Directing and Differentiating First-Graders' Historical Reading, Thinking, and Writing about Abraham Lincoln

Autor/in	Bickford, John H.
Titel	Directing and Differentiating First-Graders' Historical Reading, Thinking, and Writing about Abraham Lincoln
Quelle	In: Social Studies, 113 (2022) 4, S.195-216 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2022.2034730
Schlagwörter	Grade 1; Elementary School Students; Presidents; United States History; History Instruction; Psychomotor Skills; Classroom Communication; Group Discussion; Developmentally Appropriate Practices; Writing Processes; Revision (Written Composition); Essays; Social Studies; Reading Instruction; Writing Instruction; Units of Study; Prior Learning; Primary Sources; Thinking Skills + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; President; Präsident; History lessons; Geschichtsunterricht; Psychomotorische Aktivität; Klassengespräch; Gruppendiskussion; Entwicklungsbezogene Bildung; Korrektur; Essay; Aufsatzunterricht; Gemeinschaftskunde; Leseunterricht; Schreibunterricht; Lerneinheit; Vorkenntnisse; Primärquelle; Denkfähigkeit
Abstract	First-grader students engaged in a guided historical inquiry about Abraham Lincoln. The teacher carefully intertwined historical content, close reading, critical thinking, and text-based writing during Reading, Writing, and Social Studies classes. Students scrutinized secondary sources, which were largely biographies of Lincoln, to build their historical schemas. The first-graders analyzed primary sources--which were intentionally selected to mitigate historical gaps within secondary sources--in order to establish historical significance and make intertextual connections. Students formulated emerging historical understandings through extemporaneous text-based writing, which were later used to draft, revise, and resubmit expository essays. Students' verbal contributions were far more nuanced than written communications, which their budding fine-motor writing skills limited. Children exhibited critical and historical thinking during whole-class classroom dialogue, small-group discussion, and individual interactions, such as when asked to clarify their writing. Students completed an age-appropriate adaptation of informed action. Teachers and research can gain rich, nuanced understandings from close examinations of students' reading, writing, and thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01