Abstract
In this article, the author describes her use of direct instruction to introduce the skill of determining source reliability in a fifth-grade unit on immigration in American history. She structures instruction to help students establish a thinking-skill strategy that results in not only an understanding of immigration in the late 1800s to early 1900s, but also a skill that can be used in their daily lives. This step-by-step example of direct skill instruction presents samples of student and teacher dialogue, sample historical sources, a thinking-strategy map, graphic organizers, and a written assessment. The author concludes by describing a brief student summary of what students learned about immigration and the skill, and she notes where additional scaffolded skill instruction and practice should be used in subsequent units of the course.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.