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Reading and Writing Strategies for the Secondary Social Studies Classroom in a PLC at Work®

Edited by: Mark Onuscheck, Jeanne Spiller

By: Daniel M. Argentar, Katherine A. N. Gillies, Maureen M. Rubenstein, Brian R. Wise

Prepare middle school and high school students to read, write, and think like social studies experts and historians. This PLC resource guides literacy development at the secondary education level with vital instructional strategies.

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A guide for literacy development in secondary social studies classrooms in a PLC

Prepare middle school and high school students to read, write, and think like social studies experts and historians. Part of the Every Teacher Is a Literacy Teacher series, this resource details how grades 6–12 teachers can work together to support literacy development and social studies learning. Explore how to develop collaborative teams, differentiate instruction, design meaningful common assessments, and more.

  • Recognize the need for and benefits of literacy development in social studies classrooms.
  • Learn why collaboration among different content-area teams in a professional learning community (PLC) can enhance reading and writing instructional strategies.
  • Foster student engagement by utilizing adaptable strategies for developing prereading, during-reading, and postreading skills in social studies.
  • Apply strategies for writing development in social studies.
  • Obtain tools and techniques for designing meaningful assessments that align with social studies standards and literacy goals of secondary education.

Related Topics

InstructionLiteracyProfessional Learning Communities at Work®Professional Learning Communities


Additional Information

Product Code: BKF908, EKF471

ISBN: 9781949539035

Published By: Solution Tree

Page Count: 232

“This book provides concrete and powerful literacy strategies to integrate into social studies instruction and across content areas. A great resource for all educators hoping to support the literacy development of diverse learners.”

Ruchi Agarwal-Rangnath, assistant professor, University of San Francisco; author, Planting the Seeds of Equity: Ethnic Studies and Social Justice in the K–2 Classroom

“This book is a worthwhile read for social studies teachers. It serves as a practical guide for building and improving literacy in your classroom and as a curricular team or department. Not only does it offer a variety of strategies to help students build background knowledge and improve their reading, writing, and critical thinking, but it helps teachers better understand how to meet students where they are as learners.”

Mary Richards, world history teacher and reading specialist, Niles North High School, Illinois

“The ideas explained in this book are easy to follow and beneficial for social science teachers new to the profession and veterans such as myself. The authors walk you through prereading to the higher-order-thinking skills needed for postreading activities, addressing both students who achieve high proficiency and those who need additional supports.”

John Fitzsimmons, AP Honors teacher, Carter High School, California

“Read just a couple of pages a day from this book with a few colleagues or between sips of coffee on your planning period, and you will reap immediate rewards. The authors offer succinct, research-backed strategies to help social studies teachers infuse reading and writing as an embedded part of their curriculum.”

ReLeah Cossett Lent, author, This Is Disciplinary Literacy: Reading, Writing, Thinking, and Doing ... Content Area by Content Area

“This book provides social studies teachers with a how-to guide for implementing a feasible set of literacy practices. Teams of social studies teachers can use it as part of their professional learning communities as they walk the fine line of improving literacy and covering an immense volume of social studies content. The book is well-designed, easy to navigate, easy to read, and full of important and impactful strategies that social studies teachers can use to improve student outcomes.”

Elizabeth Swanson, research associate professor, Meadows Center for Preventing Educational Risk, Texas

“Thoughtful participation in civil society requires knowledge of history. Written by teachers for teachers, this book is rich in ideas and concrete practices to support social studies teachers in also being teachers of reading and writing about history. This is an essential book for those who care about PLCs and how to make everyday teaching more interdisciplinary and collaborative.”

Ana Taboada Barber, professor of literacy, University of Maryland

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