Anderson/Lubig : 66 Strategies for Reading and Writing in Social Studies

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66 Strategies for Reading and Writing in Social Studies

By:
Derek Anderson, Ed.D. & Joe Lubig, Ed.D.
Northern Michigan University

Anderson/Lubig : 66 Strategies for Reading and Writing in Social Studies

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Greetings Fellow Teachers,
Thank you for your interest in 63 Strategies for Reading and Writing in Social
Studies. In order to help your students learn social studies more effectively,
weve compiled these reading strategies based on the following
assumptions:
1. Social Studies is an important subject and must remain part of the
curriculum.
2. Many teachers find it difficult to fit in Social Studies instruction
during this era of increased emphasis on reading and mathematics.
3. Students commonly report that they dislike Social Studies.
4. Social Studies textbooks are boring.
5. Effective social studies instruction requires students to read, process,
manipulate, and share concepts and ideas (Jones & Thomas, 2006).
6. Students learn best when they read authentic, relevant texts, and
employ reading strategies (Flavell, 1990; Jones & Thomas, 2006;
Pressley & Harris, 1990).
7. Good teaching is sometimes messy and cannot depend on rigid steps.
Therefore, weve adopted, adapted, and created a number of notions for
you to use with your students to boost comprehension and make connections
to the grand themes of social studies. Notice that weve used the terms
strategies and notions not recipes or formulas. These strategies are
meant to serve as general, adaptable notions for you to manipulate and
adapt to your students needs, the texts you select and the objectives you
are attempting to teach. These strategies are not meant to be followed in a
lock step fashion. We encourage you to use some, adjust some, and above
all else, do what your training, experience, and newly-acquired knowledge
suggest are best for your students.
Enjoy!
Derek and Joe

3-2-1 Bridge (Harvards Project Zeros Visible Thinking, 2008)

1. Prior to reading, write down:
3 thoughts
2 questions
1 analogy
2. After reading, write down:
3 new thoughts
2 new questions
1 new analogy
3. Bridge: Explain how your new responses connect to your initial
responses.
Action Inquiry
1. Who does/did what?
2. Where do/did they do it?
3. Why do/did they do it?
4. So What? (What are the implications of their actions?)
AIM (Authors Intended Message) (Jacobowitz, 1990)
Before reading:
o
How much do I know about the topic?
o
What can I expect to find out about the topic?
o
What questions do I have?
During reading:
o Does the introduction tell the major points? What are they?
o Does the text provide answers to my questions?
After reading:
o Summarize the main points
o What was the authors purpose?
Analyzing Significance (Zarnowski, 2006)
Identify the main event from the text and attempt to answer the
following:
o How important was it at the time?
o How deeply were people affected?
o How many people were affected?
o How long-lasting were the effects?
o How does it help us understand current issues and events?

Anticipation/Reaction Guide (Readence, Bean, & Baldwin, 1989)

Teacher presents students with statements
Individual students or groups indicate agreement or disagreement with
each statement
Students explain their reasoning
Read the text
Repeat steps 2 and 3
Arc of Inquiry (Wilhelm, 2007)
After reading, students give facts about a topic.
Students interpret the facts and draw conclusions.
Students critique their conclusions and look for holes
Students explain how their conclusions might be applied to other
events or to the greater community.
A.R.E. (Shuster, 2008)
1. Assertion
Make a statement that describes the main point, or assertion,
the author is trying to make.
2. Reasoning
Explain the reasons the author gives to support his/her
assertion. This is the because part of the authors argument.
Evidence
Explain the evidence that the author provides to support
his/her reasoning. This is the for example part of the
authors argument.
BIG Historical Questions
Why is important to know about ______ ?
What was life like for an average person like in ______ ?
How has life changed for people since ______? Why?
What risk did people take then? Why?
How do new ideas cause change?
What do you think explains why _________?
Circle of Learning

Students read text individually or in small groups

Complete the Circle of Learning in Concept Mapping form:

o Who? What? Where? When? Why? How?
Students write a narrative summary answering each of the above
questions

Circle of Viewpoints (Harvards Project Zeros Visible Thinking, 2008)

1. I am thinking of (the topic) from the point of view of . . .
2. I think (describe the topic from your viewpoint) . . .
Be sure to take on the character of your viewpoint. Be an
actor!
3. A question I have from this viewpoint is . . .
4. A new idea about the topic that I didnt have before is . . .
Claim, Support, Question (Harvards Project Zeros Visible Thinking, 2008)
1. Make a claim (explanation or interpretation) about what you read
2. Identify support for you claim
3. Ask a question related to your claim
Whats left hanging?
What isnt explained?
What new ideas does your claim raise?
Compass Points (adapted from Harvards Project Zeros Visible Thinking,
2008)
1. E = Excited
What about this idea makes you excited? What is the upside?
2. W = Worrisome
What do you find worrisome about this idea? What is the
downside?
3. N = Need to Know
What else do you need to know or find out?
4. S = Stance
What is your current stance on the idea? How might you move
forward toward taking a stance on this idea?
Connect, Extend, Challenge (Harvards Project Zeros Visible Thinking,
2008)
1. Connect: How are these ideas connected to what you already know?
2. Extend: What new ideas did you gain that extended or pushed your
thinking in new directions?
3. Challenge: What is still challenging or confusing for you to get your
mind around? What questions, wonderings or puzzles do you now
have?
Contextual Redefinition (Cunningham, Cunningham, & Arthur, 1981)
Student create their own definitions for words prior to reading
Students meet in groups to compare

Teacher directs students to sentences in the text that contain the

words
Groups reconvene to rewrite their definitions
Groups compare their definitions with glossary

Critical, Important, Nice to Know (Benjamin, 2007)

First highlight details that are least important; information that is nice to k now.
With a different color, highlight information that is important, but not most important
With a third color, highlight the most important information; the critical information you
most need to know
Directed Reading/Thinking Activity (Murdoch, 1998)
Prior to reading, answer:
o What do you know about . . .?
o What do you think you know about . . . ?
o What would you like to know about . . . ?
Read
Confirm, reject, or add to prior knowledge
Does it Fit? (adapted from Harvards Project Zeros Visible Thinking, 2008)
1. Read about a problem
2. Identify and explain the criteria or attributes that are important to
consider
3. Identify and explain options for solving the problem
4. Identify and explain the constraints of each option
5. Identify and explain what the ideal solution would be
6. Identify and explain what the best option would be for you personally
and practically
Double Bubble (Marzano & Pickering, 2005)

Engaging Students in Text (Naick, cited in Lent, 2012)

What does it do?
What are its benefits?
What are its problems?
What would happen if it did not occur?
Illustrate it.
Generate, Sort, Connect, Explain, Elaborate (adapted from Harvards
Project Zeros Visible Thinking, 2008)
1. Generate a list of words or ideas that come to mind after reading the
selection
2. Sort your words/ideas according to how central or tangential they are.
Put the central ideas near the center and the more tangential
words/ideas toward the edge of the page.
3. Connect your words/ideas by drawing lines between those that have
something in common.
4. Explain how the ideas/words are connected and elaborate by adding
new words/idea
5. Elaborate by adding new words/ideas to your paper
Geography 5 Themes
1. Location
Where is it? What is its absolute location? What is its relative
locations?
Why is it located there?
2. Place
What is it like?
What makes this place different from other places? (Consider
climate, physical features, and the people who live there and
their traditions.)
3. Human/Environment Interaction
How do people there adapt to the environment?
How do people there use the environment?
How do people change their environment?
How have people changed this place over time?
4. Movement
What are the patterns of movement and modes of transportation
for:
People?
Products? (imports and exports)
Information?
5. Regions
How can we generalize about this place and its surrounding
area?

Into which regions does this place belong? (Consider how the
area can be classified by area, language, political divisions,
religion, climate, etc.)

Headlines (Harvards Project Zeros Visible Thinking, 2008)

1. Beginning of the lesson:
If you were to write a headline for this topic right now that
captured the most important aspect that should be remembered,
what would that headline be?
2. End of the lesson:
How would your headline change after todays discussion? How
does that differ from what you would have said yesterday?
Here Now, There Then (Harvards Project Zeros Visible Thinking, 2008)
1. In Column B, list present stances, values, judgments about the topic
2. In Column A, list what your stances, values, judgments about the topic
might be if you were to go back in time.
3. In Column C, describe why things have changed.
Highly Effective Questioning (HEQ) (Hannel, 2009)
1. Label or identify key facts.
2. Compare, connect, infer, or find disconnections in the information
learned in Step 1.
3. Make short summaries of what was learned in Steps 1 & 2.
4. Apply, predict, or hypothesize about what was learned from Steps 1,
2, & 3.
5. Make a final, larger summary of the overall learning.
Historical Truth In Fictional Stories (adapted from Zarnowski, 2006)
Could the events described have happened? What evidence do I have?
What events really happened? How do I know?
Which characters really existed? How do I know?
Whose voice are we not hearing?
I Used to Think . . . , But Now, I Think . . . (Harvards Project Zeros
Visible Thinking, 2008)
1. I used to think . . .
2. But now, I think . . .

Logical Analysis Template (www.criticalthinking.org, 2008)

1. The main purpose of this article is: (what was the authors purpose for
writing this article?)
2. The key question the author is addressing : (what was the key question
in the mind of the author when s/he wrote the article?)
3. The main inferences/conclusions in this article:
4. The most important information in the article the author used to
support the conclusions is:
5. The key concept(s) we need to understand in this article in order to
understand the authors line of reasoning is (are):
6. The main assumption(s) underlying the authors thinking is (are): (what
does the author take for granted)
7. If we take the authors line of reasoning seriously, the implications are:
8. If we fail to take the authors line of reasoning seriously, the
implications are:
9. What is the authors main point of view?
Journals
Conversation Journals
o Respond to partner and ask new question
Literature Response Journals
o Students write their thoughts and questions about the book as
they read it
Teacher Prompt Journals
o Teacher gives students questions or prompts for each section
Character Journals
o The student becomes a particular character.
K-W-H-L-S-R (Ogle, 1986; Stockard, 2001)
Pre-reading/Exploration Phase:
o What we KNOW
o What we WANT to know
o HOW will I learn it?
After reading/Transformation Phase:
o What did we LEARN? (Be sure to correct any erroneous
statements in the K column)
Presentation Phase:
o How I SHARED or will SHARE what I learned?
Reflection Phase:
o REFLECT on the process
I contributed by . . .
Something that would help for next time would be . . .

Lift a Line (Wolf, 2004)

Students copy phrases or sentences that they find interesting,
intriguing, confusing, etc.
Students cite the author and page where they got the line
Students identify which of the following applies to each line:
o Supports a Big Idea
o Raises Questions
o Interesting Information
o Relates Personally
o Confusing Information
List-Group-Label (adapted from Taba, 1967) [alternate version of Concept
Attainment]
Teacher presents students with concept word or phrase
Students write words or phrases related to the concept word
Either in groups or as the whole class, combine lists into bigger list
Students (individually, in small groups, or whole group) categorize the
words
Students label the categories
Students use category labels to write a conclusion/thesis statement
Literature Circles (Knoeller, 1994; Scott, 1994):
Discussion leader
Historian (relate events to actual history)
Geographer (creates map of setting and depicts routes/journeys)
Work Warrior (keeps list of unusual words)
Phrase Keeper (keeps interesting phrases/sentences)
Character Analyst
MAKE Meaning (Jensen & Nickelsen, 2008)
1. My topic:
2. Applying this topic to my life (now or in the future):
3. Knowledge I have about this topic
4. Experiences Ive had with this topic
Mind Mapping with Pictures (adapted from www.mind-map.com)
Similar to semantic mapping but with pictures/symbols
Central word or phrase
Students brainstorm list of related pictures/symbols
Students categorize the list
Students create visual map with central word/phrase as anchor and
category titles as satellites with pictures/symbols as extensions

Multipass Reading (Savage & Armstrong, 2007)

Students read through a section, chapter, etc. using the following
steps:
1. Quickly leaf through a selection looking only at the pictures and
illustrations
2. Pass through the selection again reading only the headings and
subheadings
3. Pass through the selection again reading only the first sentence
of each paragraph
4. Read the entire selection
5. Identify the big ideas and the relationships among concepts and
facts
Partner Conversations with Accountable Talk (Michaels, OConner, &
Resnick, 2002)
Students discuss a book/selection with a partner or group
Students are expected to exhibit the following:
o Accountability to the Learning Community: students should build
on the comments of their peers.
o Accountability to Accurate Knowledge: students should have
facts to support their arguments and should tell (cite) where they
got their information.
o Accountability to Rigorous Thinking: comments should be based
on reasoning, critical thinking, and interpretation.
The goals are for students to:
o Press the speaker for clarification and explanation
o Require justifications of proposals and challenges
o Recognize and challenge misconceptions
o Demand evidence for claims or arguments
o Interpret and use each others statements
Parts, Purposes, Audience (adapted from Harvards Project Zeros Visible
Thinking, 2008)
1. Read the selection
2. Identify and explain the main purpose of the selection.
3. Identify the parts and their purposes
4. Identify and explain the most important elements of the selection
5. Identify and explain who the audience is for this selection. Why?

Question-Answer-Relationship (Raphael, 1986)

Read text
Teacher asks students a question
Students determine where the information is held:
o Right There (answer clearly stated in the text)
o Think and Search (students must think critically and search
different parts of the text)
o Author and You (students use their own knowledge and text info)
o On My Own (answer is not in the text; students use their own
knowledge and experience)
Students explain how they will construct their answers
Students give their answers
Question Starts (Harvards Project Zeros Visible Thinking, 2008)
1. After reading, brainstorm a list of questions about what you read. Use
these question-starts to help you think of interesting questions:
Why...?
How would it be different if...?
What are the reasons...?
Suppose that...?
What if...?
What if we knew...?
What is the purpose of...?
What would change if...?
2. Review your list of questions and star the question(s) that seem most
interesting. Select one or more of the questions you starred and
discuss with your group members.
3. Reflect: What new ideas do you have about the topic that you didnt
have before?
R.A.F.T. (Santa et al, 1988)
After reading a selection, the teacher presents students with a writing
task
Before writing, students determine their R.A.F.T.:
o Role (who the writer is: person, place, or thing. Ex: you are a
country)
o Audience (peers, public, etc.)
o Format (letter, poem, story, etc.)
o Topic/Purpose
Students answer the question and share

Read, Draw, Write, Talk (adapted from Coe & Fitzpatrick, 2002)
6.
Read a selection of text individually or in pairs/groups
7.
Briefly, draw or sketch a picture or scene that captures the
main idea of the selection.
8.
Without looking at the text, write as much as you can
about what you read.
9.
Share your picture and writing with a partner.
10.
Use the text to confirm accuracy of each others writing.
Read, Think, Wonder (adapted from Harvards Project Zeros Visible Thinking,
2008)
1. What did you read about?
2. What do you think about that?
3. What does that make you wonder about?
Reciprocal Teaching (adapted from Palincsar & Brown, 1984).
The following activities can be conducted whole class or in small
groups, with or without the teachers direct involvement. Also,
consider placing students into groups of four (4) and assigning each
student one of the tasks.
The activities should be applied intermittingly during the process of
reading a selection of text.
1. Clarify

Identify confusing or hard-to-understand concepts

Make connections to other concepts in economics,

civics, history, and/or geography
2. Summarize

Indentify the most important information

Restate the purpose of the section

3. Predict

Hypothesize what will come next in the text

Use existing knowledge to anticipate what might

come next
4. Question

Ask questions whose answers might be inferred

rather than explicit

Ask questions that require a connection between

previous learning and this new learning

Red Light, Yellow Light (adapted from Harvards Project Zeros Visible
Thinking, 2008)
1. Read the selection
2. Identify red lights and yellow lights
Red lights are statements that are opinions rather than facts.
These might include sweeping generalizations or biased
statements.
Yellow lights are statements that might be opinions rather than
facts.
3. Explain why you categorized the statements as red lights or yellow
lights
4. Identify how you determine the truth for each of the statements
Refuting an Argument (Shuster, 2008)
1. They say . . .
Identify the argument you are about to answer
2. But . . .
Make your counterpoint
3. Because . . .
Support your point with reasoning and evidence
4. Therefore . . .
Compare, contrast, or synthesize the competing ideas
Reporters Notebook (adapted from Harvards Project Zeros Visible
Thinking, 2008)
1. Read the selection
2. Identify the Facts & Events of the situation
3. Identify additional Facts & Events that would be helpful
4. Name the Thoughts & Feelings of the characters/participants involved
5. Identify additional Thoughts & Feelings of the characters/participants
that would be helpful
ReQuest (Marzano, 1969; Wilhelm, 2007)
Students should create three different types of questions during the
reading:
o On the lines these questions ask for a recall of key factual
information that is directly stated.
o Between the lines these questions require a person to fill in
textual gaps by making connections between various textual
details or by connecting their experiences to the text.
o Beyond the lines these questions require thinking beyond the
texts explicit and implicit meanings to evaluations and
application to a larger world.
Root Cause Analysis (or 5 Whys)
Write down the specific problem or outcome

Ask why the problem or outcome occurred and write that answer
down
If that answer doesnt identify the root cause of the problem, ask
why again, and write down that answer.
Repeat the process (try to carry it out 5 times) until the root cause
of the problem is identified.

Semantic Mapping with Concept Attainment (Yopp & Yopp, 1996)

Central word or phrase
Students brainstorm list of related words or phrases
Students categorize the list
Students create visual map with central word/phrase as anchor and
category titles as satellites with brainstormed list as extensions
Sentence Stems for Comparing (Marzano & Pickering, 2005)

_______________________ and _______________________ are similar because

they both:
1.
2.
3.
_______________________ and _______________________ are different
because:
_______________________
but

_______________________
_______________________

but

_______________________
_______________________

but

_______________________

is
is
is
is
is
is

________________________________
________________________________
________________________________
________________________________
________________________________
________________________________

Silent Discussion Thread (Wilhelm, 2007)

Each member of the group (row) will receive a sheet with a question at
the top.

The students will have two minutes to respond to the question.

When time is called, students pass their sheets to the next person.
Students read and respond to the questions on the new sheets.
Repeat until each student in the groups has had a chance to respond to
each question.

Six Thinking Hats (Jensen & Nickelsen, 2008 adapted from DeBono)
1. White Hat: Facts about the topic
2. Red Hat: Feelings about the topic
3. Yellow Hat: Positive things about the topic
4. Gray Hat: Disadvantages/problems with the topic
5. Green Hat: New ideas about the topic
6. Blue Hat: What is the most important idea about the topic? What
should people take away?
Somebody Wanted, But, So . . . (Macon, Bewell, & Vogt, 1991)
1. Somebody wanted . . . (identify the person/group and what they
wanted to do/achieve
2. But . . . (identify the conflict or barriers)
3. So . . . (identify how the conflict was resolved)
SQ3R (Robinson, 1970)
SURVEY
o What do I know about the title?
o Look at the headings. Is any of this familiar?
o Look at the pictures.
o Read the first few sentences.
o Read the summary.
QUESTION
o What questions come to mind?
o Turn headings, pictures, vocab, etc. into questions
READ ACTIVELY
o Try to answer the questions when reading
o Use context clues for unclear concepts and vocabulary
o Generate additional questions for unclear or confusing
terms/sections
RECITE
o List what you learned from reading

REVIEW
o Present major findings through narrative summary, discussion,
concept map, etc.

Sticky Noting
While reading a selection, place sticky-notes (Post-it Notes) next to
sections of text to explain your thinking. Use the following symbols:
1. Put a question mark on a sticky-note to indentify a question that
you have.
2. Put an exclamation point on a sticky-note to indentify a key point
you agree with.
3. Put a C to identify something that you find confusing.
4. Put a star on a sticky note to indentify an interesting discussion
point.
(Note: if you have three different colored sticky-notes, you can use a
colored key instead of symbols)
Structured Note Taking
Students make two columns on their paper
Students RECORD notes in the right hand column
Students REDUCE notes to key words, phrases, and/or vocab in the left
column
Students ANTICIPATE possible test questions
Text Connections (Harvey & Goudvis, 2000)
Student read a selection (either individually, in partners/groups, or
whole class)
o Text-to-Self Connection: Students relate what was read to their
own knowledge, thoughts, and/or experiences
o Text-to-Text Connection: Students relate what was read to
another text/book
o Text-to-World Connection: Student relate what was read to
todays world
Student share their connections with their partner/group
Think-Aloud (Baumann, Jones, & Seifert-Kessell, 1993).
Teacher reads aloud a selection of text

Teacher stops periodically to verbalize his/her thinking when

interesting, difficult, or confusing material is encountered. Often these
are in the form of questions
After modeling the process, students work with partners to practice
think-alouds

Think-Pair-Share Prompts (Goldsmith, 2013)

Partner 1 begins: I think_____________________ because
___________________.
Partner 2 responds: I heard you say ___________________. I
agree/disagree because __________________________.
Partner 1 responds: What makes you think that or: How do you
know?
Partner 2 responds: I think that because __________________________
or, I know this because ________________________.
Teaching About Cause and Effect (Altoff & Golston, 2012)
What is a cause?
What is an effect?
CLUE WORDS: because, since, so, if, therefore, as a result, consequently,

nevertheless
QUESTIONS TO ASK WHEN PREPARING TO TEACH
What happened?
Why did it happen?
What are the results?

Cause

Event

Cause

Cause

Cause

Effect

Cause

Event

Cause
Effect

Effect
Event

Effect

Effect
Cause

Think-Puzzle-Explore (Harvards Project Zeros Visible Thinking, 2008)

1. What do you think you know about this topic?
2. What questions or puzzles do you have?
3. How can you explore this topic?
Thought Experiments (Harvards Project Zeros Visible Thinking, 2008)
1. After reading a selection, create a list of questions
2. Transform some of your questions into questions that challenge the
imagination. Consider some of these starters:
What would happen if . . .
How would it be different if . . .
Suppose that . . .
What would change if . . .
How would it look differently if . . .
3. Pick one of the questions to answer by playing out the possibilities.
Consider writing an essay, drawing a picture, creating a play or puppet
show, conducting an imaginary interview, etc.
4. Reflect: What new ideas do you have about the concept or topic that
you didnt have before?
True for Who? (Harvards Project Zeros Visible Thinking, 2008)
1. Discuss what you read
What was the situation?
What was at stake?
Who made claims?
What were peoples interests and goals?
2. Brainstorm
Make a list of different viewpoints you could look at the situation
from
3. Dramatize
Choose a viewpoint to embody and imagine the stance a person
from this viewpoint would be likely to take
o My viewpoint is . . .
o I think . . . because . . .
o I might change my mind if . . .
4. Stand Back
Step outside your viewpoint and the viewpoint of others.
What is your conclusion?
What new ideas or questions do you have?

Truth-driven Thinking on Controversial Topics (adapted from Gibson,

2004)
Open Your Mind (Admit that you don't have complete knowledge)
o Identify what you do not know about the topic
Balance Trust and Cynicism carefully
o Identify what in the text you trust to be accurate
o Identify what in the text you are cynical about
Reasonable People Test
o Are there reasonable, thoughtful, educated and honest people on
both sides of this issue? Describe what people on both ends of
the spectrum would say.
Vocabulary Signal Words
Students read text
Students reread/skim text and search for signal words:
o Comparison/Contrast Words (however, though, rather than, but. .
.)
o Time/Order Words (before, after, then, finally. . .)
o Cause/Effect Words (therefore, because, thus, consequently. . . )
o Additive Words (furthermore, in addition, also. . . )
o Points of Emphasis (specifically, most important, for example . . .)
Students share their signal words and analyses with partner/group, OR
Students use signal words to guide their note taking
What Makes You Say That? (Harvards Project Zeros Visible Thinking,
2008)
After reading a selection, have students answer one or more of the
following questions:
o What do you see?
o What do you know?
o What is going on?
Next, have students justify their responses by answering one of the
following:
o What makes you say that?
o What do you see that makes you say that?

References
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