Reading in Social Studies and Science
- 1. Reading Nonfiction What do you mean I have to teach reading?
- 3. Today Part 1: Building your background about you as a reader and about reading Part II: Applying this knowledge to the classroom Part III: Focusing on what’s unique to your discipline (disciplinary literacy)
- 6. Nonfiction Leads to Understanding
- 7. I love busywork. I don’t have to think. I just do it.
- 8. What does it mean to UNDERSTAND? It’s not this….... Instead it is this…
- 9. 6 FACETS OF UNDERSTANDING Explanation Interpretation Application Perspective Empathy Self-knowledge
- 10. A Brief Story
- 12. THE JOURNEY TO UNDERSTANDING Knowing how to construct meaning (Procedural) Knowing the content (Declarative)
- 14. In your group, study the annotations:
- 15. “Remember learning to ride with no hands? That’s a skill; it’s the end product of a lot of practice. Getting to that skill, you might need a strategy such as learning to balance the bike by shifting your weight, not by maneuvering the handlebars. The strategy takes you to the skill.” – Kylene Beers, When Kids Can’t Read,
- 16. What strategies do proficient readers use?
- 17. Cognitive Thinking Strategies 1. Monitor for meaning and employ fix up strategies when meaning breaks down 2. Activate, revise and apply schema (background knowledge) 3. Draw inferences 4. Determine importance 5. Evoke sensory images 6. Ask questions 7. Synthesize
- 19. What voice do you hear? Conversational Interrupter Silent
- 20. Activate and apply background knowledge.
- 21. Don’t set your joint up by the donnikers. You’ll find that the marks ignore your flash as they make their way down the midway and you’ll never hear the “hey, rube.”
- 24. What are you inferring?
- 26. Ask questions
- 29. In your group…. Which cognitive strategies did you as a group use? Most often? Least often?
- 30. Your task: With a partner, use the cognitive strategies to make meaning: Chunk the text. Stop and “say something.” Be intentional about using the cognitive strategies.
- 31. Your Goal: Be able to explain to another pair: The content (declarative) The process for understanding (procedural)
- 32. Applying this to the classroom Part II
- 34. The House
- 35. BEFORE…
- 38. Images of Children and War What do you see? Think? Wonder?
- 45. Rules of Notice Titles and beginnings and endings Extended descriptions Contrasts and contradictions Point of view Repetition Surprises and ruptures Facts, figures, statistics Charts, graphs
- 46. PROLOGUE Amman, Jordan, February 3, 2015 Just after nightfall, a warrant arrived at the city’s main women’s prison for the execution of Sajida al-Rishawi. The instructions had come from King Abdullah II himself, then in Washington on a state visit, and were transmitted from his private plane to the royal course in Jordan’s capital. A clerk relayed the message to the Interior Ministry and then to the prisons department, where it caused a stir. State executions are complicated affairs requiring many steps, yet the king’s wishes were explicit: the woman would face the gallows before the sun rose the next day.
- 47. What do you do to build and activate background knoweldge?
- 50. “Meaning making is not a spectator sport.” -Art Costa
- 52. What voice do you hear? Conversational Interrupter Silent
- 54. The Three Big Questions What surprised you? What did the author think you knew? What challenged, changed, or confirmed what you already knew?
- 56. With a partner What did the author think I knew?
- 57. Why do we read nonfiction? To learn something which involves changing the way we think about an issue or an idea
- 58. By…. Confirming what we already thought Modifying our thinking Changing our minds completely --Beers and Probst Reading Nonfiction
- 59. Infographs as Text What challenged, changed, or confirmed what I already knew?
- 61. • Clarify • Extend • Deepen
- 63. Genre Reformulation Rewrite “Nuclear Arsenal”: A news article to inform the public An op-ed for a call to action A protest song similar to one of the 60s Or….
- 64. What do you do to clarify, extend, deepen understanding?
- 65. Examples of Other Instructional Strategies List Group Label Possible Passages VIPs
- 66. Warning: Study Guides Who’s doing the intellectual heavy lifting?
- 67. Design a reading task that: Identify the challenges students will face Select instructional strategies that will help students navigate those challenges Build from the cognitive strategies Apply the before/during/after framework Incorporate the gradual release of responsibility model
- 68. Focusing on what’s unique to your discipline Part III
- 69. Disciplinary Literacy General Literacy Basic Literacy The increasing specialization of literacy development Timothy & Cynthia Shanahan, Teaching Disciplinary Literacy to Adolescents: Rethinking Content Area Literacy
- 70. Discipline Goal Implications Math Arrive at truth Close reading Precise reading Search for errors Chemistry Predict how the world works Full understanding of experiment or processes Understand the connection among graphs, formulas, prose, etc. History Make sense of the past Consider bias, the source, the context, corroboration Read multiple texts since single texts are problematic English Interpret the literature Look for patterns Pay attention to diction and syntax Consider author’s background (perhaps – depending on the
- 71. Steviq.com
- 73. Your job Find 3 teaching tips to share with a colleague