Writing in the
Read ing &
    ial St udies
Soc




                                  June 30, 2009
                       ...
“If teaching were the same as
  telling, we’d all be so smart
  we could hardly stand it.”

Mark Twain
Sticky ideas?
Strong reading & writing
skills are essential for deep
         Social Studies learning
There are lots of
  strategies we
          can use
In other words, it’s possible to . . .
get to
the bigs!
Ready, Set, Go, Whoa!
Ready            Set                 Go                 Whoa
What do I   What do I think I      What new        What quest...
Santa Fe Trail
“Tomorrow we’re going to start a unit on
Santa Fe Trail. Read chapters 3 & 4 and fill in
the blanks”
One side write
 • What you see
The other
 • What you feel
Whadda ya see?
Whadda ya feel?
Whadda they all have
 in common?
The Ruby Bridges Story
How and
 why did
 racism start?
Can you
 prove that it
 has ended?
Why?
Large amounts of content & little
 time
 • Much of that in textual formats
Why?
New & different resources are
 available
 • Newspapers
 • Visuals
 • Atlases
 • Magazines
 • Primary & secondary sour...
Why?
Reading strategies are research
 based
It’s good for kids
What we know / research
Students construct meaning by
 connecting prior knowledge with
 text
What we know / research
Students store prior knowledge in
 “schemata”
 • Predict, organize, compare/contrast and
   unders...
What do you see?
viscog.beckman.uiuc.edu/djs_lab/
demos.html
Can you recreate it?
You’ve got 30
seconds
What about a number?
17766024365911
You’ve got 30
seconds
Declaration of Independence
Minutes / hours / days
Emergencies
1776
60-24-365
   911
What we know / research
Reading & writing are integrally
 related
 • Writing cements knowledge
What we know / research
Comprehension and learning increase
 in collaborative settings
Whatcha’ thinking?
Myths / misconceptions
“Learning From What Doesn’t Work”

 Code the Text
 • Use three symbols
    I knew this (x)
    Impo...
Plan instruction around the
 triad of reading strategies


      Before                    During
     reading            ...
Before reading / strategies
Prediction activity
Discrepant Event Inquiry
 Riddle / problem / question
 Yes or no questions only
 Timed
A cork placed in a glass that is
 completely filled with water will
 always move to the center of the
 glass. Why?
“We never would have found this
 person if the person hadn’t been so
 hard to find.”
In 1837, a boy named John and his six
  brothers and sisters lived on a farm
  in a beautiful, wooded area in
  Tennessee....
In 1839, the family moved to a dry,
  treeless, flat prairie where it was
  difficult to raise enough food to
  survive. T...
When? Where? What?
“Backwards” DEI
 • Student stands facing class
 • Project picture on wall
 • Student must ask the questions
Paul Harvey
 • “The Rest of the Story”
William Bruce
 • “Mindtronics”
 • “Inquiry Alive”
 • “Discrepant Event Inquiry”
Background knowledge
Background knowledge

 List / Group / Label
Vocabulary
Must encounter words in context
 more than once
 • 7-14 meaningful exposures
 • Associate images with word
Democracy
Taboo
 • Student faces class / teacher
   provides word with “taboo” words
Taboo
 • Student faces class / teacher
   provides word with “taboo” words

“Democracy”
 vote     people       United Stat...
Vocabulary cheat sheet
 • “Pre-load” words from text onto
   bookmark
 • Repeat words with students
 • Give quick definiti...
commission   rendezvous     secede



diplomacy     strategy       tactic



  corps       regiment    confederate
Word Sorts
 • Geography terms
 • Word Magnet
Word Sorts
 • Geography terms
 • Word Magnet

Verbal and Visual Word
 Association
 • Discrimination
Frayer Model
Remember
by Toni Morrison



I am poem
Preview text activities
Text Feature Hunt
THIEVES
Whatcha’ thinking?
During reading / strategies
Text structure
Description
Sequence
Cause & effect
Problem / solution
Compare & contrast
Text structure
Using photos or images, write a
 paragraph using a specific text
 structure
Clarifying
5 Ws and H
History / Story Frame
Code the Text
Questioning activity
Children of the Dust Bowl vs. Out
 of the Dust
Questioning activity
What is historical fiction?
Questioning activity
Out of the Dust
 • “Fact - Fiction - Not Sure” graphic
    organizer
Questioning activity
Children of the Dust Bowl
 • Create questions from “Not Sure” list
 • Research using non-fiction to f...
My Brother Sam is Dead vs.
 Give Me Liberty
NCSS Notable books
Cornell Notes
Bibme.org
Whatcha’ thinking?
After reading / strategies
Synthesizing
Synthesizing
Fence Sitter activity
Synthesizing
Fence Sitter activity
Creating captions
Synthesizing
Fence Sitter activity
Creating captions
Google Earth tour
Synthesizing
Fence Sitter activity
Creating captions
Google Earth tour
Digital Storytelling (Photostory 3,
Garageband, Com...
Summarizing
Summarizing
Summarizing Pyramid
Summarizing
Summarizing Pyramid
Quick Draw for Points
Summarizing
Summarizing Pyramid
Quick Draw for Points
Read, Remember, Cover, Retell
Summarizing
Summarizing Pyramid
Quick Draw for Points
Read, Remember, Cover, Retell
Writing in Social Studies
“Bleeding”
 edge?
docs.google.com



                                delicious.com
blogger.com




                          pbwiki.com
Simulations & video games
iPod Touch
World F armer
Third
Trave ler IQ
Whatcha’ thinking?
“Our task is not to provide an education
for the kind of kids we used to have, or
want to have, or the kind that exists in...
Our task is to provide an education for
the kind of kids we do have.”

Mary Kay Utecht
have more questions?
   contact:

   Glenn Wiebe
   glennw@essdack.org
   socialstudiescentral.com
   historytech.wordpres...
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
Reading And Writing In the Social Studies
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Reading And Writing In the Social Studies

  1. 1. Writing in the Read ing & ial St udies Soc June 30, 2009 Glenn Wiebe glennw@essdack .org
  2. 2. “If teaching were the same as telling, we’d all be so smart we could hardly stand it.” Mark Twain
  3. 3. Sticky ideas?
  4. 4. Strong reading & writing skills are essential for deep Social Studies learning
  5. 5. There are lots of strategies we can use
  6. 6. In other words, it’s possible to . . .
  7. 7. get to the bigs!
  8. 8. Ready, Set, Go, Whoa!
  9. 9. Ready Set Go Whoa What do I What do I think I What new What questions do I know? will learn? information do I still have about the have? topic?
  10. 10. Santa Fe Trail “Tomorrow we’re going to start a unit on Santa Fe Trail. Read chapters 3 & 4 and fill in the blanks”
  11. 11. One side write • What you see The other • What you feel
  12. 12. Whadda ya see?
  13. 13. Whadda ya feel?
  14. 14. Whadda they all have in common?
  15. 15. The Ruby Bridges Story
  16. 16. How and why did racism start? Can you prove that it has ended?
  17. 17. Why? Large amounts of content & little time • Much of that in textual formats
  18. 18. Why? New & different resources are available • Newspapers • Visuals • Atlases • Magazines • Primary & secondary sources • Video games • Internet
  19. 19. Why? Reading strategies are research based
  20. 20. It’s good for kids
  21. 21. What we know / research Students construct meaning by connecting prior knowledge with text
  22. 22. What we know / research Students store prior knowledge in “schemata” • Predict, organize, compare/contrast and understand
  23. 23. What do you see? viscog.beckman.uiuc.edu/djs_lab/ demos.html
  24. 24. Can you recreate it?
  25. 25. You’ve got 30 seconds
  26. 26. What about a number?
  27. 27. 17766024365911
  28. 28. You’ve got 30 seconds
  29. 29. Declaration of Independence
  30. 30. Minutes / hours / days
  31. 31. Emergencies
  32. 32. 1776 60-24-365 911
  33. 33. What we know / research Reading & writing are integrally related • Writing cements knowledge
  34. 34. What we know / research Comprehension and learning increase in collaborative settings
  35. 35. Whatcha’ thinking?
  36. 36. Myths / misconceptions “Learning From What Doesn’t Work” Code the Text • Use three symbols I knew this (x) Important (!) Confused (?)
  37. 37. Plan instruction around the triad of reading strategies Before During reading reading After reading
  38. 38. Before reading / strategies
  39. 39. Prediction activity Discrepant Event Inquiry Riddle / problem / question Yes or no questions only Timed
  40. 40. A cork placed in a glass that is completely filled with water will always move to the center of the glass. Why?
  41. 41. “We never would have found this person if the person hadn’t been so hard to find.”
  42. 42. In 1837, a boy named John and his six brothers and sisters lived on a farm in a beautiful, wooded area in Tennessee. His family planted corn & raised animals for food and milk. His father was a lawmaker and his mother taught English in a local school. They were happy & prosperous.
  43. 43. In 1839, the family moved to a dry, treeless, flat prairie where it was difficult to raise enough food to survive. Three of John’s siblings died. Unable to make a living farming, his father went back to being a legislator and his mother wrote for a newspaper. They missed their home in the mountains.
  44. 44. When? Where? What?
  45. 45. “Backwards” DEI • Student stands facing class • Project picture on wall • Student must ask the questions
  46. 46. Paul Harvey • “The Rest of the Story” William Bruce • “Mindtronics” • “Inquiry Alive” • “Discrepant Event Inquiry”
  47. 47. Background knowledge
  48. 48. Background knowledge List / Group / Label
  49. 49. Vocabulary Must encounter words in context more than once • 7-14 meaningful exposures • Associate images with word
  50. 50. Democracy
  51. 51. Taboo • Student faces class / teacher provides word with “taboo” words
  52. 52. Taboo • Student faces class / teacher provides word with “taboo” words “Democracy” vote people United States election Constitution government
  53. 53. Vocabulary cheat sheet • “Pre-load” words from text onto bookmark • Repeat words with students • Give quick definition • Students use while reading
  54. 54. commission rendezvous secede diplomacy strategy tactic corps regiment confederate
  55. 55. Word Sorts • Geography terms • Word Magnet
  56. 56. Word Sorts • Geography terms • Word Magnet Verbal and Visual Word Association • Discrimination
  57. 57. Frayer Model
  58. 58. Remember by Toni Morrison I am poem
  59. 59. Preview text activities Text Feature Hunt THIEVES
  60. 60. Whatcha’ thinking?
  61. 61. During reading / strategies
  62. 62. Text structure Description Sequence Cause & effect Problem / solution Compare & contrast
  63. 63. Text structure Using photos or images, write a paragraph using a specific text structure
  64. 64. Clarifying 5 Ws and H History / Story Frame Code the Text
  65. 65. Questioning activity Children of the Dust Bowl vs. Out of the Dust
  66. 66. Questioning activity What is historical fiction?
  67. 67. Questioning activity Out of the Dust • “Fact - Fiction - Not Sure” graphic organizer
  68. 68. Questioning activity Children of the Dust Bowl • Create questions from “Not Sure” list • Research using non-fiction to find answers • Create a page of larger class book
  69. 69. My Brother Sam is Dead vs. Give Me Liberty
  70. 70. NCSS Notable books Cornell Notes Bibme.org
  71. 71. Whatcha’ thinking?
  72. 72. After reading / strategies
  73. 73. Synthesizing
  74. 74. Synthesizing Fence Sitter activity
  75. 75. Synthesizing Fence Sitter activity Creating captions
  76. 76. Synthesizing Fence Sitter activity Creating captions Google Earth tour
  77. 77. Synthesizing Fence Sitter activity Creating captions Google Earth tour Digital Storytelling (Photostory 3, Garageband, Comic Life)
  78. 78. Summarizing
  79. 79. Summarizing Summarizing Pyramid
  80. 80. Summarizing Summarizing Pyramid Quick Draw for Points
  81. 81. Summarizing Summarizing Pyramid Quick Draw for Points Read, Remember, Cover, Retell
  82. 82. Summarizing Summarizing Pyramid Quick Draw for Points Read, Remember, Cover, Retell Writing in Social Studies
  83. 83. “Bleeding” edge?
  84. 84. docs.google.com delicious.com blogger.com pbwiki.com
  85. 85. Simulations & video games
  86. 86. iPod Touch
  87. 87. World F armer Third
  88. 88. Trave ler IQ
  89. 89. Whatcha’ thinking?
  90. 90. “Our task is not to provide an education for the kind of kids we used to have, or want to have, or the kind that exists in our dreams.
  91. 91. Our task is to provide an education for the kind of kids we do have.” Mary Kay Utecht
  92. 92. have more questions? contact: Glenn Wiebe glennw@essdack.org socialstudiescentral.com historytech.wordpress.com View presentations at: slideshare.net/glennw98

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