Language Arts

Social

StudiesMath

Science

Mia Johnson, Lora Drum Curriculum Specialists

Brainstorming Activity

Before, During, and After Reading

Highlight strategies you use

to teach reading in your classroom.

Circle strategies you use to

teach science and social studies.

What does the research say?• One position -- interdisciplinary

curriculum -- emphasizes connections between language arts and content area learning (e.g., Grisham, 1995; Roehler, 1983) or problem-centered, thematic pursuits (e.g., Anders & Pritchard, 1993; Powell & Skoog, 1995).

• From this perspective, language and literacy are "functional tools, rather than curricular entities to be studied or mastered in their own right" (Pearson, 1994, p. 19).

• In these definitions, the curricular unit must be seen to involve more than one discipline or school subject.

This conception highlights the integration of content by blending the disciplines through "overlapping skills, concepts, and attitudes" (Fogarty, 1991, p. 64).

Bristor's (1994) research provides an example of a study focusing on science and language arts integration. Motivated by efficiency and a desire to make content area literacy instruction more meaningful, the investigator designed a program drawing on literacy research to build students' background knowledge prior to reading content texts. Relevant language arts curriculum objectives from district guidelines were linked to science activities. Bristor drew on literature with science content from trade books and the basal reading program, and engaged students in dramatic play related to science themes. Based on results from subtests of standardized tests, the researcher reported gains in achievement in both reading and science for students in the integrated program as compared to those following traditional distinct curricula in the two areas. Further, on a six-scale inventory of affect, students in the integrated program showed more positive attitudes and greater self-confidence than comparable students in the separate curricula.

A little more

research…

Why Integrate?

“Most classrooms emphasize recall of specific information and rely heavily on round-robin reading, which has been proven to be ineffective.”

- Laura Robb, Teaching Reading in Social Studies, Science and Math, 2003

So, what’s a SS or Science teacher to do?

Let’s talk about the Do NOTs first:The following models of instruction have no research to support their effectiveness: * assign chapters to read silently * round robin read aloud text * answer questions at the end of the chapter * deliver a lecture and students copy or take notes * show a video without an activity

Okay, so what’s most effective?

• Research shows that effective teachers intersperse questions throughout all classroom activities

(Something to think about: No doctor

asks questions after the patient has

passed! Doctors ask questions

during the treatment of the patient!)

Hint: Does this sound like formative assessment?

So, Tell me more…• Students focused on educational goals do best in

mastering the subject matter.• Students working in small groups can support and

increase one another’s learning• Extensive reading promotes increased vocabulary and

comprehension.• Increasing wait time to 3-5 seconds after asking a

question increases more thoughtful responses and increased achievement.

- The First Days of School by Harry K. Wong & Rosemary T. Wong (2001)

Traditional Format New Format

Reading assignment

given

Silent or Round Robin

reading

Discussion/Activity to see if students learned main

concepts, what they “should have” learned

Prereading activities Activating Prior Knowledge

Discussion Predictions Questioning

Brainstorming Setting purpose

ACTIVE reading

Activities to clarify,

reinforce,

extend knowledge

The boys’ arrows were nearly gone so they sat down on the

grass and stopped hunting. Over at the edge of the wood

they saw Henry making a bow to a small girl who was

coming down the road. She had tears in her dress and

tears in her eyes. She gave Henry a note which he brought

over to the group of young hunters. Read to the boys it

caused great excitement. After a minute, but rapid

examination of their weapons, they ran down to the valley.

Does were standing at the edge of the lake, making an

excellent target.

What strategies did you use to read successfully?

Syntax, context, background knowledge, rereading, vocabulary building

Activate Prior Knowledge and Set

A Purpose for Reading

Figure Out What is

Important

Organize Knowledge

Make Inferences

Find out the Meanings of

Unknown WordsAsk Questions

Visualize

Set a purpose

Activate prior knowledge

Preview the reading

Introduce important vocabulary

• K-W-L

• Predictions

• Concept Map

• Preteach Vocabulary

How to Activate Prior KnowledgeBefore

Prior Knowledge

The questions that p______ face as they raise ch_____ from in______ to adult life are not easy to an_____. Both fa____ and m_____ can become concerned when health problems such as co____ arise any time after the e_____ stage to later in life. Experts recommend that young ch______ should have plenty of s____ and nutritious food for healthy growth. B_____ and g_____ should not share the same b____ or even sleep in the same r____. They may be afraid of the d______.

Before

Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora: McREL (Mid-continent Regional Education Laboratory),1998

Content AreasPre-teach

Vocabulary before reading

text

Tier One Words

Tier Two Words

Tier Three Words

5-10 words a week cumulative

In content areas 3T words can become 2T words

“ A word is not a crystal, transparent and unchanged; it is the skin of living thought and may vary greatly in color and content according to the circumstances and time in which it is used.”

Oliver Wendell Holmes, Jr.

Before

VOCABULARY STRATEGIESWORD PARTSMorphemic Analysis

WORD ASSOCIATIONSIllustrate & Associate

CATEGORIZATION Semantic Features Map

CONTEXTRead Alouds & Questioning

CONCEPT Frayer Model

Concept Definition Map

Before

Reading with a Purpose

Fundamental purposes for reading to learn– To grasp a certain message– To find important details– To answer a specific question– To evaluate what you are reading– To apply what you are reading– To be entertained

Before

Activity

Look at the reading

materials and decide how you would set the purpose for

students.

What am I doing to make meaning while I read?

What did I just read?

What will I learn next?

Make connections*Graphic Organizers

Check your understanding*Get the Gist*Reciprocal Teaching*Partner Reading*Use fix up strategies

What did I just learn?What were the main ideas?What do I need to do with

this information?

•Check for understanding; decide if the purpose was met

•Draw conclusion/evaluate information

•Apply learning

What could this look like in my classroom?

Tea Party This is an interactive pre-reading strategy

that frontloads students’ knowledge of text information and also allows them to

become familiar with phrasing and content words. The strategy can be used with both narrative and expository texts.

Anticipation/Reaction Guide

This strategy is used to activate background knowledge before reading or doing and activity, stimulate interest and discussion during reading, compare before an after decisions, reverse misconceptions, and assess students’

application of new knowledge and/or skills.

AG in Action

List-Sort-LabelThis is a form of semantic mapping. This

strategy encourages students to improve vocabulary and categorization skills as well as organize concepts. Categorizing

listed words, through sorting/grouping and

labeling, helps students

organize new concepts in relation to previously

learned concepts. List Group Label in Action

Science and Social Studies!

Science Article

Is this something

you think you could

do in your class- room?

More activities to share…The National Science Teachers Association supports thenotion that inquiry science must be a basic in the dailycurriculum of every elementary school student at everygrade level. In the last decade, numerous reports havebeen published calling for reform in education. Each report

has highlighted the importance

of early experiences in science so that students develop problem-solving skills that empower them to participate in an increasingly scientific and technological world.

Elementary school students learn science best when:

» instruction builds directly on the student's conceptual framework.

» content is organized on the basis of broad conceptual themes common to all science disciplines.

» mathematics and communication skills are an integral part of science instruction.

http://www.aimsedu.org/Activities/

Kidspiration/Inspiration PowerPoint Photostory

Glogster! Voice Threads

Live Binders

Writing Interactive Notebooks Science Notebooking SS Scrapbooking/Lapbooking

How can I integrate technology, literacy,

science and social studies?

Text Features!

Is this the missing piece?

Text Feature Instruction

• Science and SS are the perfect areas to address text features and text structures

Text Features Help Students Understand Nonfiction Text

Examples of Text FeaturesWith Definitions

Explanations for How Text Features Help Readers

Text Features• Title• Table of Contents• Photographs• Drawings• Lists• Descriptions• Directions• Headings• Captions near pictures• Labels on pictures• Different kinds of print (bold, italic,

etc.)• Drawings that compare things• Diagrams

• Cross-section drawings/cut aways• Glossary• Index• Questions/answers• Charts• Maps• Graphs• Bullets• Information about the author’s research• Other:

Teaching Text Features

Model, Model, Model• Shared/Guided Reading, Interactive/Shared writing

Text Feature Scavenger Hunt• Students search through informational text with a partner

looking for as many features as they can find. They record

the feature and its purpose.

Investigations• Synthesize learning and use informational text features

to teach the craft writing expository text.

Let’s take a look at some

text features…What do you

notice?

Text Features BB in 1st grade classroom

Using the list of Text Features in the table folder and a non-fiction text- identify 5 text features from the list and put a sticky note on the page with an explanation of how this feature helps the reader understand the information better

Text Feature Search-Partner Activity

countdown timer

Your turn!

Text Structures

• Description

• Sequence

• Compare and Contrast

• Cause and Effect

• Problem and Solution

Text Structure Foldable

Text Structure Foldable

Label outside tabs: Inside tabs:

• Description * jot down key words

• Sequence to help identify type of

• Compare & Contrast text structure

• Cause & Effect * draw any visuals for

• Problem & Solution clues

Why teach Text Structures? “Understanding the expository text

structures gives readers a better shot at determining important information when reading nonfiction… The text in standardized tests and traditional textbooks frequently falls into one or another of these text structures. If students know that to look for in terms of text structure, they grasp the meaning more easily.”

- Nonfiction Matters, by Stephanie Harvey

Research on Informational Text In a set of studies about teaching reading with information

texts in first grades, Nell Duke (2000) described experiences offered to children in 20 first-grade classrooms selected from very low and very high socio-economic-status school districts. She found a scarcity of informational texts in these classrooms (particularly the low socio-economic status schools). There were relatively few informational texts included in classroom libraries and on classroom walls and other surfaces. The most startling finding was children in low socioeconomic classrooms had access to and read in information trade books about 3.6 minutes per day on average.

• Duke, N. K. (2000). For the rich it’s richer: print experiences and environments offered to• children in very low- and very high-socioeconomic status first-grade classrooms. American• Educational Research Journal, 37, 441-478.• Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade.• Reading Research Quarterly, 35(2), 202-224.

Science Frames

The ____ and the ___ are the same because they both______. In addition, they______________.

Start with how things are same or

similar. Then add more as

needed.

They are different because the ____________________, but the ____________________. Also, the____________________ but ______________________

Explain how they are different. You can compare the same

property or characteristic in the

same sentence.

Betsy Rupp Fulwiler, K-5 inquiry Based Science

Let’s look at a few Text Structure ExamplesSequence

Goose bumps make me shiver. First I get cold. Then I shake all over.

Description

Goose bumps make me shiver. I get little bumps on my skin. They look like sesame seeds.

Compare and Contrast

Some people get goose bumps from fear. Others get goose bumps when they are cold.

Cause and Effect

Goose bumps make me shiver. When the temperature drops below 45 degrees , my skin crinkles into goose bumps.

Problem and Solution

Goose bumps make me shiver. But they disappear as soon as I cover up with a jacket or blanket.

Let’s give it a try…

Your turn!

Working with a partner, you will use the following basic sentence and develop text structure example sentences similar to the ones we just reviewed on the previous slide.

The first day of school is always an interesting day.

• Sequence• Description• Compare and Contrast• Cause and Effect• Problem and SolutionOnline Timer

Strategy Groups

• In your group folder, find an activity titled: Teaching Reading in a Content Area (small group activity)

• Your group will need a piece of chart paper and markers

• Let’s take a look at your assignment….

Online Stopwatch

Now it is your turn to add the last piece…

Thanks for coming today and enjoy your summer!

Please email us with any questions or comments:Lora DrumMia Johnson