connie henderson instructional strategies re 5730 dr web viewthe teacher models writing the word(s)...

Connie Henderson Instructional Strategies RE 5730 Dr. Moorman Spring 2011

Brozo , W. (2010 ) . T o be a boy , t o be a re ader . Ne wa rk , N . J . : I n t e rna t iona l Read i ng As s oc i a t i on , I nc .

William Brozo’s book can be used as a source of ideas and strategies for teachers interested in motivating adolescent boys to become interested and engaged readers. However, Brozo wisely points out as he includes a female as one of the four students he highlights in his discussion of his Real Men Unit, “I included a female in this profile to make sure that teachers recognize the value of this unit (and others similar to it) for helping to clarify and transform girls’ attitudes toward boys and men. Girls, especially those whose lives are filled with negative male images, are also in desperate need of positive male images.” Following are just some of his strategies to use in classrooms.

My Bag is an activity in which students bring a bag or backpack filled with carefully selected items about themselves, their interests, their dreams, and their families. They have to think about themselves and how objects can tell their story and symbolize who they are. Brozo’s approach is to take items from the bag and have other students pose questions to the student about his bag. He does this to build questioning strategies and to encourage students to show genuine interest in their classmates. He is also trying to discover what is interesting to, especially the boys, so he can get reading material that will interest and motivate them.

I love this idea and I would use it if I were teaching. It would be a great way to begin the school year to help students get to know one another as I begin to get to know them. I might repeat it in January as a way to get back into the school routine and discover changes in my students and their lives. Of course as a teacher this serves another very important purpose: It allows the teacher to find out what each student is interested in. This is critical information for the teacher of adolescent boys who are often struggling readers. Knowing what interests them would help me find books as well as other types of text that would engage them as readers. It would help me build a classroom library that includes books of interest to struggling adolescent readers. I also think it is very affirming and motivating to know your teacher is truly interested in you and is trying to help you achieve success in the classroom. My Bag would be used before beginning reading.

William Brozo suggests Book Clubs as a way to engage struggling adolescent boy readers. His example is of a seventh grade remedial reading teacher who created a book club of seven boys who were two or more years behind in reading. Each boy had a negative attitude toward reading. The teacher contacted William Brozo for help. He directed her through emails. Brozo made it very clear that she must choose books based on the boys’ interests. This teacher chose to use an Interest Inventory to quickly find out their out-of-school interests. (This is another strategy Brozo discusses in his book. Interest Inventories can help a teacher quickly tap into students interests.). These students

were given choices of ways they could share their books. The teacher also got William Brozo involved in email discussions with her students!

Based on what I read I would try Book Clubs with students if I were teaching. I would also recommend them to beginning teachers I might be asked to Mentor. I would absolutely give the students an Interest Inventory and find books they were interested in reading. Book Reports could be as creative as my students! I would require that the report must show they read and understood the book. I would attempt to find the struggling boys a male in the community or a boy in another school so they could conduct email discussions about the books. And I would try to get help for my students from the technology leader in the school, if needed, so they could creatively share and report on their books. Interest Inventories would be used before reading.

E-Book Talks are described in Brozo’s book as a strategy to engage struggling male adolescent readers, as they share a book they read, and encourage other students to read it. Book Club groups can create e-book talks. The talks feature an exciting moment, music, pictures, or an excerpt read with great expression. It is a personal introduction similar to a movie trailer: a condensed advertisement designed to entice students to read a book. E-book talks can be archived on the classroom computer ready to be enjoyed by others.

At this point William Brozo’s book made me wish I had a class to try this with! Students are so technology savvy this would be as easy for them as reading is for me! They could help me! I do have a neighbor who teaches seventh grade. I plan to share this book with her. If I had a class or if I were advising a beginning teacher I would try this out. It’s a perfect alternative to a traditional book report and a perfect strategy for cooperative learning. In directing boys to books that would interest them I would use Brozo’s “10 positive male archetypes to guide adolescent boys through the archetypal world of the male psyche.” At the back of his book I would use the Appendix that lists each type and gives books under each that are: adolescent novels, informational books, easier reading, and graphic novels. I believe this approach would be effective as well as exciting for students and teachers! E-Book Talks would be used after reading.

Dym ock , S . , & N icho l son , T . ( 2010 ) . "h igh 5 ! " s t r a t eg i e s t o e nhance compre hens ion o f expos i to ry t ex t . T he Read i ng Te acher , 64 (3 ) , 166 -178 .

This article contains strategies students use to get information they need from expository text. Here, a comprehension strategy is seen as a plan or technique students use to get information they need from text. The five strategies they suggest have published studies that support their use. The authors cite the sources in this article. The goal of the authors is to show how to teach students the 5 strategies they think are the most important. The five strategies are: 1. Activating Background Knowledge, 2. Questioning (one’s self before and during reading), 3. Analyzing Text Structure (key

words, subheadings, labels, captions, glossaries), and Descriptive Structures. (They focus on the attributes of something, the qualities that distinguish it from other things. For example, patterns students encounter most frequently are: list, web, and matrix. While a list or a web describes just one thing, a matrix compares and contrasts two or more topics. There are also Sequential Structures, Cause-Effect Structures, and Problem-Solution Structures.), 4. Creating Mental Images Graphic organizers used in strategy 3 help students get a visual structure in their minds. Authors of the article point out that this is not a mental picture. They believe pictures fade and details get lost. Their image is the actual structure, the “ribs and bones” of the text. 5. Summarizing By identifying Strategy 3, the text structure, students can make a diagram of the structure. Critical ideas can be selected and used to summarize the material orally, visually, or in writing.

The full article gives examples of all the maps needed for expository texts. Also included is a High 5 Comprehension Bookmark. To clarify the process a lesson is included, step by step with what a teacher and students might say. If I were teaching I would try this. As a Mentor I would guide a beginning teacher through this process because I can see the value to students. The example lesson was from science, but the method is adaptable across all expository texts. This would take time, but it would be time well spent. I would post examples of the maps in the room for students to look at as we discussed which map we might need to use. I would also give students a copy of the High 5 ! Comprehension Strategies Bookmark. It reminds students the strategies are: 1. Activating background knowledge, 2. Questioning, 3. Analyzing text structure, 4. Creating mental images, and 5. Summarizing. The example lesson includes opportunities for students to turn and talk with a partner before the teacher has a class discussion. With enough practice I can see how students could internalize this process for expository text. Students could take these strategies with them into their future and use them to make sense of expository text. These strategies can be used in all stages of reading.

Bueh l , D . ( 2005 ) . Clas sr oom s t ra t eg i e s f o r i n t e r ac t i ve l ea r n ing . Ne wa rk , N . J . : I n t e rna t i ona l Re ad ing A s soc i a t i on .

Character Quotes can be used to study characters in literature or real people in social studies texts. The teacher chooses one character from the text and quotes that portray different elements of the character’s personality. For younger students when using a shorter book the teacher may have to suggest something that character might have said. Each quote is written on a piece of paper. Students are organized into cooperative groups of three or four. Groups brainstorm as many words as possible that might describe that character based on the quote. Then each group reads their quote to the entire class and shares their list of character traits and qualities. The teacher then reveals that all the quotes were about the same character. Groups then work to make a personality profile of the character. After reading the text students can compare their profiles to the character, make additions or changes. Students can reflect on the character in their journal writing.

I would use this as a pre-reading activity in social studies or reading. It would foster prediction, discussion, vocabulary development, cooperative learning, and interactive reading. To keep students thinking, the second time I used it I would use quotes from 2 characters who were very different (without telling them!). After our discussion and reading the text they could use 2 columns or a Venn Diagram in their journals to compare and contrast the 2 different characters. In addition I would give them some directions about what I wanted to read in their journals so I could assess what they gained from the activity. Then they could add other reflections. When I checked journals I could see if they understood the character(s) we read about. This strategy would be used before and after reading.


Magnet Summaries identify the key terms or concepts-magnet words- from a reading passage. Students use these key words to create a summary. To introduce the concept of magnet words the teacher leads the class to note the effect a magnet has on metal. Like a magnet, key words attract information. Try to help students see in Science and Social Studies often, though not always, magnet words might be in bold or italic type. Students will look at text and find magnet words. The teacher models writing the word(s) in rectangles on the board or on the overhead. Students have index cards and complete their cards as they follow the teacher. Detail words or phrases are written around the magnet words. Students continue till they have 4 or 5 cards. The teacher shows students how to use the details on each card to write a sentence that sums up that idea representing a passage from the text. It might be best to work out these sentences on another piece of paper first. Students may work together to write sentences which will eventually go on the back of each card. Then sentences can be arranged and read to summarize the entire text that was read. A summary can be written from these cards working on connecting and combining ideas so they flow smoothly.

I would use magnet summaries in Science or Social Studies. I would spend time teaching text features first. At first I would pre-read the passage or section of the book helping students identify true magnet words. For the first couple of times I would probably allow students to complete the process with me, discussing and asking questions as we worked through the process. Next I would ask them to supply the magnet words and allow them to work together to complete the details on the front and a sentence on the back of their cards. I would monitor their work and check on their understanding. After that we would share, correct, and discuss their work. Eventually they should be able to work together to complete the process with little help from me. Their cards would be a good study and review activity when preparing for a test. The summaries of their cards would be good to record in their journals. Magnet summaries would be used during and after reading.


An Anticipation Guide is a strategy using statements about major ideas from text to be presented to students. The statements activate students’ thoughts and opinions before the text is read and can activate students’ prior knowledge. Anticipation Guides can also build curiosity about a new topic and set a purpose for reading. They can be used in any content area as well as for nonprint material. Anticipation Guides can have four to six statements and should be tailored to the age of the students. Statements are written that the students agree with or that challenge what students know because of a lack of knowledge or a lack of complete understanding. Student responses may be Yes/No, True/False, or students may be asked to agree or disagree related to a scale indicating how strong their feelings are. A good practice in the lesson is to allow students to discuss their opinions and beliefs before and after the lesson. Students may be asked to write a supporting statement with each answer. After the text is read the teacher reviews their answers with students.

I would use, and advise beginning teachers to use Anticipation Guides, for specific purposes in Language Arts, Science, and Social Studies. They can activate prior knowledge and engage students in predicting and reading to confirm their predictions. Their thinking may be challenged and they may gain new information. Anticipation Guides could be very effective for read aloud books. I would choose books depending on what my objective was at the time. Teaching students about tolerance and getting along with others was an on-going theme in my teaching. Depending on the curriculum or a problem I had among my students, I would choose a good read aloud that would lead students into the thinking and behaviors that would help them and our classroom atmosphere. In Science and Social Studies Anticipation Guides could help me find out what my students thought they knew before our study. This is a perfect strategy to use to promote student discussion. Anticipation Guides could help students stay curious as they try to confirm their own thinking. One follow-up activity would be to have them write about what they thought before compared to after the text was presented. Anticipation Guides would be used in all stages of reading.


Jigsaw is a strategy that involves students reading different selections or parts of text then sharing what they learned with a group and/or the whole class. It can be a way to differentiate among students matching the level of difficulty to students’ skills in reading. Students are organized into Jigsaw groups of 3-6, depending on the class and material used. Each student is given a text to read and study, in effect becoming an expert in that area. Students are regrouped so those assigned to the same selections can compare notes and discuss what they learned. Groups can be given a concept map or a graphic organizer to combine and organize information. Or older students might use Post It Notes to record information. These are copied by the teacher. The next day students reassemble into their original Jigsaw groups of students representing each area of text.

Students use the information created and photocopied by the teacher to teach their Jigsaw group about their part of the information. Jigsaw groups discuss all the areas of the information. All members are responsible for teaching their information and learning other group members’ information. The Jigsaw strategy can help teachers differentiate as it helps students organize ideas, ask questions, discuss text, learn cooperatively, and engage in interactive reading.

I would use, or advise a teacher to use, the Jigsaw strategy across the curriculum. In Reading groups could investigate, authors, types of poetry, genres, themes in books, or characters. Jigsaw would be perfect in Science or Social Studies. Teachers can obtain leveled texts on the same topic. For example, schools buy a license from Science a-z.org. Then they can access materials on individual topics written on 3 levels. Students would have the opportunity to work on their level and benefit from harder material in a supported cooperative group. I taught younger students, so I would do pre-teaching of cooperative behaviors to prepare the class for this activity. I found for mastery to occur I had to present information several times in several ways. After student groups presented and discussed information these could be used as tools to study for tests. I might also try having the Jigsaw groups try to create a good test for the material. I would supply acceptable guidelines for types of questions and length of test. I have had students try to create tests. They are required to think deeply about what is important and how to ask questions that really assess understanding. While creating a test they are reviewing and organizing their thinking. Jigsaw is used as a strategy during and after reading.


Effective readers are able to generate images for themselves as they read. Helping all students visualize what they are reading brings the material to life and makes it more meaningful. Guided Imagery is a strategy that helps students visualize as they read and learn. It can prepare them for reading or deepen their understanding after they have read a passage. Beginning experiences with guided imagery could be to have them visualize something familiar like an animal or a favorite place. In science, for example, students often need some background before they can understand a passage the teacher reads and asks them to visualize. The teacher begins by having students look at the pictures in the text or extra pictures she provides. Next they close their eyes. The teacher slowly reads a passage one sentence at a time, pausing to allow students to process and visualize. Students share their reflections as they were imagining. They could first share with a partner before the class is asked to share reflections. They could write about what they visualized as a summary. After they have had practice in visualizing students can try creating their own Guided Imagery exercises. They might work in pairs or in groups describing what they visualized as they read parts of the text.

Reading rockets visual imagery . (2011) . Retr ieved from http://www.readingrockets.org/strategies/visual_imagery?theme=print

http://www.readingrockets.org/strategies/visual_imagery?theme=print

Reading Rockets provided some additional ways to use and adapt imaging as a strategy in reading. The teacher begins reading as students listen. She stops and asks students to discuss the images they created in their minds. She asks which words helped “paint” those pictures. She reads a few more sentences and repeats questions and discussion. Later students could be asked to read text and share the images they created as they read. Reading Rockets suggests students could use Think-Pair-Share to discuss their images. An extension they suggest is to use music. Students listen to music then draw or write about what they “see.”

I would use Guided Imagery in Social Studies or Science. In (Third Grade) Social Studies I would create a script for a pioneer child in the early years of Catawba County. I would read it to students as they formed mental pictures of what that life was like. After partner and class discussions I would have them write about what they learned. However, because they had been making mental pictures I would allow them to draw about what they were writing about. I might also read pages of the book Catawba Journey, a book written by local residents about the history of Catawba County. After I read a script I would show them pictures from the book to see if they could match their mental picture to the picture in the book I had just described. During Black History Month I would choose some good read-alouds and use Guided Imagery to try to help students more fully understand how it might have felt to be a black person before or during the Civil Rights Movement. Helping readers learn to visualize what they read can improve comprehension. Depending on how the teacher adapts Guided Imagery, it could be done before or during reading.

Reading rockets classroom strategies exi t s l ips . (2008) . Retr ieved from ht tp/ / :www.readingrockets .org/s trategies/exi t_s l ips? theme=print

Exit Slips are responses to questions the teacher poses at the end of a lesson. Most of the time these are short written responses, however students can be asked to respond orally as they leave a teacher’s class. At the end of a lesson students are asked to respond to a question or a prompt. There are several types of prompts: Prompts that document learning: Write one thing you learned today. Prompts that emphasize the process of learning: I didn’t understand… Write one question you have about today’s lesson. Prompts that evaluate the effectiveness of instruction: How was your experience today working in small groups? Other exit prompts: I would like to learn more about… Please explain more about… I wish… Exit Slips provide teachers with an informal measure of how well students have understood a lesson. They help students reflect on what they have learned, allow students to express what they are thinking about new information, and can help students think critically.

I used Exit Slips on a limited basis in my teaching. After reading this I would expand their use and encourage teachers I might work with to use Exit Slips. Exit Slips could help me assess students’ understanding and help me reflect on the effect of my

teaching from my students’ perspective. This strategy makes so much sense in the day of a busy teacher. Assessments do not have to be long or formal to be effective. Teachers could ask open-ended questions like: How could I make this or other lessons more effective for you? How would you like to share what you learned at the end of this unit of study? Or, I might use Exit Slips some days just to try to connect with my students. I might ask: What is going well for you? What isn’t going well? How might I help? I found as a teacher I was more effective when I gave my students ways to communicate with me and especially when they were convinced I cared about them as individual human beings. For academic purposes I could keep the written Exit Slips as part of assessment portfolios for each student. Exit Slips would be used at the end of a lesson.

Reading rockets classroom strategies partner reading . (2011) . Retr ieved from ht tp: / /www.readingrockets .org/s trategies/par tner_reading?theme=print

Partner Reading is a cooperative learning strategy in which two students work together on an assigned text. As described in Reading Rockets this Partner Reading strategy is more clearly defined than simply having two students sit down together to read. Reading Rockets describes Partner Reading as students taking turns reading and providing each other with feedback as a way to monitor comprehension. It provides a model of fluent reading and helps students learn decoding skills by offering positive feedback. It provides direct opportunities for a teacher to circulate, observe students, and offer individual remediation. The teacher identifies students who need help and students who are most appropriate to help. The teachers model the behaviors she wants pairs to display. Pairs take turns assuming the role of “Coach” and “Player.” The stronger reader begins as the “Player” reading orally for 5 minutes. The “Coach” follows along, helps correct mistakes, and offers encouragement. Pairs switch as reading continues.

I loved this different approach to just having two students sit and read! Following Reading Rockets’ instruction would allow weaker students a positive way to improve reading skills while the teacher could monitor and make notes about students’ reading skills. My thought was about how I would use this to help my struggling readers, and older struggling readers in the school. I would ask teachers of higher grade level students to allow some of their students come to my class for this type of Partner Reading. We would make sure the older reader had skills above those of my students. This interaction would reinforce skills of both readers and help both readers’ self-esteem. Learning this type of Partner Reading could develop skills that would transfer to reading in Science or Social Studies as students work together to make sense and pull information from text. Used during Science or Social Studies Partner Reading pairs could search for specific answers to questions using text features. I might set up 2 column notes and let Partner Readers search for answers in text. I think this type of activity is good to build a sense of community and to help students learn the rewards of helping others. I also believe students would learn to enjoy reading and in turn would do more independent reading

after a positive Partner Reading experience. Partner reading would be used during reading.

F reeze , R . ( 2006 ) . P r e c i s ion r ea d ing : ne w hope fo r s t r ugg l ing r eade r s . Jour na l o f t he In t e rna t iona l R ead ing As s oc ia t ion o f Spe c ia l Educa t ion , 7 (1 ) , 36 -46 .

Precision Reading is a novel approach to remedial reading instruction. It can be used with reluctant and struggling readers as well as with students with disabilities, attention deficit, and behavior disorders. The author worked with teachers, administrators, and graduate students to develop an effective, inexpensive, and practical reading intervention for struggling readers. It is a research-based approach to reading intervention grounded in automaticity theory, authentic assessment in reading, and repeated practice techniques in building comprehension. It is actually a combination of five strategy components: (1.) the core strategy, a structured form of automaticity training through repeated readings, (2.) formatting procedures - changing the font size, spacing, paragraphing, and sentence structure, but not the vocabulary of the reading materials, (3.) one or more support strategies designed to place words and their meanings in long term memory, (4.) comprehension strategies based on retelling, structured questioning, and reciprocal reading, and (5.) complementary strategies based on differentiated instruction techniques: Drop Everything and Read, choral reading, chapter book readings by teachers to students, challenge reading in which students count pages they read to achieve a goal and win a prize, home reading, and buddy reading with an older peer or an adult volunteer. My attention was especially drawn to this statement, “In Precision Reading, struggling readers use the same reading materials as their more capable peers in the regular classroom: enabling them to recover to grade level in reading, while at the same time covering concurrent curriculum topics.” I know nothing is as simple as it may sound. However, this seemed promising to me especially because this set of strategies keeps students in their grade level material instead of removing them from it to work on sets of isolated decoding skills in reading. The studies that have been done on Precision Reading showed it had a positive impact on comprehension and students’ motivation to read and students’ reading habits. It seemed to be effective, easily implemented, and inexpensive.

I would use this article as a resource to share with classroom teachers, teachers of Exceptional Children, principals, and curriculum specialists. Often we get overwhelmed trying to help struggling readers and say we don’t know of another thing we could do to help them. One important thing I have learned in the Reading Masters Program at Appalachian is that we should always search what educational research has to say. Our methods should be research-driven, proved by research. We need to keep reading! Research continues and I want to continue to learn from what research has to teach those of us who want it find ways to help all students become successful readers. Older struggling need and deserve teachers determined to find ways to help them become better readers.

INSTRUCTIONAL STRATEGY OVERVIEW SHEET

Connie Henderson RE 5730 Dr. Moorman Spring 2011 Lesson 1

Name of Strategy Anticipation Guide

Source (Use APA or MLA style)Buehl , D. (2001). Classroom strategies for interact ive learning . Newark, Delaware: Internat ional Reading Associat ion .

Text students will read (Use APA or MLA style)Pikulski , J .J . , & Cooper , J .D. (1991). Just l i s ten the l i terature experience houghton mi f f l in reading . Boston, MA: Houghton Miff l in Company.

(The s tory, Origami Truce, is on pages 110-130 in Just Lis ten. The story is taken from the book Lucky Charms and Bir thday Wishes . )

McConnell , C. (1990). Lucky charms and bir thday wishes . Boston, MA: Houghton Miff l in Harcourt .

Give a thorough explanation of the strategy as it is described in the original source.

An Anticipation Guide is a set of four to six statements developed by the teacher. It is used before students read to activate students’ thoughts and opinions. The teacher needs to consider students’ experiences and beliefs that will be supported or challenged by the reading. When the teacher identifies the concepts to be considered, the statements can be given on paper or can be presented on the overhead. Students respond to whether they agree or disagree to the statements. They can be asked to respond to how strongly they agree or disagree using a number scale. Students may be asked to discuss their responses with a small-group or the class. Responses may be oral only or students may be asked to write a supporting statement. Anticipation Guides can be used in almost any content area with nonprint media as well as written materials. Students might be asked to read the selection and take notes or highlight or use sticky notes. After reading students return to the Guide to discuss any changes to their responses based on what they read. Exactly how an Anticipation Guide is used each time depends upon the students and the specific goals the teacher has for the lesson and the specific students.

This lesson will be used in all three of the lesson phases.

Attached: The Anticipation Guide

Identify the North Carolina Curriculum Competency Goal(s) that your lesson addresses (you can copy and paste from the NCDPI Website).Third Grade Language Arts

Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

2.01 Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).2.02 Interact with the text before, during, and after reading, listening, or viewing by:

setting a purpose. previewing the text. making predictions. asking questions. locating information for specific purposes.

making connections.

Competency Goal 3 The learner will make connections through the use of oral language, written language, and media and technology.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

relating plot, setting, and characters to own experiences and ideas.

considering main character's point of view. making inferences and drawing conclusions about

characters and events.

reflecting on learning, gaining new insights, and identifying areas for further study.

Provide a lesson plan. Explain how you will introduce the strategy to the students. Describe where in the lesson plan (pre-reading, during reading, post-reading) the strategy will be used. Prepare and attach any necessary materials.

The Origami Truce is a story in a third grade basal reader. It is part of the book Lucky Charms and Birthday Wishes by Christine Mc Connell. The story is about Emily, a good student who finds school an enjoyable and successful experience, until Johnny Ringer decides to pick on her and make her days at school miserable. Johnny torments and bullies Emily no matter how hard she tries to avoid him or to not do anything to upset him. I think this is a good choice for third graders because most have encountered or witnessed some type of bullying behavior. Schools make an effort to create an atmosphere free of bullying. Students may not know some of the causes of bullying. This story could add to their understanding, foster discussion, and help stop bullying behavior in their school.

Using an Anticipation Guide for this story could be a good way to activate prior experience and then keep students making connections as they read this story. I would begin by giving students the Anticipation Guide (Attached at end of lesson). I would say,

“I am going to give you some statements to read. You will mark Agree or Disagree meaning you think that idea is right or not right. There are no wrong answers. This is not a test or a grade! You are just answering what you think before we read a story. Students will mark agree or disagree as I read each statement. I will take up the papers. Then I will read the statements again and allow students to discuss what they think with a partner. This story would be used for the whole class. It is a long story so I would begin reading aloud as they follow along. I would discuss key words like truce and origami having students help me define these words. We would discuss Emily and Johnny and why students think Johnny started to pick on Emily. Students could make connections and share examples of bullying they have experienced. I would ask them to predict if Johnny would continue to bully Emily. I would have students orally partner read the rest of the story, pairing a stronger reader with a weaker reader. Because this is a long story we would need to continue a second day. The next day I would return the Anticipation Guides and allow students to respond to each statement after having read the story. We would discuss if any of their answers changed. We would discuss if they learned anything about bullies or bullying. If so, what? To follow up the lesson I would ask students to respond to the story in their journals. They would begin with the statement: At first Johnny bullied Emily. Later in the story he _____________ because…I think he changed because …

If I were teaching I would make my Guidance Counselor aware of the work we had done with this story. In my school the Guidance came in and did group lessons with every class. It would be a good place for extension with her help, and further discussion of how to react to bullying,

Anticipation Guides would be used in all three reading phases.

Extra Credit: Implement the lesson. Describe what you did and what you would change if you were to do it again.

I am not teaching. I do not know a third grade teacher well enough to ask her to fit my lesson into her teaching.

Anticipation Guide

1. You can make friends at school.

Before Reading AGREE DISAGREEAfter Reading AGREE DISAGREE

2. Sometimes you will find bullies at school.


3. If you are being bullied you did something wrong.


4. If you are nice enough the bully will stop bothering you.


5. Bullies are just mean people who will never change.


6. Other people (besides the person being bullied) can help a bully so he/she no longer bullies other students.




Name of Strategy Magnet Summaries

Source (Use APA or MLA style)Buehl , D. (2001). Classroom strategies for interact ive learning . Newark, Delaware: Internat ional Reading Associat ion.

Text students will read (Use APA or MLA style)Frank, M.S. , & Jones , R.M. (2000). Harcourt science . Orlando, FL: Harcourt School Publ ishers . (pages A10-A17)


Magnet Summaries involve the teacher identifying key terms or concepts, magnet words, from a text students read. Then the teacher guides the students to organize the information into a summary.To introduce the idea of magnet words question students to find out what they know about magnets and (certain) metals. In case they do not know, the teacher should have a magnet and some iron or steel to demonstrate for the students. The teacher may have some students come up and demonstrate. Just as a magnet attracts metal, magnet words in text attract information.

Have students investigate text and ask if they think they have found some magnet words. If students are not familiar with text features point out that magnet words often appear in titles, headings, bold or italic print, or may be highlighted. However, caution students that not all words in italic are necessarily magnet words. With students help identify the first magnet word. Write the word on the board or on the overhead. Give students an index card or part of a piece of paper and have them follow along; writing what the teacher writes. Discuss with students words and short phrases that are connected to the magnet word and help define it. Give students extra cards and continue. If this is the first time magnet words have been presented or if students show they are unsure, the teacher needs to work through the process with the class. When all magnet words are identified and defined the teacher guides the class into creating a sentence that summarizes the information on each card. The sentence is written on the back of the card after it is worked out on a separate piece of paper. Finally, the sentences on the cards are combined to create a summary of the text.

After students learn the process and understand text features, the teacher may want to try letting students work in pairs or cooperative groups as she monitors and provides help. The students’ cards and summaries will be a valuable tool to use when studying for a test. If the teacher offers students choices for sharing what they learned the magnet summaries will be organized facts that will be very helpful.Identify the North Carolina Curriculum Competency Goal(s) that your lesson addresses (you can copy and paste from the NCDPI WebsiteThird Grade Science

Competency Goal 1: The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.06 Observe, describe and record properties of germinating seeds.


Before I used Magnet Summaries I would build some background with my students. I would review first grade Science Goal 1.01 Investigate the needs of a variety of different plants: Air, Water, Light, and Space. Pages A 6-7 in the text provides a short review. Students need this background as a foundation for my lesson.

Our Science book shows pictures of the inside of bean seeds and progressive pictures of sprouting seeds. Before we read about the sprouting seeds I would have students: 1. Investigate bean seeds I soaked overnight so the seeds are swelled and easily opened. I would have students separate the seed coat from the seed. Then I would have them carefully open the bean seeds and remove the tiny stem with its attached leaves (the seedling). I would have my students carefully tape the parts onto a piece of paper and label them. 2. We would conduct the experiment in the book in which several kinds of seeds are placed in separate clear plastic bags with a damp paper towel. The bags are taped to a sunny window. Students observe the bags for 10 days and record the results. 3. Next, I would give students a small clear plastic cup filled with planting soil and 4 bean seeds that were soaked overnight. I would direct students to push the seeds into the soil against the outside of the clear plastic cup so we could watch them germinate. I would water the seeds as needed. The cups would be places on a sunny window sill, except for my cups. My cups would be watered just like theirs, but I would place one in the closet and one in a refrigerator. I would create a simple journal for my students. We would observe their cups and mine daily, recording any changes we see. The students would watch their seeds sprout (germinate), send roots down into the soil as the stem with tiny leaves attached pushes up through the soil. The plants grow larger with bigger leaves and more roots. My closet cup seedlings begin to sprout but do not continue to grow as the students’ plants do. My refrigerator cup seeds do not sprout. We would discuss that all our seeds needed water and warmth to germinate. To continue to grow their plants showed plants need water and sunlight.

After the hands on experiences, observations, discussions, and recording results in their journals, I would have students open their books to page A12. When I taught third grade I waited till spring to study plants. Therefore, I would have taught them about text features in the Science book. Otherwise a teacher would need to carefully guide students to understand the text features. We would read pages A12- A17 together. I would give them index cards. We would identify the first magnet word: seed which is highlighted in the text. We would search the text together and find on page A15 information we need. I would write “seed” on the board as they write the word on their cards. Together we would add information around the word : packages with plants inside, has a “coat” for protection, stored food inside. We would work to create a sentence that summarizes the information about a seed. They would do this on another sheet of paper. I would create a sentence on the board. They could copy my sentence or try to create their own sentence. I would walk around to monitor and offer help as needed. Their sentence(s) when correct would be written on the back of the “seed” card. Their sentences should include all the

information on the front of their index card and should be correct and make sense. A response might be: Seeds are like packages with a protective coat wrapping. Inside the seed is a tiny plant stem with leaves and stored food for the plant.

Work would continue as we identified and defined: seedling, germinate, sprouting seeds need:,and growing plants need: It’s hard to find one text that includes everything needed to teach a goal on the SCOS. In writing their sentences students can draw on prior knowledge gained from experiments and information recorded in their journals. I would help students combine their sentences into a summary to use as a study tool. However, once their sentences are combined into a summary I might also have them create a little book explaining how seeds germinate complete with illustrations. Magnet Summaries could be used during reading the text and after reading. Once students are familiar with Magnet Summaries students could be told before reading that they will be reading the first time as they look for magnet words to complete in the next part of the assignment.


I am not teaching right now.


Connie Henderson RE 5730 Dr. Moorman Lesson 3

Name of Strategy Jigsaw

Source (Use APA or MLA style)Buehl , D. (2001). Classroom strategies for interact ive learning . Newark, Delaware: Internat ional Reading Associat ion.

Reading rockets classroom strategies j igsaw . (2008) . Retr ieved from ht tp: / /www.reading rockets .org/s trategies/ j igsaw?theme=print

Text students will read (Use APA or MLA style)Carle , E. (1987). The t iny seed . Simon & Schuster Books For Young Readers: New York, N.Y.


Jigsaw is a reading strategy that involves students reading different sections of a textbook chapter or different selections based on the same theme. Jigsaw groups of 4-6 students can be formed depending on the number of topics to be covered. Materials or topics can be assigned to meet the challenges or skills of different students.

Students are then reorganized into Expert groups made of 1 or 2 students from the Jigsaw groups. Students in the Expert groups can work independently or groups can be assigned to work cooperatively on a specific area or topic. Members of the group read the material. They might underline or highlight if the material is printed for them. Otherwise they might take notes or use sticky notes to record important information. Students gather to compare and discuss notes if they worked independently. They might create a summary or organize the material on a concept map. The teacher can collect this material and copy it so all class members will have a copy the next day.

On the second day the original Jigsaw groups, consisting of at least one person for each topic, are assembled. Each member is responsible for sharing their information with the group. Group members are responsible for learning the information.

Identify the North Carolina Curriculum Competency Goal(s) that your lesson addresses (you can copy and paste from the NCDPI Website).Third Grade Science

Competency Goal 1: The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.03 Investigate and describe how plants pass through distinct stages in their life cycle including.

Growth. Survival. Reproduction.


This lesson would follow the Magnet Summaries lesson. In that lesson and the previous experiments students learned about sprouting (germinating) seeds. We also began to learn about what young plants need to grow. I would continue teaching students about plant growth, survival, and reproduction. One way I would do this is by using Eric Carle’s book The Tiny Seed.

I would begin with a read aloud of The Tiny Seed. I would have extra copies of the book so each group would have a book for the group work part of the lesson. (My students would have to be trained in this strategy and would have to have practice before I would attempt this.)

The story begins with seeds in autumn being blown around, landing in different locations. Surviving seeds settle for the dangers and challenges of winter. Spring brings conditions favorable to cause the seeds to sprout, but new dangers await the tiny plants. By summer the tiny seed has grown into a huge flower that produces seeds. When fall comes the cycle begins again.

I would create 6 Jigsaw (home) groups of 4 students. Topics to investigate would be: growth, survival, and reproduction. Two students in each of those groups would be assigned the same topic. In a class of 24 students I would have 8 Expert groups (24 students divided by 3 topics). I would create 2 groups of 4 Expert students each.

After I read the book students would be assigned to a Jigsaw group. Those groups would be regrouped into Expert groups. The goal of each expert group would be to search the book and gather information about their topic. I would assign roles: 1 reader, 1 questioner, 1 clarifier, and 1 writer. Students would record information on a simple bubble map. I would circulate to monitor groups’ progress. I would also write some key concepts on the board to guide the work of the groups. What helped the seed grow (germinate)? What prevented it from growing (germinating)? What helped the seed survive as a seedling? What were dangers to its survival? How did the plant reproduce itself? Why do you think the plants produced more than one seed? I would make copies of the concept maps for the next day.

The next day Jigsaw (Home) groups would meet. The Experts would share and teach the information to their Home Jigsaw Groups. Group members are responsible for learning all the concepts. I might have students record what they learned in their journals. The next day I might challenge the class to a quiz on the material. I would entice the class by offering a reward if the class average on the quiz was 90 or above!


I am not teaching now. But, see Lesson 4 on next page.



Name of Strategy Exit Slips

Source (Use APA or MLA style)Reading rockets classroom strategies exi t s l ips . (2008) . Retr ieved from ht tp/ / :www.readingrockets .org/s trategies/exi t_s l ips? theme=print

Text students will read (Use APA or MLA style)Frank, M.S. , & Jones , R.M. (2000). Harcourt science . Orlando, FL: Harcourt School Publ ishers . (F34- F37, F40)

Give a thorough explanation of the strategy as it is described in the original source.Exit Slips are responses to questions the teacher poses at the end of a lesson. Most of the time these are short written responses, however students can be asked to respond orally as they leave a teacher’s class. At the end of a lesson students are asked to respond to a question or a prompt. There are several types of prompts: Prompts that document learning -- Write one thing you learned today. Prompts that emphasize the process of learning: I didn’t understand… Write one question you have about today’s lesson. Prompts that evaluate the effectiveness of instruction: How was your experience today working in small groups? Other exit prompts: I would like to learn more about… Please explain more about… I wish… Exit Slips provide teachers with an informal measure of how well students have understood a lesson. They help students reflect on what they have learned, allow students to express what they are thinking about new information, and can help students think critically.

Identify the North Carolina Curriculum Competency Goal(s) that your lesson addresses (you can copy and paste from the NCDPI Website).Third Grade Science

Competency Goal 3: The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system.Objectives 3.01 Observe that light travels in a straight line until it strikes an object and is reflected and/or absorbed.


To begin our study of light I would have students open their Science books to page F34. I would ask students to investigate text features with me. On Page F34 I would ask, “In large black letters which word tells us what we will be reading about? (LIGHT) On page F35 in red letters what word tells us a sub-heading, something we will learn about light? (SHADOWS) On page F36 what words in red are another sub-heading? (Bouncing Light) What word is highlighted in yellow? (reflection) On page F 40 what word is highlighted? (absorption)” As the students identify these key words I would write them in the board. I would point out that these are the words we are planning to discuss and try to understand. The book defines and gives examples of the key concepts. As we read and discuss I would add to the printed information by having students help me conduct some simple experiments. I would have mirrors for the students to experiment with so they could see how light bounces off (reflects off) the mirror traveling in a straight line. I would ask, “Which word are we describing and seeing with our mirrors?” (reflection). We would create some shadows with light from the overhead and discuss that shadows are formed when some of the light is blocked. I would place a black piece of paper to cover the surface of the overhead. I would ask, “What happened to the light?” We would see that the light was absorbed, a form of the word absorption. We would look at the board again to see if we could review and explain the key concepts on the board.

I would leave the key concept words on the board. Then I’d give students a half sheet of paper. Their Exit Slip would be to tell me what they think they learned today. I would also ask them to tell me about anything they are still confused about. I would use the Exit Slips to evaluate how effective my lesson was. I would keep the slips as a record of their effort, progress, and a way for them to communicate concerns they have about what we are learning.


I am not teaching now.

connie henderson instructional strategies re 5730 dr web viewthe teacher models writing the word(s)...

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