Reading, Writing & Social Studies
Strategies to Improve Learning in
Social Studies
Presented by:
Dana Kelley
Region 10 ESC
dana.kelley@region10.org
972-348-1148
How Do You Currently Assign Reading
in Your SS Classroom?
• Jot down some ideas on the post it
notes provided.
• Discuss the ways you currently
assign reading in your SS class.
• Share with the group.
• Are these assignments successful?
How Do You Currently Teach Reading
in Your SS Classroom?
• Jot down some ideas on the post it
notes provided.
• Discuss the ways you currently teach
reading in your SS class.
• Share with the group.
• Are you successful?
Content Literacy
“Content Literacy is the
ability to use reading and
writing for the acquisition of
new content in a given
discipline.”
-McKenna & Robinson, 1990
Our Purpose
To help effectively engage
students with difficult content
through the use of reading
and writing strategies.
Why is Reading So Important in
Social Studies?
• 85 to 95 % of the content addressed
in social studies comes from the
textbook
• We need to build background
knowledge
What do we read in
Social Studies?
• Newspapers, atlases, magazines,
primary and secondary sources, and
the internet provide readable,
enjoyable content for the classroom
Why do our students have such a difficult
time with these types of sources?
Digging Deeper:
Read & Answer
• Review the text provided.
• Attempt to answer the questions.
• Discuss responses with your
tablemates.
Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12.
Answers
1. There are tork gooboos of puzballs.
2. Laplies, mushos, and fushos are tork
gooboos of puzballs.
3. They will not grunto any lipples.
4. You should bartle the fusho who
has rarckled her parshtootoos
after her humply fluflu.
Warning!
“If we simply assign reading instead
of teaching students how to read,
we’ll get poor reading.”
Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12.
What Do Good Readers Do?
“Thoughtful, active, proficient
readers are metacognitive;
they think about their own thinking
during reading.”
Keene and Zimmerman, Mosaic of Thought
----------------------------We must help students learn to do this by assisting them in
tracking their learning and thinking.
Students Need Scaffolding
Do your students read and not “get it”?
• Have I given the proper level of
support to make meaning?
• Did I anticipate the needs of the
students?
• Have I supported this challenging
reading assignment?
Remember…
There is a big difference between
assigning reading and teaching
reading. As their teacher, I am the
determining factor when it comes to
how deeply my students will
comprehend.
Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12.
So what does
“good” reading look
like?
Reading Comprehension Strategies
Activate Prior
Knowledge and
Set a Purpose
for Reading
Organize
Knowledge
Respond
To the Ideas in the Text
Think While You Read
To Keep Track of Whether Things Make Sense
Use Fix-Up Strategies
When Things Don’t Make Sense
Figure
Out What
is
Important
Ask Questions
Find out the
Meanings of
Unknown Words
Make
Predictions &
Inferences
Visualize
The TAKS Connection
Grades 3-8 TAKS Reading
Objective 1
Basic understanding of texts
Objective 2
Knowledge of literary elements to
understand texts
Objective 3
Use of strategies to analyze texts
Objective 4
Application of critical thinking skills to
analyze texts
Grades 9-11 TAKS Reading
Objective 1
Basic understanding of texts
Objective 2
Knowledge of literary elements to
understand texts
Objective 3
Ability to analyze an critically evaluate texts
and visual representations
Overall TAKS Social Studies Objectives
Objective 1
Issues & Events in history
Objective 2
Geographic influences on history
Objective 3
Economic & social influences on history
Objective 4
Political influences on history
Objective 5
Critical thinking skills in Social Studies
What Type of Reading
Do We Do in Social
Studies?
Types of Selections
• Mostly expository
• Sometimes literary
• Lots of maps, charts, graphs,
cartoons, graphic organizers, visuals
• Hopefully, documents, letters,
biographies, news articles (past and
present), etc.
Alignment with Reading & ELA
Reading & ELA TAKS contain three
selections called a triplet:
• One is a published expository
selection
• One is a published literary selection
• One is a one-page visual – all are
related by a common theme or idea
What is Expository Text?
• Text written to inform, explain, describe,
or to persuade.
• Text that is subject-oriented and contains
facts and information using little dialogue
(Tonjes, Wolpow, and Zintz, 1999).
• The structure of expository text is
dependent upon the form or genre (letter,
journal entry, newspaper article, an
editorial, a brochure, a map, etc).
Types of Expository Text
Advertisements, autobiographies,
biographies, book reports,
brochures, campaign speeches,
cartoons, catalogues, comics,
complaints, definitions, directions,
editorials, instructions, interviews,
invitations, journals, lab reports,
letters, lists, maps, menus, etc.
Make Sure Your Scaffolding
Activities Match
•
•
•
•
•
•
•
Description
Definition
Process (collection, time order, or
listing)
Comparison
Classification
Students MUST have the code!
Analysis
Persuasion
Seven Structures of
Expository Text
•
•
•
•
•
•
•
Description
Definition
Process (collection, time order, or
listing)
Comparison
Use the sample reading on
your desk. Identify the structure
Classification
used in the selection.
Analysis
What does this mean for
Persuasion
instruction?
1. Definition
Definition Text Structure
Unalienable right
A right that cannot be taken
away without due process.
2. Description
Description Text Structure
3. Process
Process Text Structure
4. Classification
Classification Text Structure
5. Comparison
Comparison Text Structure
6. Analysis
Analysis Text Structure
Overproduction
Underconsumption
Uneven Dist.
of Wealth
Not Enough
Money
in Circulation
High Tariffs
European
Countries
Can’t Pay
7. Persuasion
Persuasion Text Structure
Slavery in the U.S.
Northern
View
Southern
View
Western
View
Pencils Down!
Analyze the following
image.
You will be asked to reproduce
this in a moment…
You have one minute to
draw!
You have one minute to
draw!
17766024365411
Write the number from memory!
What generalizations can you
draw from this experience?
Make sure your
organizers and
methods of analysis fit
the structure…
Students must have the code!
Strategy 1: Understanding Text Structure in Social Studies
A Guide Through
Expository Text:
Use the Chapter Tour Approach
to Follow the Reading Process
Don’t miss any steps, or
comprehension will suffer!
The Reading Process
Step 1: Before Reading - Preactive
– Establish a purpose
– Preview
– Plan
Step 2: During Reading - Interactive
– Read with a purpose
– Connect
Step 3: After Reading –Reflective
– Pause and reflect
– Reread
– Remember
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
Take special notice of ways the
chapter forecasts organizational
structure:
– Cause and Effect
– Compare and Contrast
– Concept and Definition
– Problem and Solution
Use
appropriate
organizers!
Chapter Tour
Take 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.
Chapter Tour
• Pre-reading Preview
• During Reading Notes
• Post-reading Reflection
Pre-reading Preview
• Choose one of the chapters in the
textbook
• Fill out the pre-reading preview portion of
the handout
• Set your purpose (or assign it to students)
• Variation: Turn topic headings into
questions and fill in the details during
reading
During Reading Notes
• Just the key details that will fit in the
limited space provided
• Bullets!
• Show the relationship to the preview
topics or questions
• Be concise…if it isn’t important, leave it
out – we’re not rewriting the text, we’re
organizing key info and personal insights!
After Reading Reflection
• Pose an open-ended question to
students based on the reading
• Require that students use textevidence to answer the open-ended
question
• Discuss student answers and debate
differences of opinion (with evidence
only)
Let’s Consult the
Experts…
Open-ended questions focus on students'
understanding, their ability to reason, and
their ability to apply knowledge in less
traditional contexts.
Such questions can communicate levels of
student achievement more clearly than
multiple-choice items and give better
guidance for instruction.
Badger, Elizabeth & Thomas, Brenda, 1992
Writing in Social Studies
• Open-ended questions assist us in
working toward success on
document-based questions for AP
level work, for real life
• DBQs offer an authentic way for
students to study multiple
perspectives, strands, sources in
one focused fashion
Open Ended Questions…
• focus on students' understanding
• student ability to reason
• student ability to apply knowledge in
less traditional contexts
• can communicate levels of student
achievement more clearly than
multiple-choice items and give better
guidance for instruction.
TAKS
Open-Ended Questions
0 – Insufficient: Unreasonable Answer
1 – Partially Sufficient: Reasonable answer,
no text support
2 – Sufficient: Reasonable answer, text
support
3 – Exemplary: Reasonable answer,
text support, personal insight
How are we doing?
0
1
2
3
Literary
5
52
42
0
Expository
20
68
12
0
Crossover
24
54
22
0
2005 Statewide Summary available at www.tea.state.tx.us
How are we doing?
0
1
2
3
Literary
12
63
25
0
Expository
14
71
15
0
Crossover
21
59
20
0
2005 Statewide Summary available at www.tea.state.tx.us
How are we doing?
0
1
2
3
Literary
10
52
37
0
Expository
13
49
37
1
Crossover
26
52
21
1
2005 Statewide Summary available at www.tea.state.tx.us
Notes from Victoria Young’s
Presentation - 8/22/04
(Student Assessment, TEA)
The high school problem with openended questions is actually a middlegrade problem…
Practice early and often!
ELA Connection: Appropriate Text
Evidence
• Direct quotation – use accurate and relevant
text from the passage
• Paraphrase – restate relevant text in your own
words
• Specific synopsis
--list specific events that focus on what the
question is asking
--condense large segments into a brief
statement focused on what the question asks
Your Open-Ended
Question:
Which age of slavery has had
the greatest impact on the
course of history?
Strategy 2: Using Literary Elements & Analyzing Texts
Using Literature in
Social Studies
Literary Texts
• Help students understand the human
experience across time and place.
• Help students read between and beyond
the lines.
• Assist students in understanding
figurative language, style, irony, point of
view, and themes.
• Help students make a personal connection
and build background.
Literary Texts
“Literature can become the lens through
which content is viewed. This lens holds the
young reader’s attention while connecting
content with the variety of human experiences.”
(Smith & Johnson, 1994)
– Fiction can help bring historical figures alive
– Fiction allows students to explore the reality of life,
culture, and society in a given historical period.
– Fiction helps to nurture student creativity and
imagination, leading to higher level thinking skills.
Literary Texts
The benefits of using literature in social studies:
• Reading increases vocabulary, including contentspecific terms
• Literature is often more up-to-date than textbooks
• Trade books may be more appealing than
textbooks
• Literature goes beyond the facts
• Literature allows readers to experience other
times, other places, other people, and other
cultures with empathy
• Literature can be a powerful catalyst for
thoughtful analysis and critical thinking
Alverman and Phelps (1998)
Literary Texts
• Choose carefully to reflect a variety of
backgrounds, points of view, and
experiences
• Choose selections that are relevant to
the subject and real life
• Choose selections that help students
fill in the gaps
• Choose selections that help make the
learning personal
Resources for Literary Selections
University of Virginia E-Text Center
http://etext.lib.virginia.edu/modeng/modengH.browse.html
Social Studies Center Website – annotated bibliographies
www.tea.state.tx.us/ssc
African American Writers: Online E-Texts
http://falcon.jmu.edu/~ramseyil/afroonline.htm
Antislavery Literature
http://antislavery.eserver.org
Gilder Lehrman Institute of American History
http://www.gilderlehrman.org
Read the Literary Piece
• Highlight the key words in the
reading
• Circle words you do not understand
• Complete the 3-2-1 summary
provided at the bottom of the page
Frances Ellen Watkins Harper
(1825-1911)
A pioneering journalist, author of fiction and
poetry, and a professional lecturer, Frances
Harper has had a remarkable life. Active in
abolitionism, suffrage, and the temperance
movement, she lived long enough to see her
efforts rewarded. She gets credit for
introducing the tradition of African American
protest poetry. Famous during her lifetime,
Harper used her prestige and writings to fight
racism and also make strong feminist
statements.
3-2-1 Summary Strategy
• Versatile & quick
• Use it for oral, artistic, or written
summarization
• Great for differentiating
3-2-1 Summary Strategy
• Students write the numerals 3, 2, and 1
down the left side of the paper
• Leave a few lines in between each
• Post and announce prompts for each:
– Write 3 of something
– Write 2 of something
– Write 1 of something
3-2-1 Summary Strategy
Benefits
• Allows for various levels of learning
to be covered
• Assists students in identifying and
summarizing key info they’ve learned
• Make one item task more difficult
than the others
Strategy 3: Analyzing Visual Representations
Understanding Images
& Anchoring Content:
Graphic Notes
Graphic Notes
Graphic Notes help students manage
difficult text so that meaningful learning
may occur:
1. Choose a visual anchor for the content
2. Draw arrows to characteristics that you wish
to emphasize
3. Have students use the text, literature,
documents, or other readings to fill in notes
1. Make a
Prediction:
2. Ask a question:
3. Clarify
something:
5. Make a
Connection:
4. Make a comment:
“…A hunger strike at the California headquarters of
Taco Bell…A penny more per taco could translate into
twice what pickers earn for tomatoes.”
National Geographic, September 2003
Other Variations
Issue:
Location:
Economic & Social
Factors:
Time/Era:
Political Factors:
Who?
What?
Where?
When?
How?
Graphic Notes
Graphic Notes can help 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
Steps to Using
Graphic Notes
• Preview the chapter or section of
your reading
• Choose an image that is central to
the topic
• Choose 4 areas of emphasis (may be
subtopics)
• Jot down key ideas under each
heading
Solving the Mystery of
the Blank Essay
Question
Focus Question: __________________________________
Literary Selection
Expository Selection
Viewing Selection
Details
Details
Details
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Focus Question: It is often said that history repeats itself. Do you
feel this is true based on the sources presented?
Literary Selection
Expository Selection
Viewing Selection
Details
Details
Details
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Crossover Question
Open Ended Response 8 lines
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Writing in the Real World
“Writing gives students a chance to
practice inferring, communicating,
symbolizing, organizing, interpreting,
linking, explaining, planning,
reflecting, and acting.”
Countryman, J. (1992). Writing to Learn Mathematics. Portsmouth, NH:
Heinemann.
Another Writing
Option for SS:
Mini Document Based Questions
What?
Document-Based Questions require students to do
the work of social scientists and historians. The
materials of social scientists are the “stuff” of the
DBQ. Documents may include:
• graphs
• charts
• maps
• cartoons
• photographs
• artwork
• eyewitness accounts
• historical passages
Where?
There are many sources for documents
including:
•
•
•
•
•
•
Textbook test creators
Primary source readers and websites
Archives and museums
The internet
Newspapers
Magazines
When & How?
When preparing DBQs work progressively:
• younger students generally work with fewer documents
• more experienced students generally work with more
documents and engage in higher level analytical skills and
more complex tasks
• It is imperative that students examine visual sources:
charts, graphs, cartoons, photos - include two to three
visuals
• Passage length is important. Readings should not be
wordy or lengthy - if the passage is longer than one-third
of a page, it probably needs to be shortened
• Where vocabulary is difficult, dated, or colloquial provide
“adaptations” and parenthetical context clues.
Tips from NY State Regents exam:
http://www.emsc.nysed.gov/ciai/dbq/iitwo.html
How?
The best DBQs center on issues.
Examples:
• compare/contrast
• illustrate similarities and differences
• illustrate bias or point of view
• describe change over time
• discuss issues categorically: socially,
economically, politically
• explain causes and effects of historic events
• examine contending perspectives on an issue
Tips from NY State Regents exam:
http://www.emsc.nysed.gov/ciai/dbq/iitwo.html
How should the question be written?
• Always ensure quality of all visuals - must be clear,
clean, readable.
• Begin the DBQ by stating directions.
• Next state Historical Context - represents the theme
of the DBQ as it applies to a specific time and place
in history
• State the task - directs students to:
– write the essay
– interpret and weave most of the documents into
the body
– incorporate outside information
– write a strong introduction and conclusion
Tips from NY State Regents exam:
http://www.emsc.nysed.gov/ciai/dbq/iitwo.html
How Can We Scaffold?
Scaffolding questions are key questions included after each
document in the DBQ.
• They lead students to think about the answer they will write
• Provide information that will help students answer the main
essay question
Good scaffolding questions:
• are clear and specific
• contain information in the stimulus providing a definite
answer to the question
• There is at least one scaffolding question for each document.
However, if a document provides opposing perspectives or
contains multiple points, two questions are appropriate.
Tips from NY State Regents exam:
http://www.emsc.nysed.gov/ciai/dbq/iitwo.html
The Importance of Using Documents
to Study History
“Document based questions (DBQs) are a major
focus in schools today. To be answered correctly,
students must be adept at analyzing and
synthesizing the information provided. They must
be able to write coherent and logical essays.”
Paula Goldstein, Nassau BOCES http://www.nassauboces.org
Examples:
Release NY Regents Exams:
www.nysedregents.org/testing/hsregents.html
Application Time
• Follow the format discussed to create either an
question using the triplet strategy or the mini DBQ
template.
• Follow the steps provided and modify it to fit your
grade level and student needs.
• Choose an appropriate topic for use in this last six
weeks.
• Make a list of materials you will need to implement
this learning experience in your classroom
Share with the group….
How Will I Assign and Teach Reading
in Your SS Classroom?
• Make changes to the ideas you wrote
on the post it notes earlier.
• Discuss changes you will make in
your assignment and teaching of
reading in your SS class.
• Share with the group.
Using Literature & Primary
Sources in Social Studies
Annotated Bibliographies are available:
• For all grade levels
• Support the TEKS
• Social Studies Center Website
http://tea.state.tx.us/socialstudies
• Go to bibliographies and click on your
grade level.
Resources
• Region 10 ESC – Social Studies
www.ednet10.net/socialstudies
• Region 13 ESC – Social Studies
www.esc13.net/socialstudies
• Making Sense in Social Studies
www.readingquest.org
For Additional Information &
Downloads:
Visit www.ednet10.net/socialstudies and click on
Downloads, or contact:
Dana Kelley
Region 10 ESC
dana.kelley@region10.org
972-348-1148