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Close and Critical Readings in Social Studies

Close and Critical Readings in Social Studies. Giving students access to complex texts in every Social Studies Classroom. David. A Johnson Social Studies Consultant Northern Michigan Learning Consortium David.johnson@wmisd.org Prepared January 2012. Step One…Identification. ID your text

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Close and Critical Readings in Social Studies

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  1. Close and Critical Readings in Social Studies Giving students access to complex texts in every Social Studies Classroom David. A Johnson Social Studies Consultant Northern Michigan Learning Consortium David.johnson@wmisd.org Prepared January 2012

  2. Step One…Identification • ID your text • ID your vocabulary within the text • ID your context • What do they already know? • What do they need to know? • ID your purpose • What should they come away knowing?

  3. Step Two: Begin Planning Day 1 • Activities for Day 1 include: • Summarize/paraphrase • What is the central idea? • What is most important? • Read between the lines • What is the Genre? Is this a primary or secondary source? What makes it so? • What perspective is shown? What is left out? • Look at word choice, language used, etc.

  4. Step Three – Planning Day 2 • Genre • Perspective • Language, word choice, etc. • Guided highlighting • Meaning/central idea/theme • Author supports, purpose, objectives • Mood/tone, point of view • Quality • What isn’t there?

  5. Step Four – Planning Day 3 • Anything missing from above • Text to self, to text, to world comparisons • “What does this remind me of in my life?” • “What were my feelings when I read this?” • “How is this similar to other things I’ve read?” • “Have I read something like this before?” • What does this text remind me of in the real world? • What does this mean to us today?

  6. Depending on How You Structure Yours… • All 10 Reading standards could be hit • The reading standards can lend themselves nicely to a writing task, which helps you hit writing standards • Can be more than 3 days • Can be a longer text broken up over time • Can be full class period or short section

  7. Elementary Level • Use • Big books • REMC materials • Document camera • Photocopies

  8. Upper Elementary/MS • Use: • Class and trade books • REMC materials • Primary and Secondary sources from the web

  9. HS • Use • Primary and secondary sources from the web • Short stories identified in your textbooks • Newspaper articles • Magazine articles

  10. Other Places to Look • NMLC Social Studies Resource Page: http://nmlcss.wikispaces.com • Michigan Citizenship Collaborative Curriculum (MC3): http://www.micitizenshipcurriculum.org

  11. Next Step…Seeing One in Action • Your choice: Declaration of Independence or Paul Revere’s Ride

  12. The Rest Of Your Day • Creation and Collaboration

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