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Posts Tagged ‘science of reading’

The Social Studies Squeeze: How It Hurts Civic Engagement and Reading Skills

If you’ve stepped into an elementary school classroom lately, you might have noticed something missing. No? Look closer.

In between the shelves full of books and bins of art supplies there sits an empty shelf. Collecting dust. What used to be there? Social studies curriculum.

Decline in Civics Education

The Social Studies Squeeze

The truth is that social studies has been effectively squeezed out of most elementary school classrooms. Math and English gobble up instructional minutes. Social studies can only beg for scraps.

Roughly half of elementary schools have no adopted social studies curriculum. The average lower elementary teacher spends 16 minutes a day on social studies. By comparison, recess is usually 25 minutes a day, at least.

So why don’t teachers carve out more time for social studies? They want to. But the debates about how history gets taught and standardized tests that focus only on reading and math force hard questions that doom the subject: Why teach it when it isn’t being tested? Why teach it if it might make you a political target? Why indeed. 

This squeezing out of social studies has created a crisis in our schools. Unfortunately, it’s not the only one.

Twin Crises

It’s no secret that education in the United States is facing two serious crises. The first is literacy. Reading scores remain stubbornly disappointing. Kids from kindergarten to college aren’t reading as much or as well as they should.

The second crisis–civics–gets far less attention but is no less critical. In many places, citizenship skills go untaught and undeveloped. Our democracy desperately needs bolstering. Yet, we are failing to foster the skills that our kids need in order to become productive citizens.

For decades, I’ve had a front row seat to the social studies squeeze-out. Indeed, social studies has been my life’s work. I’ve spent 34 years teaching students and fellow educators about it. I’ve had a robust dual career in teaching and educational publishing: working for innovative social studies curriculum companies to create lessons designed to make history come alive for students across the country. 

My whole adult life has been dedicated to getting kids to care about social studies. However, it wasn’t always the tough job it is today.

An Easier Time for Social Studies Teachers and Publishers

When I started teaching and working in publishing in the nineties and early 2000s, there was a consensus about history pedagogy. Publishers broadened the American story to include more women and people of color. State and national standards pushed us to engage students in discussion, debate, and argumentation.  

We celebrated the idea that history is not math, a subject with one right answer. We asked students to consider multiple perspectives, to question, to wonder. I wore a t-shirt to school back then with one word on it: Think. It’s what active, involved citizens do. And social studies provides practice.

But somewhere along the way, we forgot that. We panicked. “Kids need to read,” we said. “They need to be able to write. They need to add, subtract, and divide.” And they do. But they also need to understand the world around them.

That’s where social studies comes in. And maybe with that insight, we would have found our way back. Maybe social studies would have slowly been able to snatch back some of those instructional minutes.

Except somehow, the very subject that helps foster discourse and debate became the subject of its own very heated debate. History wars were revived. And many teachers and publishers are now frightened of the subject. The social studies squeeze got worse.

What Should We Do? 

Is there a realistic way to get teachers to set aside more instructional minutes for social studies? 

Yes. Teachers can improve reading scores and bring back social studies. They can foster literacy and create better citizens. The solution requires unboxing and combining disciplines in new ways. But it can be done. 

How? Teach reading and social studies at the same time. 

Social studies disciplines like history, geography, economics, and civics help build the background knowledge that gives students a better chance at reading success. 

The science of reading tells us that background knowledge is the key to improving reading comprehension. A struggling reader who knows a lot about baseball comprehends an article about baseball better than a proficient reader who doesn’t know much about the sport.  It turns out, the more you know, the better you read. The better you read, the more you know. 

Social Studies and ReadingWant to improve reading scores? Check out 241 Books

Teach reading and social studies at the same time. The best news is that you can try out 241’s ready-to-run lessons for free right now. Just visit 241books.com 

Teach literacy and social science background knowledge together in the same prime-time reading block. Teach vocabulary, word parts, and social studies analysis skills simultaneously. Teach discussion and citizenship skills together. Engage students in rich, inspiring social studies stories, and encourage them to write their own. 

Reading and social studies are natural partners, like chocolate and sea salt. The wall between the two serves no one. That’s why I co-founded 241 Books with celebrated children’s author Erin Fry and creative design genius Amy Hauck-Wilson.

Every day, our 241 team creates two-for-ones that make teaching reading and social studies fun, easy, and impactful.  We build engaging, student-centered, lesson bundles that include high interest books, videos, and ready-to-use lesson materials. Every bundle is packed with powerful two-for-ones: reading and social studies, fiction and nonfiction, literacy and civics.  

Our materials will make your students better readers and better humans.

Please visit 241books.com to try our curriculum, including a digital book and ready-to-use lesson plans. It’s free! You’ll see how easy it is to teach reading and social studies at the same time. And you’ll squeeze social studies back into your day. 

*****

Steve Seely is an award winning teacher and a veteran curriculum designer. In 2024, he co-founded 241 Books, where he creates books and materials to teach reading and social studies at the same time. Please send comments or questions to sseely@241books.com.

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Middle School Reading Intervention

If middle school students are non-readers or struggle with simple text, should we teach middle school reading intervention like we teach beginning readers?

Can’t I just use a beginning reading program like UFLI and adapt it to my MS students? They need to learn the same foundational skills?

 

Such questions are posted in Facebook group posts every day. Almost universally, comments are the same:

 

I used UFLI last year with my sixth-graders and saw tremendous growth.

If a MS student needs basic skills, you need to teach those basic skills.

2 + 2 =4. If a teenager doesn’t know this, there really isn’t any other way to teach it than you would to a first-grader.

 

Two schoolgirls and schoolboy (6-12) singing in row, close-up

The last 20 years of my career I served as an MS reading specialist. I certainly agree that MS students need to learn the same “skills” that beginning readers require e.g., segmenting, spelling, blending /c//a//t/, and connecting the word to background (prior and extended) background knowledge. If MSers don’t know it, they need to learn it. BUT…

MSers who struggle with reading and spelling are different than, say, first graders. And this fact should impact both WHAT we teach, and HOW we teach.

Quick examples: MSers have much greater oral language lexicons than primary students, much more advanced knowledge of syntax, more life experience, and different interests. These facts should impact WHAT we teach. So, perhaps /k//ou//g//ar/ instead of /c//a//t/ with passive voice sentence examples, comparisons to panthers, catamounts, mountain lions (synonyms) and related species.e.g., cheetahs, lions, tigers. You get the idea. WHAT we teach should be qualitatively different for struggling MSers than for beginning readers.

In terms of the HOW, MSers should benefit from accelerated instruction. Generally speaking, a MS intervention class ain’t a MSer’s first rodeo. Student may not have mastered the /ou/ in cougar, but they probably have been taught it several times before. Thus, generally speaking, less practice is required than for a 1st grader. This is also true for ML and EL learners. With their language experience, hurried instruction is possible. If the instructional pace is too slow, MSers quickly use interest and attention.

Additionally, we can’t forget to account for the trauma that struggling MS readers face to varying degrees. That PTSD-like trauma should influence our choice of instructional reading resources, our motivational strategies, and our approach to behavior management.

Older Age Decodables

I’ll never forget the teenager at the rear of a reading intervention class, chanting under his breath, /c//a//t/,  c-a-t, I am stu-pid. Or seventh graders looking through big-headed childish characters in decodables or practicing sound-spelling cards with cartoonist illustrations of “Tony the Tiger.”

So to end my preaching, before selecting an excellent K-2 word recognition program with hopes of adapting it to the WHAT and HOW needs of upper elementary, middle school, high school, or adult learners… consider another age-appropriate program.
*****

Disclaimer: I’m the author/publisher of a reading intervention program for ages 8-adult. The following link will allow you to access the entire print portion of the program (not the corresponding Google slides): https://penningtonpublishing.com/collections/reading/products

The Science of Reading Intervention Program for Ages 8-Adults

/the-science-of-reading-intervention-program-bundle

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Free Science of Reading Lessons | ELL

Sam and Friends Phonics Books

Many ELL teachers are curious about the Science of Reading and (SOR) and, specifically, what a complete SOR phonics-based lesson looks like for their struggling readers. Following are two complete lessons (free) to study and try out with your students. Lesson 5 is a beginning short vowel /u/ focus, and Lesson 40 is a more advanced diphthong /ow/ focus. The lessons are 90 minutes each and include initial instruction and weekly review activities.

Each word recognition (phonics) lesson includes these instructional routines and resources:

1. Phonemic and Morphological Awareness
2. Blending, Segmenting, and Spelling
3. Sounds and Spellings and Heart Words Practice
4. Say It! Spell It! Read It! Word Chains:
5. Sam and Friends Phonics Books (Decodable texts on the lesson focus and review, featuring read alouds, comprehension questions, word fluency practice and timings, re-reads)
6. Elkonin Sound Box Dictations, Personal Sound Walls, and Morphology Walls

CLICK TO VIEW LESSON 5 GOOGLE SLIDES AND PRINT VERSIONS

CLICK TO VIEW LESSON 40 GOOGLE SLIDES AND PRINT VERSIONS

The author, Mark Pennington, is an MA reading specialist. Mark is happy to answer any questions about these lessons or how to implement SOR with your struggling readers. Email mark at mark@penningtonpublishing.com.

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Free Science of Reading Lessons | SPED

Sam and Friends Phonics Books

Many SPED teachers are curious about the Science of Reading and (SOR) and, specifically, what a complete SOR phonics-based lesson looks like for their struggling readers. Following are two complete lessons (free) to study and try out with your students. Lesson 5 is a beginning short vowel /u/ focus, and Lesson 40 is a more advanced diphthong /ow/ focus. The lessons are 90 minutes each and include initial instruction and weekly review activities.

Each word recognition (phonics) lesson includes these instructional routines and resources:

1. Phonemic and Morphological Awareness
2. Blending, Segmenting, and Spelling
3. Sounds and Spellings and Heart Words Practice
4. Say It! Spell It! Read It! Word Chains:
5. Sam and Friends Phonics Books (Decodable texts on the lesson focus and review, featuring read alouds, comprehension questions, word fluency practice and timings, re-reads)
6. Elkonin Sound Box Dictations, Personal Sound Walls, and Morphology Walls

CLICK TO VIEW LESSON 5 GOOGLE SLIDES AND PRINT VERSIONS

CLICK TO VIEW LESSON 40 GOOGLE SLIDES AND PRINT VERSIONS

The author, Mark Pennington, is an MA reading specialist. Mark is happy to answer any questions about these lessons or how to implement SOR with your struggling readers. Email mark at mark@penningtonpublishing.com.

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Free Science of Reading Lessons | High School

Sam and Friends Phonics Books

Many high school ELA teachers are curious about the Science of Reading and (SOR) and, specifically, what a complete SOR phonics-based lesson looks like for struggling readers at this age. Following are two complete lessons (free) to study and try out with your students. Lesson 5 is a beginning short vowel /u/ focus, and Lesson 40 is a more advanced diphthong /ow/ focus. The lessons are 90 minutes each and include initial instruction and weekly review activities.

Each word recognition (phonics) lesson includes these instructional routines and resources:

1. Phonemic and Morphological Awareness
2. Blending, Segmenting, and Spelling
3. Sounds and Spellings and Heart Words Practice
4. Say It! Spell It! Read It! Word Chains:
5. Sam and Friends Phonics Books (Decodable texts on the lesson focus and review, featuring read alouds, comprehension questions, word fluency practice and timings, re-reads)
6. Elkonin Sound Box Dictations, Personal Sound Walls, and Morphology Walls

CLICK TO VIEW LESSON 5 GOOGLE SLIDES AND PRINT VERSIONS

CLICK TO VIEW LESSON 40 GOOGLE SLIDES AND PRINT VERSIONS

The author, Mark Pennington, is an MA reading specialist. Mark is happy to answer any questions about these lessons or how to implement SOR with your struggling readers. Email mark at mark@penningtonpublishing.com.

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Free Science of Reading Lessons | Middle School

Sam and Friends Phonics Books

Many middle school ELA teachers are curious about the Science of Reading and (SOR) and, specifically, what a complete SOR phonics-based lesson looks like for struggling readers at this age. Following are two complete lessons (free) to study and try out with your students. Lesson 5 is a beginning short vowel /u/ focus, and Lesson 40 is a more advanced diphthong /ow/ focus. The lessons are 90 minutes each and include initial instruction and weekly review activities.

Each word recognition (phonics) lesson includes these instructional routines and resources:

1. Phonemic and Morphological Awareness
2. Blending, Segmenting, and Spelling
3. Sounds and Spellings and Heart Words Practice
4. Say It! Spell It! Read It! Word Chains:
5. Sam and Friends Phonics Books (Decodable texts on the lesson focus and review, featuring read alouds, comprehension questions, word fluency practice and timings, re-reads)
6. Elkonin Sound Box Dictations, Personal Sound Walls, and Morphology Walls

CLICK TO VIEW LESSON 5 GOOGLE SLIDES AND PRINT VERSIONS

CLICK TO VIEW LESSON 40 GOOGLE SLIDES AND PRINT VERSIONS

The author, Mark Pennington, is an MA reading specialist. Mark is happy to answer any questions about these lessons or how to implement SOR with your struggling readers. Email mark at mark@penningtonpublishing.com.

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Free Science of Reading Lessons | Grade 6

Sam and Friends Phonics Books

Many grade 6 teachers are curious about the Science of Reading and (SOR) and, specifically, what a complete SOR phonics-based lesson looks like for struggling readers in grade 6. Following are two complete lessons (free) to study and try out with your students. Lesson 5 is a beginning short vowel /u/ focus, and Lesson 40 is a more advanced diphthong /ow/ focus. The lessons are 90 minutes each and include initial instruction and weekly review activities.

Each word recognition (phonics) lesson includes these instructional routines and resources:

1. Phonemic and Morphological Awareness
2. Blending, Segmenting, and Spelling
3. Sounds and Spellings and Heart Words Practice
4. Say It! Spell It! Read It! Word Chains:
5. Sam and Friends Phonics Books (Decodable texts on the lesson focus and review, featuring read alouds, comprehension questions, word fluency practice and timings, re-reads)
6. Elkonin Sound Box Dictations, Personal Sound Walls, and Morphology Walls

CLICK TO VIEW LESSON 5 GOOGLE SLIDES AND PRINT VERSIONS

CLICK TO VIEW LESSON 40 GOOGLE SLIDES AND PRINT VERSIONS

The author, Mark Pennington, is an MA reading specialist. Mark is happy to answer any questions about these lessons or how to implement SOR with your struggling readers. Email mark at mark@penningtonpublishing.com.

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Free Science of Reading Lessons | Grade 5

Sam and Friends Phonics Books

Many grade 5 teachers are curious about the Science of Reading and (SOR) and, specifically, what a complete SOR phonics-based lesson looks like for struggling readers in grade 5. Following are two complete lessons (free) to study and try out with your students. Lesson 5 is a beginning short vowel /u/ focus, and Lesson 40 is a more advanced diphthong /ow/ focus. The lessons are 90 minutes each and include initial instruction and weekly review activities.

Each word recognition (phonics) lesson includes these instructional routines and resources:

1. Phonemic and Morphological Awareness
2. Blending, Segmenting, and Spelling
3. Sounds and Spellings and Heart Words Practice
4. Say It! Spell It! Read It! Word Chains:
5. Sam and Friends Phonics Books (Decodable texts on the lesson focus and review, featuring read alouds, comprehension questions, word fluency practice and timings, re-reads)
6. Elkonin Sound Box Dictations, Personal Sound Walls, and Morphology Walls

CLICK TO VIEW LESSON 5 GOOGLE SLIDES AND PRINT VERSIONS

CLICK TO VIEW LESSON 40 GOOGLE SLIDES AND PRINT VERSIONS

The author, Mark Pennington, is an MA reading specialist. Mark is happy to answer any questions about these lessons or how to implement SOR with your struggling readers. Email mark at mark@penningtonpublishing.com.

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