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“What You Talking About WILISS?”

Ways to Integrate Literacy Into Social Studies

Handouts for Literacy Integration

Jody Holleman

Kelly Holleman

Anna Thompson

Ashe County Middle School

Warrensville, NC

North Carolina Middle School Association Presentation

March 5, 2012

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Contents

Pre-Reading Strategy

Probable Passage

Summarizing Activities

Somebody Wanted But So

3 – 2 – 1

Pyramid Summary

Cloze Activity

Bull’s Eye

Summary Statement

Writing Activity

RAFT

Other Literacy Strategies with Technology

Novel Study

Literature Circles

Webquests

Discussion Boards

Blogs

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PROBABLE PASSAGE

Wood, K. (1984). "Probable passage: A writing strategy." The Reading Teacher, 37, pp. 496–499.

Beers, Kylene. (2003). When Kids Can't Read. Portsmouth, NH: Heinemann. pp. 87–94.

Websites: http://www.allamericareadhs.org/lessonplan/strategies/before/probpassl.htm

http://www.learningpt.org/literacy/adolescent/strategies/passage.php

Overview:

This pre-reading strategy helps students activate prior knowledge, make predictions about the text, understand

story/narrative structure, interact with new vocabulary, and improve overall comprehension.

Procedure:

1.Choose 10-15 words and phrases from the text. The words should reflect the characters, setting, problem, and

outcomes. Include some words that will probably be unknown to the students. Your word choices can either

guide students toward a correct prediction, or they may be somewhat misleading.

2. Divide your class into groups of 3 or 4 and provide a Probable Passage template for students to record their

ideas. The template should include the following sections: characters, setting, problem, outcomes, and unknown

words. Space should also be provided for a “gist,” or prediction statement, and a “to discover” section where

students can record what they hope to find out while reading.

3. Students should work with their group to sort all of the words and phrases into the appropriate section on

their templates.

4. After words and phrases are sorted, students should write the “gist” statement and the “to discover”

questions.

5. Have each group share their gist statements and questions with the class. Discuss similarities and differences

among various groups. Ask students to explain how they made the decision to put various phrases where they

did and how they arrived at their gist statements.

6. Read the text.

7. After reading, compare the Probable Passage templates with the actual text. Discuss how some words or

phrases may have been misleading. Also, ask students what words and phrases might have made their

predictions more accurate. Discuss context clues for unknown words.

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SAMPLE ACTIVITY: “Where Home Used to Be” Article

Words for students to sort:

nursing the sick

feeding the hungry

glorious revolution of '76

patriots fighting for their hearthstones

whole days in hiding

Yankees

hid everything

desertion

infirmary

hospital

struck him pretty badly with a bayonet

burned and torn into strings

fiends incarnate

impudent

Sherman's Hell-hounds

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7

8

9

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SOMEBODY-WANTED-BUT-SO

The Somebody-Wanted-But-So strategy, described by Macon, Bewell and Vogt in Responses to Literature, is a

strategy that helps students understand the elements of conflict and resolution. During the reading process or

after reading a text, students complete a chart in which they identify a character, the character’s goal or

motivation, problems the character encounters, and how the character resolves those problems.

Example:

SOMEBODY WANTED BUT SO

The Big To eat the Three He could not blow He planned to go

Bad Wolf Little Pigs the brick house in down the chimney

SOMEBODY WANTED BUT SO

The Three Little Pigs To stay alive and The Wolf tried to come The Pigs trapped the

avoid the Big Bad down the chimney Wolf in a boiling pot

Wolf of water and lived

happily ever after

The strategy also fits well in a study of historical events, especially those involving conflict between two people

or groups. The following is an example of the strategy used in English colonization.

Somebody Wanted But So

Sir Walter Raleigh

To establish an English

settlement in the New

World.

Both attempts at

settlement arrived too late

in the year to plant crops;

therefore, both ran low on

supplies. In addition,

relations with Native

Americans deteriorated

due to Ralph Lane’s

suspicions.

They failed. Raleigh’s

attempts were not

successful.

Here is another example using a lesson on the Great Compromise of the Constitutional Convention of 1787.

Somebody Wanted But So

Large population states

A two house Congress

with both the number of

representatives in both

houses based on

population.

The small population

states objected and

wanted each state to have

a single vote in the

Congress.

They reached the Great

Compromise: Congress

would have two houses,

one with representation

based on population and

the other with each state

having two votes.

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3 – 2 – 1 ACTIVITY

The 3-2-1 strategy requires students to summarize key ideas from the text and encourages them to think

independently. First, students write about three things they discovered. Next, they write about two things they

found interesting. Last, they write one question they still have. This strategy can be used while reading a variety

of texts to actively and meaningfully engage students with the text

Zygouris-Coe, V., Wiggins, M.B., & Smith, L.H. (2004). Engaging students with text: The 3-2-1 strategy. The

Reading Teacher, 58(4), 381–384.

Another way to use this strategy is a bit simpler. Teachers can identify the main bits of information they want

their students to remember. They can ask students to find the information in a 3 – 2 – 1 format. Students who

are reading about the Revolutionary War could complete the following activity.

3 – List and describe three important advantages that helped the Continental

Army win the Revolutionary War.

2 – Important leaders who helped the American cause.

1 – Battle that helped decide the outcome of the war.

Here is an example used in a reading about slavery.

3 – Things I learned about slavery from our reading

2 – Opposing viewpoints of slavery

1 – Event that had an impact on slavery

Another example could be used during a discussion of the events that led the United States to the Civil War.

3 – Events in the nation’s history that moved the nation toward civil war.

2 – Compromises that prevented the nation from dipping into civil war

earlier than it actually did.

1 – Leader who had a role in the nation’s plunging into civil war.

The 3 – 2 – 1 activity is an effective tool to use as formative assessment. A teacher can have students complete

the activity at the end of class and use the information to assess how well students understood the material

discussed during that day’s lesson.

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PYRAMID SUMMARY

A pyramid summary is a versatile strategy that can be adapted to meet any need and can be used in any

curricular area. It has no determined size or format other than its pyramid shape. The teacher can also use

different prompts for each line.

Construct a pyramid of lines on a sheet of paper. Five is a good minimum number of lines with which to begin.

You can make adjustments depending on the level of students in your class and the difficulty and complexity of

the material being covered. As students become more experienced with this activity, pyramids can become

more complex.

_______

_______________

_____________________________

__________________________________________

______________________________________________________

_________________________________________________________________

______________________________________________________________________________

For each line, choose prompts that produce one-word responses or short answers for the shortest lines. Choose

prompts that produce longer responses for the longer lines. If you desire a more lengthy response, allow

students to use more than one line of the pyramid.

Suggested prompts for students:

Synonym for the topic

An analogy between the topic and a more familiar subject

Three details or facts about the topic

Causes of the topic

Effects of the topic

Arguments for or against the topic

Three moments in the history of the topic

People involved in the topic

A timeline of the history of the topic

Actions (strong verbs) involved with the topic

A book title or news headline that would be written about the topic

Adjectives to describe the topic

Personal opinion on the topic

One question you have after studying the topic

An acrostic describing the topic

*Information adapted from Summarization in Any Subject: 50 Techniques to Improve Student Learning by Rick

Wormeli.

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(Topic)

_______

(2 Words to describe the topic)

__________________

(3 Actions involved with the topic)

___________________________

(An analogy to show a corresponding relationship)

________________________________________

(4 Historical figures involved with the topic)

____________________________________________________

(3 Supporting details found in our readings about the topic)

____________________________________________________________

(A one-sentence summary stating a main idea of the topic)

_________________________________________________________________________

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CLOZE ACTIVITY

Cloze procedure is a technique in which words are deleted from a passage according various criteria. It is most

often used to determine the readability of a text passage but can be used to assess students’ knowledge of

important facts presented in a single lesson or a unit of study. The passage is presented to students, who insert

words as they read to complete and construct meaning from the text. It is used to assess the extent of a student’s

vocabulary and knowledge of a subject and to encourage students to think critically and analytically about text

and content. An example of a Cloze activity used at the end of a unit of study is below.

Constitution Cloze

proportional representation New Jersey plan constitution

equal representation Virginia plan republic

amendment ratification James Madison

Benjamin Franklin George Washington Philadelphia

Federalist Antifederalist checks and balances

Executive Legislative Judicial

Articles of Confederation Rhode Island Alexander Hamilton

The year was 1787 and the United States had just defeated the British Army to gain its independence.

The new country was actually a group of states held together loosely by the _________________________.

This document created a weak central government and left most of the power to the individual states. The

Congress asked each state to send delegates to _________________________ in the summer of 1787 in order to

make revisions to the document. In May, delegates from twelve of the thirteen states met at the site where the

Declaration of Independence was signed. Only _________________________ did not send delegates.

Many famous Americans attended the meeting. _________________________ from Pennsylvania was

the oldest delegate in attendance. He helped the others to work on compromises when debate seemed endless.

_________________________, leader of the Continental Army, also attended. Two delegates who were

important in writing the Constitution were _________________________ from New York and

_________________________ from Virginia. The latter is actually known as the Father of the Constitution

because of his meticulous note-taking and desire for a stronger form of government.

One source of debate at the Convention was the argument over representation in Congress. Small states

supported the _________________________ which called for _________________________ in Congress.

Larger states supported the _________________________ which called for _________________________. An

agreement was reached called the Great Compromise which established two houses in the Congress. In the

Senate, each state got two representatives while in the House of Representatives, the number of representatives

was based on a state’s population.

The Constitution created three branches of government. The _________________________ is headed

by the President and is in charge of enforcing laws. The _________________________ consists of the Congress

whose job is to create laws. The _________________________ included the Supreme Court whose job it is to

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interpret laws based on the Constitution. Each branch has the power to limit that of the other branches, creating

a system of _________________________.

After the Constitution was written, it had to be presented in each state for

_________________________ or formal approval. Those who supported the Constitution were called

_________________________ while those who opposed it were called _________________________. One

reason this group objected was the lack of a Bill of Rights written in the Constitution. This was added later in

the first ten _________________________ or changes to the Constitution.

*A variation of the Cloze summary would be to have students create their own paragraphs. As a class, students

should brainstorm a list of the 20 most important words used in a unit of study. With these 20 words in mind,

students could create their own paragraphs. Completed paragraphs could be shared with a classmate allowing

for extra practice with vocabulary. In addition, students would be practicing important writing skills including

grammar, punctuation, and syntax.

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BULL’S EYE

Bull’s Eye is just a unique name for a circle map. Students draw a large circle on their paper with a small

“target” circle in the center. They then take “shots” at the target by placing relevant information on their map.

This activity can be used as a pre-assessment to determine students’ prior knowledge; it can be used after a

short reading assignment or class discussion to help students recall information; or, it can be used before a final

assessment to assist students in recalling information that has been covered throughout a unit of study.

Historical

Elements of

Johnny

Tremain

Organizations such as

the Sons of Liberty

and Committees of

Safety

Paul Revere

rode to warn

the colonists

at Lexington

and Concord

members of the

Sons of Liberty

and boys from

Boston participate

in the Boston Tea

Party

General Thomas Gage

is put in charge of the Massachusetts Colony

Characters such as John

Hancock, James Otis, Paul

Revere, Dr. Joseph Warren,

Thomas Gage and others

the British

Army handily

defeats the

Minutemen at

Lexington

Green but face

much stiffer

opposition on

their march

back to Boston

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ONE SENTENCE SUMMARY

The One-Sentence Summary is a simple strategy that allows students to condense information presented in a

reading. The strategy encourages students to focus on learning rather than on specific details. One-Sentence

Summary requires students to synthesize information and identify important learning. The activity requires six

basic steps.

1. Model the process prior to assigning students work on individual lessons.

2. Select a section of text that includes several paragraphs. Use a PowerPoint presentation or document

camera so the class can work as a group in the beginning.

3. Read the first paragraph with the class. Cover the paragraph. Ask students to write one sentence that

reflects their understanding of the paragraph. Emphasize to the students that they must adhere to the one

sentence rule.

4. Share several sentences from individual students, looking for similarities and differences. Then write a

class sentence.

5. Read the next paragraph and repeat the process.

6. After students feel comfortable with the process, have them work independently.

Lawwill, Kenneth Stuart. “Using Writing-to-Learn Strategies: Promoting Peer Collaboration among High

School Science Teachers.” Diss. Virginia Polytechnic Institute and State University, Blacksburg, VA, 1999, 29-

30.

The One-Sentence Summary can be extended into a complete summarizing paragraph. Have students read over

their summaries from an assigned reading and compile them into a paragraph that covers the pertinent

information of a larger section.

Example:

Paragraphs from “The Road to the First Flight” provided by The National Park Service and copied from the

website http://www.learnnc.org/lp/editions/nchist-newcentury/5089.

In 1878, the brothers’ father, Milton Wright, brought home a rubber band powered toy helicopter. Designed by

French aeronautical experimenter Alphonse Pénaud, this toy did not simply fall to the ground as expected.

Rather it “flew across the room till it struck the ceiling, where it fluttered awhile, and finally sank to the floor.”

Though the fragile toy soon broke, Wilbur and Orville never forgot it. They even attempted to build their own

toy helicopters. In later years, Orville accredited this childhood toy as being the object that sparked their interest

in flight.

Summary: Wilbur and Orville Wright took their interest in flight from a toy helicopter their father bought them

while they were children.

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WRITING ACTIVITY - RAFT

A RAFT is a writing activity in which students are given a Role, Audience, Format, and Topic. Students may

assume the persona of a historical figure and write from an authentic point of view. The RAFT is a creative way

for students to demonstrate their knowledge of historical context and perspective.

Sample RAFTs

1. You are Roger Williams. In a pamphlet to Puritans, explain the benefits of tolerance and peace with

natives.

2. You are Samuel Adams (Boston Massacre). Write a letter to John Hancock explaining how propaganda

helped in your efforts to incite your fellow Bostonians’ independence fervor.

3. You are a Loyalist farmer. Write a petition to convince your neighbors that it is in their interests to

remain loyal to the Crown and fight for the British cause.

4. You are an Anti-Federalist newspaper editor speaking out against ratification. Create a political cartoon

in opposition to the newly written Constitution.

5. You are John Brown’s son. While surrounded and outnumbered at Harper’s Ferry, explain your last talk

with your father. Record your thoughts in a personal journal entry.

6. You are Daniel Webster. Defend your position on the Compromise of 1850 to an angry crowd in a

passionate speech.

7. You are Elizabeth Cady Stanton. In a conversation with your great-granddaughter, explain why you

organized Seneca Falls.

8. You are newly-elected President Abraham Lincoln. Write your inaugural address in which you try to

convince the Southern states to remain in the Union.

9. You are a Confederate soldier on the night before the Battle of Gettysburg. Write a letter to your mother

explaining your hopes and fears for the battle.

10. You are President Woodrow Wilson. Write in your journal why you believe that the ‘world should be

made safe for democracy’ after WWI.

Another example:

R – You are a middle school student traveling across the state from the mountains to the

Outer Banks of North Carolina over a one week period.

A – Personal reflection to yourself

F – A journal with daily entries.

T – You will record your own personal reflections of the changes you notice in the geographical features of

the area as well as historic places and population patterns. (Tell about changes in the population density

and rural vs. urban centers.)

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Possible RAFT Formats

Advertisement

Advice Column

Application

Cartoon

Commercial

Editorial

Essay

Eulogy

Interview

Invitation

Memo

Monologue

News Story

Pamphlet

Petition

Resume

Review

Skit

Slogan

Tape

Telegram

Warning

Will

Debate

Yearbook

Possible RAFT Audiences

Television news reporters

Newspaper editors

Chambers of Commerce

Community figures

Corporations

Journalists

The public

Local, state, or federal politicians

Social Leaders

Historical figures

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NOVEL STUDY

Why do I teach with historical fiction?

Historical fiction makes a time period come to life, providing background knowledge for

those students who may be lacking

It allows the teacher to integrate other curriculum

It strengthens students’ knowledge of historical content including everyday details

It presents complex issues in ways students are more readily able to understand

Novels written about similar topics present information in multiple perspectives

illustrating issues in a more realistic way helping students more easily relate

Historical fiction you choose should:

Present a well-told story that doesn't conflict with historical context

Portray characters realistically

Present authentic settings

Artfully weave historical facts into the story

Avoid stereotypes and myths

Adapted from: http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/social1.htm

Suggested Novel List:

American Revolution

Johnny Tremain by Esther Forbes George Washington’s Socks by Elvira Woodruff April Morning by Howard Fast

US Slavery

NightJohn by Gary Paulsen Uncle Tom’s Cabin by Harriet Beecher Stowe

Civil War

Soldier’s Heart by Gary Paulsen Across Five Aprils by Irene Hunt

Revolutions

Tale of Two Cities by Charles Dickens Karl Marx for Beginners by Ruis

World War II

Number the Stars by Lois Lowry Under a War Torn Sky by LM Elliott Milkweed by Jerry Spinelli Good Night, Mr. Tom by Michelle Magorian

Late 20th

Century

Waiting for the Rain by Sheila Gordon- South

Africa Red Scarf Girl by Gary Paulsen - China Homeless Bird by Gloria Whelan- India

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LITERATURE CIRCLES

WHAT ARE LITERATURE CIRCLES?

In literature circles, small groups of students gather together to discuss a piece of literature in

depth. The discussion is guided by students' response to what they have read. Beyond that, there

are no rules. Some of the following might help you find a process that will work in your

classroom.

Literature Circles are . . . Literature Circles are not . . .

Reader response centered Teacher and text centered

Part of a balanced literacy program The entire reading curriculum

Groups formed by book choice Teacher-assigned groups formed solely by ability

Structured for student independence,

responsibility, and ownership

Unstructured, uncontrolled "talk time" without

accountability

Guided primarily by student insights and questions Guided primarily by teacher- or curriculum-based

questions

Intended as a context in which to apply reading

and writing skills

Intended as a place to do skills work

Flexible and fluid; never look the same twice Tied to a prescriptive "recipe"

From: http://www.litcircles.org/Overview/overview.html

TRIED AND TRUE TASKS

Language

Arts

Artful Artist Community

Connector

Discussion

Director

Literary

Luminary

(Textual

Evidence)

Vocabulary

Virtuoso

(Vocabulary)

Social

Studies

Graphic

(Organizer)

Generator

Same Same Same

(Factual

Details)

Word Bank

Wizard

(Vocabulary/Id)

Additional resources:

Start with the first two for a better understanding of Literature Circles and what they can be

designed to do. If you have a basic idea of Literature Circles and their design, go straight to the

third resource listed. It has some GREAT support materials!

Best Practices Site: http://www.saskschools.ca/~bestpractice/litcircles/index.html

Instructional Strategies Online:

http://olc.spsd.sk.ca/de/pd/instr/strats/literaturecircles/index.html

Laura Candler’s Literature Circle Models:

http://www.lauracandler.com/strategies/litcirclemodels.php

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Graphic (Organizer) Generator

Name: ________________________________

Book: ________________________________

Date: ________________________________

Assignment: pages ______ to ______

Graphic Generator: Your job is to create a content or concept map from the reading that helps better understand the material. Create your concept map from the reading with the main idea at the center or top and the related ideas moving out with supporting or connecting details. You MUST FIRST use the back of this paper for a rough draft. You can also use other digital concept mapping tools and resources (many tools are available online) to create maps such as a Venn diagram; timeline; or another concept web we have used together in class. Paste your concept map into the whiteboard space to share with the other group members and see if they have any other points or connections to add. You can make any type of graphic organizer you wish, or choose from the list below.

T-chart | Flow Chart | Identification Interaction | Venn Diagram | Pictogram

International Reading Association’s Read•Write•Think: http://www.readwritethink.org/student_mat/index.asp

Teach-nology web site: http://www.teach-nology.com/web_tools/graphic_org/

Presentation Plan: When the Discussion Director invites your participation, you may show your picture without comment to the others in the group. One at a time, they get to speculate what your graphic means, to connect the sketch to their own ideas about the reading. After everyone has had a say, you get the final word: tell them what your interpretation was, where it came from, or what it represents to you. Every choice

should work together to build more meaning.

Assignment for tomorrow: p ______ - p ______

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Community Connector

Name: ________________________________ Book: ________________________________ Date: ________________________________

Assignment: pages ______ to ______

Community Connector: Your job is to connect the contents of the reading selection to current or past real world events and experiences. You will also connect the reading to other forms of literature, music, art and/or media.

Real World Connections: Relate current reading to real situations.

Experiences: Relate current reading to real experiences you (or someone you know) have had.

Literature and Media Connections: Relate current reading to other books, movies art, television, music and other media.

Assignment for tomorrow: p ______ - p ______

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Discussion Director

Name: ________________________________ Book: ________________________________ Date: ________________________________

Assignment: pages ______ to ______

Discussion Director: Your job is to develop a list of questions that your group might want to discuss about this part of the book and direct the discussion by asking each member for their input based on their current role. Don't worry about the small details; your task is to help people talk over the "big ideas" in the reading and share their reactions. Usually the best discussion questions come from your own thoughts, feelings and concerns as you read, which you can list below, during or after your reading. Any passage that makes you say, “A-ha!” is a good one. Any explanation that goes beyond the text is a good one!

Possible discussion questions or topics for today:

1.

2.

3.

4.

5.

Sample Questions: What was going through your mind while you read this section? What questions did you have when you finished this section? Did anything in this section surprise you? Can anyone predict what will happen next? Can you predict what the effects of this might be?

Assignment for tomorrow: p ______ - p ______

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Literary Luminary

Name: ________________________________ Book: ________________________________ Date: ________________________________

Assignment: pages ______ to ______

Literary Luminary: Your job is to locate a few special sections of the text that you think your group should reread aloud. The idea is to help people remember some interesting, powerful, puzzling, or important sections of the text. You decide which passages or paragraphs are worth hearing, and then jot plans for how they should be shared. You can read the passages aloud yourself, or ask someone else to read them. Then discuss them as a group.

Assignment for tomorrow: p ______ - p ______

Location Quote Explanation

1. PG _____ P# _____

2. PG _____ P# _____

3. PG _____ P# _____

4. PG _____ P# _____

5. PG _____ P# _____

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Word (Bank) Wizard Name: ________________________________ Book: ________________________________ Date: ________________________________

Assignment: pages ______ to ______ Vocabulary Virtuoso: Your job is to be on the lookout for a few especially important words in today's reading. If you find words that are puzzling or unfamiliar, mark them while you are reading and then later jot down their definition, either from a dictionary or from some other source. You may also run across familiar words that stand out somehow in the reading - words that are repeated a lot, are used in an unusual way, or provide a key to the meaning of the text. Mark these special words, and be ready to point them out to the group. If you still struggle with finding good examples, think about identification words that may seem particularly important. When your circle meets, help members find and discuss these words.

Sentence Used & pg # used Word Definition

Assignment for tomorrow: p ______ - p ______

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FROM THE WIKI http://steeldragonslair.wikispaces.com/

DISCUSSION BOARDS

An Internet forum, or discussion board, is an online discussion site where people can hold

conversations in the form of posted messages. They are similar to chat rooms, but messages are

at least temporarily archived. Also, depending on the access level of a user or the forum set-up, a

posted message might need to be approved by a moderator before it becomes visible. A single

conversation is called a "thread" and develops in an hierarchical or tree-like in structure: a forum

can contain a number of subforums, each of which may have several topics. Within a forum's

topic, each new discussion started is called a thread, and can be replied to by as many people as

you wish. On most forums, users do not have to log in to read existing messages, but have to be

members to respond.

Wikispaces vs. PBworks

Purpose of discussion boards

Why I like discussion boards?

http://users.rider.edu/~suler/psycyber/extendclass.html

BLOGS

A blog (short for web log) is a personal journal published on the Internet consisting of discrete

entries ("posts") typically displayed in reverse chronological order so the most recent post

appears first. Blogs are usually the work of a single individual, occasionally of a small group,

and often are themed on a single subject.

Visitors (teachers, parents, or other students) may leave comments and even message each other.

As a form of social networking, it is this interactivity that distinguishes blogs from other static

websites. Many blogs provide commentary on a particular subject; others function as more

personal online diaries. A typical blog can combine text, images, and links to other sites and

other media related to its topic.

http://www.teachingdegree.org/2009/06/22/100-tips-tools-and-resources-for-teaching-students-

about-social-media/

WEBQUEST

A WebQuest, according to WebQuest.org, is an inquiry-oriented lesson format in which most or

all the information that learners work with comes from the web. These can be created using

various programs, including a simple word processing document that includes links to websites.

What are the components? :

http://www.thirteen.org/edonline/concept2class/webquests/index_sub3.html

Directions and how to get started with video:

https://sites.google.com/site/thewebquestmodel/designing-a-webquest

Find a template and get started! : http://webquest.sdsu.edu/designpatterns/all.htm

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Other Resources

Kissner, E. (2006). Summarizing, Paraphrasing, and Retelling: Skills for Better Reading,

Writing, and Test Taking. Portsmouth, NH: Heinemann.

Macon, J. M., Bewell, D., & Vogt, M. (1991). Responses to Literature. Newark, DE:

International Reading Association.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction that Works:

Research-Based Strategies for Increasing Student Achievement. Alexandria, VA:

Association for Supervision and Curriculum Development.

Wormeli, R. (2005). Summarization in Any Subject: 50 Techniques to Improve Student Learning.

Alexandria, VA: Association for Supervision and Curriculum Development.