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050	0	4	_aLB1584.S322.T433
050	0	4	_aLB1584
100	1		_aSchell, Emily, _e1
260			_aUpper Saddle River, New Jersey : _bPearson Education, _c(c)2007.
336			_aunspecified _bzzz _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
530			_a2
700	1		_4Fisher, Douglas, _eaut
942			_cBK _hLB _m2007 _e1 _i2018-07-15 _k0.00
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008			191118b ||||| |||| 00| 0 eng d
020			_a9780131700178
040			_beng _erda _cSBI
245	1	0	_aTeaching Social Studies : _bA Literacy-Based Approach / _cEmily Schell, Douglas Fisher. _hPR
300			_av-xviii, 276 pages : _bIllustrations ; _c23cm
504			_a4.
505	0	0	_aWHAT IS SOCIAL STUDIES? -- _tIntroduction -- _tCategory one: the three R's (read, recall, regurgitate) -- _tCategory two: fun, fun, fun! -- _tCategory three: amnesia -- _tWhat is social studies? -- _tRoots of social studies -- _tHistory -- _tGeography -- _tEconomics -- _tCivics and government -- _tSocial studies skills -- _tSocial studies for the 21st century -- _tConclusion -- _tHistory's finer points -- _tQuestions to consider -- _tExercises -- _tReferences -- _tChildren's literature.
505	0	0	_aWHY TEACH SOCIAL STUDIES? -- _tBuilding a case for social studies in the classroom -- _tOur nation's report card -- _tBuilding a case in the community -- _tAppealing contest -- _tConclusion -- _tHistory's finer points -- _tQuestions to consider -- _tExercises -- _tReferences -- _tChildren's literature.
505	0	0	_aWHAT DO WE TEACH Indiana SOCIAL STUDIES? -- _tWhat exactly do we teach in social studies? -- _tNational frameworks and standards -- _tState frameworks and standards -- _tGoals and objectives for teaching social studies -- _tTopics, themes, and concepts -- _tConclusion -- _tHistory's finer points -- _tQuestions to consider -- _tExercises -- _tReferences.
505	0	0	_aTEACHING SOCIAL STUDIES FOR UNDERSTANDING -- _tIntroduction -- _tPlanning for effective instruction -- _tTopics, themes, concepts, and big ideas -- _tTopics -- _tThemes -- _tConcepts -- _tBig Ideas -- _tHistorical thinking and analysis skills -- _tInstructional strategies that work -- _tGenerating interest -- _tInquiry-based learning -- _tMaking connections -- _tCooperative learning -- _tSimulations -- _tCreating additional opportunities for social studies -- _tRead aloud -- _tLiterature circles -- _tBook talks -- _tBook bags -- _tWriting prompts -- _tWalk and talk -- _tMusical chairs -- _tSinging new songs -- _tLandscapes and portraits -- _tActing up! -- _tReader's theatre -- _tGames and sports -- _tConclusion -- _tHistory's finer points -- _tQuestions to consider -- _tExercises -- _tReferences -- _tChildren's literature.
505	0	0	_aUSING TEXTS FOR TEACHING AND LEARNING SOCIAL STUDIES -- _tIntroduction -- _tReading and writing helps students understand social studies -- _tStudents must understand how to transform text -- _tStudents benefit from "in your mind" strategies -- _tmaking connections -- _tpartner conversations -- _tvisualizing -- _tStudents benefit from "on paper" strategies -- _tnote-making -- _tgraphic organizers --- writing-to-learn -- _tDetermine when to use content literacy strategies -- _tstrategies must be implemented during the before-reading stage -- _tKWL charts -- _tAnticipation guides -- _tQuickwrites -- _tStrategies are used in the during-reading stage -- _tStrategies are used in the after-reading stage -- _tMeet Ms. Amato and her class -- _tConclusion -- _tHistory's finer points -- _tQuestions to consider -- _tExercises -- _tReferences -- _tChildren's literature.
505	0	0	_aEFFECTIVE USES OF LITERATURE TO TEACH SOCIAL STUDIES -- _tIntroduction -- _tIntegrate literature and social studies -- _tTeach history as a story well told -- _tUse guidelines to select literature for your social studies program -- _tPlan for the effective use of literature to teach social studies -- _tDevelop literacy and social studies skills through the use of literature -- _tSequence content information -- _tUncover big ideas with overarching essential questions -- _tCombine skills development -- _tSequencing skills transfer into chronological thinking skills -- _tUse reading instruction approaches to teach social studies -- _tRead-alouds -- _tpropose intriguing questions -- _tIntroduce interesting artifacts -- _tDisplay visuals, including photographs, charts, poster, and documents -- _tUse maps to identify where the story takes place -- _tLet students map the story -- _tUse hands-on, minds-on activities -- _tUse dramatic recreation -- _tRewrite the story -- _tShared reading -- _tIndependent reading -- _tLiterature circles -- _tTeach social studies apart from teaching reading -- _tConclusion -- _tHistory's finer points -- _tQuestions to consider -- _tExercises -- _tReferences -- _tChildren's literature.
505	0	0	_aPUTTING HE PIECES TOGETHER: CURRICULUM PLANNING AND OregonGANIZATION -- _tIntroduction -- _tCurriculum mapping -- _tBackward planning -- _tLesson plans -- _tObjectives -- _tAnticipatory set -- _tModeling and guided practice -- _tIndependent practice -- _tClosure -- _tConclusion -- _tHistory's finer points -- _tQuestions to consider -- _tExercises -- _tReferences.
505	0	0	_aREAL-WORLD TEACHING AND LEARNING -- _tIntroduction -- _tClassroom management -- _tClass rules -- _tOur bills of rights -- _tOur rights and responsibilities -- _tRepresentative government -- _tBanking behaviors -- _tProblem-based learning -- _tService learning -- _tField studies -- _tGuest speakers -- _tConclusion -- _tHistory's finer points -- _tQuestions to consider -- _tExercises -- _tReferences -- _tChildren's literature.
505	0	0	_aSTUDENT ACHIEVEMENT AND American SamoaSESSMENTS -- _tIntroduction -- _tPurposes and uses for assessments -- _tAssessment strategies -- _tCharacter interpretation -- _tCooperative line-up -- _tEssay -- _tFishbowl -- _tGraphic organizers -- _tHot seat -- _tJeopardy or quiz bowl -- _tMultimedia presentation -- _tOral performance - Portfolio -- _tProject -- _tQuickwrite -- _tQuickdraw -- _tRally table -- _tResearch report -- _tScored discussion -- _tSimulation -- _tSocratic seminar -- _tTea party -- _tTurn to a partner -- _tWritten test -- _tConclusion -- _tHistory's finer points -- _tQuestions to consider -- _tExercises -- _tReferences -- _tChildren's literature.
505	0	0	_aHOW DO WE SHARE WHAT WE'VE LEARNED Indiana SOCIAL STUDIES? -- _tGrasping the brass ring -- _tProfessional organizations -- _tNorth CarolinaSS -- _tNorth CarolinaHE -- _tNorth CarolinaGE -- _tNational Geographic -- _tColonial Williamsburg Foundation -- _tGilder Lehrman Institute for American History -- _tNational Center for History in the Schools -- _tLocal opportunities -- _tContinuing education -- _tProfessional reading -- _tSocial Education -- _tSocial Studies and the Young Learner -- _tHistory Matters! -- _tThe Social Studies Professional -- _tTheory and Research in Social Education -- _tThe Social Studies -- _tChildren's literature -- _tA personal inventory -- _tPlanning your professional development -- _tConclusion -- _tHistory's finer points -- _tQuestions to consider -- _tExercises.
520	0		_aTeaching Social Studies: A Literacy-Based Approach offers innovative ideas and new directions for teaching social studies. By integrating powerful literacy strategies into instruction, social studies teachers can motivate students to deepen their understanding of social studies concepts and ultimately strengthen their overall comprehension. This book addresses how to teach social studies for understanding and how literature can enhance this process. Chapters feature big ideas to guide planning and instruction, book links to encourage the integration of children's literature and informational sources, and lesson planning tools to help readers design responsive instruction. Margin notes provide readers with additional information such as history connections, useful websites, and fresh teaching ideas. _c~ AMAZON: _uhttps://www.amazon.com/Teaching-Social-Studies-Literacy-Based-Approach/dp/0131700170/ref=sr_1_1?keywords=9780131700178&qid=1574134192&sr=8-1
650		0	_aSocial Studies. _xEducation Curriculum & Instruction.
653			_aTeaching Material.
999			_c18077 _d18077
902			_a1 _bCynthia Snell _c1 _dCynthia Snell