I also try to integrate SS into my guided reading but I have found that it
can be tricky. When the kids have no schema for the subject, there is a lot of
front loading that has to take place. When using leveled ss chapter books you
are asking children to read to learn so the kids who are still learning to read
are being asked to do 2 things and need much more guidance. Just like
everything else it can be a fine balance. When I have a group of struggling
readers, I find it difficult to have groups based around the Revolutionary War
because there is so much to it. But groups on Westward Expansion are usually
very effective. You really have to know your kids to make it work.
Sue
-----Original Message-----
From: [EMAIL PROTECTED]
Sent: Sun, 1 Apr 2007 7:58 PM
Subject: [MOSAIC] Integrating SS and Reading
In our school we have been encouraged to use leveled readers and fluid
reading
groups. In the past I have LOVED integrating SS with my reading. I found
readers
theaters, journal entries etc. etc. Because of the groups I have been using our
basal and the leveled readers that come with it. Does anyone out there have any
ideas how I can integrate like I used to and still do the required leveled
books. Our SS series did come with leveled books but they arer SO BORING! Any
suggestions would be appreciated
>
> From: thomas <[EMAIL PROTECTED]>
> Date: 2007/04/01 Sun PM 04:27:53 EST
> To: "Mosaic: A Reading Comprehension Strategies Listserv"
> <mosaic@literacyworkshop.org>
> Subject: Re: [MOSAIC] Ginger's Unit of Study
>
> In California the law talked re so many minutes a week per month. So I
> always taught social studies for two weeks, then science for two weeks. In
> order to give more depth! Then always found ways to itnegrate that ss and
> science into my language arts. I do realize that HM and OC (and other
> basals) control language arts many places but if you sor tout their themes,
> and then look at your sss and science themes you can often "arrange"
> overlaps. That's what we did witht he culturally relevant pedagogy we
> created for Native American schools. I think it is possible to subvert the
> current paradigm at least some of the time! Let me know if you'd like to
> see what we did.
>
> sally
>
>
>
> On 3/31/07 5:30 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote:
>
> >
> In a message dated 3/30/2007 9:56:07 P.M. Eastern Standard Time,
> >
> [EMAIL PROTECTED] writes:
>
> For example, in NYC the 3rd grade S.S.
> > curriculum calls for the study of
> communities around the world. Our SS
> > textbooks (bought recently) are way
> offline in discussing communities WITHIN
> > the US, NOT the world. It is because of
> this that I DO NOT teach from this
> > textbook. Rather I look for whatever
> books I can on the country we are
> > studying and teach from there (the basics,
> geography, history, people,
> > they¹re culture, etc.) I only have an allotted time
> designated ³Science² and
> > ³Social Studies² 2 hours COMBINED per week (two
> 30-min sessions each).
> >
>
> And soŠmy question isŠ.how can I HAVE such a powerful science/social
> >
> studies unit with such little time and restrictions as to what and when I
> > can TEACH
> within that subject? I MUST make those 2 sessions on each subject
> > VERY
> powerful to be able to have the kind of outcome that I want and that I
> > see you¹re
> achieving with your kids!
>
>
> Hi Maria,
>
> I teach in NYC. We are
> > not a Reading First school so I am not totally
> familiar with your
> > restrictions. Are you able to double up your sessions?
> Instead of having
> > them on separate days in the week, can you combine them into one
> day? That
> > would lengthen the amount of time spent in sessions enabling you t
> o work
> > through cooperative learning activities. Can you tell us a little
> more
> > about how these restrictions are monitored.
>
> Laura
>
> >
>
>
>
> ************************************** See what's free at
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> S
> > earch the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>
>
>
>
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>
>
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