March 23, 2012
Chapter 2
The second chapter from Janet Allen’s, Reading History: A Practical Guide to
Improve Literacy also proposed many intriguing ideas and strategies in
order to help students truly understand the meaning, vocabulary, and
information with a given text. Whether
the text is considered an expository piece, a functional piece, or a narrative
piece, it is essential that students come away from reading with useful
knowledge and the ability to retain the information. One strategy in particular that is seen on
page 43 of the text in figure 2.5 is an example of Words in Context Plus chart.
Not only do I find this chart to be extremely helpful for students who
sometimes confuse or mistake words, I have also seen it in action in my
CPD! My mentor teacher and his cohort,
who is also an eighth grade social studies teacher in another wing, decided to
try this sort of chart out to see if the students responded positively. In the first class in which they utilized
this graphic, the students responded fantastically, almost every student in the
class contributed to the completion of the graph, and my guess is they all
walked away with a better understanding of what their vocabulary meant, not
only as a vocabulary word, but the concepts behind them.
I also found it interesting when on page
45 of the text; Allen begins referring to context clues, and their importance
when reading in class. For our first
reading strategy study, Emily and I focused heavily on further developing the
students’ abilities to use their context clues.
During our presentation/ lesson, we first gave our students a passage
about Greek and Roman history, we then read it aloud as a class, and then asked
the students to begin filling out our booklets that then utilized the Four Square strategy. The students needed to go back into the text,
and deduct what they think/ remember the key vocabulary words to mean. This skill is extremely important, not only
in the area of social studies, but in all subject areas. This skill is most specifically important for
almost every New York State Regents Exam.
For Social Studies, English, Science, and Math, there is almost
indefinitely some sort of reading required, in which a student would be
required to use their context clues to answer a question, or solve a
problem. Certain concepts like this are
invaluable.
It's so great to see a strategy in your CPD! It's not all in books! I also think you have cued into a very key piece of reading literacy in SS - understanding ideas from context. Context is everything in SS, isn't it? Remember this for your final writing piece for me when you define what it means to be literate in SS. What other connections are you making between this chapter and other readings and people's posts (you can comment directly on their posts, too.)?
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