Chapter 20: Anticipating Social Studies Content

Teacher candidates learn how to create a Framing Routine, an anticipation guide that serve as both a prereading strategy and a way to activate prior knowledge and focus students on the new content to be learned (Kozen, Murray, & Windell, 2006).

With increasing numbers of students with diverse learning needs accessing content in general education classrooms (U.S. Department of Education, 2013), it is imperative that teacher candidates have the knowledge, skills, and dispositions to teach social studies to all students. Yet many students enter social studies classrooms with deficits in organizational efficiency and the often concomitant inability to engage with text in substantive, meaningful ways (Bulgren, Deshler, & Lenz, 2007).