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(Developmental Reading Knowledge Connections and Applications Phonics, Fluency) #2

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(Developmental Reading Knowledge Connections and Applications Phonics, Fluency) #2

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Part 1: Summary of the Reading

Reading in social science classrooms can cover a wide range of topics, from psychology to economics. This issue is quite grand in terms of how it can impact phonics fluency and social science. Regarding this pallet, I will review historical text, considering that for most of a student's educational career within the public or private education system, these primary historical tasks will be the main vehicle through which information is related to them by the teacher.

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Definition of Phonics & Fluency in Social Science

The definition of phonics is explained by how the teaching method aims to develop further the student's ability to hear, identify, and manipulate sounds in words. This is crucial in social science classrooms because some documents that may be covered in the class will contain vocabulary from past centuries, meaning there will be a varying catalog of vocabulary terms, cadence, and sentence structure.

Citation: National Reading Panel

(2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.

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Padlet (Developmental Reading Knowledge Connections and Applications Comprehension) #1

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Padlet (Developmental Reading Knowledge Connections and Applications Comprehension) #1

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Reading comprehension is one of the key components to a student's success in almost every subject they will encounter in education. However, social sciences as a subject are very focused on reading, meaning that this skill must be learned to succeed in the subject. Students will exhibit prowess in this skill by showing the ability to extract, construct, and evaluate meaning from the texts they encounter through their education. This will mean primary resources, academic articles, and historical documents in social science. Therefore, in this paper, I will show how using comprehension strategies can help students with their ability to engage with texts and learn from them. This will be through different models with the express purpose of building comprehension within students and the ability to apply evidence-based strategies. Educators must exhibit the ability to help students further their ability to not only process but also analyze the context that they will need to understand to pass.

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Applications of Phonics & Fluency in Social Science Instruction

Decoding Historical Texts: Historical texts that will be commonly covered in social science classrooms include Lincoln's National Address of the Union and the Declaration of Independence. Both of these documents will have a vocabulary of past centuries, meaning that teaching phonics for these documents will be critical for students to gain higher reading comprehension in these times.

Recognizing Key Terminology: Students clearly understand crucial vocabulary within these texts, such as independence, sovereignty, or industrialization.

Fluency Practice: As an educator, you must have your students practice using these vocabulary terms often to ensure the learning process.

Citation: Shanahan, T., & Shanahan, C. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy. Harvard Educational Review.

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Equity & Inclusion in Phonics & Fluency Instruction

Multilingual Learners: As an educator, you must implement strategies for ELL students by establishing scaffolding for phonics.

Diverse Learning Needs: This would mean having very flexible instruction for students with dyslexia or other reading difficulties, maintaining constant equality in learning.

Cultural Representation: Since we are living in an evermore diverse teaching environment, we must, as educators, find more diverse texts from which students can derive a more meaningful learning experience.

Citation: American Psychological Association (2022). Equity in Literacy Instruction: Strategies for Inclusive Classrooms.

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The definition of comprehension and social science.

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The definition of comprehension and social science.

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In social science education, reading comprehension is the process by which students make meaning from the text they are learning from. This will be done by integrating prior knowledge they have in combination with new information they are receiving and by applying critical thinking to evaluate the arguments and perspectives found within these texts. Within a social science classroom, these abilities and comprehension will be essential as many of the resources that will be encountered in class will be primary resources, as well as historical documents that are very hard to decipher for students who do not have the tools at the time to tackle these texts.

Citation: Snow, C. E. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. RAND Corporation.

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The applications of which comprehension strategies can be implemented within a social science instruction

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The applications of which comprehension strategies can be implemented within a social science instruction

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The analysis of primary resources: A social science classroom will have many historical texts that students must learn as part of the curriculum. The US Constitution is one of these primary resources, containing abundant complex language that students must apply comprehension skills to decipher.

The recognition of key terminology within texts and social science, as well as the vocabulary found in texts specific to the subject, types of vocabulary could be democracy and globalization, which are essential for students to understand the historical narratives they are being given.

Questioning and inquiry-based learning within social science: A teacher needs to encourage students to ask critical questions about the text they are given. This can help nourish and foster comprehension and engagement of texts. Strategies that can help these aspects of critical thinking in the classroom include questioning-answer relationships and a model in which students can be guided in forming more profound questions about the text.

Citation: Duke, N. K., & Pearson, P. D. (2002). Effective Practices for Developing Reading Comprehension. Journal of Literacy Research.

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 Equity & Inclusion in Comprehension Instruction

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 Equity & Inclusion in Comprehension Instruction

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Utilizing scaffolding techniques, such as reviewing the key vocabulary found within these texts that are specific to social studies as a subject, can support many English learners by giving them the tools to complete assignments that would otherwise be extremely difficult.

• Diverse Learning Needs: As a social studies teacher, you would review a plethora of historical documents. It would be prudent to have differentiated learning strategies for those who need accommodation, such as those with dyslexia or audio support, to better facilitate their learning.

• Cultural Representation: Since you’re reviewing many themes and social studies that have applications throughout the world, it could be very beneficial to include differing cultures within the curriculum to create a more inclusive learning environment.

Citation: Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.

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Padlet (Developmental Reading Knowledge Connections and Applications Vocabulary)Definition of Vocabulary in Disciplinary Literacy#2

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Padlet (Developmental Reading Knowledge Connections and Applications Vocabulary)Definition of Vocabulary in Disciplinary Literacy#2

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Especially in social sciences, many vocabulary terms that students will come across will be content-specific and have deep historical significance and ideological framing. These terms could be those of freedom, revolution, or oppression. Many of these words must be contextualized within the historical context in which they are spoken. This means that it is Paramount that students gain the ability to conceptualize and learn the true meaning of these vocabulary terms, even though some of these terms may be completely exclusive to the topic of social science. This means that instructing students on these words is very important, and you must provide the definition, example, and use of these words to grow academic literacy among students.

Citation: Wolsey, T. D., & Lapp, D. (2017). Handbook of Research on Reading Comprehension

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When teaching a class, regardless of subject, the instruction of vocabulary cohesively and effectively is a key piece and allows our students to succeed in disciplinary literacy. When trying to develop reading within students, the knowledge of the vocabulary, regardless of subject, is one of the linchpins, and being able to bridge information within that subject with authentic experiences that students had in addition, allowing these students to gain context within these texts, is something significant in a social science classroom. This week, we explore the concept of tier one, two, and three vocabularies and compound it with student-friendly definitions with representations of this vocabulary returned through media representation, images, drawings, or audio formats.

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Applications of Word Study Strategies in Social Science

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Applications of Word Study Strategies in Social Science

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Within social science, classroom tier classification of vocabulary terms could be a key strategy that could be very beneficial. This could be in the designation of tier 2 and three words, such as the constitution, UN, or manifesto, which are key terms within social science that students will have difficulty understanding.

Word Glossaries: Utilization of a word glossary could be very beneficial to students in any classroom, especially in any social science classroom. By having students keep their glossary of words found within the topic, for example, feudalism, where these terms could be defined and explained.

Using nonlinguistic representations could be beneficial for students who have difficulty visualizing what some terms can mean. This could be through mind maps or drawn imagery that can help depict historical events and exclusive terminology only found within social science.

Digital Tools: by using some online programs, such as Pad Lit or Flip Grid, you, as a teacher, can help students record their findings and learnings of key terms by using images to help them describe the historical context.

Citation: Beers, K. (2003). When Kids Can’t Read – What Teachers Can Do

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The importance of these Concepts within a social science classroom

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The importance of these Concepts within a social science classroom

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The text we find within any social science classroom will require students to have strong comprehension skills. These skills can allow these students to engage efficiently with the text, allowing them to think critically about narratives from the past that are connected to present-day issues.

Reciprocal teaching can be explained by allowing the student to follow the rules the teacher would have summarized. The clarifier and the predicator deepen the students' comprehension of the text by giving them more responsibility.

Implementing think-aloud, in which teachers can base their assignments around students' thought processes while reading, allows students to analyze the teacher's ability to analyze the text and ask questions about it.

Using graphic organizers can be an essential tool for comprehending these texts. They can provide guardrails on what students can do to better their critical thinking skills and comprehension of the text. An example of this could be cause-and-effect charts.

Citation: Palincsar, A. S., & Brown, A. L. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Instruction

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Importance of Vocabulary in Social Studies.

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Importance of Vocabulary in Social Studies.

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Vocabulary in social studies is the most crucial aspect of the whole class if students are to truly comprehend and learn the material. This is because vocabulary is paramount to conceptualization. The students will have to know many historical contexts. Strategies such as reciprocal teaching, think-aloud, and graphic organizers can help students truly comprehend the materials they are given.

Citation: Palincsar, A. S., & Brown, A. L. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities

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Equity & Inclusion in Vocabulary Instruction

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Equity & Inclusion in Vocabulary Instruction

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To appropriately scaffold for English learners and struggling learners, previewing essential vocabulary, combined with visuals and audio, can help these students further grasp the material.

Culturally Responsive Word Study: Implement word studies that integrate terms within global cultures, such as apartheid, diaspora, and mestizo. Connecting the material to differing cultures can help students connect to it.

Citation: Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice

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Phonological awareness can be described as one's ability to not only recognize but also manipulate the sounds as well as structures within a spoken language. This can be considered within words, syllables, onsets, and rhymes.  All these skills cholest together with the premise that by segmenting words into syllables and blending those sounds to form words, phonics is one of the most foundational skills in developing one's ability to read and spell.

(National Reading Panel, 2000)

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Social studies contain many pieces of information, such as articles and historical documents, that can be difficult for English learners and native language speakers to understand. When reviewing tough-to-understand vocabulary, breaking it down phonologically could help. This strategy can help every student recognize the words, patterns, and structures of words for future lessons.

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Within a classroom setting, by explicitly teaching the skills and phonological awareness, you can support your multilingual students with reading challenges from this topic. This means you can use this as a foundation for these multilingual learners to build upon their confidence in English and their ability to comprehend the content further (Linan-Thompson & Vaughn, 2007)

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Definition:
Phonics can be described as the sounds that one makes to decode and construct a word. Phonics in the classroom mainly means that the teacher shows students the connection between the sounds and the letters to help them better decode the information displayed to them. (Ehri et al., 2001).

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When utilize some primary sources within a social studies class which is very familiar you will always run into the problem that by using these old resources students may be unable to fully understand of vocabulary faced in front of them. by breaking down words into three parts being the prefix, root, and suffix you can better enable students to truly understand these terms are being faced with. in addition to this you could utilize an anchor chart.

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This would include that when covering new language found within historical documents exclusive to social studies, you go over the words as a class, not to single out individual students in the classroom who may have difficulty understanding the content. Not only that, but you can implement think-pair-share on the phonics of a word and implement more multimedia tools to facilitate these students within the classroom. It would be paramount that a teacher use decoding abilities to help students break down barriers that they face. To do this, you could implement these strategies to empower students to feel that they’re making breakthroughs in their learning.(August & Shanahan, 2006).

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Definition:

In a teaching environment, fluency is the students' ability to comprehend and understand how to use the language in which the lessons will be taught. Fluency in a language determines the level of skill that a student has in that specific language. Fluency is the ability to read text accurately, quickly, and with the proper expression in the correlated language. (Kuhn & Stahl, 2003).

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This was implemented in a classroom by having presentations focused on inquiry. You could present fluid reading and historical documents to students to show them how to read them correctly. It would be a foundation for the students to sound out words they have difficulty understanding correctly. This could also be paired with an audio diary where students can write down their breakthroughs and understanding of challenging vocabulary.

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Implementing oral reading activities within the classroom can better integrate English learners or students with IEPs by providing content that is not geared towards them. This makes them feel more prepared and heard as students. Fluency support levels also help you, as a teacher, better enable participation in these activities (Rasinski et al., 2005).

https://www.teacherspayteachers.com/browse?search=reading%20fluency%20games%20free

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Definition:

Writing can be defined as one's ability not to speak a language but to write down a language onto a piece of paper as a proper form of communication. This would mean that, within the context of Education in general, it would be the student's ability to write down their thoughts, notes, or any tasks will be required of them onto a piece of paper to complete a specific goal. Writing is one of the most crucial concepts for a student to thrive in a classroom. Writing can be defined as one’s ability to communicate through written text (Graham & Perin, 2007).

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Writing is the cornerstone of everything in that each student must write, whether in math, with symbols, or in social studies, usually written in a language. Written tasks within such a social studies classroom could be debate scripts, counter, narrative, and video scripts, as the project that I made for this class was centered around critical thinking. By having fun ideas for writing like this, you cannot only improve a student’s ability to write but also show them that there are ways that they could become passionate about writing.

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Creating writing assignments or projects that could be catered towards each student in your class, depending on the native language they're speaking, if they're English learners, or writing assignments that can be catered to the reading level of students with IEP. Not only this, but you can also utilize many websites and games found on the internet that can help improve a student's ability to write while also providing them with a fun experience.

Multimodal writing is a concept that can help students better comprehend material, especially students who may struggle with writing traditional essays. Ultimately, writing is a form of expression (Moje, 2008).

https://www.abcya.com/games/category/writing

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1. Definition of Oral Language

Oral language would be one of the most foundational principles within spoken communication in an educational setting and within society. It will be the primary method to express their thoughts, share information, and interact with others within a classroom environment. This would also mean a student's ability to integrate within the school. Not only this, but our language would also include grammar, vocabulary, sentence structure, and, like previously stated, the many skills and rules needed to integrate themselves within society. Ultimately, oral language development would be the most essential piece to create an individual who can incorporate themselves within Society and succeed in an educational setting

“Oral language refers to the system through which we use spoken words to express knowledge, ideas, and feelings. Developing oral language means developing listening and speaking skills, and these are foundational for later literacy development” (Reading Rockets, n.d.).

🔗 Reading Rockets – What is Oral Language?

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2. Connecting Oral Language to Social Studies

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2. Connecting Oral Language to Social Studies

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A social studies classroom is one of the foundational pieces for a great learning experience. One of the cornerstones of social studies education is discussions about the topics covered in class. An example of this could be a civics class going over the Bill of Rights, which will need Student interaction to express their own opinions about the rights expressed within the Bill of Rights.

“Effective oral language instruction in content areas like social studies promotes deeper understanding of material, encourages respectful dialogue, and builds vocabulary and confidence in speaking” (Fisher & Frey, 2014).

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Implement many practices and strategies that can help support those who cannot adequately participate in these classroom discussions. This would mean students who are English Learners and those with IEPs. Letting the students express their understanding and ways that aren't solely reliant on speech, such as writing down their thoughts, can be very beneficial. Also, using a teacher to build up confidence in these students lets them feel more comfortable trying to branch out and participate. Additionally, you could scaffold it by allowing the student to translate the information in their native language and then write it in English.

“Using strategies like structured partner talk, visual prompts, and sentence stems ensures that all students—regardless of background—can participate meaningfully in academic conversations” (Soto-Hinman & Hetzel, 2009).

🔗 Colorín Colorado – Oral Language Development

🔗 WIDA – Can Do Descriptors for English Learners

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American Psychological Association. (2022). Equity in literacy instruction: Strategies for inclusive classrooms. APA Press.

August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Lawrence Erlbaum Associates.

Beers, K. (2003). When kids can't read: What teachers can do. Heinemann.

Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. Journal of Literacy Research, 34(4), 412–455.

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393–447.

Fisher, D., & Frey, N. (2014). Speaking and listening for academic success: Strategies for the classroom. ASCD.

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education. https://all4ed.org/reports-factsheets/writing-next-effective-strategies-to-improve-writing-of-adolescents-in-middle-and-high-schools/

Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21.

Linan-Thompson, S., & Vaughn, S. (2007). Research-based methods of reading instruction for English language learners: Grades K–4. Association for Supervision and Curriculum Development.

Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96–107.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175.

Rasinski, T., Padak, N., McKeon, C., Krug-Wisley, B., & Friedauer, J. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent & Adult Literacy, 49(1), 22–27.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59.

Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation.

Soto-Hinman, I., & Hetzel, J. (2009). The literacy gaps: Building bridges for English language learners and struggling readers. Corwin Press.

Wolsey, T. D., & Lapp, D. (2017). Handbook of research on reading comprehension. Routledge.