navigating the big six

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Navigating the Big Six

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Filling out your Post-It Note

List the Strategy(ies) or Skill(s) you want to know more about

Grade Level or Content Area

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What is a literacy procedure?

Preparation

Assistance

Reflection

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Preparation

• Determine background

• Build background• Activate prior

knowledge• Internalize motivation

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Assistance

• Read with a purpose• Develop comprehension• Make connections• Generate questions• Determine important

concepts

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Reflection

• Determine comprehension

• Integrate new learning with previous knowledge

• Extend the reading experience

• Increase retention

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PAR Lesson Framework

Only when students go through the entire lesson framework will they read up to par.

Mnemosyne was the Greek goddess of memory.

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Learning Strategies

Preparation Assistance Reflection

Textbook QPP Exit Treasure

Slip P.S. Hunt

Turn andFour Structured TalkCorners Overview Gallery

GIST Walk RAFT

Anticipation Guide Mnemonics Data on Display

Think/Pair/Share

Cornell Notes

KWL

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Summarizing

• Only skill identified in both Reading Next and Writing Next as improving essential literacy skills

• Essential in research and other expository writing

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Summarizing

• Only skill identified in both Reading Next and Writing Next as improving essential literacy skills

• Essential in research and other expository writing

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Summarizing

Cornell Notes

GIST

Jigsaw

KWL

Paired Questioning

Reciprocal Teaching

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KWL: What-I-Know Chart

What What I What II Know Want to Know

Learned

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Variation: K-W-W-L

K W W LWhat do we know?

What do we want to know?

Where will we find this information?

What have we learned?

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HSTWMMGWGenerating Interactionsbetween Schemata and Text

________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

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Generating Interaction between Schemata and Text GISTLiteracy in Agriculture Education, National Agricultural Education Inservice, January 31- February 2, 2008 

Agricultural awareness is not agricultural literacy. Frick, Kahler, and Miller (1991) defined agricultural literacy as ―possessing knowledge and understanding of our food and fiber system. An individual possessing such knowledge would be able to synthesize, analyze, and communicate basic information about agriculture.‖ How we have tended to use agricultural literacy tends more toward agricultural awareness. Knowing where milk originates is factual information, the what, and tends toward agricultural awareness. Disciplinary literacy in agriculture is something more, something deeper. Reading and writing in agricultural sciences involves reading diverse, complex texts consisting of specialized vocabulary and existing in various genres (i.e.: textbooks, electronic media, trade books, technical manuals, labels, magazines, Extension bulletins, etc.—an array found in few other secondary courses.) Comprehension requires the creation and application of knowledge to solve problems and created solutions.

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Question/Answer/Relationship

• Right There• Think and Search• You and the

Author• On Your Own

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QAR has been proven to increase students’

comprehension more than many other questioning

strategy. It fosters listening, speaking and

reading; and if students write their own QARs, it

offers writing opportunities.

Richardson and Morgan, 1994

Question/Answer/Relationship

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Sample QAR Passage

Laura’s goal was to run five miles a day.On Friday she ran one mile before school. In P.E. class she ran two miles around the school track. After dinner that night, she and her father won first place in the “Run for Your Life” event at the country fair. Laura went

home that night tired but satisfied.

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Right There

What was Laura’s goal?

Run five miles a day

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Think and Search

How many miles did Laura run

before dinner?

Three miles

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You and the Author

What was the length of the

“Run for Your Life” event?

At least two miles long

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On Your Own

What might be some of the benefits

that result from running five miles a day?

You will be a healthier person.

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Q-Chart

Is Did Can Would Will Might

Why

How

When

Where

What

Who

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Paired Questioning

• Pairs read title, subtitle, captions, etc• Each asks questions• Each reads text silently• Reader A questions Reader B• Reader B answers using text• Reader B questions Reader A• Reader A answers using text• Reader A explains important ideas and

draws conclusions• Reader B agrees or disagrees and gives

reasons

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Paraphrasing

Agriculture

“History of Agriculture”

Cornell Notes: As students read a chapter about the history of agriculture, they take two-column notes with the main ideas on the left and subordinating details on the right. In small groups they compare and combine their notes to share with the class.

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History of Agriculture

definition art, science, industry of managing growth of plants and animals for human use

divisions ag. engineering—irrigation, drainage conservation, sanitation

ag. chemistry—fertilizer, insecticides, fungicides, soil makeup/analysis

farm productivity—plant breeding, genetics,

processing, packing, marketing

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Categorizing

KWLGraphic Organizers

Frayer Model

Concept Definition Guide/Map

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Inferring

RAFT

Questioning the Author

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Questioning the Author

• What does the author think is most important?• What is the author’s message?• What does the author assume we already know here?• How does this connect with what he has told us

before?• How is this consistent with what he told us before?

What is different?• Did the author explain this clearly? What is unclear?• Does the author tell us why?• How could he have made this easier to understand?• What is his attitude toward this topic?

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R—role of the writer (Who or what

are you?)

A—audience for the writer (To whom

or what are you writing?)

F—format of the writing (What form

will your writing assume?)

T—topic (What are you writing

about?)

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Predicting

KWL

Story ImpressionsAnticipation Guides

Visual Prediction Guide

Reciprocal Teaching

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Visual Prediction Guide

• Talk students through a purely visual piece of text: chart, table, graph, illustration.

• Have students notice the form of visual aid.• Have students brainstorm about why the author

chose to use a visual form of this information.• Ask students how the visual form affected their

understanding of the information.• Ask students to create alternative visual

depictions of existing graphics or original visuals for texts lacking them.

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Questions for Life

55

Therefore, teachers must study learning and student work.

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Content Vocabulary

Vocabulary CluesConcept Definition Maps

Mathematics Reading KeysFrayer Model

Possible SentencesWord Walls

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Vocabulary Clues

If you usually kick with your right foot and

point with your right hand, then your left

hemisphere is in control. But if you usually

use your left foot and left hand, then your

Right hemisphere is dominant.

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HSTWMMGWRecognizing Academic/Technical Vocabulary

Electricity and Electronics

“Basic Electrical Circuits”

Possible Sentences: Students write possible sentences for three to five words the teacher has written on the board (resistance, ohm, conductor, insulator, semiconductor). In small groups they choose the best sentences to put on the board. Then they read the text passage and write a “real” sentence for each word to demonstrate they understand its contextual definition. Again they work in groups to choose and share the best sentences.

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Possible Sentences

• In the left column, write four possible sentences—one for each word.

• Wait for further directions.Possible Sentences Real Sentences

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Possible Sentences

capacity

equilateral

perimeter

rod

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Frayer Model/Word Sort

·Four sided·Sides of equal length·Opposite angles equal·Perimeter is 2(l + w)·Area is b x h

·May/may not be right angles·Length of sides can vary·Diagonals may/may not be equal in length

Examples Non-examples

Rhombus

  Literacy Across the Curriculum, SREB, p. 120  

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A__________ J__________ S__________

B__________ K__________ T__________

C____________ L____________ U__________

D__________ M_________ V__________

E____________ N_________ W_________

F____________ O_________ X__________

G____________ P_________ Y__________

H____________ Q_________ Z__________

I___________ R_________

Alphabet Review