Welcome to:
Created by the EIU History Department to assist students of Eastern Illinois University in meeting the Illinois state standards for specialization in the social sciences.

Social Science - Standard 29
The competent social science teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of social science.
Knowledge Indicators - The competent social science teacher:
29A. Understands that the reading process is the construction of meaning through the interactions of the reader's background knowledge and experiences, the information in the text, and the purpose of the reading situation.  
29B. Recognizes the relationships among the four language arts (reading, writing, listening, and speaking), and knows how to provide opportunities to integrate these through instruction.  
29C. Understands how to design, select, modify and evaluate materials in terms of the reading needs of the learner.  
29D. Understands the importance of and encourages the use of adolescent literature in the curriculum and for independent reading.  
29E. Understands the relationship between oral and silent reading.  
29F. Understands the role of subject-area vocabulary in developing reading comprehension.  
29G. Understands the importance of the unique study strategies required of the specific content area in developing reading comprehension.  
29H. Understands the importance of the relationship between assessment and instruction in planning.  
Performance Indicators - The competent social science teacher:
29I. PLans and teaches lessons for students that develop comprehension of content area materials through instructional practices that include analyzing critically, evaluating sources, synthesizing and summarizing material.
29J. Plans and teaches lessons on how to monitor comprehension and correct confusions in misunderstandings that arise during reading.
29K. Plans and models use of comprehension strategies before, during, and after reading of text.
29L. Provides opportunities for students to develop content area vocabulary through instructional practices that develop connections and relationships among words, use of context clues, and understanding of connotative and denotative meaning of words.
29M. Plans and teaches lessons that encourage students to write about the content read in order to improve understanding.
29N. Plans and teaches lessons for students to develop study strategies that include previewing and preparing to read text effectively, recognizing organizational text, and used graphic organizers as an aid for recalling information.
29O Plans and teaches units that require students to carry out research or inquiry using multiple text, including electronic resources.
29P. Provides continuous monitoring of student progress through observations, work samples, and various informal reading assessments.
29Q. Analyzes and evaluates the quality and appropriateness of instructional materials in terms of readability, content, length, format, illustrations, and other pertinent factors.
29R. Promotes the development of a literate environment that includes classroom libraries that foster reading.
Assistance with comprehending this standard:
Read an essay further defining this standard.
Visit web-links for further help.

Other news & Information:

Frequently Asked Questions - 2004-2005 Testing Schedule - What to Expect on the Day of the Test

Comments about this web-site should be submitted to: Dr. Charles Titus, Project Coordinator

Web-Site Last Updated 4-14-2004