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Thursday, December 1, 2016
References
Essential strategies for literacy in social studies. (2016). Integration of Literacy in Social Studies.
Retrieved December 01, 2016 from Greece Central School District http://www.greececsd.org
/files
/1361/Essential%20Strategies%20for%20Literacy%20in%20Social%20Studies.doc
Evans, M. B., & Clark, S. K. (2015). Finding a place for CCSS literacy skills in the middle school social
studies curriculum. Clearing House: A Journal Of Educational Strategies, Issues And Ideas,
88(1), 1-8. Retrived December 01, 2016 from EBSCO http://eds.a.ebscohost.com/eds/detail
/detail?sid=3a3ddaa8-0485-40a2-9fa7-668164767b4a%40sessionmgr4006&vid=0&hid=4110&
bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=EJ1048186&db=eric
Ogle, D., Klemp, R. M., & McBride, B. (2007). Building literacy in social studies : strategies for
improving comprehension and critical thinking. Alexandria, Va: Assoc. for Supervision and
Curriculum Development. Retrieved December 01, 2016 from EBSCO
http://eds.b.ebscohost.com/eds/detail
/detail?sid=2d3df564-caaa-4cb9-8975-ea8a796d2fe3%40sessionmgr107&vid=0&hid=126&
bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=191913&db=nlebk
Reading in the history classroom. Teachinghistory.org. Retrieved December 01, 2016 from
Teachinghistory.org
http://teachinghistory.org/issues-and-research/research-brief/25421
Watson, A. (2015). Integrating Social Studies into Literacy
Routines. Retrieved December 01, 2016, from http://thecornerstoneforteachers.com/social-studies-in-literacy-routines
Further information
Now of course we have only begun to scratch the surface of all the different ways we can practice literacy skills in the social studies classroom. This blog could be 60000 posts long if I had the time (and will power).
If you are still looking for more information or ideas I recommend checking out the following sites:
http://thecornerstoneforteachers.com/social-studies-in-literacy-routines
http://teachinghistory.org/issues-and-research/research-brief/25421
http://www.greececsd.org/academics.cfm?subpage=1361
I hope that you have found some useful information and interesting ideas on this blog. There are new strategies emerging all the time, and as teachers is important to keep experimenting with new ideas so we don't get stuck in a rut.
Feel free to leave any comments, suggestions, or ideas!
If you are still looking for more information or ideas I recommend checking out the following sites:
http://thecornerstoneforteachers.com/social-studies-in-literacy-routines
http://teachinghistory.org/issues-and-research/research-brief/25421
http://www.greececsd.org/academics.cfm?subpage=1361
I hope that you have found some useful information and interesting ideas on this blog. There are new strategies emerging all the time, and as teachers is important to keep experimenting with new ideas so we don't get stuck in a rut.
Feel free to leave any comments, suggestions, or ideas!
Strategy #5: Anticipation Guides
The 5th and final strategy we will discuss on this blog is suggested by Marianne Bristow Evans and Sarah Clark.
Evans and Clark assert anticipation guides as a way to build the skills of citing textual evidence when analyzing a reading.
The two describe the activity as follows:
"A teacher-constructed anticipation guide requires students to predict whether a given statement is factual and then identify and cite statements within a given text that confirm their decision. Using the anticipation guide will also provide opportunities for students to analyze primary and secondary sources. Before reading, students read several statements about key concepts presented in the text and then choose to either agree or disagree with each of the statements. As they read the text, they must search and analyze the text for information that will either confirm or negate their predictions. In doing so, students are actively reading “through a cycle of prediction, reaction, and reevaluation” (Evans and Clark, 2015)
Evans and Clark assert anticipation guides as a way to build the skills of citing textual evidence when analyzing a reading.
The two describe the activity as follows:
"A teacher-constructed anticipation guide requires students to predict whether a given statement is factual and then identify and cite statements within a given text that confirm their decision. Using the anticipation guide will also provide opportunities for students to analyze primary and secondary sources. Before reading, students read several statements about key concepts presented in the text and then choose to either agree or disagree with each of the statements. As they read the text, they must search and analyze the text for information that will either confirm or negate their predictions. In doing so, students are actively reading “through a cycle of prediction, reaction, and reevaluation” (Evans and Clark, 2015)
The above picture is the example of an anticipation guide given by Evans and Clark (Evans and Clark, 2015).
This strategy is great because it encompasses pre-reading, during reading, and post reading. For pre and during the students will fill out the worksheet as explained by Evans and Clark. Then for the post-reading it is up to you as the teacher how you want to handle it. My suggestion would be to go over the questions and for each one ask the student who volunteers: which answer they choose before reading, and why did they choose that one? Which answer did they choose after reading, and where did they find the evidence to support that answer?
Strategy #4: Biographical Research
This strategy once again is suggested by Angela Watson.
Watson asserts that biographical projects are a great way to teach students research skills as well as synthesizing skills (to create a product from their research). She feels that by allowing the student to choose a person that interests them they will be more excited to conduct the research (Watson, 2015).
A biographical research project can be conducted in any way that you feel will be best suit the needs of your students. Of course you could have them write a standard biographical essay about them, or you could allow the student to take a more creative approach like writing a poem about the person, or dressing up as the person and giving an oral report about them to the class (Watson, 2015). This is a great way to teach your kids research skills, writing skills, oral presentation skills, reading skills, note taking skills, citation skills, as well as develop an interest in learning about various people in history.
I personally have done a few of these biographical research projects on people such as Jacqueline Cochran, Jacqueline Kennedy (can you sense a pattern), Joe DiMaggio, and Teddy Roosevelt. I can honestly tell you all that I did my research on Jacqueline Cochran in 3rd grade and 12 years later I still remember it so fondly. I make a large paper doll of Jacqueline, dressed up like her (she was a pilot) and got to tell my class about her. I have similar fond memories about the other people I researched as well because of the creativity my teachers allowed me with my projects. I made a Joe DiMaggio out a soda bottle, baseball, and a picture of his face (this was also accompanied by an essay), and I made a clay model of Teddy Roosevelt (as well as an essay), but the creative aspects of these projects made me excited to do them and made them still memorable even a decade later.
Allow your students creativity in these projects and they won't even notice the research, reading, writing, oral, computer skills they are building with it. It has the ability to be a great, fun learning opportunity for all.
Watson asserts that biographical projects are a great way to teach students research skills as well as synthesizing skills (to create a product from their research). She feels that by allowing the student to choose a person that interests them they will be more excited to conduct the research (Watson, 2015).
A biographical research project can be conducted in any way that you feel will be best suit the needs of your students. Of course you could have them write a standard biographical essay about them, or you could allow the student to take a more creative approach like writing a poem about the person, or dressing up as the person and giving an oral report about them to the class (Watson, 2015). This is a great way to teach your kids research skills, writing skills, oral presentation skills, reading skills, note taking skills, citation skills, as well as develop an interest in learning about various people in history.
I personally have done a few of these biographical research projects on people such as Jacqueline Cochran, Jacqueline Kennedy (can you sense a pattern), Joe DiMaggio, and Teddy Roosevelt. I can honestly tell you all that I did my research on Jacqueline Cochran in 3rd grade and 12 years later I still remember it so fondly. I make a large paper doll of Jacqueline, dressed up like her (she was a pilot) and got to tell my class about her. I have similar fond memories about the other people I researched as well because of the creativity my teachers allowed me with my projects. I made a Joe DiMaggio out a soda bottle, baseball, and a picture of his face (this was also accompanied by an essay), and I made a clay model of Teddy Roosevelt (as well as an essay), but the creative aspects of these projects made me excited to do them and made them still memorable even a decade later.
Allow your students creativity in these projects and they won't even notice the research, reading, writing, oral, computer skills they are building with it. It has the ability to be a great, fun learning opportunity for all.
Strategy #3: Web Quests
This strategy is suggested by Angela Watson.
Stepping away from the traditional idea of literacy as just reading texts and stepping into the world of 21st Century literacy where our students will be expected to know how to effective use the internet, we have the web quest.
Watson describes web quests as an "interesting" way for kids to find information (Watson, 2015).
Basically a web quest is an online scavenger hunt where students will explore a website (or multiply websites depending on how you want to do this) in order to find information to answer the questions given to them. This is a great way to improve kids research skills as well as their computer literacy, and not to mention kids love being able to use technology.
For example of what a single website web quest might look like check out this website, which is a great web quest for teaching kids about the Ancient Americas.
http://carlos.emory.edu/ODYSSEY/AA/aaflashfront.htm
If you want to make your own custom web quest, Symbaloo is a great tool to help you do so. You can house many different websites into one clear and easy to navigate web page.
For an example check out this symbaloo for the 6th grade Egypt unit made by Windsor Knolls Middle School teacher Deborah McCadney.
http://www.symbaloo.com/mix/egypt23
Stepping away from the traditional idea of literacy as just reading texts and stepping into the world of 21st Century literacy where our students will be expected to know how to effective use the internet, we have the web quest.
Watson describes web quests as an "interesting" way for kids to find information (Watson, 2015).
Basically a web quest is an online scavenger hunt where students will explore a website (or multiply websites depending on how you want to do this) in order to find information to answer the questions given to them. This is a great way to improve kids research skills as well as their computer literacy, and not to mention kids love being able to use technology.
For example of what a single website web quest might look like check out this website, which is a great web quest for teaching kids about the Ancient Americas.
http://carlos.emory.edu/ODYSSEY/AA/aaflashfront.htm
If you want to make your own custom web quest, Symbaloo is a great tool to help you do so. You can house many different websites into one clear and easy to navigate web page.
For an example check out this symbaloo for the 6th grade Egypt unit made by Windsor Knolls Middle School teacher Deborah McCadney.
http://www.symbaloo.com/mix/egypt23
Strategy #2: History Event Chart
This strategy is suggested by teachinghistory.org in which the unnamed author of the article cites the research of Timothy and Cynthia Shanahan of the University of Chicago.
This strategy is designed to help students summarize the event they are currently reading about. During their reading the students will take note of the who, what, when, where, why and how of the event (teachinghistory.org, 2016). This strategy will not only help students with their summarizing, but will help them learn to read for the important details in a more complex reading.
Example: for you convenience and understanding I have thrown together a quick example of what this strategy will look like.
Event: The Black Power Salute
Who: Tommie Smith (USA), Peter Norman (Australia), and John Carlos (USA)
What: Tommie and John bowed their heads and raised their fists in a black power salute during the playing of the national anthem after receiving their Olympic medals for the 200m dash. Peter Norman wore an Olympic Project for Human Rights pin in solidarity.
When: 1968
Where: the Mexico City Olympics
Why: Tommie and John were a part of the OPHR, which sought to use the Olympic platform to draw attention to the unfair treatment of black Americans that continued despite the passage of the Civil Rights Act.
How: bowed head, raised fists, wore black socks and no shoes, wore African necklaces.
As the teacher it is up to you to decide how you would like the students to fill out this information. You could have them just write in their notebooks like the example above, or you could create a graphic organizer for them to fill out. The choice is yours of course.
This strategy is designed to help students summarize the event they are currently reading about. During their reading the students will take note of the who, what, when, where, why and how of the event (teachinghistory.org, 2016). This strategy will not only help students with their summarizing, but will help them learn to read for the important details in a more complex reading.
Example: for you convenience and understanding I have thrown together a quick example of what this strategy will look like.
Event: The Black Power Salute
Who: Tommie Smith (USA), Peter Norman (Australia), and John Carlos (USA)
What: Tommie and John bowed their heads and raised their fists in a black power salute during the playing of the national anthem after receiving their Olympic medals for the 200m dash. Peter Norman wore an Olympic Project for Human Rights pin in solidarity.
When: 1968
Where: the Mexico City Olympics
Why: Tommie and John were a part of the OPHR, which sought to use the Olympic platform to draw attention to the unfair treatment of black Americans that continued despite the passage of the Civil Rights Act.
How: bowed head, raised fists, wore black socks and no shoes, wore African necklaces.
As the teacher it is up to you to decide how you would like the students to fill out this information. You could have them just write in their notebooks like the example above, or you could create a graphic organizer for them to fill out. The choice is yours of course.
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