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SOCIAL STUDIES STRATEGIES
READ ALL ABOUT IT!
THINK ALOUDS
by Roger Farr
Read a selection aloud to your students, stopping as you go to think 'out loud'.
Share your predicting and reading strategeies by telling them to your students. Include things like:
Guessing the meaning of words
Using background information
Making predictions
Putting Yourself 'in the text'
Getting excited
Summarizing as you read
Re-reading and fixing up
Changing your mind
After reading, ask your student what you were telling them about as you read.
Make a list on the chalkboard as the students describe how you read
Have the students use the checklist to keeep track of your reading strategies as you read a second story.
Have a student model the think-aloud process for the class
Use shared reading, paired reading, and dramatic reading to practice and develop the thinking strategies
ANTICIPATION GUIDE
"If I just knew what to look for..."
6-10 statements
No questions Very Clean, easy statementsNo new vocabulary, if possible
Important or interesting information
WORD SPLASH
Write down 16-18 ideas. Make them fairly interesting, but general.
Try not to luse specific things.
Write them for the expository text you work with and reuse then year after year!
SAY SOMETHING
by Jerome Harste
and
Carolyn Burke
DTRA
Directing, Reading, Thinking, Activity
Select a passage that will encourage students to make predictions.
Read it carefully beforehand to determine the best stopping poing
Read the passage out loud.
Stop and write students' predictions
Go back into test and confirm or cross out predictions if they are no longer valid
SCAMPERING CAMPERS
Students read material silently, scampering through the text to highlight certain things in a given period of time.
For example, give one minute to scamper through a text and highlight certain vocabulary words.
Then have students scamper again and highlight key words found in questions to be completed at the end of the reading session.
*It is important to give a limited amount of time so that students are truly scanning and not reading for detail*
Students then go back and camp out at the highlighted spots to read carefully for associated information.
SUM IT UP
S=summary statement
U=useful sentence
M=minor detail
Students read selected material either silently or as a round robin group.The teacher calls on theree students.
*The first student will be asked to give a summary statement (main idea) about the text. It would be helpful if this was worded similarly to TAAS such as, "The passage was mostly about..."
*The second student is to look for and read any particularly useful sentence (supporting details). here, students are looking for a sentence that might have most clearly stated the main idea or summary of the text.
*The third student is to give a minor detail from the text.
METACOGNITIVE MARKING
QUESTIONS, QUESTIONS!
COMING SOON
BASIC CLASSROOM DESIGNS
FACTS ABOUT OUR PRESIDENTS
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About Basic
Classroom Designs
The ABCDs of Non-fiction Reading
Neighborly Questions:
After reading, studentst turn to a neighbor and ask a question from the text. The teacher may set a criteria for the type of question to be asked such as vocabulary, sequence, etc.
Jigsaw:
Students work in groups of three to five students. Each person reads a part of a selection (can be sections from a chapter) and then teaches what he or she has learned to the group. Each student then quizzes the group to make certain that everyone knows his or her information.
Jigsaw Variation:
Students work in home groups of three to five students. Each group reads a selection (can be sections of a chapter). Students then number off one, two, three, etc., in their groups. New share groups then form then with all of the ones in one group, twos together, etc. Each person then teaches his home group information to his share group. It is interesting to give a quiz to the class at the conclusion of the lesson to test their teaching skills!
Test Tutors:
Students review selected material for a test or quiz. This can be done as partners or in small groups. If every student in the group scores above a certain criteria, bonus points or privileges can be given to every member of the group
Reporting Pairs:
Students each read an article or book. Once completed, they interview each otoher about the article of book. They must then report on their partner's article or book
Round Table Answers:
The teacher poses a question that has multiple answers. Example: Name the presidents that have been in office since World War II. Students work in groups. One student records one answer to the question. The paper is passed to the next person in the group to add another response and so on. students tend to remember answers when a review is done in this format
Purposeful Partners:
Students work in pairs. The teacher asks a question. Each student thinks of an individual response for a set period of tiem. The teacher announces a set period for "discussion time." They begin to discuss their answers with their partners and come up with what they feel to be the "best" response., The teacher then allows students to share that response with the class. Urge students to say things like, "My partner and I felt like..." In other words, give credit and recognition to effective group work versus individual answers.
Count to Three:
Sometimes we tend as teachers to call on the same students over and ovedr. This activity will help with that! Assign students inb groups of three. Number off in each group so that each child is assigned a number. The teacher asks a question. Students are given a predetermined amount of time to discuss what they feel the answer is in their group. The teacher then calls out a number, one, two, or three and that number child from each group must respond.
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Students read given material silently.
Every students in the room must then 'say something' aloud to the group about the text. Of course, great answers should be praised. The teacher can set the structure as to whether responses mus give factual information or might include opinions and feelings.
After everyone has had a chance to comment, then additional comments can be made.
A variation can be 'Say Something Silently' where students practice reading key points in the text and then saying something to themselves.
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