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Building Literacy in Social Studies: Strategies for Improving Comprehension and Critical Thinking, by Donna Ogle, Ron Klemp, Bill McBride
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Summary: Preparing students to be active, informed, literate citizens is one of the primary functions of public schools. But how can students become engaged citizens if they can t read, let alone understand, their social studies texts? What can educators--and social studies teachers in particular--do to help students develop the knowledge, skills, and motivation to become engaged in civic life?
Building Literacy in Social Studies addresses this question by presenting both the underlying concepts and the research-based techniques that teachers can use to engage students and build the skills they need to become successful readers, critical thinkers, and active citizens. The authors provide targeted strategies--including teaching models, graphic organizers, and step-by-step instructions--for activities such as
* Building vocabulary,
* Developing textbook literacy skills,
* Interpreting primary and secondary sources,
* Applying critical thinking skills to newspapers and magazines, and
* Evaluating Internet sources.
Readers will also learn how to organize classrooms into models of democracy by creating learning communities that support literacy instruction, distribute authority, encourage cooperation, and increase accountability among students. Realistic scenarios depict a typical social studies teacher s experience before and after implementing the strategies in the classroom, showing their potential to make a significant difference in how students respond to instruction. By making literacy strategies a vital part of content-area instruction, teachers not only help students better understand their schoolwork but also open students' eyes to the power that informed and engaged people have to change the world.
- Sales Rank: #314748 in Books
- Published on: 2007-07-11
- Original language: English
- Number of items: 1
- Dimensions: 10.75" h x 8.25" w x .50" l, 1.15 pounds
- Binding: Paperback
- 218 pages
About the Author
About the Authors Donna Ogle is Professor of Education at National-Louis University in Chicago, Illinois, and is actively involved in staff development projects work in the Chicago Public Schools, the Reading Leadership Institute, and in other American school districts. Dr. Ogle serves as a literacy consultant internationally, including Critical Thinking International and as a part of the editorial review boards of "Lectura y Vida" and the Thinking Classroom. She recently finished her term as president of the International Reading Association (IRA). Donna also conducts research on visual literacy and content comprehension, having developed both the K-W-L and PRC2 (partner reading in content, too). She is the author of many books, book chapters, and professional articles and conducts national and international workshops on teaching for comprehension and higher order thinking, as well as using the arts in teaching. Her K-W-L procedure has become so renowned that teachers use it all over the world. James Beers is Professor of Reading, Language, and Literacy in the School of Education at the College of William and Mary, Williamsburg, Virginia. He is also the Director of the Eastern Virginia Writing Project of the National Writing Project which helps teachers help their students become better writers. He has a B.A. in English from Johns Hopkins University, an M.A. in English, and Ph.D. in Reading from the University of Virginia. Dr. Beers has taught reading, writing, and spelling to students at all grade levels and has published books, chapters, and articles on reading, writing, and spelling. Among these publications are "Developmental and Cognitive Aspects of Learning to Spell" and "Writingfor Competency. "James is also an author on the Scott Foresman Reading and Spelling Programs. He has given numerous in-service workshops throughout the United States and Canada for teachers and administrators on the teaching of reading, writing, and spelling. He has assisted a number of school systems in developing K-12 reading and writing curricula and the three- to four-year plans for implementing the curricula. Along with his wife, Dr. Carol S. Beers, James has participated in the Reading and Writing for Critical Thinking Project through the International Reading Association's International Volunteer Program. This project has helped teachers in eastern European countries promote critical thinking and independent learning through reading and writing in their students. James and Carol are currently co-authoring a book that addresses what every principal should know about reading.
Most helpful customer reviews
12 of 12 people found the following review helpful.
Detailed Review for Educators of all Content Areas
By Adam Scarberry
Annotation
The text addresses the many issues which social studies teachers face when engaging
students through literacy-based or other content-related endeavors. Students often feel a disconnect between their lives and the information presented in social studies classes. Unless relevance between themselves and the material is formed, their lack of engagement has negative consequences on learning and literacy.
Organization of the book shows two parts where content varies from creating a culture of learning and engagement to specific strategies for building literacy in the content of social studies. Social studies draws heavily upon literacy and requires that you use a set of skills which diverges a bit from other contents. To think like a historian a line of inquisitive thought and frequent deductive reasoning supplements a lot of reading and comprehension of materials. What we find in this book is a realistic assessment of social studies as a content area and a plethora of strategies for enhancing student learning. By effectively noting the struggles of teaching social studies to students, the message of how to enhance learning is powerful. The strategies provided draw upon key elements of any social studies class with real examples that can be replicated for immediate use. None of the strategies are lofty in nature of design. Each involves elements which make application feasible. A strength of the offered strategies is their relation to many of the things that teachers are already doing. Instead of offering an esoteric or lofty list of things to try, the book essentially offers method of improvement.
This source provides a large and seemingly conclusive list of strategies to enhance class culture surrounding learning and the means for enhancing literacy in the content area of social studies. The primary benefits gained from this source come from the offering of new methods for teaching. I feel confident that many of the strategies I use are leading students towards greater understandings and higher levels of literacy. However, the additions and inclusion of many of the strategies offered by this source will enhance my desires to promote learning. The source should be read by all social studies teachers and referenced by other content area teachers as well.
Context
As identified by the title of the book, the primary audience is for social studies teachers.
The driving initiative behind this text is to foster the teaching of literacy through this particular content area. With ever-increasing emphasis being put on reading and writing, all teachers, regardless of content area must teach literacy. This book provides a great deal of resources for a social studies teacher to utilize. Through primary and secondary sources, a wide-variety of strategies can be employed to positively influence student literacy. The strategies show such a wide-range in application that any type of activity or area of study can be integrated to teach literacy.
Special Features
With so many possible options for teaching literacy, the book is an essential resource to
social studies teachers. Many of the strategies could be modified slightly to be appropriate for use in other content area classrooms as well. The most valuable element of this text are the many diagrams, templates, and examples that accompany each strategy. Not only is a teacher provided with many ideas, but also functional tools to apply them with. The working examples provided in the book are probably the most valuable element of the text.
Impacts on Teaching Practice
The school in which I teach has currently made teaching literacy a priority. I have always been a proponent of teaching reading and writing, so I now have even more motivation to further inculcate literacy into my lessons. I found many elements of the book to be thought provoking and inspiring when considering curriculum and lesson development. The most impactful element from the book on my teaching will be the strategies for reading primary and secondary sources. I work very hard to use course textbooks as little as possible. In several classes I don't even issue the textbook because I feel that other sources are more beneficial. In lieu of this, the use of primary and secondary sources other than textbooks dominates the majority of student reading. To prepare students for this type of reading and enhance their comprehension of it, the strategies outlined in the book will be used. While other chapters covering elements of the classroom and culture are useful, I have found the actual strategies to be the primary aspects which will find their way into my classroom. One strategy I plan to being using immediately is the graphic organizer for interpreting primary sources (Ogle, Klemp, & McBride, 2007, p.130). I feel this strategy will prove extremely beneficial to my students and their ability to comprehend materials.
A general breakdown for the content of the book is provided below:
Part I
Reading Social Studies Texts---Notes the struggles surrounding student engagement in social studies classes. Differences between fluent and struggling readers.
Fostering Engaged Learning in Social Studies Classrooms---Chapter advocates for creating relevancy between the student and content. Promote learning through investigation and questioning. I-Chart (p. 21) is helpful.
Teaching Vocabulary to Older Students---Teaching vocabulary should not include simply looking words up in the dictionary. Most learning of words and their context comes from reading... so provide time to do so (p.36). Concept definition map (p. 40) should be considered when looking to increase student vocabulary.
Organizing a Classroom for Democratic Engagement---This chapter looks at creating an efficient and equitable learning environment by engaging all students. Doing so will reduce time wasted dealing with behavior issues. The cooperative literacy and PODS approach (p.57-60) provides a great resource for doing so.
Promoting Civic Engagement---Many students today are disengaged with the world they live in. Media and pop culture may dominate their knowledge base, but actual facts and events are rarely considered relevant. Because schools are of great influence over the social and civic awareness of a student, we must find ways to engage students to be active and informed participants in the democratic system. The chapter continues to provide multiple examples for how this can be done.
Part II
Strategies for Textbook Literacy---Many examples for how students can better engaged during textbook reading are included. We also see that many of the strategies foster greater comprehension of the material through the process of completing them. Some strategies utilize nonlinguistic representations as well as other methods that can be used to differentiate materials amongst students. I particularly like the 3 column chart (p.107) for use with textbooks.
Strategies for Reading Primary and Secondary Sources---Many students struggle with taking away what is necessary for success from primary and secondary sources. This chapter sets forth many methods for engaging students in a manner which will foster greater understandings from these sources. The graphic organizer for interpreting primary sources (p.130) is one that I plan to use. Another strategy that poses great benefits for all content areas is the grid for evaluating accuracy (p.140-141). It can be modified and used for most sources.
Strategies for Newspaper and Magazine Literacy---Teaching students involves creating relevancy between the material and their lives. Current events issues are one of the best ways to do so. If students can see how the stock market has an impact on their lives, it's much easier to engage them in learning. This chapter notes the many ways that literacy can be enhanced through use of magazines and newspapers. Most of us have learned about and possibly used the KWL strategy. This chapter introduces the KWL+ strategy (p.152-153) which requires an additional level of thought in order to complete the work. I have already found a great application for this strategy in my IB History of the Americas class.
Additional Information
It must be stated again that while this book is aimed directly at social studies teachers, the
application of its resources can extend beyond any one content area. All teachers who strive to teach literacy should consider this as a valid resource for improving the lessons they teach. To look further into the three authors of this book, I searched for other books they have written. My findings further accredit the three as legitimate experts in teaching literacy.
8 of 8 people found the following review helpful.
must have for social studies teachers
By ilovetarget
This book is one of the most helpful books I have read during college, and is one of the only ones I have decided to keep instead of selling back. It has so many useful tips on incorporating literacy in your social studies classroom, and it also includes many worksheets and examples of student work.
4 of 4 people found the following review helpful.
This is THE book for everything from comprehension strategies to behavior management!
By nciner8
This book really helped me question my teaching practices and procedures. There are graphic organizers, small/whole group questioning strategies, websites, and behavior management strategies, to name just a few things.
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