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Reading and writing in the Social Studies (Short)
- 1. riting in the eadin g&W R Stu dies So cial Glenn Wiebe glennw@essdack.org
- 2. it seems mostkids hate to read
- 4. Santa Fe Trail “Tomorrowwe’re going to start a unit on the Santa Fe Trail. Read chapters 3 & 4 and fill in the blanks”
- 5. One side write What you see The other What you feel
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- 16. Whadda they allhave in common?
- 17. The Ruby BridgesStory
- 18. How and why did racism start? Can you prove that it has ended?
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- 20. What we know/ research Reading is hard
- 21. What we know/ research Students construct meaning by connecting prior knowledge with text
- 22. What we know/ research Students store prior knowledge in “schemata” • Predict, organize and understand
- 23. What can youremember?
- 24. What can youremember? J FKFB INAT OUP SNA SAI RS
- 26. What can youremember? JFK FBI NATO UPS NASA IRS
- 27. In the early1860s, A______________ issued the Emancipation _____________. This order freed millions of s___________. The C____________ had the authority to enforce this order. Emancipation alone did not give the former s___________ a new life. Decades of economic hardship and unequal rights continued. A____________ plan was supported by many.
- 28. In the early1860s, Alexander II issued the Emancipation Edict. This order freed millions of serfs. The Czar had the authority to enforce this order. Emancipation alone did not give the former serfs a new life. Decades of economic hardship and unequal rights continued. Alexander’s plan was supported by many.
- 29. What we know/ research Text type matters
- 30. What we know/ research Comprehension and learning increase with emotion
- 31. What we know/ ACT reading Read with purpose Focus on vocabulary Text structure Prior knowledge
- 32. German Coast Guardand reading research?
- 33. Plan instruction aroundthe triad of reading strategies Before During reading reading After reading
- 34. Before reading /strategies
- 35. Prediction activity Discrepant EventInquiry Riddle / problem / question Yes or no questions only Timed
- 36. “We never wouldhave found this person if the person hadn’t been so hard to find.”
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- 42. Paul Harvey •“The Rest of the Story” William Bruce • “Mindtronics” • “Inquiry Alive” • “Discrepant Event Inquiry”
- 43. Activate prior knowledge List / Group / Label
- 44. Introduce vocabulary Word Sorts • Geography terms • Word Magnet
- 45. essential non-essential characteristics characteristics Frayer Model graphic non-examples
- 47. Wordle.net • speeches • overview of text • primary documents • vocabulary
- 49. Three stage mediaanalysis See? Similarities & Differences? So what?
- 62. Paul Revere 1770 AlonzoChappel 1868
- 63. “What really happenedin Boston on March 5, 1770?”
- 64. National Archives & RecordsAdministration www.archives.gov/education
- 65. Library of Congress www.loc.gov/teachers
- 66. During reading /strategies
- 67. Clarifying 5 Ws andH History / Story Frame
- 68. Text structure Description Sequence Cause /effect Problem / solution Compare & contrast
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- 71. After reading /strategies
- 74. Document based question Andersonville prison
- 75. Focus on process Compare/ contrast Point of view Change over time Discuss social, economic, political issues Cause & effect Contrasting perspectives
- 76. Summarizing Summarizing Pyramid Quick Drawfor Points Writing in Social Studies Facebook
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- 80. docs.google.com delicious.com blogger.com
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- 84. “If teaching werethe same as telling, we’d all be so smart we could hardly stand it.” Mark Twain
- 85. have more questions? contact: Glenn Wiebe glennw@essdack.org socialstudiescentral.com historytech.wordpress.com View presentations at: slideshare.net/glennw98