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Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
Vocabulary and adolescent literacy for resa
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Vocabulary and adolescent literacy for resa

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  • Donna
  • Conclusions from list
  • 20th C – value on recall and bubbling21st C – value on connecting, creating, outside the box thinking
  • Chart Paper
  • Donna
  • Video clip showing how to create a form in google docs.
  • Chart Paper
  • Use a literacy article for this if I can.
  • Chart Paper
  • Revise
  • Transcript

    • 1. Vocabulary and Adolescent Literacy
      Strategies for All Middle and High School Learners
      June 29, 2010
    • 2. Welcome
    • 3. Agenda
    • 4. Shared Language Activity
    • 5. What is Literacy?
      The ability to communicate through a wide variety of media
      Visual
      Auditory
      Oral
      Interactive media
      Written text
    • 6. Shared Language Activity
    • 7. Caught in the Crossfire
    • 8.
    • 9.
    • 10. Shared Language Activity
    • 11. Food for Thought
    • 12. dominance hierarchy
      dominant gene
      dormancy
      dorsal
      double helix
      double pan balance
      drug
      dry mount
      dynamic equilibrium
      ecology
      ecosystem
      ectoderm
      ectotherm
      egg
      electron transport
      chain
      embryo
      emigration
      endangered species
      endocrine gland
      endocytosis
      endoderm
      endoplasmic reticulum
      endoskeleton
      endospore
      endotherm
      enzyme
      epidemic
      epidermis
      epididymis
      epiglottis
      esophagus
      estivation
      estuary
      ethylene
      eukaryotic
      evergreen
      evolution
      exocrine gland
      exocytosis
      exoskeleton
      experiment
      experimentation
      exponential growth
      external fertilization
      extinction
      facilitated diffusion
      fallopian tube
      family
      feather
      fertilization
      field of view
      filter paper
      fin
      first order consumer
      flagella
      flask
      fluid mosaic model
      follicle
      food chain
      food web
      formulate
      fossil
      fossil fuel
      frameshift mutation
      free living
      frond
      fruit
      fungus
      gall bladder
      gamete
      gene
      gene pool
      gene splicing
      gene therapy
      generalize
      genetic drift
      genetic engineering
      genetic recombination
      genetics
      genotype
      genus
      geographic isolation
      hydrogen bond
      hypertonic solution
      hypha
      hypothalamus
      hypothesis
      hypothesize
      hypotonic solution
      immunity
      imprinting
      inbreeding
      incisors
      incomplete
      dominance
      independent variable
      inductive reasoning
      infectious disease
      infer
      inference
      innate behavior
      insight learning
      instinct
      insulin
      integrate
      internal fertilization
      interphase
      interpret
      interpretation
      invalidate
      invertebrate
      investigate
      involuntary muscle
      ion
      ionic bond
      isomer
      isotope
      joint
      karyotype
      keratin
      kidney
      kingdom
      labor
      lactic acid
      large intestine
      larva
      lateral line
      Law of Independent
      Assortment
      law of segregation
      lichen
      ligament
      light reactions
      lipid
      Loquacious
      Loquacious
      Loquacious
      Loquacious
      She is loquacious.
    • 13.
    • 14. Misconceptions about Teaching Vocabulary
    • 15. What does work?
    • 16. How Many Terms?
      Prioritize
      Categorize
      Choose Key Vocabulary or Key Terms
    • 17. Marzano’s Five Step Process for Teaching Vocabulary
    • 18. Marzano’s Five Step Process for Teaching Vocabulary
    • 19. Five-Step Process for Teaching Vocabulary
      Present students with a brief explanation or description of the new term or phrase
    • 20. Five-Step Process for Teaching Vocabulary
      Present students with a non-linguistic representation of the new term or phrase.
    • 21. Images
    • 22. Five-Step Process for Teaching Vocabulary
      Ask students to generate their own explanations or descriptions of the term or phrase
    • 23. Five-Step Process for Teaching Vocabulary
      4. Ask students to create their own nonlinguistic representation of the term or phrase.
    • 24. Five-Step Process for Teaching Vocabulary
      5. Periodically ask students to review the accuracy of their explanations and representations
    • 25.
    • 26. Goals of Marzano-Style Word Walls
    • 27. Pre-Assessment and Activating Strategies
      Brain Dump
      Knowledge Rating
      Alphabet Boxes
      Word Walls
      Stoplight Strategy/Previewing
      Lesson Writer
      Animoto
    • 28. Brain Dump
    • 29. Getting Started
      Low-risk activity
      Allows students to become imparters of knowledge
      Takes little instructional time
      Can be completed individually, with partners, or as whole group
      Great bell ringer or transition activity
    • 30. Knowledge Rating
    • 31. As a Pre-Assessment
    • 32.
    • 33. As a Review
    • 34. Knowledge Rating
    • 35. The Research Tells Us…
    • 36. Stumpers
      Designed to give students ownership over vocabulary instruction
      Students become experts
      Goal: Differentiate vocabulary instruction by allowing students to focus on words they find difficult.
    • 37. How to Use Stumpers
      Students choose 2-3 “stumper” words in their reading.
      Students…
      write the word in context
      list context clues
      guess the meaning
      write a definition/part of speech
      use the word in an original sentence**
      share alternate meanings (if applicable)
    • 38. Variations
      Provide a picture/image of the word
      Create a personal dictionary of stumpers throughout the semester
      Stump your classmate
      Use previous stumpers as…
      Test items
      Bell ringers
      Extra credit questions
      Ticket out the door
    • 39. Alphabet Boxes
      Another modification of word walls
      Designed to provide students with ownership over their learning
      Encourages students to use text, background knowledge, and other resources to understand vocabulary
      Goal: To differentiate vocabulary instruction by individual student
    • 40. Alphabet Boxes
    • 41.
    • 42. Variations
    • 43. Stoplight Strategy
    • 44. Stoplight Strategy
      Can serve as a preview of review of material
    • 45. What teachers said…
      “I used stoplight as an post-test activity. As soon as students handed in their tests, I had them go through and code each question. The next day, when tests were handed back, students were able to compare their stoplight material with the actual answers. It allowed for great feedback, and students were surprised in some cases to see how many responses they had coded as green were incorrect. I used this information to focus some re-teaching time the next day using a brain dump.”
    • 46. Lesson Writer
    • 47.
    • 48. Lesson Writer
    • 49. Admit Slips
    • 50. Admit Slips
      Give students a short “challenge” as homework.
      For example, students might receive a very short reading, an illustration, information from a book jacket, a typed list of the title, heading, and subheadings of a book or chapter.
      Students are asked to predict, question, and analyze what they have read.
    • 51. Admit Slips
      Students work in small groups to discuss their predictions and questions, then compile everything into a class list.
      Students then group this master list of questions based on commonalities and decide on the three to five most important questions that they believe will be answered in the day’s reading.
    • 52. Admit Slips
    • 53. Comprehension Strategies
      Inner/Outer Circle
      Admit Slips
      Online Flashcards
      QAR
      Who would say it?
      Break it down and solve it
      Visuwords
      Voice Threading
      Connect Two
      LINC-ing Strategy
    • 54. Inner/Outer Circle
    • 55. Inner/Outer Circle
    • 56.
    • 57.
      • Study without logging in
      • 58. Registration requires email
      • 59. Print, export, image/audio cards require paid membership ($20)
      • 60. Create own card sets or search
    • 61.
    • 62.
      • Study without logging in
      • 63. Create login without email
      • 64. Can export, share, print
      • 65. Study and quiz
      • 66. Create own card sets or search
    • Q(uestion) A(nswer) R(elationship)
      Literacy strategy
      Students categorize comprehension questions according to where they find information they need to answer each question
      Great for moving from recall to true comprehension and making connections from the text
    • 67. Types of Questions
    • 68. Types of Questions
    • 69.
    • 70. :)
    • 71. What do you do?
      Read the passage and answer the question
      List everything you did to read and understand the passage
      Share and compare with a neighbor
    • 72. Metacognition Activity
      Loitering with a vacant eye
      Along the Grecian gallery,
      And brooding on my heavy ill,
      I met a statue standing still.
      Still in marble stone stood he,
      And steadfastly, he looked at me.
      “Well met,” I thought the look would say.
      “We both were fashioned far away;
      We neither knew, when we were young,
      These Londoners we live among.”
      A.E. Housman, 1896
      A. Why does the speaker feel the way he does at the beginning of the poem?
      He is far from home and feels out of place.
      He is in very poor health.
      He feels oppressed by the crowds of people in London.
      He has nothing to do?
      He is saddened by the fact that the statue is unhappier than he is.
    • 73. Adolescent Reading Model
      Language Comprehension
      Word Recognition
      Executive Processes
      • Background Knowledge
      • Syntax
      • Vocabulary
      • Text Structures
      • Phonological Awareness
      • Decoding
      • Sight Word Reading
      • Fluency
      • Cognitive Strategies
      • Metacognitive Strategies
      Integration
      Reading Comprehension: Comprehension comes from
      integrating prior knowledge with new information from the text. This new
      knowledge facilitates deeper thinking about the text and can be applied to learn new information and solve problems.
      KU-CRL Hock & Deshler, 2006
    • 74. Metacognition Activity
      Loitering with a vacant eye
      Along the Grecian gallery,
      And brooding on my heavy ill,
      I met a statue standing still.
      Still in marble stone stood he,
      And steadfastly, he looked at me.
      “Well met,” I thought the look would say.
      “We both were fashioned far away;
      We neither knew, when we were young,
      These Londoners we live among.”
      A.E. Housman, 1896
      A. Why does the speaker feel the way he does at the beginning of the poem?
      He is far from home and feels out of place.
      He is in very poor health.
      He feels oppressed by the crowds of people in London.
      He has nothing to do?
      He is saddened by the fact that the statue is unhappier than he is.
    • 75. Some guiding questions….
      What are some of the strategies you use to learn new information?
      How did you learn these strategies?
      What are some important learning strategies to teach?
      How do we teach struggling learners to use learning strategies?
    • 76. Content
      Skills
      Strategies
      Knowledge of the world
      Rules and procedures
      Guidelines related
      to selecting and applying skills
    • 77. Content
      Skills
      Strategies
    • 78. So….
      How do we teach learning strategies to students?
    • 79.
    • 80.
    • 81. Instructional MethodologyMODELING is a MUST!
    • 82. Who would say it?
    • 83. Who would say it?
    • 84. Who would say it?
      Traditional Elements
      Word
      Dictionary Definition
      Definition in Students Own Words
      Sentence where the word is found
      Non-traditional Elements
      Student chooses three people who might say the word.
      Students write a sentence the person might say if he/she used the word.
      Students…
      Extend knowledge
      Connect content to self, world, other disciplines
    • 85. Variations
    • 86. Break it Down and Solve it
      Math Strategy
      Adapt for any content that uses math
      Students
      Connect new knowledge to what they already know
      Create images
      Continually evaluate
      Periodically summarize
    • 87. Break it Down and Solve it
      Variations
      Work with a partner
      Explain verbally to someone how the student solved the problem
      Metacognition Questions
      How did describing your thinking help you understand the problem?
      Which step of the process was easiest/the most difficult? Why?
      What clues did you use to determine what information you needed to solve the problem?
    • 88. We are drowning in information but starved for knowledge.” – John NaisbittHow do you see this statement as a reality with your own students?
    • 89. Animoto
    • 90.
    • 91. WordAhead
    • 92. Did you know?
    • 93.
    • 94. The LINCS Vocabulary Strategy
      Word
      Reminding
      Word
      LINCing
      Story
      LINCing
      Picture
      Definition
    • 95. 1
      3
      4
      5
      2
      The University of Kansas Center for Research on Learning
      Example LINCS Tables
      Term
      LINCing story
      Definition
      LINCing picture
      charitable
      He gave lots
      of food
      for the table.
      Giving, generous
      Reminding word
      table
    • 96. Term
      1
      LINCing Picture
      5
      2
      LINCing Story
      Definition
      4
      3
      Reminding Word
      The LINCS Table
      List the parts
      Identify a reminding word
      Note a LINCing story
      Create a LINCing picture
      Self-test
    • 97. A Good REMINDING WORD always…
      Sounds like part or all of the new word.
      Is a real word.
      Has a meaning that you already know.
      Helps you remember what the new word means.
    • 98. 1
      3
      4
      5
      2
      The University of Kansas Center for Research on Learning
      Example LINCS Tables
      Term
      LINCing story
      Definition
      LINCing picture
      charitable
      He gave lots
      of food
      for the table.
      Giving, generous
      Reminding word
      table
    • 99. A Good LINCing Story always….
    • 100. 1
      3
      4
      5
      2
      The University of Kansas Center for Research on Learning
      Example LINCS Tables
      Term
      LINCing story
      Definition
      LINCing picture
      charitable
      He gave lots
      of food
      for the table.
      Giving, generous
      Reminding word
      table
    • 101. A Good LINCing Picture always...
      • Contains a part related to the Reminding Word
      • 102. Contains parts related to the important ideas in the definition.
      • 103. Helps you remember the new term’s definition.
    • 1
      3
      4
      5
      2
      The University of Kansas Center for Research on Learning
      Example LINCS Tables
      Term
      LINCing story
      Definition
      LINCing picture
      charitable
      He gave lots
      of food
      for the table.
      Giving, generous
      Reminding word
      table
    • 104. LINCS Strategy
      Step 1: List the parts
      Step 2: Identify a Reminding Word
      Step 3: Note a LINCing Story
      Step 4: Create a LINCing Picture
      Step 5: Self-test
      Transforms potentially weak linksbetween a wordand its definitioninto a chainof strong links
    • 105. 1
      3
      4
      5
      2
      The University of Kansas Center for Research on Learning
      Example LINCS Tables
      Term
      LINCing story
      Definition
      LINCing picture
      mortified
      The mortician was scared to death when he saw the corpse.
      Scared to death
      Reminding word
      mortician
    • 106. 1
      3
      4
      5
      2
      The University of Kansas Center for Research on Learning
      Example LINCS Tables
      Term
      LINCing story
      Definition
      LINCing picture
      tirade
      The tire screamed as it went around the corner.
      Screaming or yelling
      Reminding word
      tire
    • 107. 1
      3
      4
      5
      2
      The University of Kansas Center for Research on Learning
      Example LINCS Tables
      Term
      LINCing story
      Definition
      LINCing picture
      perpetual
      The pet
      constantly barks.
      Constantly
      Reminding word
      pet
    • 108. Let’s Practice
    • 109. Creating LINCS Study Cards
      Write the word to be learned on the top half of one side. Then circle it.
      Write the parts of the definition you need to remember on the top of the other side.
      Land given by king for fighting in army
      fief
    • 110. Creating LINCS Study Cards
      Write the Reminding Word on the bottom half of the first side. Write the LINCing Story on the bottom half of the second side. Draw the LINCing Picture on the bottom half of the second side.
      fief
      Land given by king for fighting in army
      Chief of his land
      chief
    • 111. The LINCing Routine
      Transforms potentially weak linksbetween a wordand its definitioninto a chainof strong links
    • 112. :)
    • 113. Break
      Back to Theory
    • 114. Metacognitive Questions
    • 115. The Research Tells Us…
    • 116. Did you know that…
      Knowledge of vocabulary is one of the best predictors of success in all school subjects?
      The percentage of English language learners (ELL’s) has grown 105% since 1991 while the overall school population has grown 12%?
      A study found that as many as 80% of students from low-literacy homes could become grade-level readers if they are placed in literacy-rich classrooms?
    • 117. Organizational Resources
      Two-Column Charts
      Adding Labels
      Frayer Model
      The Lotus
      Affinity Diagram
      Event Map
      Web Resources
    • 118. Lexipedia
    • 119. Visuwords
    • 120. Organizational Resources
      Two-Column Charts
      Adding Labels
      Frayer Model
      The Lotus
      Affinity Diagram
      Event Map
      Web Resources
    • 121.
    • 122. Model I
      Students provide a definition, list characteristics, and provide examples and non-examples of the concept.
    • 123. Model II
      Includes a definition
      Omits non-essential characteristics
    • 124. Frayer Model
      Students will:
      develop understanding of key concepts and vocabulary
      draw on prior knowledge to make connections among concepts
      compare attributes and examples
      think critically to find relationships between concepts and to develop deeper understanding
      make visual connections and personal associations
    • 125. Lotus Diagram
      Analytical, organizational tool for breaking broad topics into components, which can then be further organized, analyzed or prioritized.
      The issue or challenge is placed in the square in the middle of the diagram.
      Students then brainstorm to define eight new, related ideas or issues (often characteristics or facts about a topic.)
    • 126.
    • 127.
    • 128.
    • 129. Lotus Diagram
      Keeps students from becoming overwhelmed
      Provides an outline for students to expand their thinking
      Defines the topic being studied
      Fosters thinking skills
      Organize ideas
      Identify relationships
    • 130. Graphic Organizers
      More graphicorganizer links
    • 131.
    • 132. Question for You
      How did you learn the skill of note taking?
      How did this skill contribute to your success (or lack thereof)?
    • 133. Interactive Notes
      Help students read and interpret informational or literary texts
      Guide students through the reading process
      Assist students as they develop their ideas and express them in academic language
    • 134. Customizable Printables
    • 135. Note Taking and Summarizing Strategies
      GIST
      Cornell Notes/Q-Notes
      Break it Down and Solve it
      Wordle
      FIT Sheet
      What I Know Sentences
    • 136. What happens when you ask students to provide a summary?
      GIST: Sheltered Instructional Strategy
      Summarizing
      Develops literacy skills
    • 137. GIST
      Read the passage – “The Underground Railroad”
      Highlight or Underline what you think are the ten most important words or concepts in this passage (3 minutes)
      Define any confusing words
      Combine lists at your table – top ten (3 minutes)
      Write one to two summary statements using as many of the listed words as possible. (2 minutes)
    • 138. GIST: Summarizing Strategy
      Helps students separate main ideas from supporting details
      Keeps summaries short and focused
      Provides formative assessment
      Lengthy passage – break into groups
      Individual groups become the experts on their section
      Create vocabulary list from Gist activity
    • 139. Note Taking and Summarizing Strategies
      GIST
      Interactive Notes
      Cornell Notes/Q-Notes
      Break it Down and Solve it
      Wordle
      FIT Sheet
      What I Know Sentences
    • 140. Why Cornell Notes?
      Cornell note taking stimulates critical thinking skills.
      Note taking helps students remember what is said in class.
      A good set of notes can help students work on assignments and prepare for tests outside of the classroom.
      Good notes allow students to help each other problem solve.
      Good Notes help students organize and process data and information.
      Helps student recall by getting them to process their notes three times.
    • 141. First & Last Name
      Class Title
      Period
      Date
      Topic
      Questions,
      Subtitles,
      Headings,
      Etc.
      Class Notes
      (Notes, Examples,
      Diagrams, Etc.)
      2 1/2”
      3 to 4 sentence summary across
      the bottom of the last page of the day’s notes
    • 142. Subject:
      Why take Cornell notes?
      Date: 1/2/09
      P
      R
      O
      C
      E
      S
      S
      M
      a
      i
      n
      I
      d
      e
      a
      s
      (
      i
      n
      p
      u
      t
      )
      P
      R
      O
      C
      E
      S
      S
      M
      a
      i
      n
      I
      d
      e
      a
      s
      (
      i
      n
      p
      u
      t
      )
      (
      o
      u
      t
      p
      u
      t
      )
      (
      o
      u
      t
      p
      u
      t
      )
      Can
      be used to provide an outline of chapter or lecture.
      Organized by main ideas and details.
      How can
      Can be as detailed as necessary.
      Cornell notes
      Sequential
      --
      take notes as they are given by instructor or
      help me
      text in an orderly fashion.
      organize my
      After class, write a summary of what you learned to
      ideas?
      clarify and reinforce learning and to assist retention.
      Can be used as study tool:
      Which side for
      1. Define terms or explain concepts listed on left side.
      diagrams?
      2. Identify the concept or term on the right side.
      Can be used to provide a "big picture" of the chapter or
      Why use
      lecture.
      concept maps?
      Organized by main ideas and sub-topics
      Limited in how much detail you can represent.
      Simultaneous
      -
      you can use this method for instructors
      who jump around from topic to topic.
      After class, you can add questions to the left side
      What are the
      Can be used as a study tool
      --
      to get a quick overview
      benefits to me?
      and to determine whether you need more information or
      need to concentrate your study on specific topics.
    • 143.
      • Summary is added at the end of ALL note pages on the subject
      • 144. Summary added AFTER questions
      are answered
      • Summary should respond to the problem or questions stated in the subject.
    • Economics
    • 145. Example
      (Diagram copied
      during lecture)
      (Questions about it )
      • How do the ticks find the cattle?
      • 146. Why don’t the ticks usually kill their host?
      • 147. How could tick infestations in cattle impact humans?
    • Anthropods
      Ninth
      Grade
      Biology
      Notes
    • 148. Great things about Cornell Notes
      Clearly incorporates Essential Questions
      Students devise their own answers based on
      Personal interaction with the content
      Text or class materials
      Learning style
      Classroom experience
      Supports good summarizing skills
      Provides a study guide
    • 149. Online Dictionaries
    • 150. Wordle
    • 151. Sonnet 116
      Let me not to the marriage of true minds
      Admit impediments. Love is not love
      Which alters when it alteration finds,
      Or bends with the remover to remove:
      O no! it is an ever-fixed mark
      That looks on tempests and is never shaken;
      It is the star to every wandering bark,
      Whose worth's unknown, although his height be taken.
      Love's not Time's fool, though rosy lips and cheeks
      Within his bending sickle's compass come:
      Love alters not with his brief hours and weeks,
      But bears it out even to the edge of doom.
      If this be error and upon me proved,
      I never writ, nor no man ever loved.
    • 152.
    • 153. FIT Sheet
      Three Steps to Better Comprehension
      Fact
      Interpretation
      Tie-In
      Instrument to assess reading comprehension, interpretive skills, and ability to tie reading selections into the real world.
      Scored on a three-point scale.
      One point for the F section
      One for the I section
      One for the T section
      Students may receive partial credit for one or more sections.
      The highest grade on a F-I-T Sheet is a 3
    • 154. FIT Sheet
      Facts - Be careful what you choose – it must be open to interpretation.
      Interpretation – Difficult for students
      Analyzing, evaluating, synthesizing, creating ideas and information –
      Students generally lose points in this section.
      They often restate the fact until they learn how to interpret and have an opinion
      Lends itself to the teachable moment
      Tie-In – Easy for students –
      Personal responses
      Learn about students’ values, beliefs, ideas, families, etc.
    • 155. Closure Strategies
      + Δ ?
      The Important Thing…
      Ticket out the Door
      3-2-1
      Capture your Thoughts
    • 156. Formative Assessment
      Important part of designing lessons
      Takes place constantly and consistently with great teachers
      At the end of the class is a great time for formative assessment
      Five strategies
    • 157. + Δ ?
      Students have an opportunity to share what they …
      + – found clear, good, fun, interesting
      Δ – found confusing, difficult, boring
      ? – have questions about
      + Δ ?
      + Δ ?
    • 158. The Important Thing
      Student Choice and/or Teacher Choice
      If students cannot complete the response, gaps in their knowledge exist.
      The Important Thing
    • 159. Ticket out the Door
      Flexible
      Daily
      General or Specific
      Ticket out the Door
    • 160. 3-2-1
      3 reasons for global warming
      2 ways to improve the quality of our air in Hickory
      1 thing you can do at home to improve help the environment
      3-2-1
    • 161. Capture Your Thoughts
      A great culminating assignment
      Conceptual
      Allows for maximum student input
      Capture your thoughts
    • 162. Impact
    • 163. Creating a Lesson Using Literacy and Vocabulary Strategies
    • 164. Brain Dump
    • 165. Previewing
      Scan “The History of Chocolate” – are there words that need to be defined?
    • 166. Vocabulary
      Winnowing: The process of removing the shell of the bean. In chocolate making, this process is completed by a machine
      “Nibs:” The husked and winnowed beans are called nibs.
      Conching: a mixer that heats and evenly distributes cocoa butter within chocolate
      Tempering: The process of slowly and steadily cooling the mixture – it prevents separation and ensures quality
    • 167. Five-Step Process for Teaching Vocabulary
      Present students with a brief explanation or description of the new term or phrase
      A conche is an agitator that evenly distributes cocoa butter in chocolate.
    • 168. Five-Step Process for Teaching Vocabulary
      Present students with a non-linguistic representation of the new term or phrase.
    • 169. Five-Step Process for Teaching Vocabulary
      Ask students to generate their own explanations or descriptions of the term or phrase.
      A conche is a type of big mixer that mixes cocoa butter into chocolate.
    • 170. Five-Step Process for Teaching Vocabulary
      4. Ask students to create their own nonlinguistic representation of the term or phrase.
    • 171. Five-Step Process for Teaching Vocabulary
      5. Periodically ask students to review the accuracy of their explanations and representations.
    • 172. Word Wall – Marzano Style
    • 173. GIST Strategy
      Highlight or Underline what you think are the seven to ten most important words in this passage (5 minutes)
      Combine lists at your table – top ten (3 minutes)
      Write one to two summary statements using as many of the listed words as possible. (3 minutes)
      Online stopwatch
    • 174. GIST and Chocolate
      After being roasted, the shells of the cacao beansare removed by a winnowing machine, and the remaining “nibs” are combined to bring out the perfect chocolateflavor before butter, sugar, and other ingredients are combined to make the bitter paste sweet.
      A rolling machine smoothes the gritty texture, and the all-important conchingprocess is used to heat and stir the aromatic mixture until it is placed in a tempering machine to slowly cool.
    • 175. The Important Thing About…
      Conchingis…
      The most important thing about this making chocolate is…
    • 176. From Cacao to Chocolate
    • 177. GIST with Wordle
      After being roasted, the shells of the cacao beansare removed by a winnowing machine, and the remaining “nibs” are combined to bring out the perfect chocolateflavor before butter, sugar, milk, and other ingredientsare combined to make the bitterpaste sweet.
      A rolling machine smoothes the gritty texture, and the all-important conchingprocess is used to heat and stir the aromatic mixture until it is placed in a temperingmachine to slowly cool.
    • 178. Comparing Sources
    • 179. Review
      Be selective
      Teach content area vocabulary before initial reading
      Define new words
      Apply structural analysis
      Use vocabulary strategies
      Practice
      Assess!
    • 180. :)
    • 181. Other Online Literacy and Vocabulary Resources
    • 182. Florida Center for Reading Research
    • 183. ReadWriteThink
      Crossword
      Flip Book
      Flip-a-Chip
    • 184. Scholastic Vocab Tools
    • 185. Text-To-Speech
    • 186. :)
    • 187. Questions?
      Please complete the evaluation before you leave.
    • 188. Questions?
    • 189. References
      Allen, J.(2004). Tools for teaching content literacy. Portland, Maine: Stenhouse Publishers.
      Beers, Sue (2008). Adolescent literacy. Alexandria, Virginia: Association for Supervision and Curriculum Development.
      Blachowicz, C., & Cobb, C. (2007). Teaching vocabulary across the content areas. Alexandria, Virginia: Association for Supervision and Curriculum Development.
      Bloom, Benjamin (2008). Mastery learning. Retrieved August 25, 2009, from Funderstanding Web site: http://www.funderstanding.com/content/mastery-learning
      Brassard, M. (1989). The Memory Jogger Plus+, pp. 17-39. Methuen, MA: Goal/QPC.
      Bouchard, Margaret (2005). Comprehension strategies for English language learners. New York, New York: Scholastic.
      Bullock, P., & Maben A. (2005). Cornell Notes. AVID: Decades of college dreams. Retrieved December 10, 2008, from http://www.regionvavid.org/user_docs/Resource/Cornell%20Notes%20Student%20PPT.ppt
      Burke, J. (n.d.). Jim Burke: English Companion. Jim Burke: English Companion. Retrieved November 3, 2009, from http://www.englishcompanion.com/index.shtml
      Department of the Navy (November 1992). Fundamentals of Total Quality Leadership (Instructor Guide), pp. 6-64 – 6-67. San Diego, CA: Naval Personnel Research and Development Center.
      Department of the Navy (June 1994). Methods for Managing Quality (Instructor Guide), Module 2, Lesson 4 pp. 48-57. Washington, DC: OUSN Total Quality Leadership Office.
      Deschler, D. (2006, August 8). Using Learning Strategies to Improve How Students Learn and Perform . Oregon Department of Education - Home - Oregon Department of Education. Retrieved November 3, 2009, from http://www.ode.state.or.us/.../elarts/.../deshler_usinglearningstrategies.ppt
      Frayer model. (2008). Retrieved October 16, 2008, from West Virginia department of education Web site: http://wvde.state.wv.us/strategybank/documents/BlankFrayerModel.doc
      King, R. (1989). Hoshin Planning, The Developmental Approach, pp. 4-2 – 4-5. Methuen, MA: Goal/QPC.
      Marzano, R., Norton, J., Paynter, D., Pickering, D., & Gaddy, B. (2001). A handbook for classroom instruction that works. Alexandria, VA: Association for Supervision and Curriuclum Development.
      McKeown, M., I Beck, G. Sinartra, and J. Loxterman, 1992. “The Contribution of Prior Knowledge and Coherent Text to Comprehension.” Reading Research Quarterly 27: 79-93.
      Thompson, M., & Thompson, J. (1996). Learning-focused middle & high schools: A high achievement project. Boone: Learning Concepts, Inc.
      Visuwords online graphical dictionary. (2008). Retrieved September 27, 2008, from Visuwords online graphical dictionary and thesaurus Web site: http://www.visuwords.com/
      Voicethread. (2008). Retrieved September 27, 2008, from Voicethread Web site: http://www.voicethread.com/
      (2008). [Weblog] Affinity diagram. Toolbox for IT. Retrieved October 20, 2008, from http://it.toolbox.com/wiki/index.php/Affinity_Diagram#Introduction
      York-Barr, J., Sommers, W., Ghere, G., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators. Thousand Oaks: Corwin Press.
    • 190. This work is licensed under a
      Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
      For more information, visit http://creativecommons.org .
      Credit info: Heather Mullins, Hickory Public Schools
      Curriculum Specialist
      Donna Murray, Hickory Public Schools
      Instructional Technology Specialist
      mullinshe@hickoryschools.net
      murraydo@hickoryschools.net

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