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Read.Inquire.Write.: Reasoning and Writing with Sources Through Inquiry

a remote learning experience discussing how democracy is threatened and how educators protect democracy
May 7, 2020 - 7:00pm EDT

In this webinar, we will share part of the Read.Inquire.Write. curriculum for teaching inquiry in middle school social studies that support students' critical thinking and argument writing. We will highlight the Bookmark Tool, one of the "disciplinary literacy tools" we developed with teachers that support a wide range of students (including English learners and below-grade readers) in becoming proficient in reasoning and writing with sources. The Bookmark Tool is embedded in investigations that provide students with opportunities to engage in inquiry with and construct their own arguments. We will share specific instructional materials from a middle school world history and geography investigation focused on child labor. This webinar will be of interest to anyone interested in implementing the C3 Framework, integrating the Common Core State Standards for ELA and literacy into subject matter instruction, and/or working effectively with English learners and other students who struggle with reading.


Chauncey Monte-Sano, University of Michigan, Ann Arbor, MI
Chauncey is a former high school history teacher and National Board Certified teacher, she studies how adolescents learn to reason historically with sources in their writing, and how their teachers learn to teach such disciplinary thinking. She has been recognized for her curriculum development work as part of the team who created the Historical Thinking Matters website, as a founding member of the Stanford History Education Group, for her Reading Like a Historian book with Sam Wineburg and Daisy Martin, and for her Reading, Thinking, and Writing about History book with Susan De La Paz and Mark Felton. With Mary Schleppegrell, she most recently launched Read.Inquire.Write., research-based social studies curriculum that supports students’ argument writing and disciplinary thinking across multiple grade levels with particular attention to English learners.


Mary J. Schleppegrell, University of Michigan, Ann Arbor, MI
Mary, in addition to being a Professor of Education, is also an author of The Language of Schooling. A linguist, she studies the role of language in learning, with particular attention to students learning English as a second language. With Chauncey Monte-Sano, she has developed disciplinary literacy tools for social studies for the Read.Inquire.Write. curriculum to support students in reading complex sources, weighing evidence across sources, and writing disciplinary arguments.