Due to high-stakes testing in reading and math, instruction focusing on social studies and science have been held to a minimum. However, social studies and science concepts can be easily integrated with literacy instruction since many of the topics are interesting and exciting.
As educators, we need to remember that...
- "Learning is a consequence of thinking." (p. 207)
- We create learning opportunities that can connect us with real-world issues.
- We should engage students' interest and enthusiasm.
- We should create learning opportunities that should push students to higher levels of thinking.
- We should demonstrate our thinking as to explicitly show how we understanding what we read.
- We should support discussions, debates, and different perspectives.
- Interactive Read-Alouds with Picture Books (p. 209)
- Creates a common experience for whole class
- Introduces kids to big ideas/themes
- Provides opportunities for role play
- Allows engagement in a variety of responses- talking, writing, drawing, acting
- Book Club Discussions with Historical Fiction Picture Books or Nonfiction Trade Book (p. 210)
- Helps to build kids' background knowledge
- Historical fiction gives kids history along with the "story" elements.
- Biographies work well with book clubs.
- Provide opportunities for students to learn about problems, issues, and ideas of people (that are usually absent from textbooks).
- Create Concept Maps: Visual Representations of Events, People, and Ideas (p. 210)
- Allows students to blend artistic and written expression to share important information.
- Create Journals and Personal Narratives to Understand Historical Perspective (p. 212)
- Narratives or journals of people living in a particular time period are read and discussed in literature circles.
- Focusing on using different perspectives to better understand history.
- Students then write a journal entry or narrative from the perspective of a historical person.
- This practice integrates reading and writing with history.
- Students keep track of their own learning by writing down important information in their "Wonder Book".
- Wonder Books allow students to capture, wonder about, and reflect on experiences and observations.
- This encourages natural curiosity and personal reactions.
- Learning Vocabulary and Concepts Through Picture Dictionaries and Content Word Walls (p. 214)
- Kids illustrate and write short definitions for new vocabulary words and concepts.
- Together, the kids create a word wall for a particular topic.
- Kids are more likely to remember what they learn if the concepts are illustrated and written in their own words.
- Noticing New Learning (p. 215)
- Students use the code "L" followed by new learning or a change in thinking on a sticky note posted on text or photograph/illustrations.
- Students can also keep a two-column chart in their notebooks representing "old-thinking" and "new thinking".
- An anchor chart representing "What I Used to Think" and "Now I Know That..." demonstrates to students the idea that learning is all about developing our understanding.
- Summarizing and Synthesizing Learning on a Mind Map (p. 216)
- Topic is written in the center of a large piece of paper.
- Lines are drawn from the topic to other parts of the paper creating "branches" containing illustrations and information about different aspects.
- Usually collaborative efforts among students.
- When complete, students discuss reasoning behind their mind map.
Harvey,
S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension
for understanding and engagement. (2nd ed.) Portland, Maine: Stenhouse
No comments:
Post a Comment