Closing the Book on Social Studies: Four Classroom Teachers Go beyond the Text

Dunn, Mary Anna

doi:10.1080/00377990009602456

Cited by 9 publications

(3 citation statements)

References 2 publications

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“…Edebi ürünlerin derste kullanımında öğrencilerin aktif olmasına dikkat edilmelidir. Öğrenci merkezli etkinliklerin öğretimde önemli bir rolü bulunmaktadır (Dunn, 2000). Öğrencilere etkinliklerde aktif olmaları ve birbirleri ile etkileşime geçmelerine olanak sağlayabilecek fırsatlar oluşturulmalıdır.…”

Section: öğRencilerin Okumalarını Engelleyici Tüm Unsurlardan Kaçınılunclassified

Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Sosyal Bi̇lgi̇ler Dersi̇nde Kullanilabi̇lecek Edebi̇ Ürün Tasarlama Deneyi̇mleri̇ni̇n İncelenmesi̇

Çelik¹

2019

TurkishStudies

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Section: öğRencilerin Okumalarını Engelleyici Tüm Unsurlardan Kaçınılunclassified

Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Sosyal Bi̇lgi̇ler Dersi̇nde Kullanilabi̇lecek Edebi̇ Ürün Tasarlama Deneyi̇mleri̇ni̇n İncelenmesi̇

Çelik¹

2019

TurkishStudies

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“…In this era of accountability, basal readers and content area texts help teachers provide standards-based instruction in reading, science, social studies, mathematics, and many other subjects. Exclusive use of textbooks, however, can stifle student interest and the development of critical thinking skills (Dunn, 2000). By complementing content area textbooks with other sources, teachers can provide motivation for reading and may improve content area learning.…”

Section: Provide Access To a Multiplicity Of Text Typesmentioning

confidence: 99%

Making a Case and a Place for Effective Content Area Literacy Instruction in the Elementary Grades

Moss

2005

The Reading Teacher

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Today, as never before, content area literacy is gaining the attention of educators. Although it has always been emphasized at the secondary level, the need for content area literacy instruction at the elementary level is becoming more and more apparent. This article begins by providing background on the topic, demonstrating how interest in elementary content area literacy has increased over the past decade and the ways conceptions of content area literacy have changed over time. It identifies three critical reasons for including content area literacy in the elementary grades: Early exposure to exposition may facilitate development of nonnarrative reading and writing skills Informational texts may motivate some children to read more Informational texts may increase student facility with new knowledge domains It then describes five ways that teachers can make a place for content area instruction in their classrooms. They include (a) integrating literacy instruction with content area study, (b) providing students access to multiple text types and time to read them, (c) helping students become strategic readers and writers of informational texts, (d) involving students in inquiry‐based experiences, and (e) developing professional expertise in teaching students about nonnarrative texts.

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“…I used their textbooks to teach many historical facts, but I used other genres to help students interact with history and to gain background knowledge. In many cases textbooks have been selected for their congruity with state and local objectives; however, educators must remember that it is unlikely that they were designed to meet the exact learning objectives of the school or grade level (Dunn, 2000). We need to remind ourselves that one textbook does not necessarily fit all of our curricular goals or all of the students' academic needs.…”

Section: When Should We Open Up Our Textbooks?mentioning

confidence: 99%

Should Social Studies Textbooks Become History? A Look at Alternative Methods to Activate Schema in the Intermediate Classroom

Villano¹

2005

The Reading Teacher

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When the author discovered that the majority of fifth‐grade students in her classroom were comprehending very little in their social studies textbooks, she decided to revamp the methods and materials in order to help all students acquire the content. The textbook not only held new and abstract content, but also contained transition words, vocabulary, and sentence structure with which most of the students were unfamiliar. Therefore, the teacher began to integrate other genres of social science text with her classroom instruction, specifically children's books and poetry that helped students gain background knowledge. Students benefited from the familiar format of read‐alouds and choral reading and soon began using the illustrations and content of the textbook to help them recall literal facts and make inferences about the information presented. This article presents the teacher's accomplishments and frustrations in using nonfiction and historical fiction read‐alouds and poetry to activate schemata and promote comprehension of social studies topics taught in the intermediate classroom.

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Closing the Book on Social Studies: Four Classroom Teachers Go beyond the Text

Cited by 9 publications

References 2 publications

Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Sosyal Bi̇lgi̇ler Dersi̇nde Kullanilabi̇lecek Edebi̇ Ürün Tasarlama Deneyi̇mleri̇ni̇n İncelenmesi̇

Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Sosyal Bi̇lgi̇ler Dersi̇nde Kullanilabi̇lecek Edebi̇ Ürün Tasarlama Deneyi̇mleri̇ni̇n İncelenmesi̇

Making a Case and a Place for Effective Content Area Literacy Instruction in the Elementary Grades

Should Social Studies Textbooks Become History? A Look at Alternative Methods to Activate Schema in the Intermediate Classroom

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