literacy strategies in social studies
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DESCRIPTIONLiteracy Strategies in Social Studies. Cam Downing South Iredell High School. There’s a bear in a plain brown wrapper doing flip flops around 78 handing out green stamps. The difficulty of your set could be increased if you do a jam followed by a peach. What does this mean?. - PowerPoint PPT Presentation
Literacy Strategies in Social Studies
Literacy Strategies in Social StudiesCam DowningSouth Iredell High SchoolWhat does this mean?Theres a bear in a plain brown wrapper doing flip flops around 78 handing out green stamps.The difficulty of your set could be increased if you do a jam followed by a peach.For some students, this what our content looks like.But what did it take to make it all clear?Activating prior knowledge or front-loading vocabulary can make all the difference2Ask yourself these questionsDo I ever say anything in class thats important enough for students to take notes on?Do I ever assign something to read such as a chapter in the text or a primary source?Do I think writing is an important enough skill that I require my students to engage in it from time to time?Do I teach my students HOW to take notes on the things I say?
Do I teach my students HOW to read the things I assign?
Do I teach my students HOW to write in Social Studies?
Sometimes/often times these expectations that we subsequently grade our students on involve skills & abilities they may not have been explicitly taught.3Keys to ComprehensionActivation of prior/background knowledgeActive engagement in the contentMetacognition
Teachers and students who possess a toolbox of strategies and have the knowledge of when & how to best use those tools will be successful.4A StoryBurglar/Realtor set up.Share the details from each group.Why did each group notice different things? Background knowledge perspective prior experience5Key to Comprehension 1: Prior/Background KnowledgeResearch says:The more Prior Knowledge that exists = more successful learning of new contentResearch ALSO says:What ever is in your mind at the moment you encounter something newWill be a key determinate of whether you get the new idea or notKeep in mindPrior knowledge is simply knowledge that exists prior to instructionDuh right???Its not what we WISH they know prior to instructionBUT what they DO know!7So, how can we make the connection from our content to something familiar to our students?Civil WarWhich is the more important word in terms of our content?How could we activate familiar prior knowledge that our students may have to help them?Key to Comprehension 2: Active EngagementWhat are students doing while they are encountering content?Passive vs. Active LearningKey to Comprehension #3: MetacognitionDid I get it?How do I know if I got it?What do I do if I didnt get it?Hmmmmm. Sounds familiar, right????Thinking about ThinkingPDSA????11HOW ABOUT SOME STRATEGIES???Be aware of three things when utilizing strategies:1. What is the strategy meant to do?2. How does it work? (processes/procedures?)3. When or why would I use this strategy?If I want my students to ________Then I should use ___________ to accomplish thatBefore ReadingClock buddiesABC BrainstormCarousel Brainstorming/GraffitiK-N-L ChartPattern Puzzles/Guides
During ReadingCompare-Contrast DiagramHistory FramesEvent/story pyramidInquiry Charts
Opinion-ProofPower ThinkingProblem/SolutionFoldables: 8.5 x 22 paper
Variation on the Venn DiagramEmphasizes the point that history is a story with main characters and problems and solutionsCould be a great companion with K-N-L as students create their own questions for the top part of the chart and then select sources and explore sources to complete the chartOpinion-Proof variation on 2-column notes. Students are given a topic and then record their opinions on the left-side. As they read or view a video or review primary sources and then support for those opinions from the texts/sources on the right-side. Could be used to prepare to write an editorial or to participate in a debate/socratic seminarA different take on outlining give example using favorite sports; advantages of the North/South in the Civil War
14After ReadingFound PoemsPoems for Two VoicesRAFT papersSum-it-up/Framed ParagraphConcentric Circle Discussion/Kagans Inside-Outside Circle
Great for use with primary docsGreat partner project to compare two key historical figures or eventsRAFT papers provide list of potential RAFTS include my rubistar rubric15Links to Resourceshttp://www.readingquest.org/home.htmlhttp://www.readwritethink.org/http://michigan.gov/documents/mde/SSWAC_225020_7.pdfhttp://literacy.purduecal.edu/STUDENT/ammessme/index.html ReferencesReferences
Fisher, Douglas.50 Instructional Routines to Develop Content Literacy. Boston: Pearson, 2011. Print.Instructional Strategies: Cooperative Learning, Summarizing. Digital image.Www.ncresa.org. Marzano Research, n.d. Web. .Jones, Raymond C.ReadingQuest | Reading Strategies for Social Studies. N.p., 26 Aug. 2012. Web. 08 Dec. 2013. ."Writing Across the Curriculum Social Studies."Michigan.gov. N.p., n.d. Web. .