Workshop Two

The Questions Only strategy helps students become more reflective readers by asking them to generate only questions - not answers - about the primary source they are analyzing. Questions can be focused to provide answers to the lesson's investigative question or focused to develop increasing insightful questions using Bloom's Taxonomy.

This two-column chart allows students to personally engage with primary source content while challenging them to develop persuasive reasoning skills. Students are asked to record an opinion in the left column and, in the right column, to record evidence from the primary source that supports their opinion.

Think-Pair-Share involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor based upon the primary source. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. This strategy was first developed by Spencer Kagen, 1989.

Graphic organizers derive their name from the fact that students organize thoughts and information in a graphic format such as charts, webs, chains, maps, and sketches. They can be used for a variety of purposes including helping students compare and contrast; categorize, classify, sequence, evaluate, rank, analyze story elements, and collect evidence to support an opinion.

Cubing is a strategy designed by Cowan & Cowan, 1980, Vaughan & Estes, 1986. In reading a primary source, cubing can be used to strengthen students' comprehension of a topic or concept and help expand students' understanding of it from various perspectives. Many teachers create a visual (cube) prop so students have something tangible to work with. A teacher can use the strategy with the whole class, as small group work, and/or on a one-on-one basis. Almost any topic can be cubed. Cubing requires students to apply information they have been studying in new ways.

Charts that ask the student to assess their prior knowledge are called Knowledge Ratings (Blachowicz, 1986). The teacher presents students with a list of concepts or topics related to the primary source, and surveys their knowledge regarding these topics. A variety of headings where students indicate their knowledge and at times offer examples are possible.

The 3-Minute Pause helps students process information by providing a short break during which they summarize new content, connect new content to prior knowledge, and are free to ask clarifying questions. This strategy was suggested by Ralph Tyler and is currently promoted by Jay McTighe and Grant Wiggins.

ABC Brainstorming activates student's prior knowledge by asking students to brainstorm a list of words, phrases, or sub-topics related to the primary source's topic and match those to a letter of the alphabet. A variation, Alphablocks, (credited to Janet Allen) speeds up the process by asking students to brainstorm items within alphabet groups (ABC, DEF, GHI, etc.)

Students respond in written form to questions, problems, or scenarios posed by evaluation and interpretation of primary sources. Journal entries can be exchanged amongst peers and reviewed.

A RAFT helps students process information by asking them to communicate primary source content from a chosen point of view to an appropriate audience using the most effective product for their purpose.The RAFT acronym stands for:

1. Role -the person or object to represented
2. Audience - a person or object addressed
3. Format - the type of communication (product) for the chosen audience
4. Topic - the point of view and content communicated(Hint:it should answer all the journalistic questions as appropriate - who, what, where, when, why, and how)

Advanced Organizers derive their name from the fact that students use the organizers before the learning process. Ausubel (1960) developed them to serve as a bridge between existing and new knowledge. Advanced Organizers come in four types: Expository (simply describing the new content), Narrative (presents new information in story format), Skimming Material before reading, or Graphical Organizers (using Venn Diagrams, KWL Charts, Pictographs, etc. to preview new material).

SCIM-C was designed by to help students develop the skills of historical inquiry, critical thinking, and intellectual flexibility.(Hicks, Doolittle, Ewing, 2004)Using a fluid "frames" approach, students read the primary source then perform the following task:

1. Summarize information about the author, audience, purpose, content, and type of source.
2. Contextualize or place the primary source in context based on the era, events, and geographic location related the primary source.
3. Infer the variety of perspectives and/or interpretations implied by the primary source.
4. Monitor or determine the additional evidence needed to check inferences, define terms, and clarify any information about which there are still questions.
5. Corroborate by comparing additional primary and secondary sources and drawing conclusions.

A Cloze Reading activity can be used to help students construct meaning from primary source documents and evaluate their comprehension of text content. After an initial reading of the primary source (either handwritten facsimile or transcription), words are deleted from a portion of the primary source text and replaced with blanks. During a second reading, students fill in the blanks with the word they think fits the meaning of the sentence. This strategy can be used with or without a word bank.

The K-W-L-H chart helps students activate prior knowledge, identify areas of inquiry, and reflect on their reading / learning. This strategy was developed by Donna Ogle (1986) and is often used as a whole group activity where a large chart with four columns is made to record everyone's ideas.

K - stands for what students already Know about the topic.

W - stands for what students Want to Learn by reading the primary source.

L - stands for what students have Learned while reading the primary source.

H - stands for ideas of How to Learn more.

Column notes help students organize information about important content into relevant categories.Traditionally, the left column lists the items under investigation such as U.S. Presidents.Columns to the right provide space for students to record details about various curricular topics such as "challenges" and "accomplishments."

History Frames help students appreciate that history is stories we remember by reading a primary source as if it were literature or a newspaper article. Students deepen understanding by creating story maps which analyze character, setting, plot, and themes or by answering the journalistic questions (Who? What? Where? When? Why? and How?)

The Questions Only strategy helps students become more reflective readers by asking them to generate only questions - not answers - about the primary source they are analyzing. Questions can be focused to provide answers to the lesson's investigative question or focused to develop increasing insightful questions using Bloom's Taxonomy.

The Questions Only strategy helps students become more reflective readers by asking them to generate only questions - not answers - about the primary source they are analyzing. Questions can be focused to provide answers to the lesson's investigative question or focused to develop increasing insightful questions using Bloom's Taxonomy.

Students respond in written form to questions, problems, or scenarios posed by evaluation and interpretation of primary sources. Journal entries can be exchanged amongst peers and reviewed.

This reading strategy helps students develop deeper insights by making connections between and across primary sources of different perspectives in response to a common topic, theme, understanding goal, or essential question. Students examine three different primary sources and use their understanding of the primary sources to respond to an essential question. The fourth square is left for the student to add his/her own personal connection to the question. This strategy can be differentiated by selection of primary source material and essential questions.

The K-W-L-H chart helps students activate prior knowledge, identify areas of inquiry, and reflect on their reading / learning. This strategy was developed by Donna Ogle (1986) and is often used as a whole group activity where a large chart with four columns is made to record everyone's ideas.

K - stands for what students already Know about the topic.

W - stands for what students Want to Learn by reading the primary source.

L - stands for what students have Learned while reading the primary source.

H - stands for ideas of How to Learn more.

After reading, analyzing, and interpreting primary sources, students are asked to create a metaphor comparing the big ideas elicited from the primary source to something else. Students can use these metaphors to connect what they have read and learned to something relevant in their own lives or the world around them. Metaphors should be fully developed and easily understood by others.

SCIM-C was designed by to help students develop the skills of historical inquiry, critical thinking, and intellectual flexibility.(Hicks, Doolittle, Ewing, 2004)Using a fluid "frames" approach, students read the primary source then perform the following task:

1. Summarize information about the author, audience, purpose, content, and type of source.
2. Contextualize or place the primary source in context based on the era, events, and geographic location related the primary source.
3. Infer the variety of perspectives and/or interpretations implied by the primary source.
4. Monitor or determine the additional evidence needed to check inferences, define terms, and clarify any information about which there are still questions.
5. Corroborate by comparing additional primary and secondary sources and drawing conclusions.

A discussion of the author or creator of the primary source can be helpful. Students should identify the origins of the primary source (date, historical context, and background information about the author.) Students should then carefully consider: What is the author/creator trying to say? What is his/her viewpoint and purpose for creating the particular work? (Adapted from Karla Porter, M.Ed.)

This strategy provides students with suggestions for previewing primary sources of different media formats, in order to read strategically. Students explicitly examine different aspects of a primary source's "framework" or organization (i.e. title, captions, visuals, notations, table of contents, author's notes, etc.) in order to engage them in reading it.

The Frayer Model of Vocabulary Development helps students attain new vocabulary and concepts essential for understanding a primary source by having them complete a chart with the definition, characteristics, examples and non-examples of the term to learn.

Annolighting is a technique which helps students discover the main ideas and key concepts in a primary source text by highlighting the most essential words and writing marginal notes to aid in comprehension, analysis, and interpretation. The result is a distillation of the essential elements and message of the primary source.

A Venn Diagram is a graphic organizer which allows students to compare concepts, ideas, people, events, and places by examining their similarities and differences. When used as a Post-Reading primary source strategy, students evaluate their findings in light of their investigative question.

This strategy provides students with suggestions for previewing primary sources of different media formats, in order to read strategically. Students explicitly examine different aspects of a primary source’s “framework” or organization (i.e. title, captions, visuals, notations, table of contents, author’s notes, etc.) in order to engage them in reading it.

This two-column chart allows students to personally engage with primary source content while challenging them to develop persuasive reasoning skills. Students are asked to record an opinion in the left column and, in the right column, to record evidence from the primary source that supports their opinion.

Charts that ask the student to assess their prior knowledge are called Knowledge Ratings (Blachowicz, 1986). The teacher presents students with a list of concepts or topics related to the primary source, and surveys their knowledge regarding these topics. A variety of headings where students indicate their knowledge and at times offer examples are possible.

This two-column chart allows students to personally engage with primary source content while challenging them to develop persuasive reasoning skills. Students are asked to record an opinion in the left column and, in the right column, to record evidence from the primary source that supports their opinion.

Students respond in written form to questions, problems, or scenarios posed by evaluation and interpretation of primary sources. Journal entries can be exchanged amongst peers and reviewed.

ABC Brainstorming activates student's prior knowledge by asking students to brainstorm a list of words, phrases, or sub-topics related to the primary source's topic and match those to a letter of the alphabet. A variation, Alphablocks, (credited to Janet Allen) speeds up the process by asking students to brainstorm items within alphabet groups (ABC, DEF, GHI, etc.)

???

QAR, or "Question Answer Relationship", was developed by Taffy Raphael (1988) to help students understand the relationship between different types of questions and their use of primary source text to find the answers. That is because answers can be either explicit, implicit (implied), or not found in the text - depending upon the nature of the question.

The four basic question-answer relationships are:

1. Right There - The answer is found in a single sentence or phrase.
2. Think and Search - The answer is found in several sentences or phrases which are scattered throughout the text.
3. Author and You - The answer comes from connecting the overall information provided by the author with the reader's prior knowledge.
4. On My Own - The answer can be found only by using the reader's prior knowledge; no text is necessary.

The Questions Only strategy helps students become more reflective readers by asking them to generate only questions - not answers - about the primary source they are analyzing. Questions can be focused to provide answers to the lesson's investigative question or focused to develop increasing insightful questions using Bloom's Taxonomy.

SCIM-C was designed by to help students develop the skills of historical inquiry, critical thinking, and intellectual flexibility.(Hicks, Doolittle, Ewing, 2004)Using a fluid "frames" approach, students read the primary source then perform the following task:

1. Summarize information about the author, audience, purpose, content, and type of source.
2. Contextualize or place the primary source in context based on the era, events, and geographic location related the primary source.
3. Infer the variety of perspectives and/or interpretations implied by the primary source.
4. Monitor or determine the additional evidence needed to check inferences, define terms, and clarify any information about which there are still questions.
5. Corroborate by comparing additional primary and secondary sources and drawing conclusions.

After reading, analyzing, and interpreting primary sources, students are asked to create a metaphor comparing the big ideas elicited from the primary source to something else. Students can use these metaphors to connect what they have read and learned to something relevant in their own lives or the world around them. Metaphors should be fully developed and easily understood by others.

The Anticipation/Reaction Guide helps students activate and evaluate prior knowledge. Students make predictions based upon background knowledge and evaluate these predictions after exposure to new information. (H.L. Herber, 1978)

Follow these steps to create an Anticipation/Reaction Guide:

1. Identify major concepts or “big ideas” you want students to learn from the primary source.
2. Create four to six statements that support or challenge students' beliefs about the topic.
3. Share the guide with students and ask them to Agree or Disagree with the statements and be prepared to defend their opinions.
4. Discuss with class.
5. Have students read the primary source to find evidence to support or disprove their responses.
6. After reading, students will confirm or revise their responses.

A RAFT helps students process information by asking them to communicate primary source content from a chosen point of view to an appropriate audience using the most effective product for their purpose. The RAFT acronym stands for:

1. Role - the person or object to represented
2. Audience - a person or object addressed
3. Format - the type of communication (product) for the chosen audience
4. Topic - the point of view and content communicated (Hint: it should answer all the journalistic questions as appropriate - who, what, where, when, why, and how)

This strategy provides students with suggestions for previewing primary sources of different media formats, in order to read strategically. Students explicitly examine different aspects of a primary source’s “framework” or organization (i.e. title, captions, visuals, notations, table of contents, author’s notes, etc.) in order to engage them in reading it.

The 3-Minute Pause helps students process information by providing a short break during which they summarize new content, connect new content to prior knowledge, and are free to ask clarifying questions. This strategy was suggested by Ralph Tyler and is currently promoted by Jay McTighe and Grant Wiggins.

Think-Pair-Share involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor based upon the primary source. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. This strategy was first developed by Spencer Kagen, 1989.

Semantic Mapping uses the same techniques as Brainstorming, but ideas and associations regarding a primary source topic are organized either by the teacher or the students under headings (Masters,Mori and Mori, 1993). In this way, relationships between items, themes, and big ideas are fleshed out and students are tuned into these relationships prior to examining the primary source.

The 3-Minute Pause helps students process information by providing a short break during which they summarize new content, connect new content to prior knowledge, and are free to ask clarifying questions. This strategy was suggested by Ralph Tyler and is currently promoted by Jay McTighe and Grant Wiggins.

History Frames help students appreciate that history is stories we remember by reading a primary source as if it were literature or a newspaper article. Students deepen understanding by creating story maps which analyze character, setting, plot, and themes or by answering the journalistic questions (Who? What? Where? When? Why? and How?)

A discussion of the author or creator of the primary source can be helpful. Students should identify the origins of the primary source (date, historical context, and background information about the author.) Students should then carefully consider: What is the author/creator trying to say? What is his/her viewpoint and purpose for creating the particular work? (Adapted from Karla Porter, M.Ed.

Choral Reading helps students develop fluency, comprehension, and sight vocabulary. This is an important step to understanding the human emotion and subtle meanings in primary sources. Student pairs or groups read parts of a passage in unison alternating fast and slow lines, loud and soft lines, high and low voices, and emphasizing key words or phrases. This works especially well with poetry and other rhythmic passages. Choral Readings are repeated, as if preparing for a performance, until mastery

Cubing is a strategy designed by Cowan & Cowan, 1980, Vaughan & Estes, 1986. In reading a primary source, cubing can be used to strengthen students' comprehension of a topic or concept and help expand students' understanding of it from various perspectives. Many teachers create a visual (cube) prop so students have something tangible to work with. A teacher can use the strategy with the whole class, as small group work, and/or on a one-on-one basis. Almost any topic can be cubed. Cubing requires students to apply information they have been studying in new ways.

Advanced Organizers derive their name from the fact that students use the organizers before the learning process. Ausubel (1960) developed them to serve as a bridge between existing and new knowledge. Advanced Organizers come in four types: Expository (simply describing the new content), Narrative (presents new information in story format), Skimming Material before reading, or Graphical Organizers (using Venn Diagrams, KWL Charts, Pictographs, etc. to preview new material).

Follow these steps to use the Advanced Organizer strategy :

1. State the objective of the lesson to preview instruction
2. Provide students with the organizer in order to:
   1. Identify attributes
   2. Offer examples
   3. Provide context
3. Prompt students to connect prior knowledge to new content

Column notes help students organize information about important content into relevant categories. Traditionally, the left column lists the items under investigation such as U.S. Presidents. Columns to the right provide space for students to record details about various curricular topics such as "challenges" and "accomplishments."

A RAFT helps students process information by asking them to communicate primary source content from a chosen point of view to an appropriate audience using the most effective product for their purpose. The RAFT acronym stands for:

1. Role - the person or object to represented
2. Audience - a person or object addressed
3. Format - the type of communication (product) for the chosen audience
4. Topic - the point of view and content communicated (Hint: it should answer all the journalistic questions as appropriate - who, what, where, when, why, and how)

Charts that ask the student to assess their prior knowledge are called Knowledge Ratings (Blachowicz, 1986). The teacher presents students with a list of concepts or topics related to the primary source, and surveys their knowledge regarding these topics. A variety of headings where students indicate their knowledge and at times offer examples are possible.

A Venn Diagram is a graphic organizer which allows students to compare concepts, ideas, people, events, and places by examining their similarities and differences. When used as a Post-Reading primary source strategy, students evaluate their findings in light of their investigative question.

SCIM-C was designed by to help students develop the skills of historical inquiry, critical thinking, and intellectual flexibility. (Hicks, Doolittle, Ewing, 2004) Using a fluid "frames" approach, students read the primary source then perform the following task:

1. Summarize information about the author, audience, purpose, content, and type of source.
2. Contextualize or place the primary source in context based on the era, events, and geographic location related the primary source.
3. Infer the variety of perspectives and/or interpretations implied by the primary source.
4. Monitor or determine the additional evidence needed to check inferences, define terms, and clarify any information about which there are still questions.
5. Corroborate by comparing additional primary and secondary sources and drawing conclusions.

SQ3R helps students better retain primary source content information using reading and study strategies. This process involves the following steps:

1. Survey - Students pre-read the primary source text by skimming headings, bold-faced type, and captions. Students make predictions about main idea and content.
2. Question - Students turn headings into questions to answer while reading.
3. Read - Students read the text and record the answer to each self-generated question.
4. Recite -Students try to answer each question from memory.
5. Review - Once done, students check to see if they can answer all the questions from memory one more time. If not, they review their questions and answers.

Students respond in written form to questions, problems, or scenarios posed by evaluation and interpretation of primary sources. Journal entries can be exchanged amongst peers and reviewed.

Semantic Mapping uses the same techniques as Brainstorming, but ideas and associations regarding a primary source topic are organized either by the teacher or the students under headings (Masters,Mori and Mori, 1993). In this way, relationships between items, themes, and big ideas are fleshed out and students are tuned into these relationships prior to examining the primary source.

A RAFT helps students process information by asking them to communicate primary source content from a chosen point of view to an appropriate audience using the most effective product for their purpose. The RAFT acronym stands for:

1. Role - the person or object to represented
2. Audience - a person or object addressed
3. Format - the type of communication (product) for the chosen audience
4. Topic - the point of view and content communicated (Hint: it should answer all the journalistic questions as appropriate - who, what, where, when, why, and how)

Column notes help students organize information about important content into relevant categories. Traditionally, the left column lists the items under investigation such as U.S. Presidents. Columns to the right provide space for students to record details about various curricular topics such as "challenges" and "accomplishments."

Graphic organizers derive their name from the fact that students organize thoughts and information in a graphic format such as charts, webs, chains, maps, and sketches. They can be used for a variety of purposes including helping students compare and contrast; categorize, classify, sequence, evaluate, rank, analyze story elements, and collect evidence to support an opinion.

The Anticipation/Reaction Guide helps students activate and evaluate prior knowledge. Students make predictions based upon background knowledge and evaluate these predictions after exposure to new information. (H.L. Herber, 1978)

Follow these steps to create an Anticipation/Reaction Guide:

1. Identify major concepts or “big ideas” you want students to learn from the primary source.
2. Create four to six statements that support or challenge students' beliefs about the topic.
3. Share the guide with students and ask them to Agree or Disagree with the statements and be prepared to defend their opinions.
4. Discuss with class.
5. Have students read the primary source to find evidence to support or disprove their responses.
6. After reading, students will confirm or revise their responses.

ABC Brainstorming activates student's prior knowledge by asking students to brainstorm a list of words, phrases, or sub-topics related to the primary source's topic and match those to a letter of the alphabet. A variation, Alphablocks, (credited to Janet Allen) speeds up the process by asking students to brainstorm items within alphabet groups (ABC, DEF, GHI, etc.)

Choral Reading helps students develop fluency, comprehension, and sight vocabulary. This is an important step to understanding the human emotion and subtle meanings in primary sources. Student pairs or groups read parts of a passage in unison alternating fast and slow lines, loud and soft lines, high and low voices, and emphasizing key words or phrases. This works especially well with poetry and other rhythmic passages. Choral Readings are repeated, as if preparing for a performance, until mastery.

After reading, analyzing, and interpreting primary sources, students are asked to create a metaphor comparing the big ideas elicited from the primary source to something else. Students can use these metaphors to connect what they have read and learned to something relevant in their own lives or the world around them. Metaphors should be fully developed and easily understood by others.

The K-W-L-H chart helps students activate prior knowledge, identify areas of inquiry, and reflect on their reading / learning. This strategy was developed by Donna Ogle (1986) and is often used as a whole group activity where a large chart with four columns is made to record everyone’s ideas.

K - stands for what students already Know about the topic.

W – stands for what students Want to Learn by reading the primary source.

L – stands for what students have Learned while reading the primary source.

H – stands for ideas of How to Learn more.

This reading strategy helps students develop deeper insights by making connections between and across primary sources of different perspectives in response to a common topic, theme, understanding goal, or essential question. Students examine three different primary sources and use their understanding of the primary sources to respond to an essential question. The fourth square is left for the student to add his/her own personal connection to the question. This strategy can be differentiated by selection of primary source material and essential questions.

Annolighting is a technique which helps students discover the main ideas and key concepts in a primary source text by highlighting the most essential words and writing marginal notes to aid in comprehension, analysis, and interpretation. The result is a distillation of the essential elements and message of the primary source.

A discussion of the author or creator of the primary source can be helpful. Students should identify the origins of the primary source (date, historical context, and background information about the author.) Students should then carefully consider: What is the author/creator trying to say? What is his/her viewpoint and purpose for creating the particular work? (Adapted from Karla Porter, M.Ed.)

This two-column chart allows students to personally engage with primary source content while challenging them to develop persuasive reasoning skills. Students are asked to record an opinion in the left column and, in the right column, to record evidence from the primary source that supports their opinion.

QAR, or "Question Answer Relationship", was developed by Taffy Raphael (1988) to help students understand the relationship between different types of questions and their use of primary source text to find the answers. That is because answers can be either explicit, implicit (implied), or not found in the text - depending upon the nature of the question.

The four basic question-answer relationships are:

1. Right There - The answer is found in a single sentence or phrase.
2. Think and Search - The answer is found in several sentences or phrases which are scattered throughout the text.
3. Author and You - The answer comes from connecting the overall information provided by the author with the reader's prior knowledge.
4. On My Own - The answer can be found only by using the reader's prior knowledge; no text is necessary.