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
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
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.”
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.
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
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
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
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?
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
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
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
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
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?
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
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
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.
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
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
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.
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…
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.
179. Review Be selective Teach content area vocabulary before initial reading Define new words Apply structural analysis Use vocabulary strategies Practice Assess!
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
Editor's Notes
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.
