Literacy Strategies in Arts and Social Studies

Vocabulary

Literacy Strategies that Strengthen Vocabulary in Arts and Social Studies

Frayer’s model presents the most effective strengthening vocabulary strategy in Arts and Social Studies. The approach uses a prescribed technique that involves learning and understanding one word at a time (Ontario Ministry of Education, 2004). This model allows students to master new terminologies by using background or acquired knowledge, making it easier to connect and comprehend unknown terminology. It utilizes the four-square graphic organizer, which helps learners identify a new vocabulary through phrases and definitions connected to the word. When students identify the vocabulary from the four perspectives, they can comprehend the meaning of the word, which strengthens their vocabulary through memorization of all associated concepts. Alternatively, the model can integrate pictures and illustrations for easier memorization since images are easier to understand and visualize for reference.

Likewise, the taxonomic wheel presents an effective strategy for strengthening vocabulary in Arts and Social Studies. As the name suggests, the approach uses a taxonomic wheel involving classifications of words in a particular order to obtain the common word by establishing general characteristics. The taxonomic wheel efficiently strengthens vocabulary in Arts and Social Studies because it provides a more comprehensive approach to introducing new vocabulary as learners identify the word from the most common characteristic to the most complex, leading to an in-depth comprehension

Finally, word splash is another effective and entrancing method of strengthening students’ vocabulary in Arts and Social Studies. The approach entails collecting keywords from a passage the learners are about to read, such as the History of Colonialism. Hence, learners can identify and connect each word as they read the passage to understand their meaning leading to the main topic of discussion. The above strategies effectively strengthen vocabulary in Arts and Social studies because the subjects have unique terminologies that require comprehensive strategies to learn, understand and apply the words in classwork and other activities.

Literacy Strategies that Strengthen Vocabulary in Arts and Social Studies Applied

Currently, I am trying the Frayer model, taxonomic wheel, and word splash to enhance the learners’ vocabulary. If I were to go to a museum, I would incorporate Frayer’s model and the taxonomic wheel to define new terminologies. The two strategies are easy to create and offer a comprehensive approach to discovering and understanding new words. At the same time, the strategies promote the use of graphics and images to explain concepts that ensure visualization, leading to deeper understanding and long-term memorization for reference. The museum consists of drawings, illustrations, and physical objects which may be familiar or unfamiliar to the learners. Therefore, I would take photographs of related items and create the Frayer model and taxonomic wheel, where students can identify particular characteristics that define the images.

Discussion Questions

1. From the strategies that strengthen vocabulary you are currently trying, which has proved the most effective?
2. How did the learners receive the new vocabulary-enhancing strategies?
3. How many vocabularies should a learner be able to explore in a single exercise using the Frayer model?

Reading Comprehension

Literacy Strategies that Strengthen Reading Comprehension in Arts and Social Studies

The first approach is “Key Word Notes,” which helps students strengthen their vocabulary by taking note of keywords. Learners can take notes while reading a passage by talking with other students and writing. Taking notes helps summarize the information, enhancing comprehension and future reference to broaden one’s knowledge. The strategy strengthens Arts and Social Studies comprehension because it is most effective when reading informational material (Nessel & Graham, 2007). The two subjects are characterized by vast amounts of information material, which can take ages to comprehend without the appropriate approach.

The second strategy to strengthen reading comprehension in Arts and Social Studies is “Facts and Inferences.” Inferencing refers to making concrete conclusions or opinions after reading, internalizing, and understanding the information material. According to Nessel and Graham (2007), information can be categorized into two forms: facts and implied information. Facts refer to explicit knowledge, which is straightforward and documented, while implied information requires additional research and inferences to understand the underlying meaning. Therefore, the strategy’s effectiveness and reliability in strengthening comprehension in the two subjects lies in its ability to refine and extend knowledge and critical thinking, which improves inferential thinking. Writing as a learning tool is another strategy that strengthens reading comprehension in Arts and Social Studies. Writing exercises help learners think critically about the subject’s material, enhancing retention and organization and integrating prior knowledge into new concepts. Like “Key Word Notes,” the strategy allows students to write down ideas and articulate them improving their comprehension.

Literacy Strategies that Strengthen Vocabulary in Arts and Social Studies to Try

I will try “Keyword Notes” and “Facts and Inferences” to strengthen learners’ reading comprehension. Writing activities promote critical thinking in students aiding in strengthening reading comprehension (Nessel & Graham, 2007). Likewise, providing learners with opportunities to make inferences and connect them to course material develops their ability to better understand and comprehend the information material. I will introduce the approach to students by assigning them short topical passages from the course material that requires much note-taking and minimal inferences. After making note-taking a habit, I will introduce material that requires more inferences to allow them to expand their knowledge and strengthen reading comprehension.

Discussion Questions

1. How can instructors adapt reading and note-taking as practical tools for strengthening reading comprehension in other subjects?
2. What other approaches can help strengthen reading comprehension skills in Arts and Social Studies apart from the ones explored?
3. Are the approaches more effective compared to the ones discussed in this segment?

Writing

Using the 4-Square Writing strategy to Strengthen Students’ writing in Social Studies and the Arts

The four-square writing method effectively strengthens writing skills by organizing ideas to make sentences, phrases, and paragraphs. The approach can be used in descriptive, persuasive, and expository writing, which are primary forms of writing in Arts and Social Studies (Gould et al., 2010). The strategy utilizes graphic organization to help learners organize ideas by prewriting and drafting following a descriptive pattern. When using the approach involves drawing four squares on manilla paper or other teaching aids that help organize words and ideas. The instructors write the main idea in the middle and related terms in three squares allowing the student to fill the fourth box with a related concept. After filling in the box, the student gets a clue about the subject matter, and they can write a sentence to sum up, the idea. Ultimately, sentences lead to phrases and paragraphs, which is the strategy’s main aim. Therefore, the primary characteristic that makes this strategy effective in strengthening writing skills is the ability to connect ideas using visual images.

Comparing the 4-Square Writing strategy with other Writing Strategies

This strategy is similar to the clustering method of enhancing writing skills that I am using now. Like four square methods, clustering involves brainstorming the learners’ minds by allowing them to explore the relationship between words to create a sentence. The approach involves writing the main subject at the center of a board of manilla paper and underlining it. Students can think of related ideas and write around the central word, creating a word map. As the related word increase, the learners link the most closely related ideas to establish a common characteristic which leads to creating sentences by linking the words. A distinct difference between the four-square method and clustering is that the former method utilizes graphics, while clustering explores ideas using words. Nevertheless, the concepts apply the same strategy, strengthening writing skills by connecting related ideas.

Incorporating the 4-Square Writing strategy in the Learning Segment

I can use the four-square method in the students’ learning segment by integrating words with graphical images. For instance, I can create a four-square image chart where learners will brainstorm and connect the images to one idea. The following process will involve writing the idea on a separate board or manila paper so the students can cluster associated concepts and write the words around it. Eventually, the clustered words will enable students to write sentences and paragraphs by consulting the words and images. Integrating the two methods will strengthen writing skills by promoting critical thinking and articulating ideas to create substantial sentences and paragraphs.

Discussion Questions

1. Is there a correlation between excellent reading comprehension skills and effective writing?
2. What are the main challenges of introducing new strategies to strengthen writing skills in Arts and Social Studies?
3. Is there a recommended approach to measure the effectiveness of the four-square method in strengthening writing skills in Arts and Social Studies?

References

Gould, J. S., Gould, E. J., Burke, M. F., & Rojas, M. (2010). Four square (4 square) writing method: For grades 1-3. Teaching & Learning Co.

Nessel, D. D., & Graham, J. M. (2007). Thinking strategies for student achievement: Improving learning across the curriculum, K-12. Corwin Press.

Ontario Ministry of Education (2004). Getting ready to read: Extending vocabulary – The Frayer Model. Ontario; Ontario Ministry of Education.