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Content Literacy in Secondary Social Studies. Nancy Hester, RESC XIII nancy.hester@esc13.txed.net Candace Bixler, RESC XIII candace.bixler@esc13.txed.net. Content Literacy. “Content Literacy is the ability to use reading and writing for the acquisition of new content in a given discipline.”
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Content Literacy in Secondary Social Studies Nancy Hester, RESC XIII nancy.hester@esc13.txed.net Candace Bixler, RESC XIII candace.bixler@esc13.txed.net
Content Literacy • “Content Literacy is the ability to use reading and writing for the acquisition of new content in a given discipline.” -McKenna and Robinson 1990
Our Purpose: • To help teachers effectively engage students with difficult content in their classes using reading and writing strategies.
Our Goals: • To understand why reading and writing are important in social studies • To learn new strategies for helping students understand what they read in social studies
Why learn more about Reading and Social Studies? • Social Studies is driven by content like no other subject • Our “Mile wide and Inch Deep Curriculum”
Why learn more about Reading and Social Studies? • 85 to 95 percent of the content addressed in social studies comes from the textbook • Newspapers, handouts, atlases, magazines, primary and secondary sources, and the internet provide readable content for the classroom
Why learn more about Reading and Social Studies? • Many of us have had absolutely NO training in reading strategies • Many of us do not know what good reading strategies look like
Reading Comprehension Strategies OrganizeKnowledge Activate Prior Knowledge and Set a Purpose for Reading MakeInference RespondTo the Ideas in the Text Think While You ReadTo Keep Track of Whether Things Make SenseUse Fix-Up StrategiesWhen Things Don’t Make Sense Visualize Figure Out What isImportant Find out the Meanings of Unknown Words Ask Questions
Social Studies Reading Nightmares! • Student: “I’d rather take a Zero!” Students don’t do assigned readings.
Social Studies Reading Nightmares! • Student: “Social Studies is not the least bit fun or interesting to me!” Students do not see the relevance to their daily lives and think social studies is boring.
Social Studies Reading Nightmares! • Teacher: “It isn’t worth my time. There are too many students in my classes who are not good readers!” Teachers perceive that students have given up, because the teacher has.
What type of learner will I encounter in my classroom? • English Language Learner • Student with Characteristics of Dyslexia • Gifted • Others…
Prior Knowledge • Lack of an Intellectual Hook - Students may lack the background knowledge about the topic in the text. This means they will also have problems with the vocabulary because they do not have concepts for the words used to present information about the topic.
Prior Knowledge • The Multiplier Effect - Students may have the prior knowledge but fail to use it or realize the connection to the text. Pre-reading activities may help trigger one student who shares her comments and triggers prior knowledge in other students.
Prior Knowledge • Students may have prior knowledge that is incorrect or incomplete. This will interfere with new learning because we tend to “cling” to what we already think is true.
Pre-Reading Strategies – Why? • Set the Purpose for Reading • Review Important Vocabulary • Access Prior Knowledge • Visualize and Predict • Determine Importance
Pre-Reading Strategies – What? • KWL • Concept Maps • Concept Mastery Routine • Chapter Tour • Word Splash
Word Splash • Select six to ten social studies terms, people, or phrases from a unit of study. Be sure to include not only similar words that will indicate the subject of the selection but also some of the words and phrases that seem contradictory to the others. • Give each student a little time to think about what the terms, people, or phrases have in common.
Word Splash • Ask students to form small groups of three to five (or you can assign them to groups). In their groups, they should decide what the main category or topic is for the terms, people, or phrases. They should also create a narrative or an explanation that will include all of the words or phrases. • Ask each group to share their narrative or explanation. Ask students to list the common elements they heard and list these elements on the board.
Word Splash • Assessment: • Students, in small groups, are able to create a story using 90% of the words presented. • Students are able to identify and list at least one common element from every narrative presented.
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.
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.
Chapter Tour • Make special notice of ways the chapter forecasts organizational structure: • Cause and Effect • Compare and Contrast • Concept and Definition • Problem and Solution
Chapter Tour • Make special notice of ways the chapter signals key themes, concepts, and ideas: • Change • Crisis • Progress
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.
During-Reading Strategies – Why? • Comprehend Information • Construct Meaning • Active Engagement
During-Reading Strategies – What? • Graphic Notes • Graphic Organizers • Power Notes • Double Diary Notes
Graphic Notes • Graphic Notes utilize the following tools to help manage difficult text so that meaningful learning may occur: • A Visual • Arrows from the visual • Textboxes
Battle of the Headscarf: • Ataturk, ruler of Turkey in the 1920’s changed the way Turk’s dressed, eliminated the headscarf, gave women the vote, and pushed religion to the sidelines. He called the system of secular nationalism, Kemalism. The modern guardians of Kemalism in Turkey are the military generals. • Today in Turkey, the headscarf has become a highly charged symbol of the collision of a secular state (Kemalism) and Islamic law. Muslim girls demand the right to wear a headscarf when they go to school. • In 1996 an Islamist became Prime Minister of Turkey and proclaimed a new moderation of secular society. • What lies ahead for the women of Turkey who consider Islam to be a vital part of who they are? • Crisis of Identity: • Muslims have been wrestling with modernity for 200 years. • During the Golden Age of Islam, Muslims were on the cutting edge of science and progress. • Many Muslims believe that there is no contradiction between Islam and science. “Islam encourages us to learn more about ourselves.” • How does one reconcile Islamic tradition with today’s world? • Should a modern state adopt secular law or Islamic law known as the Sharia? • Islamists believe that modern Islamic states should replace their secular governments with Islamic law. • Legal issues with regard to marriage and women’s rights are at the heart of the identity crisis. • The Pressure for Change: • Women in Iran were active participants in the revolution. • Some women openly flout the Islamic dress code with make-up and jewelry, and colorful headscarves worn far back on the head. • Three-quarters of the people of Iran are under 30. • Iran had a series of autocratic rulers, including the Shah, before Islamism. • Islam and the West: • Many modern Muslims live and work in the West. Concepts such as rationalism, skepticism and individualism – essential characteristics of modernity; and the principles of democracy and republican government are at odds with Islamic law for many Muslims. • Conservatives insist on obedience to truth as revealed by the Prophet Muhammad. Modernists argue that reason enables human beings to interpret revealed truth in light of modern conditions. • Most Muslims do not embrace either Islamism or secularism whole-heartedly. Both are viewed with suspicion. Many believe that modernization equals Westernization. • The current crisis of understanding between Muslims and the West could lead to greater understanding or greater polarization.
Graphic Notes • Graphic Notes can help to 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
Column Notes • Based on the old Cornell Notes system • Column Notes lend themselves to many variations • Two-Column • Three-Column • Category Headings
Post-Reading Strategies – Why? • Metacognition – Reflecting on our Thinking • Synthesizing Information • Looking for Evidence - How do you know??
Post-Reading Strategies – What? • KWL • Concept Maps • Think-Pair-Share • Paired Reviews • Journal Writing • Discussion Web • The Frame Routine
Discussion Web: • Enables students to actively participate in a discussion • Provide a framework for evaluating both sides of an issue or question • Help students develop and organize support for their positions
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The FRAME Routine The FRAME Routine benefits all children, but the enhancement in learning for LD, ADHD, and at-risk learners is dramatic. We believe this is the most effective teaching tool we’ve ever used.” Shawna Tatarchuck and Pam Yandle Auburn, Alabama
