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Reading, Thinking, and Writing About History

Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12

Chauncey Monte-Sano, Susan De La Paz, Mark Felton

Publication Date: June 9, 2014

Pages: 240

Series: Common Core State Standards in Literacy Series

Available Formats
PAPERBACK
ISBN: 9780807755303
$33.95
EBOOK
ISBN: 9780807772874
$33.95$27.16
Reading, Thinking, and Writing About History 9780807755303
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  • Description
  • Author
  • Reviews

Description+

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.

Book Features:

  • Integrates literacy and inquiry with core U.S. history topics.
  • Emphasizes argumentative writing, a key requirement of the Common Core.
  • Offers explicit guidance for instruction with classroom-ready materials.
  • Provides primary sources for differentiated instruction.
  • Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers.
  • Models how to transition over time from more explicit instruction to teacher coaching and greater student independence.

Author+

Chauncey Monte-Sano is associate professor of Educational Studies at the University of Michigan, and coauthor of Reading Like a Historian. Susan De La Paz is associate professor of Special Education at the University of Maryland. Mark Felton is professor of Secondary Education at San José State University, San José, CA.

Reviews+

“This extraordinary book provides tried-and-true practical tools and step-by-step directions.”
—Michelle M. Herczog, president, National Council for the Social Studies

"A must for history teachers and teacher educators.”
—Elizabeth Moje, University of Michigan

“The tools this book provides demystify the writing process and offer a sequenced path toward attaining proficiency.”
—From the Foreword by Sam Wineburg, Margaret Jacks Professor of Education, Stanford University

$33.95

Professors: Request an Exam Copy

Print copies available for US orders only. For orders outside the US, see our international distributors.

Books In This Series
Literacy Success for Emergent Bilinguals
Literacy Success for Emergent Bilinguals
Teaching Skills for Complex Text
Teaching Skills for Complex Text
Professional Learning in Action
Professional Learning in Action
Young Meaning Makers—Teaching Comprehension, Grades K–2
Young Meaning Makers—Teaching Comprehension, Grades K–2
Revitalizing Read Alouds
Revitalizing Read Alouds
RTI in the Common Core Classroom
RTI in the Common Core Classroom
The Fluency Factor
The Fluency Factor
Research-Based Practices for Teaching Common Core Literacy
Research-Based Practices for Teaching Common Core Literacy
Helping English Learners to Write—Meeting Common Core Standards, Grades 6-12
Helping English Learners to Write—Meeting Common Core Standards, Grades 6-12
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