal words: • Refers to • For instance • Is characterized by • Graphic organizer suggestions: • Attribute web

  13. Attribute web

  14. Description (charac. of specific people, places, events) • Signal words: • Appears to be • Looks like • Such as • Graphic organizer suggestions: • Fishbone diagram

  15. Fishbone diagram Sub-charac. Characteristic Place, person, event

  16. Episode (event related) • Signal words: • Around this time • As a result of • A few days/months later • Because of • This led to • Graphic organizer suggestions: • Episode pattern web

  17. Episode pattern web Duration Place Time Specific incidents Episode Effect Cause Person Person Person

  18. Cause-effect • Signal words: • As a result of • Effects of • Is caused by • Led to • For this reason • Graphic organizer suggestions: • Cause and effect diagram

  19. Cause and effect diagram Long term Effects Long term Causes Event Short term effects Short term causes

  20. How do I teach this? • Activate prior knowledge of text structure • Ex. How would you structure your ideas if your were telling what happened in last Friday night’s game? • Introduce organizational pattern • Ex. Episode • Provide example • Provide graphic organizer and explain how to apply to example • Have them locate/you provide another example and use graphic organizer to diagram • Ex. Provide copy of primary source document • Have them apply by writing paragraph using that organizational style

  21. How does this apply to High School social studies and language arts? This is not about teaching basic reading skills, but about how to use reading as a tool for thinking and learning in our discipline

  22. Overall reading strategies for high school classrooms • Brainstorm ideas that a topic brings to mind • Preview passages • Construct advance organizers/webs before presenting passage • Practice completing/analyzing these organizers and webs

  23. Vocabulary strategies • Try to make vocabulary fun and engaging • Be sure to relate new vocabulary to experiences and concepts they already know • Limit vocabulary to key concepts • Group vocabulary/concepts into related clusters • Help them develop symbolic representations for learning new words/concepts • Model how to use/interpret graphic organizers and how to use context clues in reading passages • Practice, practice, practice

  24. Teach them thinking strategies • Teach then to use context clues • Teach them re-reading or context strategies to figure out difficult sentences • Teach them strategies like relating material to what they know as a way to remember what was read • Teach them to practice pre-reading strategies • Teach them when to go back and re-read (i.e. when it seemed important or when didn’t understand)

  25. Teach them thinking strategies (cont.) • Teach them to make predictions as they are reading • Teach them to identify when know and don’t know what is being read • Teach them not to stop reading when have difficulty – teach them how to persevere (i.e. read-on for clarification, read and go back, etc.) • Teach them to identify main idea sentences • Teach them when to use these strategies

  26. How do I do this? • Teach them to use graphic organizers • Teach them the pattern of thinking they will be engaged in while reading (chronology, cause-effect, etc.) • Model the ongoing thinking process related to reading a passage/question

  27. Some graphic organizers that could help you along the way • Concept map • Frayer model • Semantic feature analysis grid • Semantic mapping • Verbal and visual word association

  28. What is it like? Concept map What is it? (definition) The word What are some examples?

  29. Frayer model WORD

  30. Semantic feature analysis grid Features Republican Democrat Terms Nationalism Sectionalism

  31. Semantic mapping Housing Employment CCC FERA PWA CWA Home Owners Loan Corporation Fed. Housing Administration New Deal Business Rural NRA FDIC AAA TVA

  32. Verbal & visual word association

  33. Getting started • Select a topic that you will be covering soon • Identify a reading passage(s) that typically accompanies that topic • Determine what the organizational patterns of the passage are (comparison, chronological, cause-effect, etc.) • Choose a graphic organizer that could be used with the passage from an organizational standpoint • Identify what key vocabulary/concepts are included in the passage • Choose a graphic organizer that could be used to enhance comprehension of vocabulary

  34. Teaching • Activate prior knowledge of text structure • Introduce organizational pattern (Chronology, Episode, Cause-effect) • Provide example of text passage within this type • Provide graphic organizer and explain how to apply to example • Have them locate or you provide another example and use graphic organizer to diagram • Have them apply by writing paragraph using that organizational style *You can work vocab exercise in at beginning or as review

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