The document provides information on literacy strategies that can be used to integrate reading skills into social studies lessons. It includes summaries of strategies such as Probable Passage (a pre-reading strategy), Somebody-Wanted-But-So (a summarizing strategy), 3-2-1 (another summarizing strategy), Pyramid Summary, Cloze Activity, Bull's Eye (a graphic organizer), and a One Sentence Summary strategy. It also lists additional literacy strategies that can be used with technology, such as novel studies, literature circles, webquests, discussion boards, and blogs.

1. “What You Talking About WILISS?”
Ways to Integrate Literacy Into Social Studies
Handouts for Literacy Integration
Jody Holleman
Kelly Holleman
Anna Thompson
Ashe County Middle School
Warrensville, NC
North Carolina Middle School Association Presentation
March 5, 2012
1

2. Contents
Pre-Reading Strategy
 Probable Passage
Summarizing Activities
 Somebody Wanted But So
 3–2–1
 Pyramid Summary
 Cloze Activity
 Bull’s Eye
 Summary Statement
Writing Activity
 RAFT
Other Literacy Strategies with Technology
 Novel Study
 Literature Circles
 Webquests
 Discussion Boards
 Blogs
2

3. PROBABLE PASSAGE
Wood, K. (1984). "Probable passage: A writing strategy." The Reading Teacher, 37, pp. 496–499.
Beers, Kylene. (2003). When Kids Can't Read. Portsmouth, NH: Heinemann. pp. 87–94.
Websites: http://www.allamericareadhs.org/lessonplan/strategies/before/probpassl.htm
http://www.learningpt.org/literacy/adolescent/strategies/passage.php
Overview:
This pre-reading strategy helps students activate prior knowledge, make predictions about the text, understand
story/narrative structure, interact with new vocabulary, and improve overall comprehension.
Procedure:
1.Choose 10-15 words and phrases from the text. The words should reflect the characters, setting, problem, and
outcomes. Include some words that will probably be unknown to the students. Your word choices can either
guide students toward a correct prediction, or they may be somewhat misleading.
2. Divide your class into groups of 3 or 4 and provide a Probable Passage template for students to record their
ideas. The template should include the following sections: characters, setting, problem, outcomes, and unknown
words. Space should also be provided for a “gist,” or prediction statement, and a “to discover” section where
students can record what they hope to find out while reading.
3. Students should work with their group to sort all of the words and phrases into the appropriate section on
their templates.
4. After words and phrases are sorted, students should write the “gist” statement and the “to discover”
questions.
5. Have each group share their gist statements and questions with the class. Discuss similarities and differences
among various groups. Ask students to explain how they made the decision to put various phrases where they
did and how they arrived at their gist statements.
6. Read the text.
7. After reading, compare the Probable Passage templates with the actual text. Discuss how some words or
phrases may have been misleading. Also, ask students what words and phrases might have made their
predictions more accurate. Discuss context clues for unknown words.
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4. 4

5. SAMPLE ACTIVITY: “Where Home Used to Be” Article
Words for students to sort:
nursing the sick
feeding the hungry
glorious revolution of '76
patriots fighting for their hearthstones
whole days in hiding
Yankees
hid everything
desertion
infirmary
hospital
struck him pretty badly with a bayonet
burned and torn into strings
fiends incarnate
impudent
Sherman's Hell-hounds
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7. 7

8. 8

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10. 10

11. SOMEBODY-WANTED-BUT-SO
The Somebody-Wanted-But-So strategy, described by Macon, Bewell and Vogt in Responses to Literature, is a
strategy that helps students understand the elements of conflict and resolution. During the reading process or
after reading a text, students complete a chart in which they identify a character, the character’s goal or
motivation, problems the character encounters, and how the character resolves those problems.
Example:
SOMEBODY WANTED BUT SO
The Big To eat the Three He could not blow He planned to go
Bad Wolf Little Pigs the brick house in down the chimney
SOMEBODY WANTED BUT SO
The Three Little Pigs To stay alive and The Wolf tried to come The Pigs trapped the
avoid the Big Bad down the chimney Wolf in a boiling pot
Wolf of water and lived
happily ever after
The strategy also fits well in a study of historical events, especially those involving conflict between two people
or groups. The following is an example of the strategy used in English colonization.
Somebody Wanted But So
Sir Walter Raleigh To establish an English Both attempts at They failed. Raleigh’s
settlement in the New settlement arrived too late attempts were not
World. in the year to plant crops; successful.
therefore, both ran low on
supplies. In addition,
relations with Native
Americans deteriorated
due to Ralph Lane’s
suspicions.
Here is another example using a lesson on the Great Compromise of the Constitutional Convention of 1787.
Somebody Wanted But So
Large population states A two house Congress The small population They reached the Great
with both the number of states objected and Compromise: Congress
representatives in both wanted each state to have would have two houses,
houses based on a single vote in the one with representation
population. Congress. based on population and
the other with each state
having two votes.
11

12. 3 – 2 – 1 ACTIVITY
The 3-2-1 strategy requires students to summarize key ideas from the text and encourages them to think
independently. First, students write about three things they discovered. Next, they write about two things they
found interesting. Last, they write one question they still have. This strategy can be used while reading a variety
of texts to actively and meaningfully engage students with the text
Zygouris-Coe, V., Wiggins, M.B., & Smith, L.H. (2004). Engaging students with text: The 3-2-1 strategy. The
Reading Teacher, 58(4), 381–384.
Another way to use this strategy is a bit simpler. Teachers can identify the main bits of information they want
their students to remember. They can ask students to find the information in a 3 – 2 – 1 format. Students who
are reading about the Revolutionary War could complete the following activity.
3 – List and describe three important advantages that helped the Continental
Army win the Revolutionary War.
2 – Important leaders who helped the American cause.
1 – Battle that helped decide the outcome of the war.
Here is an example used in a reading about slavery.
3 – Things I learned about slavery from our reading
2 – Opposing viewpoints of slavery
1 – Event that had an impact on slavery
Another example could be used during a discussion of the events that led the United States to the Civil War.
3 – Events in the nation’s history that moved the nation toward civil war.
2 – Compromises that prevented the nation from dipping into civil war
earlier than it actually did.
1 – Leader who had a role in the nation’s plunging into civil war.
The 3 – 2 – 1 activity is an effective tool to use as formative assessment. A teacher can have students complete
the activity at the end of class and use the information to assess how well students understood the material
discussed during that day’s lesson.
12

13. PYRAMID SUMMARY
A pyramid summary is a versatile strategy that can be adapted to meet any need and can be used in any
curricular area. It has no determined size or format other than its pyramid shape. The teacher can also use
different prompts for each line.
Construct a pyramid of lines on a sheet of paper. Five is a good minimum number of lines with which to begin.
You can make adjustments depending on the level of students in your class and the difficulty and complexity of
the material being covered. As students become more experienced with this activity, pyramids can become
more complex.
_______
_______________
_____________________________
__________________________________________
______________________________________________________
_________________________________________________________________
______________________________________________________________________________
For each line, choose prompts that produce one-word responses or short answers for the shortest lines. Choose
prompts that produce longer responses for the longer lines. If you desire a more lengthy response, allow
students to use more than one line of the pyramid.
Suggested prompts for students:
 Synonym for the topic
 An analogy between the topic and a more familiar subject
 Three details or facts about the topic
 Causes of the topic
 Effects of the topic
 Arguments for or against the topic
 Three moments in the history of the topic
 People involved in the topic
 A timeline of the history of the topic
 Actions (strong verbs) involved with the topic
 A book title or news headline that would be written about the topic
 Adjectives to describe the topic
 Personal opinion on the topic
 One question you have after studying the topic
 An acrostic describing the topic
*Information adapted from Summarization in Any Subject: 50 Techniques to Improve Student Learning by Rick
Wormeli.
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14. (Topic)
_______
(2 Words to describe the topic)
__________________
(3 Actions involved with the topic)
___________________________
(An analogy to show a corresponding relationship)
________________________________________
(4 Historical figures involved with the topic)
____________________________________________________
(3 Supporting details found in our readings about the topic)
____________________________________________________________
(A one-sentence summary stating a main idea of the topic)
_________________________________________________________________________
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15. CLOZE ACTIVITY
Cloze procedure is a technique in which words are deleted from a passage according various criteria. It is most
often used to determine the readability of a text passage but can be used to assess students’ knowledge of
important facts presented in a single lesson or a unit of study. The passage is presented to students, who insert
words as they read to complete and construct meaning from the text. It is used to assess the extent of a student’s
vocabulary and knowledge of a subject and to encourage students to think critically and analytically about text
and content. An example of a Cloze activity used at the end of a unit of study is below.
Constitution Cloze
proportional representation New Jersey plan constitution
equal representation Virginia plan republic
amendment ratification James Madison
Benjamin Franklin George Washington Philadelphia
Federalist Antifederalist checks and balances
Executive Legislative Judicial
Articles of Confederation Rhode Island Alexander Hamilton
The year was 1787 and the United States had just defeated the British Army to gain its independence.
The new country was actually a group of states held together loosely by the _________________________.
This document created a weak central government and left most of the power to the individual states. The
Congress asked each state to send delegates to _________________________ in the summer of 1787 in order to
make revisions to the document. In May, delegates from twelve of the thirteen states met at the site where the
Declaration of Independence was signed. Only _________________________ did not send delegates.
Many famous Americans attended the meeting. _________________________ from Pennsylvania was
the oldest delegate in attendance. He helped the others to work on compromises when debate seemed endless.
_________________________, leader of the Continental Army, also attended. Two delegates who were
important in writing the Constitution were _________________________ from New York and
_________________________ from Virginia. The latter is actually known as the Father of the Constitution
because of his meticulous note-taking and desire for a stronger form of government.
One source of debate at the Convention was the argument over representation in Congress. Small states
supported the _________________________ which called for _________________________ in Congress.
Larger states supported the _________________________ which called for _________________________. An
agreement was reached called the Great Compromise which established two houses in the Congress. In the
Senate, each state got two representatives while in the House of Representatives, the number of representatives
was based on a state’s population.
The Constitution created three branches of government. The _________________________ is headed
by the President and is in charge of enforcing laws. The _________________________ consists of the Congress
whose job is to create laws. The _________________________ included the Supreme Court whose job it is to
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16. interpret laws based on the Constitution. Each branch has the power to limit that of the other branches, creating
a system of _________________________.
After the Constitution was written, it had to be presented in each state for
_________________________ or formal approval. Those who supported the Constitution were called
_________________________ while those who opposed it were called _________________________. One
reason this group objected was the lack of a Bill of Rights written in the Constitution. This was added later in
the first ten _________________________ or changes to the Constitution.
*A variation of the Cloze summary would be to have students create their own paragraphs. As a class, students
should brainstorm a list of the 20 most important words used in a unit of study. With these 20 words in mind,
students could create their own paragraphs. Completed paragraphs could be shared with a classmate allowing
for extra practice with vocabulary. In addition, students would be practicing important writing skills including
grammar, punctuation, and syntax.
16

17. BULL’S EYE
Bull’s Eye is just a unique name for a circle map. Students draw a large circle on their paper with a small
“target” circle in the center. They then take “shots” at the target by placing relevant information on their map.
This activity can be used as a pre-assessment to determine students’ prior knowledge; it can be used after a
short reading assignment or class discussion to help students recall information; or, it can be used before a final
assessment to assist students in recalling information that has been covered throughout a unit of study.
Organizations such as
the Sons of Liberty
and Committees of members of the
Safety Sons of Liberty
and boys from
Boston participate
in the Boston Tea
Party
Paul Revere
rode to warn
the colonists
at Lexington
and Concord
the British
Army handily
Historical
defeats the
Elements of Minutemen at
Johnny Lexington
Tremain Green but face
much stiffer
General Thomas Gage
opposition on
is put in charge of the
their march
Massachusetts Colony
back to Boston
Characters such as John
Hancock, James Otis, Paul
Revere, Dr. Joseph Warren,
Thomas Gage and others
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18. ONE SENTENCE SUMMARY
The One-Sentence Summary is a simple strategy that allows students to condense information presented in a
reading. The strategy encourages students to focus on learning rather than on specific details. One-Sentence
Summary requires students to synthesize information and identify important learning. The activity requires six
basic steps.
1. Model the process prior to assigning students work on individual lessons.
2. Select a section of text that includes several paragraphs. Use a PowerPoint presentation or document
camera so the class can work as a group in the beginning.
3. Read the first paragraph with the class. Cover the paragraph. Ask students to write one sentence that
reflects their understanding of the paragraph. Emphasize to the students that they must adhere to the one
sentence rule.
4. Share several sentences from individual students, looking for similarities and differences. Then write a
class sentence.
5. Read the next paragraph and repeat the process.
6. After students feel comfortable with the process, have them work independently.
Lawwill, Kenneth Stuart. “Using Writing-to-Learn Strategies: Promoting Peer Collaboration among High
School Science Teachers.” Diss. Virginia Polytechnic Institute and State University, Blacksburg, VA, 1999, 29-
30.
The One-Sentence Summary can be extended into a complete summarizing paragraph. Have students read over
their summaries from an assigned reading and compile them into a paragraph that covers the pertinent
information of a larger section.
Example:
Paragraphs from “The Road to the First Flight” provided by The National Park Service and copied from the
website http://www.learnnc.org/lp/editions/nchist-newcentury/5089.
In 1878, the brothers’ father, Milton Wright, brought home a rubber band powered toy helicopter. Designed by
French aeronautical experimenter Alphonse Pénaud, this toy did not simply fall to the ground as expected.
Rather it “flew across the room till it struck the ceiling, where it fluttered awhile, and finally sank to the floor.”
Though the fragile toy soon broke, Wilbur and Orville never forgot it. They even attempted to build their own
toy helicopters. In later years, Orville accredited this childhood toy as being the object that sparked their interest
in flight.
Summary: Wilbur and Orville Wright took their interest in flight from a toy helicopter their father bought them
while they were children.
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19. WRITING ACTIVITY - RAFT
A RAFT is a writing activity in which students are given a Role, Audience, Format, and Topic. Students may
assume the persona of a historical figure and write from an authentic point of view. The RAFT is a creative way
for students to demonstrate their knowledge of historical context and perspective.
Sample RAFTs
1. You are Roger Williams. In a pamphlet to Puritans, explain the benefits of tolerance and peace with
natives.
2. You are Samuel Adams (Boston Massacre). Write a letter to John Hancock explaining how propaganda
helped in your efforts to incite your fellow Bostonians’ independence fervor.
3. You are a Loyalist farmer. Write a petition to convince your neighbors that it is in their interests to
remain loyal to the Crown and fight for the British cause.
4. You are an Anti-Federalist newspaper editor speaking out against ratification. Create a political cartoon
in opposition to the newly written Constitution.
5. You are John Brown’s son. While surrounded and outnumbered at Harper’s Ferry, explain your last talk
with your father. Record your thoughts in a personal journal entry.
6. You are Daniel Webster. Defend your position on the Compromise of 1850 to an angry crowd in a
passionate speech.
7. You are Elizabeth Cady Stanton. In a conversation with your great-granddaughter, explain why you
organized Seneca Falls.
8. You are newly-elected President Abraham Lincoln. Write your inaugural address in which you try to
convince the Southern states to remain in the Union.
9. You are a Confederate soldier on the night before the Battle of Gettysburg. Write a letter to your mother
explaining your hopes and fears for the battle.
10. You are President Woodrow Wilson. Write in your journal why you believe that the ‘world should be
made safe for democracy’ after WWI.
Another example:
R– You are a middle school student traveling across the state from the mountains to the
Outer Banks of North Carolina over a one week period.
A– Personal reflection to yourself
F– A journal with daily entries.
T– You will record your own personal reflections of the changes you notice in the geographical features of
the area as well as historic places and population patterns. (Tell about changes in the population density
and rural vs. urban centers.)
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20. Possible RAFT Formats
 Advertisement  Pamphlet
 Advice Column  Petition
 Application  Resume
 Cartoon  Review
 Commercial  Skit
 Editorial  Slogan
 Essay  Tape
 Eulogy  Telegram
 Interview  Warning
 Invitation  Will
 Memo  Debate
 Monologue  Yearbook
 News Story
Possible RAFT Audiences
 Television news reporters
 Newspaper editors
 Chambers of Commerce
 Community figures
 Corporations
 Journalists
 The public
 Local, state, or federal politicians
 Social Leaders
 Historical figures
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21. NOVEL STUDY
Why do I teach with historical fiction?
 Historical fiction makes a time period come to life, providing background knowledge for
those students who may be lacking
 It allows the teacher to integrate other curriculum
 It strengthens students’ knowledge of historical content including everyday details
 It presents complex issues in ways students are more readily able to understand
 Novels written about similar topics present information in multiple perspectives
illustrating issues in a more realistic way helping students more easily relate
Historical fiction you choose should:
 Present a well-told story that doesn't conflict with historical context
 Portray characters realistically
 Present authentic settings
 Artfully weave historical facts into the story
 Avoid stereotypes and myths
Adapted from: http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/social1.htm
Suggested Novel List:
Johnny Tremain by Esther Forbes
American Revolution George Washington’s Socks by Elvira Woodruff
April Morning by Howard Fast
NightJohn by Gary Paulsen
US Slavery Uncle Tom’s Cabin by Harriet Beecher Stowe
Soldier’s Heart by Gary Paulsen
Civil War Across Five Aprils by Irene Hunt
Tale of Two Cities by Charles Dickens
Revolutions Karl Marx for Beginners by Ruis
Number the Stars by Lois Lowry
World War II Under a War Torn Sky by LM Elliott
Milkweed by Jerry Spinelli
Good Night, Mr. Tom by Michelle Magorian
Waiting for the Rain by Sheila Gordon- South
th
Late 20 Century Africa
Red Scarf Girl by Gary Paulsen - China
Homeless Bird by Gloria Whelan- India
21

22. LITERATURE CIRCLES
WHAT ARE LITERATURE CIRCLES?
In literature circles, small groups of students gather together to discuss a piece of literature in
depth. The discussion is guided by students' response to what they have read. Beyond that, there
are no rules. Some of the following might help you find a process that will work in your
classroom.
Literature Circles are . . . Literature Circles are not . . .
Reader response centered Teacher and text centered
Part of a balanced literacy program The entire reading curriculum
Groups formed by book choice Teacher-assigned groups formed solely by ability
Structured for student independence, Unstructured, uncontrolled "talk time" without
responsibility, and ownership accountability
Guided primarily by student insights and questions Guided primarily by teacher- or curriculum-based
questions
Intended as a context in which to apply reading Intended as a place to do skills work
and writing skills
Flexible and fluid; never look the same twice Tied to a prescriptive "recipe"
From: http://www.litcircles.org/Overview/overview.html
TRIED AND TRUE TASKS
Language Artful Artist Community Discussion Literary Vocabulary
Arts Connector Director Luminary Virtuoso
(Textual (Vocabulary)
Evidence)
Social Graphic Same Same Same Word Bank
Studies (Organizer) (Factual Wizard
Generator Details) (Vocabulary/Id)
Additional resources:
Start with the first two for a better understanding of Literature Circles and what they can be
designed to do. If you have a basic idea of Literature Circles and their design, go straight to the
third resource listed. It has some GREAT support materials!
 Best Practices Site: http://www.saskschools.ca/~bestpractice/litcircles/index.html
 Instructional Strategies Online:
http://olc.spsd.sk.ca/de/pd/instr/strats/literaturecircles/index.html
 Laura Candler’s Literature Circle Models:
http://www.lauracandler.com/strategies/litcirclemodels.php
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23. Graphic (Organizer) Generator
Name: ________________________________
Book: ________________________________
Date: ________________________________
Assignment: pages ______ to ______
Graphic Generator: Your job is to create a content or concept map from the reading
that helps better understand the material. Create your concept map from the reading
with the main idea at the center or top and the related ideas moving out with
supporting or connecting details. You MUST FIRST use the back of this paper for a
rough draft. You can also use other digital concept mapping tools and resources (many
tools are available online) to create maps such as a Venn diagram; timeline; or another
concept web we have used together in class. Paste your concept map into the
whiteboard space to share with the other group members and see if they have any
other points or connections to add. You can make any type of graphic organizer you
wish, or choose from the list below.
T-chart | Flow Chart | Identification Interaction | Venn Diagram | Pictogram
International Reading Association’s Read•Write•Think:
http://www.readwritethink.org/student_mat/index.asp
Teach-nology web site: http://www.teach-nology.com/web_tools/graphic_org/
Presentation Plan: When the Discussion Director invites your participation, you may
show your picture without comment to the others in the group. One at a time, they get
to speculate what your graphic means, to connect the sketch to their own ideas about
the reading. After everyone has had a say, you get the final word: tell them what your
interpretation was, where it came from, or what it represents to you. Every choice
should work together to build more meaning.
Assignment for tomorrow: p ______ - p ______
23

24. Community Connector
Name: ________________________________
Book: ________________________________
Date: ________________________________
Assignment: pages ______ to ______
Community Connector: Your job is to connect the contents of the reading selection
to current or past real world events and experiences. You will also connect the reading
to other forms of literature, music, art and/or media.
Real World Connections: Relate current reading to real situations.
Experiences: Relate current reading to real experiences you (or someone
you know) have had.
Literature and Media Connections: Relate current reading to other
books, movies art, television, music and other media.
Assignment for tomorrow: p ______ - p ______
24

25. Discussion Director
Name: ________________________________
Book: ________________________________
Date: ________________________________
Assignment: pages ______ to ______
Discussion Director: Your job is to develop a list of questions that your group might
want to discuss about this part of the book and direct the discussion by asking each
member for their input based on their current role. Don't worry about the small details;
your task is to help people talk over the "big ideas" in the reading and share their
reactions. Usually the best discussion questions come from your own thoughts, feelings
and concerns as you read, which you can list below, during or after your reading. Any
passage that makes you say, “A-ha!” is a good one. Any explanation that goes beyond
the text is a good one!
Possible discussion questions or topics for today:
1.
2.
3.
4.
5.
Sample Questions:
What was going through your mind while you read this section?
What questions did you have when you finished this section?
Did anything in this section surprise you?
Can anyone predict what will happen next?
Can you predict what the effects of this might be?
Assignment for tomorrow: p ______ - p ______
25

26. Literary Luminary
Name: ________________________________
Book: ________________________________
Date: ________________________________
Assignment: pages ______ to ______
Literary Luminary: Your job is to locate a few special sections of the text that you
think your group should reread aloud. The idea is to help people remember some
interesting, powerful, puzzling, or important sections of the text. You decide which
passages or paragraphs are worth hearing, and then jot plans for how they should be
shared. You can read the passages aloud yourself, or ask someone else to read them.
Then discuss them as a group.
Location Quote Explanation
1. PG _____
P# _____
2. PG _____
P# _____
3. PG _____
P# _____
4. PG _____
P# _____
5. PG _____
P# _____
Assignment for tomorrow: p ______ - p ______
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27. Word (Bank) Wizard
Name: ________________________________
Book: ________________________________
Date: ________________________________
Assignment: pages ______ to ______
Vocabulary Virtuoso: Your job is to be on the lookout for a
few especially important words in today's reading. If you find words that are puzzling or
unfamiliar, mark them while you are reading and then later jot down their definition,
either from a dictionary or from some other source. You may also run across familiar
words that stand out somehow in the reading - words that are repeated a lot, are used
in an unusual way, or provide a key to the meaning of the text. Mark these special
words, and be ready to point them out to the group. If you still struggle with finding good
examples, think about identification words that may seem particularly important. When
your circle meets, help members find and discuss these words.
Sentence Used & pg # used Word Definition
Assignment for tomorrow: p ______ - p ______
27

28. FROM THE WIKI http://steeldragonslair.wikispaces.com/
DISCUSSION BOARDS
An Internet forum, or discussion board, is an online discussion site where people can hold
conversations in the form of posted messages. They are similar to chat rooms, but messages are
at least temporarily archived. Also, depending on the access level of a user or the forum set-up, a
posted message might need to be approved by a moderator before it becomes visible. A single
conversation is called a "thread" and develops in an hierarchical or tree-like in structure: a forum
can contain a number of subforums, each of which may have several topics. Within a forum's
topic, each new discussion started is called a thread, and can be replied to by as many people as
you wish. On most forums, users do not have to log in to read existing messages, but have to be
members to respond.
 Wikispaces vs. PBworks
 Purpose of discussion boards
 Why I like discussion boards?
http://users.rider.edu/~suler/psycyber/extendclass.html
BLOGS
A blog (short for web log) is a personal journal published on the Internet consisting of discrete
entries ("posts") typically displayed in reverse chronological order so the most recent post
appears first. Blogs are usually the work of a single individual, occasionally of a small group,
and often are themed on a single subject.
Visitors (teachers, parents, or other students) may leave comments and even message each other.
As a form of social networking, it is this interactivity that distinguishes blogs from other static
websites. Many blogs provide commentary on a particular subject; others function as more
personal online diaries. A typical blog can combine text, images, and links to other sites and
other media related to its topic.
http://www.teachingdegree.org/2009/06/22/100-tips-tools-and-resources-for-teaching-students-
about-social-media/
WEBQUEST
A WebQuest, according to WebQuest.org, is an inquiry-oriented lesson format in which most or
all the information that learners work with comes from the web. These can be created using
various programs, including a simple word processing document that includes links to websites.
What are the components? :
http://www.thirteen.org/edonline/concept2class/webquests/index_sub3.html
Directions and how to get started with video:
https://sites.google.com/site/thewebquestmodel/designing-a-webquest
Find a template and get started! : http://webquest.sdsu.edu/designpatterns/all.htm
28

29. Other Resources
Kissner, E. (2006). Summarizing, Paraphrasing, and Retelling: Skills for Better Reading,
Writing, and Test Taking. Portsmouth, NH: Heinemann.
Macon, J. M., Bewell, D., & Vogt, M. (1991). Responses to Literature. Newark, DE:
International Reading Association.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction that Works:
Research-Based Strategies for Increasing Student Achievement. Alexandria, VA:
Association for Supervision and Curriculum Development.
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