This presentation was given at the South Dakota State Library conference in the capital of Pierre. Two Assistant Professors in Teacher Education co-presented the session on Reading Across Content Areas and focused on our audience of Librarians in the Common Core Initiative.

1. PRE-CONFERENCE:
READING ACROSS
CONTENT AREAS:
IT’S TIME WELL
SPENT!
SDLA Conference
Pierre, SD
October 1, 2014
Dr. Faye LaDuke-Pelster
Dr. Cody Lawson

2. IT’S NICE TO MEET YOU!

3. MEET & GREET
 Please get into groups of three.
 Visit to find out two things you all have in common.
 Don’t take the easy route and include things like, “We all love to read.” Be
more specific like, “We all acted in Romeo and Juliet in high school.”
 You have 7 minutes. GO!!!
 You will have a chance to share your discussion with the whole
group.

4. WHO’S HERE?
 Librarians?
 Classroom Teachers?
 Administrators?
 Higher Education Faculty?
 Pre-service Teachers?

5. CONTENT READING
THE COMMON CORE
THE ROLE OF THE LIBRARIAN

6. TEACHING CONTENT IS TEACHING
READING
 Daniel Willingham’s “Teaching Content is Teaching Reading”
reminds us that students who are familiar with the topic, event, or
story are better equipped to comprehend the story.
 https://www.youtube.com/watch?v=RiP-ijdxqEc

7. HOW DO YOU SEE YOURSELF?
 Please turn and talk to the person sitting next to you about the
following:
 If you are a school librarian, do you see yourself as a leader in your building
and/or district? How do you support classroom teachers? How do you
support students? What is your role in helping teacher integrate literacy into
content instruction?
 If you are a classroom teacher, how do you collaborate with the school
librarian to plan effective instruction for students? How do you integrate
literacy into content instruction?
 If you are an administrator, what actions do you take to promote collaboration
between librarians and classroom teachers? What actions do you take to
encourage and support teachers as they strive to integrate literacy into
content instruction?

8. BEFORE & DURING READING
STRATEGIES Before you read “………………………..,” I:
Yes No
____ ____ thought about the title and what it suggested the text was about.
____ ____ previewed the whole text or parts of it.
____ ____ thought about the subject or situation.
____ ____ set a purpose for my reading.
While I am reading “……………………….,” I:
Yes No
____ ____ developed a dialogue with the writer (e.g, What is the writer communicating? What is
the main idea? What do I already know about this?).
____ ____ visualized what places, people, events might look like.
____ ____ connected my personal experience to what I was reading.
____ ____ made inferences from the textual clues given by the writer.
____ ____ tried to distinguish between fact and opinion.
____ ____ predicted and then checked what the writer might say next.
____ ____ went over the parts I found confusing.
____ ____ checked words that I did not know the meaning of from context.

9. PRE-READING ACTIVITIES:
 Getting students interested, motivating them, and relating the
reading to their lives
 Establish the purpose for reading
 Reminding students of things they already know, activating prior
knowledge
 Building text-specific knowledge, pre-teaching vocabulary, pre-teaching
concepts, pre-questioning, predicting, setting directions,
and suggesting reading strategies

10. DURING READING ACTIVITIES:
 Model for students how to annotate a text
 Give students a graphic organizer
 Silent reading by students
 Oral reading by teacher
 Teacher-guided reading
 Teacher modification of the text

12. Post-reading activities:
Synthesize and organize information
Understand and recall important points
Reflect on the meaning of the text
Compare differing texts and ideas
Imagine themselves as one of the characters in the text
Synthesize information from different sources
Engage in a variety of creative activities
Apply what they have learned within the classroom and to the world
beyond the classroom
Questions to think about after the reading:
1. Where and when did the event take place?
2. Who was involved?
3. What was the problem or goal that set events in motion?
4. What were the key events?
5. How was it resolved?
6. And, so what? Why does this matter? Author’s message

13. AFTER READING STRATEGY
After I read “…………………………….,” I:
Yes No
____ ____ determined my initial impression of what I had read.
____ ____ discussed what I had read and my impressions with
someone.
____ ____ reflected on what I had read.
____ ____ reviewed and summarized what I had read and learned.
____ ____ made notes in my notebook.
____ ____ developed a more thoughtful interpretation of what I had
read (considered why the writer wrote the text, what was being
presented, and how it was constructed).
____ ____ evaluated what I had read and supported my judgments
with references to the text.

14. FOOD FOR THOUGHT…
 “When it comes to the common core, librarians can be a school’s
secret weapon.”
 “The common core standards are the best opportunity we’ve had
to take an instructional-leadership role in the schools and really to
support every classroom teacher substantively.”
 “The common core is so much about how we teach. We’ve been
looking at support materials, but we’re more focused on shifting to
inquiry-based instruction.”
 “…preaching a three-part gospel to her colleagues: rich text,
raising rigor, and repackaging research.”

15. THE COMMON CORE
 Right now, please take time to read the article Common Core
Thrusts Librarians into Leadership Role by Catherine Gewertz.
 While you’re reading, please contribute to your table group’s
graffiti board. Visually represent (in more than words) your
thinking as you read the article.
 After you’ve finished reading the article, continue adding to the
graffiti board at your table.
 When your group is finished, please hang your board up on the
wall. We will have a gallery walk so you can view the work of
others.

16. SOCIAL SCIENCE INTEGRATION
 Social Studies courses, perhaps more than any other discipline,
require students to read a wide variety of texts (e.g. primary and
secondary sources, letters, poetry, fiction, non-fiction, speeches,
images, and textbooks).
 Reading for comprehension from this variety of texts.
 Provide multiple perspectives to enrich student understanding of
people and the past.
 Skills include: activating prior knowledge, making predictions,
visualizing the text, asking and answering questions, using graphic
organizers, summarizing the text, and analyzing that text.

17. PRIMARY SOURCE DOCUMENTS
 Examining primary sources -- such as original photographs,
maps, letters, diaries, journals, and legal documents, as well as
electronic versions of these articles -- helps students understand
that history is about the lives of real people.
 Start with short selections or excerpts. Identify unusual
vocabulary in advance, or ask students to list unfamiliar words as
they come across them.
 Above all, use primary sources as a basis for student research to
raise questions about larger social and historical issues.

18. INSERT GRAPHIC ORGANIZER
HERE

19. PRIMARY SOURCES ARE A BRIDGE
BETWEEN THE PRESENT AND THE
PAST.
 They provide students with an opportunity to interpret original,
unedited data for themselves, rather than passively accepting the
interpretations of others.
 Using primary sources encourages students to look at history
from multiple perspectives and place historical events not just in
chronological order but in a social context.
 Finally, students come to realize the value of supporting historical
interpretation with physical evidence.
 http://romanhistory-pompeii.wikifoundry.com/

20. STUDENTS CAN WORK TOGETHER TO
DERIVE MEANING FROM PRIMARY
SOURCES.
 Working together helps students decode the often archaic
language in primary sources, discover the multiple, sometimes
changing meanings of words, and in the process, improve their
reading comprehension skills.
 A graphic organizer is a visual representation of information that
shows, at a glance, how key concepts are related. Some graphic
organizers, like timelines, illustrate the chronological order of
events over time.
 Others, like Venn diagrams, compare and contrast. Some graphic
organizers, like concept maps, are useful tools for brainstorming.

21. REFLECTING ON YOUR PRACTICE
 How do you decide which primary sources to use?
 What factors do you believe are important as you introduce
primary sources to your students for the first time?
 What student groupings, teaching methods, and graphic
organizers might you use to support student focus and success?
 How do you judge students' success when they use primary
sources

22. TAKING IT BACK TO YOUR
CLASSROOM
 Ask students to bring in primary sources from home -- letters,
photographs, and diaries of their ancestors -- or primary sources
found in books or on the Internet. Ask students to share the
sources and discuss what can be learned about the past from
them.
 Have students analyze a primary source, asking questions such
as, Who wrote the source? Why? When? Where? and What were
the consequences?
 Analyze another primary source about the same event that
provides a different point of view.
 Compare the sources, suggest reasons for the different points of
view, discuss the credibility of each source, and reflect on how
they might determine which point of view best represents the
event.

23. PRIMARY SOURCE DOCUMENTS
One area of interest for Social Studies educators is the use of primary sources, actual
records from a given period of time, and their use in the classroom.
Primary Sources on the Web:
http://www.eduplace.com/SS/hmss/primary.html
Justice Learning:
http://www.justicelearning.org
U.S. Constitution:
http://topics.law.cornell.edu/constitution
Charters of Freedom:
http://www.archives.gov/exhibits/charters/charters.htm
World War I Political Cartoons:
http://rutlandhs.k12.vt.us/jpeterso/uboatcar.htm
5,000 + famous speeches:
http://www.americanrhetoric.com

24. DIGITAL STORYTELLING: AN
EXAMPLE
 Digital Storytelling- Writing
Prompts for Elementary
Education
 http://www.scholastic.com/teac
hers/story-starters/adventure-writing-
prompts/
 Digital Storytelling Helpful hints
and tips
 http://www.schrockguide.net/dig
ital-storytelling.html
 Project Ideas and Examples of
Digital Storyboards
 http://www.scribd.com/doc/791
01242/10-Digital-Storytelling-
Projects

25.  http://www.graphicorganizer.org
 http://www.teach-nology.
com/web_tools/graphic_org/
 http://www.readwritethink.org/material
s/lit-elements/index.html
 http://www.eduplace.com/graphicorga
nizer/
 https://www.teachervision.com/graphi
c-organizers/printable/6293.html
 http://www.educatorstechnology.com/
2012/06/teachers-guide-on-use-of-graphic.
html
 http://www.educationoasis.com/curric
ulum/graphic_organizers.htm

26. SOCIAL BOOKMARKING
 An online list of bookmarks,
categorized by keywords
(“tags”) and available to other
members
 Social bookmarking allows
different people to create and
post customized resource
lists of sites related to any
number of topics
 Recommended Sites:
 http://www.delicious.com
 http://earth.google.com
(bookmarks are of places in the
world, with linked information)
 Ideas for the Classroom:
 http://www.education-world.
com/a_tech/sites/sites080
.shtml
 http://weblogg-ed.
com/2005/08/02/

27. GLOGSTER
 http://edu.glogster.com
 Online poster making site
 Free educational account
 Embed or share link
 Teacher sample
 Student sample
 Glog rubric
 Classroom ideas:
 Alternative to book report
 Science notebooking / digital
science fair
 Biographies
 Getting to know you
 Writing process

28. BLOGS
 Many free blogging sites
 Blogger, Posterous, Twitter
 Post topics, questions, content review, resources
 Students comment on blog posts and reply to each other
 Teacher sample – US History
 Teacher sample – 5th grade math
 Blogging rubric
 Classroom ideas:
 Reading response journal
 Problem of the day
 Student writing - peer revision
 Science notebooking
 Parent communication

29. SOME TECHNIQUES FOR TEACHING
VOCABULARY:
 Hold class discussions of words related to the daily assignment
 Help students with the pronunciation of difficult words
 Have students discuss the meanings of words from context clues
 Acquaint students with roots, prefixes, and suffixes frequently
used in the text
 Acquaint students with the varied meanings of multiple meaning
words

30. LET’S GET TO WORK!
Outcomes & Standards Materials
Instructional Sequence Assessment & Evaluation

32. RESOURCES AND REFERENCES
More Tutorials:
 Moodle for Teachers:
http://issuu.com/muppetmasteruk/docs/moodlebook
 Facebook in Education: http://www.facebook.com/education
 Imbee Help and Insights for Teachers: http://www.imbee.com/teacher
 Del.icio.us Help and Tutorials: http://delicious.com/help
 Teacher Tube Frequently Asked Questions:
http://www.teachertube.com/help.php
 Understanding Flickr Features: http://flickr.com/tour/
 Prezi tutorial: http://prezi.com/learn/

33. CONTACT US
Dr. Faye LaDuke-Pelster, Assistant Professor
& Graduate Coordinator
Faye.LaDuke@bhsu.edu
605.642..6627
Dr. Cody Lawson, Assistant Professor
Cody.Lawson@bhsu.edu
605.642.6231