1. Reading: A Comparison Struggling Readers Good Readers
Packet p.1
Reading: A Comparison
Struggling Readers Good Readers
Point with their fingers/move lips
Avoid reading
Highly distractible when reading
“Fake” read
Start without a plan
Finish even when confused
Connect text to their own life
Evaluate
Predict
Retell
Summarize
Use Graphic, Typographic, & Word Clues
Visualize (play a movie in their heads)

2. n. The feeling that I’ve heard this same bull before.
“Déja Moo.”
n. The feeling that I’ve heard this same bull before.

3. Packet p.1
Fix-Up Strategies:
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? ____________________________________

4. Graphic Organizer for Today’s Workshop on
~Reading Strategies for Social Studies~
BR_ _ _ _ _
Here’s where
you apply the
strategy & ideas
to YOUR
classroom &
content area

5. Packet p.2
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.

6. “Women Voters at the Crossroads” by Carrie Chapman Catt

7. RIVET Choose 3-4 key terms from the reading.
Packet p.3
RIVET
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.

8. RIVET for “Women Voters at the Crossroads”
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 W O M E N V O T E R S

9. Packet p.4
Word Sorts
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 mid-point 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).

10. Packet p.5
Anticipation Guide
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.

11. Langston HughesAnticipation Guide
Packet p.5
Langston HughesAnticipation Guide
Langston Hughes Biography
Langston Hughes was born in Missouri.
Hughes was an less-than-average student, but excelled in language arts.
Hughes became a sailor to earn money because his writing wasn’t supporting him.
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 x x x x

12. Fan N Pick Student “one” fans cards.
Packet p.6
Fan N Pick
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.

13. Cubing Players take turns rolling the cube.
Packet p.7
Cubing
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

14. Graphic Organizers are simple ways to organize information visually
Packet p.8
Graphic Organizers
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.

15. A Lesson Cycle for Using Individual Graphic Organizers:
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.

16. Concept Definition Map Social & Government System
Supplement: Graphic Organizers for Reading Packet
Concept Definition Map
What is it?
What is it like?
Social & Government System
Common ownership
Synonym
State controls production
Communism
communal
capitalistic
Organized labor
Antonym
Goods shared equally
What are some examples?