Reading, Thinking, and Writing about History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12. Common Core State Standards in Literacy Series

Autor/inn/en	Monte-Sano, Chauncey; De La Paz, Susan; Felton, Mark
Titel	Reading, Thinking, and Writing about History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12. Common Core State Standards in Literacy Series
Quelle	(2014), (240 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-5530-3
Schlagwörter	Leitfaden; Unterricht; Lehrer; History Instruction; Persuasive Discourse; Writing Instruction; Literacy; Inquiry; Teaching Methods; Social Studies; Thinking Skills; Student Diversity; Reading Skills; Critical Thinking; Planning; Writing (Composition); Reflection; Essays; Common Core State Standards; Primary Sources; Curriculum; Direct Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; History lessons; Geschichtsunterricht; Persuasion; Persuasive Kommunikation; Schreibunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Gemeinschaftskunde; Denkfähigkeit; Reading skill; Lesefertigkeit; Kritisches Denken; Ablaufplanung; Planungsprozess; Schreibübung; Essay; Aufsatzunterricht; Common core curriculum; Curriculum; Kerncurriculum; Primärquelle; Curricula; Lehrplan; Rahmenplan; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students' development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. The book features: (1) Integrates literacy and inquiry with core U.S. history topics; (2) Emphasizes argumentative writing, a key requirement of the Common Core; (3) Offers explicit guidance for instruction with classroom-ready materials; (4) Provides primary sources for differentiated instruction; (5) Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers; and (6) Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. [Foreword by Sam Wineburg.] (ERIC).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01