Using Literature Using Literature in in

Social StudiesSocial StudiesDr. Monique DattaDr. Monique Datta

Language Arts Teacher-King Intermediate SchoolLanguage Arts Teacher-King Intermediate SchoolAdjunct Assistant Professor –University of Southern Adjunct Assistant Professor –University of Southern

CaliforniaCaliforniamdatta@usc.edumdatta@usc.edu

• Compare and Compare and ContrastContrast

• Cause and EffectCause and Effect• SequencingSequencing• Main IdeaMain Idea

• SummarizationSummarization• InferenceInference• PredictingPredicting• Point of ViewPoint of View• Use of standard grammar, Use of standard grammar,

spelling, and punctuationspelling, and punctuation

Social Studies and Language ArtsSocial Studies and Language Arts“Common Skills”“Common Skills”

1.1. They are not designed to provide in-depth They are not designed to provide in-depth coverage.coverage.

2.2. They are often “inconsiderate” of their They are often “inconsiderate” of their readers.readers.

3.3. They may contain inaccuracies.They may contain inaccuracies.4.4. They are written at high levels of They are written at high levels of

difficulty.difficulty.5.5. They lack appeal for students.They lack appeal for students.

Problems with Using TextbooksProblems with Using Textbooks

• They provide depth, considerate and accurate They provide depth, considerate and accurate information, material at a variety of reading information, material at a variety of reading levels, and motivation for learning.levels, and motivation for learning.

• Nonfiction titles often contain information that Nonfiction titles often contain information that is written and organized in ways that make is written and organized in ways that make information more interesting and accessible, information more interesting and accessible, and they speak to young readers personally and they speak to young readers personally through informal, engaging writing styles.through informal, engaging writing styles.

(Vacca, Vacca, & Mraz, (Vacca, Vacca, & Mraz, 2011)2011)

Why Use Trade Books?Why Use Trade Books?

Learning with Trade BooksLearning with Trade Books“Fiction”“Fiction”

• Help students understand the human Help students understand the human experience across time and place;experience across time and place;

• Help students read between and Help students read between and beyond the lines;beyond the lines;

• Assist students in understanding Assist students in understanding figurative language, style, irony, point figurative language, style, irony, point of view, and themes; andof view, and themes; and

• Help students make a personal Help students make a personal connection and build background.connection and build background.

Learning with Trade Books“Nonfiction”

• Deepen student knowledge of real people, places of Deepen student knowledge of real people, places of the past and present;the past and present;

• Provide in-depth, up-to-date information;Provide in-depth, up-to-date information;• Help students see how knowledge in different domains Help students see how knowledge in different domains

is organized, used, and related;is organized, used, and related;• Develop student familiarity with the language and Develop student familiarity with the language and

vocabulary of a discipline;vocabulary of a discipline;• Improve student comprehension of expository text, a Improve student comprehension of expository text, a

skill required for survival in the Information Age; andskill required for survival in the Information Age; and• Provide insight into contemporary issue of interests to Provide insight into contemporary issue of interests to

students that get little attention in textbooks.students that get little attention in textbooks. (Vacca, Vacca, & Mraz, 2011)(Vacca, Vacca, & Mraz, 2011)

What is Expository Text?What is Expository Text?• Expository is written to inform, explain, Expository is written to inform, explain,

describe, or to persuade.describe, or to persuade.• Expository text is subject-oriented, contains Expository text is subject-oriented, contains

facts and information, uses little dialogue. facts and information, uses little dialogue. Usually no beginning, middle, end pattern. Usually no beginning, middle, end pattern. (Tonjes, (Tonjes, Wolpow, & Zintz, 1999)Wolpow, & Zintz, 1999)

Assignments that emphasize “reading to Assignments that emphasize “reading to learn” increase student engagement, learn” increase student engagement, strategy use, and comprehension. strategy use, and comprehension.

(Gutherie, 2003)(Gutherie, 2003)

The greatest difficulty teachers The greatest difficulty teachers face when selecting nonfiction for face when selecting nonfiction for the classroom is deciding which the classroom is deciding which books to choose from the large books to choose from the large

number available.number available.

The Five A’s For Evaluating The Five A’s For Evaluating Nonfiction Trade BooksNonfiction Trade Books

(Moss, 2003) (Moss, 2003)

Criteria:Criteria: Questions to Ask:Questions to Ask:AuthorityAuthority Does the author identify and credit experts Does the author identify and credit experts consulted during the research process? consulted during the research process? AccuracyAccuracy Is text content accurate? Is text content accurate? Are maps, graphs, charts, and other visual aids Are maps, graphs, charts, and other visual aids presented clearly? presented clearly? AppropriatenessAppropriateness Is information presented in ways appropriate to Is information presented in ways appropriate to the intended audience? the intended audience? Does the author show respect for the Does the author show respect for the reader? reader? Is information effectively organized?Is information effectively organized?Literary artistry Literary artistry Does the book have literary artistry? Does the book have literary artistry? Does the author use literary Does the author use literary devices to make devices to make information come alive? information come alive? Is the author’s style engaging?Is the author’s style engaging?Attractiveness Attractiveness Is the appearance and layout of the book likely to Is the appearance and layout of the book likely to entice entice readers?readers?

• AdvertisementsAdvertisements• AmendmentsAmendments• AutobiographiesAutobiographies• BiographiesBiographies• Book reportsBook reports• BrochuresBrochures• Campaign speechesCampaign speeches• CartoonsCartoons

• CataloguesCatalogues• ComicsComics• EditorialsEditorials• InterviewsInterviews• JournalsJournals• LettersLetters• MapsMaps• MenusMenus

Types of Expository TextTypes of Expository Text

Instructional Strategies for Instructional Strategies for Using Trade BooksUsing Trade Books

• A recent study of exemplary content A recent study of exemplary content instruction found a key commonality instruction found a key commonality among effective teachers. All of them used among effective teachers. All of them used multiple texts with a range of formats and multiple texts with a range of formats and difficulty levels.difficulty levels. (Allington & Johnson, 2002)(Allington & Johnson, 2002)

Creating Classroom Libraries and Creating Classroom Libraries and Text SetsText Sets

• Content area teachers need to acquire Content area teachers need to acquire books related to their content area.books related to their content area.

• These books can be used to stock These books can be used to stock classroom libraries, both for large and classroom libraries, both for large and small group reading and for individual small group reading and for individual inquiry.inquiry.

• Library book sales, garage sales, and Library book sales, garage sales, and book clubs such as Scholastic are good book clubs such as Scholastic are good resources to find inexpensive books.resources to find inexpensive books.

• Magazines and newspapers are also Magazines and newspapers are also appropriate for inclusion in a classroom appropriate for inclusion in a classroom library.library.

Literacy StrategiesLiteracy Strategies• Think AloudsThink Alouds

• Context PlusContext Plus

• Double Entry JournalsDouble Entry Journals