Visual tools for teaching college- and career-readiness standards

Visual Tools for Teaching College- and Career-
Readiness Standards

Edwin Ellis, Ph.D. Craig Henden, BA
Professor, Special Education, Math Teacher
The University of Alabama Oakman Middle
edwinellis1@gmail.com School
(205) 394-5512

For information about how to access Smart
Visual software featured in this
presentation or professional development
Elizabeth Long, MA for your school, please contact Dr. Edwin
RTI Coordinator Ellis
Hartselle High School

© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com

Readiness Standards

(205) 394-5512

PART 1: Reading Standards

Elizabeth Long, MA
RTI Coordinator


Readiness Standards

Professor, Special Education Math Teacher
(205) 394-5512

Elizabeth Long, MA
RTI Coordinator
PART 2: Writing Standards

Readiness Standards

(205) 394-5512 PART 3: Math Standards

Elizabeth Long, MA
RTI Coordinator


LANGUAGE ARTS READING
Key ideas & Craft & Knowledge &
details Structure Ideas Integration
Identifying Use Drawing
Key ideas & Details Text Features to Aid Conclusions
Comprehension
Identifying
Asking/Answering
Questions Texts’ Similarities &
Determine / Clarify Differences
Meaning of Words
Making Comparing
in Text
Connections Author’ Points / Positions
Cite Identify Distinguishing b/w
Textual Evidence Author’s Purpose Fact, Opinion, &
Reasoned Judgment
Differentiate b/w Recognize & Use
Text Structure Cues Integrating
Explicit & Implied Info
Multiple Info
Explain How Recognize Sources
Assessing
Ideas Were Developed Point-of-View, Bias, Author’s Claims,
in Text etc. Reasoning & Evidence

All about… visual tools that target specific
NCCS standards 3 BIG IDEAS about
All about… embedded prompts that cue what visual tools
/how to think about essential info

All about… applying principles of strategic
instruction when using visual tools


NCCS standards
Summarizing
Key Ideas & Details

Webs can be excellent visual tools for teaching summarization skills…

Are the other visual tools that work better?

Which would you rather have?


NCCS standards
Summarizing
Key Ideas & Details

Webs depict “whole-to-part”
structures

WHOLE

PARTS


NCCS standards
Summarizing
Key Ideas & Details
Drawing
Conclusions

Much better….
“whole-to-part -back-to-whole
TOPIC
Is about…
WHOLE
Main Idea Main Idea

Details Details

PARTS

So what? What’s important to understand about this?
WHOLE

NCCS standards
Summarizing
Key Ideas & Details
Drawing
Conclusions


NCCS standards

Making
Comparisons

Venns can be excellent visual tools for for comparing…

Are the other visual tools that work better?



Bald Eagle Red-Tailed Hawk
DIFFERENT SIMILAR DIFFERENT
They eat fish and Carnivores They prey on small
use their talons or rodents and rarely will
claws to catch them. eat poultry.

They live near lakes, Temperate Deciduous They live in the open
rivers, marshes, and Forest country of various kinds,
seacoasts. including farmlands.

The Bald Eagle has a Both have white somewhere The Red-tailed Hawk
white on their body usually has a white chest
head and tail and a with a rust-colored tail.
blackish
body.

They create their nests The females lay two to Their eggs are white
using sticks.. The eggs three eggs at a time. with brown spots. The nest is
are white. Make nests of sticks in tall also made of bark and bits of
trees. fresh green vegetation.


Bald Eagle Red-Tailed Hawk
DIFFERENT SIMILAR DIFFERENT
They eat fish and Carnivores They prey on small
Food use their talons or rodents and rarely will
claws to catch them. eat poultry.

They live near lakes, Temperate Deciduous They live in the open
Habitat rivers, marshes, and Forest country of various kinds,
seacoasts. including farmlands.

The Bald Eagle has a Both have white somewhere The Red-tailed Hawk
white on their body
Color head and tail and a
usually has a white chest
with a rust-colored tail.
blackish
body.

They create their nests The females lay two to Their eggs are white
Nests using sticks.. The eggs three eggs at a time. with brown spots.The nest is
are white. Make nests of sticks in tall also made of bark and bits of
trees. fresh green vegetation.

Note the clarity that adding subtopics adds to the visual


Which would you rather have?

NCCS standards Making
Comparisons

Ice Berg Ice Flow

How
Formed

Where
Located

Movement © 2013 Edwin S. Ellis All Rights Reserved
edwinellis1@gmail.com
www.GraphicOrganizers.com

Comparisons

Ice Berg Ice Flow
Began as slow forming Began as surface
land-based glacier water freezes – makes
How (from snow)- breaks an ice layer on top of
off & falls into water ocean that breaks &
Formed refreezes
Most of it is below All of it floats on top
water of water;
Where
Can flip over Never flip over
Located
Move by wind & ocean May break apart to
currents; form ice islands,
Movement some travel to warmer Moves by wind only. © 2013 Edwin S. Ellis All Rights Reserved
areas = shipping Melt thus, not much edwinellis1@gmail.com
hazard shipping hazard www.GraphicOrganizers.com

Comparisons
Drawing
Conclusions

Ice Berg Ice Flow
Conclusion

Began as slow forming Began as surface Ice bergs made from
land-based glacier water freezes – makes snow = fresh water.
How (from snow)- breaks an ice layer on top of Ice flows made from
off & falls into water ocean that breaks & sea water = salty
Formed refreezes
Most of it is below All of it floats on top Both formed in polar
water of water; regions, thus require
Where REALLY cold weather
Can flip over Never flip over Both float
Located
Move by wind & ocean May break apart to Ice bergs are more
currents; form ice islands, dangerous than ice
Movement some travel to warmer Moves by wind only. flows. Ice flows can
areas = shipping Melt thus, not much look like land. Bergs
© 2013
E S. Ellis
hazard shipping hazard look like ice islands

NCCS standards

Explaining How
Ideas Developed

Plot Sequence

© 2013 Edwin S. Ellis All Rights Reserved
edwinellis1@gmail.com
www.GraphicOrganizers.com

NCCS standards
All about… embedded prompts that cue what

So far, we’ve been looking at
generic graphic organizers that
are excellent tools for
addressing NCCS standards

Some NCCS standards require visual tools that are
specifically designed to teach them
These are specialized visual tools
“Discipline-specific”, not generic

NCCS standards
Asking / Answering Determining
/how to think about essential info Questions Meanings of Words

Term Definition (in your own words)

Make up a WHO question that includes the term in the question

Guess the answer to your question

© 2013
E S. Ellis

NCCS standards

© 2013 E. S. Ellis
All Rights
Reserved

NCCS standards

Know * Learned* Questions
Vocabulary Smart Visual

© 2013 E. S. Ellis
All Rights
Reserved

NCCS standards
Asking / Answering
/how to think about essential info Questions

Write your WHY question here Think-back
Ask & Answer Questions
Reading Smart Visual
Write your answer here

Write your HOW question here

Write your answer here

© 2013 E. S. Ellis
All Rights
Reserved

NCCS standards
Asking / Answering
/how to think about essential info Questions

What words best describe the
setting?
Questioning The Author
about the Setting
How does the way you describe
the setting affect the mood in
the story?

How the setting affect or shape
the main character in the story?

Why does the the setting impact
the main problem in the story?
© 2013 E. S. Ellis
All Rights
Reserved

NCCS standards

IMPORTANT INFERENCE (addition Drawing
EVENT(summary of info about event that Inferences
facts provided by the might be true)
author about event)

Inferences about Events

© 2013 E. S. Ellis
All Rights
Reserved

NCCS standards

Drawing
Inferences
…how the character treats others
…how the character views his/her self
…what motivates the character
CHARACTER
…how the character deals with problems
FEATURES
…character’s values

Inferences about how the
character’s features was shaped
by the setting or events

© 2013 E. S. Ellis
All Rights
Reserved

NCCS standards

Drawing
Inferences

PROBABLY BECAUSE…
SHAPED BY
THESE SETTING
CHARACTER or EVENT
FEATURES FEATURES

Inferences about how the
character’s features was shaped
by the setting or events

© 2013 E. S. Ellis
All Rights
Reserved

NCCS standards

Describe an important event in the story

Recognizing
Point-of-View, Bias

Who is telling CHARACTER
the story? Narrator’s vs. Character’s
Point-of-View
What the narrator How the character
seems to like or not views the event
like about the event DIFFERENTLY

Why you think the Why the character
narrator thinks or thinks or feels this
feels this way way
© 2013 E. S. Ellis
All Rights
Reserved

NCCS standards

Summary of an important EVENT in the story
Recognizing
Point-of-View, Bias

How the narrator seems How the narrator’s
to feel about the event feelings affect the way Impact of Narrator’s
or characters involved the event is described Point-of-View on How
in it Story is Told

© 2013 E. S. Ellis
All Rights
Reserved

NCCS standards
Source &
EVENT
Author
Distinguishing b/w
Tone A reporter may express opinion (approval, ridicule, etc.) via tone of voice used when
Facts, Opinions, &
Reasoned
discussing the topic Judgment
Exaggeration Exaggerating the characteristics of something/ someone often reflect bias.
Recognizing Assessing
Point-of-View, Bias Author’s claims

Title The wording of a report’s title may reflect the author’s opinion about the topic of
the report.
Author Bias
Inclusion or omission of info Reading Smart Visual
Author chooses to include or omit specific info about a
topic. Only by comparing explanations about a topic from a wide variety of sources
can “omission” bias be observed, so it is difficult to detect.
Word choice The choice of words an author uses to describe something (gathering vs.
mob) or name something / someone (child vs. brat); use of words that
express positive / negative value.

Placement The position in a report (beginning, middle, end) that an idea is presented
may cause people to view its importance differently.

Picture / video selection How something / someone appears in a picture or video can
dramatically sway perceptions; picture captions or video
narrations also may reflect bias.

NCCS standards
Source &
EVENT
Author
Distinguishing b/w
Facts, Opinions, &
Reasoned
Judgment

Author Bias
How balanced was the author’s report?
(provide evidence from the source material to
support your opinion)

How impartial was the author?
(provide evidence from the source material to
support your opinion)

How well did the author substantiate the
information in the report? (provide evidence
© 2013 E. S. Ellis
from the source material to support your opinion) All Rights
Reserved

NCCS standards

Source &
EVENT
Author

How balanced was the author’s explanation?

VERY BALANCED VERY ONE_SIDED Point-of-View, Bias Author’s claims

Equally explained the different Explanation was one-sided;
perspectives people may have failed to explain alternative Balanced vs. One-sided
about the topic; explain perspectives; ignored
conflicting arguments Report
conflicting arguments

© 2013 E. S. Ellis
All Rights
Reserved

NCCS standards

Source &
EVENT
Author

How balanced was the author’s explanation?


Reason 1 for rating / include information from Balanced vs. One-sided
source material Report
Reason 2 for rating / include information from
source material

© 2013 E. S. Ellis
All Rights
Reserved

NCCS standards
/how to think about essential info Making CAUSE / EFFECT
Connections

This person Caused this to happen

Specific Specific
How or Why? information about
information about
the person what happened

This person’s positive to negative impact on the world TM
MakesSenseStrategies.com © 2011 Edwin Ellis

NCCS standards
Making Determining
/how to think about essential info Connections Meanings of Words
PERSONAL
CONNECTIONS

Word Walls
Knowledge Vocabulary
Word Definition Picture
Connection Smart Visual

© 2013 E. S. Ellis
All Rights
Reserved

NCCS standards
Summarizing
Key Ideas & Details
/how to think about essential info Making
Connections

Person
Is important person because…

Ways to describe this person…

Know for… Not know for… Impact on Someone
-or- world from today’s
Don’t confuse THEN & world this
with… NOW person is like
or not like…
Because…
Because…

Knowledge Connections

This person makes you Because…
© 2013 E. S. Ellis
All Rights
think of… Reserved

NCCS standards 3 BIG IDEAS about
All about… embedded prompts that cue what visual tools

All about… applying principles of strategic instruction when using visual tools

We’ve developed specific high-engagement instructional routines for using
visual tools….
* BEFORE the lesson to activate & assess background knowledge, pre-
teach vocabulary & create anticipation for learning.

* DURING the lesson to both teach the NCCSS language arts literacy
skills AND teach subject-matter
Text-to-notes routines
Notes-to-writing routines
Project-based learning routines

* AFTER the lesson to facilitate reflective reviews and use of “essential
questions” about the tools students are learning to
use and the relevance of the subject-matter they
have been learning © 2013 E. S. Ellis All Rights Reserved

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