CONTENT LITERACY STRATEGY FORMAT
NAME OF STRATEGY: Directed Reading – Thinking Activity
ADAPTED FROM: McKenna, M., & Robinson, R. (2009). Teaching through text:
Reading and writing in the content areas. p.138-139
CONTENT AREA: Social Studies
GRADE LEVEL: 5
TEXTBOOK AND PAGES ADAPTED: Bower, B. , Lobdell, J. (2001) History Alive!
America’s Past, Palo Alto, CA: Teacher’s Curriculum Institute, p. 208
OBJECTIVE: I will show that I understand how asking questions can show me the importance
of finding out about an event by reading a passage from a history text book answering some
questions and asking other questions to understand the importance of what I read.
GLE 5.2.1 understands how essential questions define the significance of
researching an issue or event.
MATERIALS NEEDED: KWL chart, agenda written on large paper.
ACADEMIC ENGLISH: goods, products, industries, dramatic, transcontinental, canals,
steamboats, factories, offices, quantities, carriages, skyscrapers.
Signal words: After, Before, By, The first, Now, More and more.
Appositives: Example: During this time, new industries, or businesses, caused such
dramatic changes that together they are called a “revolution.”
Cause/Effect relationships
After the Civil War, the Industrial Revolution changed the way Americans lived and
worked.
During this time, new industries, or businesses, caused such dramatic changes that
together they are called a “revolution.”
The first transcontinental railroad was completed in 1869. Now people and goods could
travel across the entire United States in a week.
PROCEDURES:
1. Go over agenda:
2. Determine students’ background related to the material to be read:
What was the industrial revolution?
(Clarify any misconceptions)
“Some vocabulary that may be new to some of you is listed here. Take one
minute and read the list of words, underlining the words you don’t know.
Raise your hand if you have a word you don’t know.”
3. Set purposes for reading.
I’ve given you a KWL chart. Can someone explain what that is?
It’s a chart with 3 columns- K= what you know, W= what you want to know and
L= what you learned.
So, first, we’ll talk a little about what you already know, you write it down in the K
section of your chart. Then, before and while you read, write in the W section
questions you have, what you want to know. Finally, when you finish reading,
we’ll talk together, and you record in the L section what you learned.
We are going to read a passage about the Industrial Revolution. What do you
think they will talk about?
In what ways did ways of life change after the Civil War?
Did the changes in ways of life last? Do we still use technologies that the old
ways changed to?
What ways of life are different for us than for our grandparents?
(Orient students to each other’s ideas and ask for critique and rationale and
record it on the board)
-
-
In what ways did ways of life change after the Civil War? (went from living on
farms in the countryside to living in cities, went from working farms to working
in city factories, rode horses to driving cars, riding in trains and steam boats,
went from making their own necessities to buying premade productos…)
Did the changes in ways of life last? Do we still use technologies that the old
ways changed to? (Telephones, cars, trains, premade products…)
What ways of life are different for us than for our grandparents? (cell phones,
cd’s, gps,…)
What ways of life are different for us than for our grandparents? ( individual)
What would you invent to make our lives better? Why?
4. ( At the end of the passage) Let’s revisit the class predictions- Were you correct?
Either way, how do you know? Share examples from the reading.
3. Arrange for students to read silently.
I’ve put the passage for reading in the center of the table, along with a KWL chart
that goes with the reading. Each of you takes one and begins reading filling in your
chart as you go
PISL How did asking questions about what you wanted to know, help you learn what
you wanted?
What did you learn about questions and predicting?
What helped you figure out what you wanted to ask?
Question
Level of Bloom's
In what ways did ways of
life change after the Civil
War?
Remembering
Did the changes in ways
of life last? Do we still
use technologies that the
old ways changed to?
Examples?
Applying
What ways of life are
different for us than for
our grandparents?
Examples?
Analyze
What would you invent to
make our lives better?
Why
Creating
Purpose for asking/how it
is related to objective
Did they understand the
content of the reading
passage/ connect with
material in order to begin
to understand importance
of event
Can student use
information and connect
it to their life? /
Understanding
importance of event in
relation to own life.
Can student use
information and connect
it to their life? /
Understanding
importance of event in
relation to own life.
Identifying how questions
help connect importance
to events.
Can student use
information and connect
it to their life? /
Understanding
importance of event in
relation to own life.
Identifying how questions
help connect importance
to events, and use that
knowledge.
ASSESSMENT RUBRIC
In what ways
did ways of life
change after
the Civil War?
Beginning
General
terms(lived and
worked)
Approaching
1 specific
example of
lived and
worked
changes(from
farms to cities,
worked on
farms to
Meeting
2 specific
examples of
lived and
worked
changes(from
farms to cities,
worked on
farms to
Exceeding
More than the
two examples
and/or
extrapolating
that candles
were the
previous
method of
worked in
factories)
Did the
changes in
ways of life
last? Do we still
use
technologies
that the old
ways changed
to?
Answer yes
Yes, and one
example of
what change
from the
Industrial
Revolution we
still
use(phones)
What ways of
life are different
for us than for
our
grandparents?
One example of Two examples
how their life is
different than
their
grandparents
worked in
factories AND
made their own
things to buying
premade
products)
Yes, and two
examples of
what change
from the
Industrial
Revolution we
still
use(phones,
cars)
Three
examples
lighting before
electric lights.
Yes, and three
or more
examples of
what change
from the
Industrial
Revolution we
still
use(phones,
cars, trains)
Four examples
search index by subject by
year biographies books SF
Activities shop museum contact
Plan for the Pacific
Railroad,
by Theodore Judah
Biography of Theodore
Judah
The Big Four
Driving the Last Spike
The greatest
historical event in
transportation on
the continent
occurred at
Promontory,
Utah, on May 10,
1869, as the
Union Pacific
tracks joined
those of the
Central Pacific
Railroad.
Leland Stanford,
Collis P.
Huntington, Charles Crocker and Mark Hopkins were the “Big Four”
that conceived this enterprise and brought it to a successful ending
after years of daily struggle that would have exhausted the patience
and spirit of ordinary men. Huntington
looked after the financing of the company.
Crocker, with his tremendous energy,
forced the construction of rails over the
snow-crested Sierra and across the
burning deserts of Nevada and Utah.
Stanford kept his energies on the main
points leading to success, and Hopkins saw
that none of the money was wasted. That
pioneer railroad line of the middle ’60s
formed the basis of the gigantic Southern
Pacific system.
The connection of the Central Pacific and
the Union Pacific bridged the 2000 miles to
the Missouri River, and the four to six months time taken by the
overland pioneers was reduced to six days. At once the Pacific
States were transformed, and Western life gradually caught up with
the life and aspirations of the East.
A transcontinental railroad had been dreamed of as early as 1836.
From time to time it was suggested by visionaries and discussed by
the orators and newspapers of the ’40s and ’50s. In 1853 Congress
expended $150,000 in hunting a feasible route. Surveys were made
from time to time. The California Legislature took a hand in the issue
in 1855-6, fearing that Congress might relax its energies, and urged
a speedy construction of a railroad, but the jealousy of politicians
delayed the initiative. Meanwhile short line railroads were
developing in the Middle West. Some of these united, and systems
began to develop.
Leland Stanford is generally given
credit for the initiative in starting the
enterprise. In passing the store of
Collis P. Huntington in Sacramento,
one day, he noticed one of the huge
freight wagons being loaded for the
arduous haul over the Sierra into
Nevada. Traffic was developing rapidly,
and he realized that a better carrier
and faster service was demanded. He
and Huntington talked the matter over.
Mark Hopkins and Charles Crocker
were drawn into the discussion; they
all agreed that the time had come for a
railroad connection with the East.
Theodore Judah, for whom Judah
Street is named, had surveyed a route
over the Sierra and had interested Stanford in its practicability. He
was sent for, and backed with money to go over several surveyed
routes known and select the best one. Meanwhile, the corporation
organized with Leland Stanford as president, C.P. Huntington as
vice-president, and Mark Hopkins as treasurer. Charles Crocker was
a leading direction, and the spirit of dominant energy in pressing
construction through and over all obstruction.
This is Central Pacific locomotive No. 1,
the first engine to be placed in
construction service on the western end of
the transcontinental railroad. The maiden
trip was made at Sacramento, November
11, 1863, after having arrived from the
East on a clipper ship via Cape Horn. This
locomotive was named in honor of Leland
Stanford, then California’s governor, and
one of the “Big Four” builders of the
Central Pacific.
San Francisco News Letter
September 1925
Return to top of page
CONTENT LITERACY STRATEGY FORMAT
NAME OF STRATEGY: Directed Reading Activity
ADAPTED FROM: McKenna, M., & Robinson, R. (2009). Teaching through text:
Reading and writing in the content areas. p.59-98
CONTENT AREA: Social Studies
GRADE LEVEL: 5
TEXTBOOK AND PAGES ADAPTED: Bower, B. , Lobdell, J. (2001) History Alive!
America’s Past, Palo Alto, CA: Teacher’s Curriculum Institute, p. 208
OBJECTIVE: I will show that I understand how asking questions can show me the importance
of finding out about an event by reading a passage from a history text book answering some
questions and asking other questions to understand the importance of what I read.
GLE 5.2.1 understands how essential questions define the significance of
researching an issue or event.
MATERIALS NEEDED: Sheet with questions for directed reading, agenda written on
large paper.
ACADEMIC ENGLISH: goods, products, industries, dramatic, transcontinental, canals,
steamboats, factories, offices, quantities, carriages, skyscrapers.
Signal words: After, Before, By, The first, Now, More and more.
Appositives: Example: During this time, new industries, or businesses, caused such
dramatic changes that together they are called a “revolution.”
Cause/Effect relationships
After the Civil War, the Industrial Revolution changed the way Americans lived and
worked.
During this time, new industries, or businesses, caused such dramatic changes that
together they are called a “revolution.”
The first transcontinental railroad was completed in 1869. Now people and goods could
travel across the entire United States in a week.
PROCEDURES:
5. Go over agenda:
6. Develop readiness for activity:
“We have just finished studying the Civil War, and in that time period, most
Americans lived very similar to the way their grandparents lived, in the
countryside. After the Civil War, lives changed dramatically, and that change is
what we are going to read about today.
Some vocabulary that may be new to some of you is listed here. Take one
minute and read the list of words, underlining the words you don’t know.
Raise your hand if you have a word you don’t know.
7. Set purposes for reading.
While you’re reading this passage, think about and answer the following
questions and be prepared to share examples:
And come up with one question of your own that asks why about something in
the reading that is not answered there.
-
-
In what ways did ways of life change after the Civil War? (went from living on
farms in the countryside to living in cities, went from working farms to working
in city factories, rode horses to driving cars, riding in trains and steam boats,
went from making their own necessities to buying premade productos…)
Did the changes in ways of life last? Do we still use technologies that the old
ways changed to? (Telephones, cars, trains, premade products…)
What ways of life are different for us than for our grandparents? (cell phones,
cd’s, gps,…)
What would you invent to make our lives better? Why? ( individual)
3. Arrange for students to read silently.
I’ve put the passage for reading in the center of the table, along with a question
sheet that goes with the reading. Each of you takes one and begins reading, answering
your question sheet as you go. Remember to also come up with a new question of your
own.
8. Discuss what has been read.
How did you use the questions to help you understand what you read?
How did the questions help you understand the importance of finding out about
what I read?
9. Extend student understanding of the material.
PISL
Tell how asking essential questions shows you the importance of finding out about the
industrial revolution. Use examples from the reading to support your answer.
Have you used this question asking strategy before to find out about a different event?
Question
Level of Bloom's
In what ways did ways of
life change after the Civil
War?
Remembering
Purpose for asking/how it
is related to objective
Did they understand the
content of the reading
passage/ connect with
material in order to begin
Did the changes in ways
of life last? Do we still
use technologies that the
old ways changed to?
Examples?
Applying
What ways of life are
different for us than for
our grandparents?
Examples?
Analyze
What would you invent to
make our lives better?
Why
Creating
to understand importance
of event
Can student use
information and connect
it to their life?/
Understanding
importance of event in
relation to own life.
Can student use
information and connect
it to their life?/
Understanding
importance of event in
relation to own life.
Identifying how questions
help connect importance
to events.
Can student use
information and connect
it to their life? /
Understanding
importance of event in
relation to own life.
Identifying how questions
help connect importance
to events, and use that
knowledge.
ASSESSMENT RUBRIC
In what ways
did ways of life
change after
the Civil War?
Beginning
General
terms(lived and
worked)
Approaching
1 specific
example of
lived and
worked
changes(from
farms to cities,
worked on
farms to
worked in
factories)
Meeting
2 specific
examples of
lived and
worked
changes(from
farms to cities,
worked on
farms to
worked in
factories AND
made their own
things to buying
premade
products)
Exceeding
More than the
two examples
and/or
extrapolating
that candles
were the
previous
method of
lighting before
electric lights.
Did the
changes in
ways of life
last? Do we still
use
technologies
that the old
ways changed
to?
Answer yes
Yes, and one
example of
what change
from the
Industrial
Revolution we
still
use(phones)
What ways of
life are different
for us than for
our
grandparents?
One example of Two examples
how their life is
different than
their
grandparents
Yes, and two
examples of
what change
from the
Industrial
Revolution we
still
use(phones,
cars)
Three
examples
Yes, and three
or more
examples of
what change
from the
Industrial
Revolution we
still
use(phones,
cars, trains)
Four examples
search index by subject by
year biographies books SF
Activities shop museum contact
Plan for the Pacific
Railroad,
by Theodore Judah
Biography of Theodore
Judah
The Big Four
Driving the Last Spike
The greatest
historical event in
transportation on
the continent
occurred at
Promontory,
Utah, on May 10,
1869, as the
Union Pacific
tracks joined
those of the
Central Pacific
Railroad.
Leland Stanford,
Collis P.
Huntington, Charles Crocker and Mark Hopkins were the “Big Four”
that conceived this enterprise and brought it to a successful ending
after years of daily struggle that would have exhausted the patience
and spirit of ordinary men. Huntington looked after the financing of
the company. Crocker, with his
tremendous energy, forced the
construction of rails over the snow-crested
Sierra and across the burning deserts of
Nevada and Utah. Stanford kept his
energies on the main points leading to
success, and Hopkins saw that none of the
money was wasted. That pioneer railroad
line of the middle ’60s formed the basis of
the gigantic Southern Pacific system.
The connection of the Central Pacific and
the Union Pacific bridged the 2000 miles to
the Missouri River, and the four to six
months time taken by the overland
pioneers was reduced to six days. At once
the Pacific States were transformed, and Western life gradually
caught up with the life and aspirations of the East.
A transcontinental railroad had been dreamed of as early as 1836.
From time to time it was suggested by visionaries and discussed by
the orators and newspapers of the ’40s and ’50s. In 1853 Congress
expended $150,000 in hunting a feasible route. Surveys were made
from time to time. The California Legislature took a hand in the issue
in 1855-6, fearing that Congress might relax its energies, and urged
a speedy construction of a railroad, but the jealousy of politicians
delayed the initiative. Meanwhile short line railroads were
developing in the Middle West. Some of these united, and systems
began to develop.
Leland Stanford is generally given
credit for the initiative in starting the
enterprise. In passing the store of
Collis P. Huntington in Sacramento,
one day, he noticed one of the huge
freight wagons being loaded for the
arduous haul over the Sierra into
Nevada. Traffic was developing rapidly,
and he realized that a better carrier
and faster service was demanded. He
and Huntington talked the matter over.
Mark Hopkins and Charles Crocker
were drawn into the discussion; they
all agreed that the time had come for a
railroad connection with the East.
Theodore Judah, for whom Judah
Street is named, had surveyed a route
over the Sierra and had interested Stanford in its practicability. He
was sent for, and backed with money to go over several surveyed
routes known and select the best one. Meanwhile, the corporation
organized with Leland Stanford as president, C.P. Huntington as
vice-president, and Mark Hopkins as treasurer. Charles Crocker was
a leading direction, and the spirit of dominant energy in pressing
construction through and over all obstruction.
This is Central Pacific locomotive No. 1,
the first engine to be placed in
construction service on the western end of
the transcontinental railroad. The maiden
trip was made at Sacramento, November
11, 1863, after having arrived from the
East on a clipper ship via Cape Horn. This
locomotive was named in honor of Leland
Stanford, then California’s governor, and
one of the “Big Four” builders of the
Central Pacific.
San Francisco News Letter
September 1925
Return to top of page