By Marie Baguchinsky

In the upper elementary grades, content-area text gains increasing importance as a primary source of reading and information. Focusing on the specialized vocabulary of social studies texts, this article presents a framework of teaching and learning strategies based on vocabulary research. Strategies are introduced before, during, and after reading. It illustrates how to develop and relate vocabulary knowledge to social studies concepts and knowledge.

Fourth grade content-area text gains increasing presence and importance in curriculum.

Often used as a primary source of information.

For many students, the “density” of unfamiliar vocabulary gets in the way of their ability to read and construct meaning from text.

Harmon, Hendrick, and Wood (2005) described content-area reading as bombardments of unfamiliar concepts and vocabulary that violate the most essential features of vocabulary learning.

When volume of unfamiliar vocabulary impedes understanding it: prohibits immediate comprehension and places limits on new vocabulary acquisition.

In many cases, textbook recommendations for vocabulary instruction do not consistently align with documented best practices (Harmon et. al.,2000).

So, teachers must become “instructional mediators” equipped with a variety of strategies that: foster individual word meaningsshow the relationship of vocabulary to social

studies content/concepts

Issues becomes how vocabulary instruction can be effectively integrated into social studies instruction (Stahl & Shiel, 1992)

Since the majority of research has been done with narrative text, strategies were chosen that could be applied to social studies.

All include active engagement of students

Teacher practices Student practices Includes before, during, and after

reading strategies

ReadingBefore During After

Word SelectionChapter Overview

Anticipation Guide

Anticipation Guide

C.L.U.E.Chapter Overview

Chapter Overview

Vocabulary Map

Vocabulary Map

Practice Activities

Background Knowledge for American RevolutionAgree Disagree (Day 1)

The rapid growth of the colonies decreased the population.

Rebels spoke out against England

Some colonists could not tolerate being governed by England.The colonies had the right to elect assemblies.

0ne rebel was named _______________________. He was forced

to leave the Massachusetts Bay Colony and started the colony of

What I know Rhode Island.

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One cause of the colonies rebelling was __________________

___________________________________________________.

What I know now

Visual summary of main idea based on the organization of the content.

Students skim for headings, illustration, and bolded print.

Teachers draw the students’ attention to sections where critical vocabulary occur.

Beginning of American RevolutionCauses

Minute Men Militia Mercenary

Who is it? Common men Common men Professionals

PurposeFight at a moments notice

Volunteer to fight in emergencies

Fight for anyone willing to pay

Connection? Colonists Colonists Either side

The minutemen were common men who fought at a moments notice for the colonists in the American Revolution.

Vocabulary List

Common menProfessionalsColonistsEmergenciesvolunteer

2.Clues from context I3. Illustration

4.Context

Circle the correct sentence

5. Word Association

Choose two related words

1. Keyword

7. Provide

Example, phrase, sentence, or definition

6. Word Building

Choose a real word

CHECK for words that are bold or highlighted.

LOOK for and read the sentences around the word to see if there are clues to its meaning.

USE the word in a sentence to see f you understand the meaning of the word. If not, expand your resources.

EXPAND your resources using a glossary or asking a friend or teacher.

To expand vocabulary knowledge:Vocabulary journal-Categorize words base on

broad social studies categories.Vocabulary game- Ready, Set, Go

3 minute draw a vocabulary card and respond with definition.One partner reads definition and the other responds with correct word.

Make up some sets of definitions and vocabulary words on index cards. A card would have either a definition of a vocabulary word on it. Play Concentration type game where the students take turns turning over a card and attempting to find the matching definition or vocabulary word.

Hairrell, Angela, Deborah Simmons, Elizabeth Swanson, Meaghan Edmonds, and Sharon Vaughn. "Translating Vocabulary Research to Social Studies Instruction: Before, During, and After Text-Reading Strategies " Intervention in School and Clinic 46.4 (2010): 204-10. Web. 18 Apr 2011.

URL: http://isc.sagepub.com/content/46/4/204

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