Addressing Reading Problems in Social Studies Content Area.

Autor/in	Younge, Mable F.
Titel	Addressing Reading Problems in Social Studies Content Area.
Quelle	(1998), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Class Activities; Classroom Environment; Content Area Reading; Instructional Effectiveness; Intermediate Grades; Junior High Schools; Learning Strategies; Lesson Plans; Middle School Students; Middle Schools; Social Studies; Student Needs; Teacher Role + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Sinnerfassendes Lesen; Unterrichtserfolg; Mittelstufe; Sekundarstufe I; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lesson planning; Unterrichtsplanung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gemeinschaftskunde; Lehrerrolle
Abstract	This paper responds to several social studies teachers' complaints that students are not reading on grade level, and therefore, not able to engage in classroom activities. The paper describes the development of sample lesson plans for middle school students and identifies effective assessment alternatives for teachers to use. Solutions presented in the paper are: (1) identify student needs; (2) create a nurturing environment; (3) be consistently aware of voice, tone, and gestures in communicating objectives; (4) use flexible grouping to incorporate peer interaction; (5) use a variety of materials with the text; (6) teach the organization and format of the social studies text; and (7) teach vocabulary in context with key concepts. The paper concludes with several suggestions for assessment; and provides an "analysis and synthesis game," and a lesson about civil rights. Contains a 20-item bibliography. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01