1. riting in the
eadin g&W
R Stu dies
So cial
Glenn Wiebe
glennw@essdack.org

2. it seems most kids
hate to read

4. Santa Fe Trail
“Tomorrow we’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

14. Whadda ya see?

15. Whadda ya feel?

16. Whadda they all have
in common?

17. The Ruby Bridges Story

18. How and why
did racism
start?
Can you prove
that it has
ended?

19. emotional
envisioning

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 you remember?

24. What can you remember?
J FKFB INAT OUP SNA SAI RS

26. What can you remember?
JFK FBI NATO UPS NASA IRS

27. In the early 1860s, 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 early 1860s, 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 Guard and
reading research?

33. Plan instruction around the
triad of reading strategies
Before During
reading reading
After reading

34. Before reading / strategies

35. Prediction activity
Discrepant Event Inquiry
Riddle / problem / question
Yes or no questions only
Timed

36. “We never would have found this
person if the person hadn’t been so
hard to find.”

37. when? where? what?

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 media analysis
See?
Similarities & Differences?
So what?

62. Paul Revere
1770
Alonzo Chappel
1868

63. “What really happened in Boston
on March 5, 1770?”

64. National Archives &
Records Administration
www.archives.gov/education

65. Library of Congress
www.loc.gov/teachers

66. During reading / strategies

67. Clarifying
5 Ws and H
History / Story Frame

68. Text structure
Description
Sequence
Cause / effect
Problem / solution
Compare & contrast

69. BibMe.org

70. Whatcha’ thinking?

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 Draw for Points
Writing in Social Studies
Facebook

79. “Bleeding”
edge?

80. docs.google.com
delicious.com
blogger.com

82. Whatcha’ thinking?

83. book
giveaway

84. “If teaching were the
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