Packet p.1
Reading: A Comparison
Struggling Readers
•Point with their fingers/move
lips
•Avoid reading
•Highly distractible when
reading
•“Fake” read
•Start without a plan
•Finish even when confused
Good Readers
•Connect text to their own life
•Evaluate
•Predict
•Retell
•Summarize
•Use Graphic, Typographic, &
Word Clues
•Visualize (play a movie in their
heads)
“Déja Moo.”
n. The feeling that I’ve heard
this same bull before.
Fix-Up Strategies:
Packet p.1
Teach your students how to get “unstuck” when they come across text that they
do not understand.
1. Make a connection between the text and your life, your
knowledge of the world, or another text.
2. Make a prediction.
3. Ask a question and try to answer it.
4. Visualize.
5. Retell what you’ve read.
6. Reread.
7. Slow down (when confused) or speed up (when familiar
or boring)
8. Read aloud.
9. Draw a picture or diagram of the information.
10. Other? ____________________________________
Graphic Organizer for Today’s Workshop on
~Reading Strategies for Social Studies~
Strategy
ABC
Brainstorm
RIVET
BR_ _ _ _ _
Word
Sorts
Anticipation
Guide
Fan
N
Pick
Page
#
How can I use it?
2
3
4
5
6
7
Cubing
Graphic
Organizers
Why use it?
8
Here’s where
you apply the
strategy & ideas
to YOUR
classroom &
content area
ABC Brainstorm
•At the beginning of a lesson, write a topic
on the chalkboard and then tell students to
write as many words or phrases (beginning
with each letter of the alphabet) that are
connected to the topic as they can.
•After individuals try, you may want to
allow them to “give one, get one” from
other classmates.
Packet p.2
“Women Voters at
the Crossroads”
by Carrie Chapman Catt
RIVET
Packet p.3
BR_ _ _ _ _
•Choose 3-4 key terms from the reading.
•In a “hang-man” fashion, write the word using
dashes.
•One by one, add a letter until the students guess
the word.
•Discuss its meaning.
•Continue until all key words are revealed.
•Students read to find these words in the passage.
•Variation: use a “Wheel of Fortune” format,
where students can guess letters.
Packet p.3
RIVET for
“Women Voters at the Crossroads”
_E _Q _U _A _L _R _I _G _H _T _S
_S _U _F _F _R _A _G _I _S _T
_L _E _A _G _U _E _O _F
_ _O _M _E _N _V _O _T _E _R _S
W
Word Sorts
Packet p.4
•The teacher provides a list of words, phrases, and/or
pictures from a text.
•Students work alone or in partners to arrange the
words in an order that makes sense.
•Ask a few students “read” their “story” aloud.
•Students or the teacher read the text, stopping midpoint to rearrange the words according to how they
have been used up to that point in the text.
•After reading the entire text, partners scramble the
words and rearrange them in the order according to the
author’s version of the story (as a summary).
Anticipation Guide
Packet p.5
•The teacher prepares a list of predictions for a
passage and asks the students to respond to the
predictions based on what they learn from the
title, headers, and/or pictures.
•Students may work alone or in partners to
answer “yes,” “no,” or “maybe” to the predictions.
•Students read the text and check regularly for the
accuracy of their guesses.
•NOTE: Stress to the students that it is okay to
guess incorrectly…good readers do it all the time.
Packet p.5
Langston HughesAnticipation Guide
Langston Hughes Biography
Langston Hughes was born in Missouri.
x
Hughes was an less-than-average student,
but excelled in language arts.
x
Hughes became a sailor to earn money
because his writing wasn’t supporting him.
x
x
His experiences in Africa and in nightclubs
encouraged him to experiment with jazz and
blues rhythms in his writing.
His work during the Harlem Renaissance
made him rich and famous.
x
Fan N Pick
Packet p.6
•Student “one” fans cards.
•Student “two” picks a card & reads it
aloud to the team.
•Student “three” gives an answer after 5+
seconds of think time.
•After another 5+ seconds of think time,
student “four” paraphrases, praises, or adds
to the answer given.
Cubing
Packet p.7
•Players take turns rolling the cube.
•The player who rolls the cube begins by
discussing the “thinking question” (TQ) that is
face up.
•While the TQ is discussed by all members of the
group, the person who rolled the dice acts as the
facilitator & summarizes the conversation before
the next player rolls the cube.
•Variation: Use Fan N Pick rules
Graphic Organizers
Packet p.8
are simple ways to organize information visually
are nearly always appropriate because most
people think in visual terms
come in many forms; they are never right or
wrong, only better or worse: some do a better job of
presenting the same information than others.
are not communicative, but conceptual: focus on
using them as a way for students to learn, not as a
way to express what they’ve learned to you
are concept-driven: the form of the graphic
organizer should follow its function, not vice versa.
Packet p.8
A Lesson Cycle for Using Individual Graphic Organizers:
Following a few simple steps will help your students get the
most out of graphic organizers.
1. Familiarize yourself with the graphic organizer and the teacher
notes (if any) for it.
2. Explain or review what graphic organizers are and why they’re
worthwhile. Emphasize the importance of organizing information.
3. Present the specific graphic organizer. Point out its subject, its
organizational framework, and the introduction, direction line, and
questions.
4. Model using the graphic organizer. If the graphic organizer calls for
them to choose its topic, provide them with options.
5. Assign the graphic organizer as an individual, paired, or group
activity.
6. Review students’ work. Generate classroom discussion to extend
individual student learning.
Concept Definition Map
Supplement: Graphic
Organizers for
Reading Packet
What is it?
Social & Government System
What is it like?
Common ownership
Synonym
State controls production
communal
capitalistic
Communism
Organized labor
Antonym
Goods shared equally
What are some examples?