This document provides strategies for improving reading and writing skills in social studies. It discusses the importance of building background knowledge, teaching vocabulary, using reading strategies before, during and after reading, and summarizing and synthesizing what was read. Specific strategies are presented for each stage of the reading process, including predicting, questioning, clarifying, evaluating primary sources, and responding to what was read. Resources for further reading are also provided.

1. Reading & Writing in the Social Studies Glenn Wiebe ESSDACK [email_address] © 2007 Tamara Konrade ESSDACK [email_address]

3. Sticky ideas?

7. get to the bigs!

9. Stone Pen Pencil Whoa What questions do I still have about the topic? Go What new information do I have? Set What do I think I will learn? Ready What do I know?

10. Science of teaching

16. . . . as long as it’s black.” Henry Ford

18. Turn to your learning partner and complete the following reading activity

20. www.sussex.ac.uk/USIS www.corbis.com www.sussex.ac.uk/USIS

25. Purpose? The Ruby Bridges Story

30. It’s good for kids

35. You have 30 seconds to draw!

36. How’d ya do?

38. 17766024365911

39. Let’s try again but think . . . American Revolution / Declaration of Independence Minutes / hours / days Emergencies

40. 1776 60-24-365 911

46. Before reading / strategies Preview text Background knowledge Predict

51. When? Where? What?

64. Democracy

68. confederate regiment corps tactic strategy diplomacy secede rendezvous commission

70. Frayer Model (p. 35)

73. Text structures Rereading for clarification Questioning During reading / strategies

75. What’s wrong with this?

76. Is this better?

86. Summarize Synthesize After reading / strategies Evaluate

95. “ 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.

96. Our task is to provide an education for the kind of kids we do have.” Mary Kay Utecht