meeting'the'challenges'of'the'' ged...

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%%%%%%%%%% Meeting'the'Challenges'of'the''GED®'Math'Test''A'Workshop'from'the'GED'Testing'Service®'Resources'for'the'Classroom'

%%%%%%Martin%Kehe%&%Brian%Smith%%December%4,%2015%

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Table'of'Contents Math'Performance'Level'Descriptors'–'Level'1! 3!

Math'Performance'Level'Descriptors'–'Level'2! 5!

Sample'High'Impact'Indicators'–'Mathematical'Reasoning! 7!

Verbal'and'Visual'Word'Association'(Barton'&'Heidema,'2002)! 8!

Using'MPTV'P'1! 10!

Using'MPTV'P'2! 11!

Scaffolding! 14!

ProblemPSolving'Graphic'Organizer! 16!

Five'Simple'Strategies'on'How'to'Read'Complex'Texts! 17!

Resources'from'the'World'Wide'Web! 19!

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©%Copyright%2015%GED%Testing%Service%LLC.%All%rights%reserved.%GED®%and%GED%Testing%Service®%are%registered%trademarks%of%the%American%Council%on%Education%(ACE).%They%may%not%be%used%or%reproduced%without%the%express%written%permission%of%ACE%or%GED%Testing%Service.%The%GED®%and%GED%Testing%Service®%brands%are%administered%by%GED%Testing%Service%LLC%under%license%from%the%American%Council%on%Education.%

2014 GED® Test Resources

www.GEDtestingservice.com GED® and GED Testing Service® are registered trademarks of the American Council on Education (“ACE”). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education.

2014 GED® Test - Mathematical Reasoning Performance Level Descriptors: Performance Level 1

This resource was created by GED Testing Service to help you understand the skills a test-taker needs to score at Performance Level 1 on the 2014 GED® test – Mathematical Reasoning.

Test-takers who score at Performance Level 1 typically have a limited but developing proficiency in demonstrating skills in the following categories: number sense and computation, geometric measurement, data analysis and statistics, and algebraic expressions and functions.

Test-takers who score in this performance level generally demonstrate the following skills:

Quantitative problem solving with rational numbers • Order fractions and decimals, including on a number line.• Apply number properties involving multiples and factors at a limited and/or inconsistent level.• Perform computations with and solve problems using rational numbers at a limited and/or

inconsistent level.• Write and compute with numerical expressions with squares, square roots, cubes, and cube roots

of positive, rational numbers at a limited and/or inconsistent level.• Compute unit rates at a limited and/or inconsistent level.

Quantitative problem solving in measurement • Compute the area and perimeter of triangles and rectangles, at a limited and/or inconsistent level.• Determine side lengths of triangles, rectangles when given area or perimeter at a limited and/or

inconsistent level.• Represent, display, and interpret categorical data in tables and scatter plots.

Algebraic problem solving with expressions and equations • Compute with linear expressions at a limited and/or inconsistent level.• Evaluate linear expressions.• Write linear expressions and equations, at a limited and/or inconsistent level, when given written

descriptions.• Compute with polynomials at a limited and/or inconsistent level.• Solve algebraic and real-world problems involving linear equations at a limited and/or inconsistent

level.• Solve real-world problems with inequalities at a limited and/or inconsistent level.

Algebraic problem solving with graphs and functions • Locate points in the coordinate plane at a limited and/or inconsistent level.• Determine the slope of a line from a graph, equation, or table at a limited and/or inconsistent level.• Interpret unit rate as the slope in a proportional relationship.

3

2014 GED® Test – Mathematical Reasoning Performance Level Descriptors: Level 1 (continued)

GED Testing Service® | www.GEDtestingservice.com 4

• For a linear or nonlinear relationship, sketch graphs and interpret key features of graphs and tablesin terms of quantities at a limited and/or inconsistent level.

• Represent or identify a function in a table or graph as having exactly one output for each input.• Evaluate linear and quadratic functions.

In order to progress to Performance Level 2, test-takers need to continue to strengthen the skills listed in Performance Level 1, including: • Apply number properties involving multiples and factors.• Perform computations with and solve problems using rational numbers.• Write and compute with numerical expressions with squares, square roots, cubes, and cube roots

of positive, rational numbers.• Compute unit rates.• Compute the area and perimeter of triangles and rectangles.• Determine side lengths of triangles and rectangles when given area or perimeter.• Compute with linear expressions and polynomials.• Write linear expressions and equations, when given written descriptions.• Evaluate linear expressions.• Solve algebraic and real-world problems involving linear equations and inequalities.• Locate points in the coordinate plane.• Determine the slope of a line from a graph, equation, or table.• For a linear or nonlinear relationship, sketch graphs and interpret key features of graphs and tables

in terms of quantities.

And develop the following skills: • Simplify numerical expressions with rational exponents.• Identify absolute value of a rational number as its distance from 0 on the number line and determine

the distance between two rational numbers on the number line.• Determine when a numerical expression is undefined.• Use scale factors to determine the magnitude of a size change, and convert between actual

drawings and scale drawings.• Compute the area and circumference of circles.• Compute volume and surface area of 3-dimensional figures.• Solve for height, radius, diameter, or side lengths of 3-dimensional figures, when given volume or

surface area at a satisfactory level.• Represent, display, and interpret categorical data in bar graphs, circle graphs, dot plots,

histograms, and box plots.• Calculate the median, mode, and weighted average, and calculate a missing data value, given the

average and all the missing data values but one at a satisfactory level.• Compute with rational expressions.• Solve algebraic and real-world problems involving linear and quadratic equations and systems of

linear equations.• Graph linear equations in the coordinate plane.• Write the equation of a line when given the slope and a point or two distinct points.• Use slope to identify parallel and perpendicular lines and to solve geometric problems.

2014 GED® Test Resources

www.GEDtestingservice.com GED® and GED Testing Service® are registered trademarks of the American Council on Education (“ACE”). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education.

2014 GED® Test - Mathematical Reasoning Performance Level Descriptors: Performance Level 2

This resource was created by GED Testing Service to help you understand the skills a test-taker needs to score at Performance Level 2 on the 2014 GED® test – Mathematical Reasoning.

Test-takers who score at Performance Level 2 typically demonstrate a satisfactory proficiency in demonstrating skills in the following categories: number sense and computation, geometric measurement, data analysis and statistics, and algebraic expressions and functions.

Test-takers who score in this performance level generally demonstrate the skills identified in Performance Level 1 as well as the following skills:

Quantitative problem solving with rational numbers • Apply number properties involving multiples and factors at a satisfactory level.• Simplify numerical expressions with rational exponents.• Identify absolute value of a rational number as its distance from 0 on the number line and determine

the distance between two rational numbers on the number line.• Solve real-world problems using rational numbers at a satisfactory level.• Determine when a numerical expression is undefined.• Write and compute with numerical expressions with squares, square roots, cubes, and cube roots

of positive, rational numbers at a satisfactory level.• Compute unit rates at a satisfactory level.• Use scale factors to determine the magnitude of a size change, and convert between actual

drawings and scale drawings.• Solve two-step, arithmetic, real world problems involving ratios and proportions.

Quantitative problem solving in measurement • Compute the area and perimeter of triangles, rectangles, and polygons.• Determine side lengths of triangles, rectangles, and polygons when given area or perimeter.• Use the Pythagorean theorem to determine unknown side lengths in a right triangle.• Compute volume and surface area of cylinders, cones, right pyramids, at a satisfactory level.• Solve for height, radius, diameter, or side lengths of cylinders, cones, and right pyramids, when

given volume or surface area at a satisfactory level.• Represent, display, and interpret categorical data in bar graphs, circle graphs, dot plots,

histograms, and box plots.• Calculate the median, mode, and weighted average, and calculate a missing data value, given the

average and all the missing data values but one at a satisfactory level.• Use counting techniques to solve problems and determine combinations and permutations at a

satisfactory level.

5

2014 GED® Test – Mathematical Reasoning Performance Level Descriptors: Level 2 (continued)

GED Testing Service® | www.GEDtestingservice.com 6

Algebraic problem solving with expressions and equations • Compute with and factor polynomials at a satisfactory level.• Evaluate linear and polynomial expressions.• Write linear, polynomial, and rational expressions, and linear and quadratic equations given written

descriptions, at a satisfactory level.• Compute with linear and rational expressions, at a satisfactory level.• Solve real-world problems involving linear equations at a satisfactory level.• Solve algebraic and real-world problems involving a system of two linear equations.• Solve real-world problems involving inequalities and graph solutions on a number line at a

satisfactory level.• Solve quadratic equations in one variable with real solutions at a satisfactory level.

Algebraic problem solving with graphs and functions • Locate points and graph linear equations in the coordinate plane at a satisfactory level.• Determine the slope of a line from a graph, equation, or table at a satisfactory level.• For a linear or nonlinear relationship, sketch graphs and interpret key features of graphs and tables

in terms of quantities at a satisfactory level.• Write the equation of a line when given the slope and a point or two distinct points at a satisfactory

level.• Use slope to identify parallel and perpendicular lines and to solve geometric problems at a

satisfactory level.• Compare two different proportional relationships each represented in different ways at a satisfactory

level.

In order to progress to Performance Level 3, test-takers need to strengthen the skills listed in Performance Level 1 and Performance Level 2, including: • Use scale factors to determine the magnitude of a size change, and convert between actual

drawings and scale drawings. • Solve two-step, arithmetic, real world problems involving ratios, proportions, and percents.• Use counting techniques to solve problems and determine combinations and permutations.• Write linear expressions given written descriptions.• Solve inequalities.• Use slope to identify parallel and perpendicular lines and to solve geometric problems.• Compare two different proportional relationships or two linear or quadratic functions each

represented in different ways.

And develop the following skills: • Compute the area and perimeter of composite figures.• Determine the probability of simple and compound events.


Sample'High'Impact'Indicators'–'Mathematical'Reasoning'

%Assessment'Targets'

Q.4%Calculate%dimensions,%perimeter,%circumference,%and%area%of%twoUdimensional%figures.%%

Q.5%Calculate%dimensions,%surface%area,%and%volume%of%threeUdimensional%figures.%

%%%

Indicators'Q.4.a%Compute%the%area%and%perimeter%of%triangles%and%rectangles.%Determine%side%lengths%of%triangles%and%rectangles%when%given%area%or%perimeter.%Q.4.b%Compute%the%area%and%circumference%of%circles.%Determine%the%radius%or%diameter%when%given%area%or%circumference%Q.4.c%Compute%the%perimeter%of%a%polygon.%Given%a%geometric%formula,%compute%the%area%of%a%polygon.%Determine%side%lengths%of%the%figure%when%given%the%perimeter%or%area.%Q.4.d%Compute%perimeter%and%area%of%2UD%composite%geometric%figures,%which%could%include%circles,%given%geometric%formulas%as%needed.%%%%%%%%%

Q.5.a%When%given%geometric%formulas,%compute%volume%and%surface%area%of%rectangular%prisms.%Solve%for%side%lengths%or%height,%when%given%volume%or%surface%area.%Q.5.b%When%given%geometric%formulas,%compute%volume%and%surface%area%of%cylinders.%Solve%for%height,%radius,%or%diameter%when%given%volume%or%surface%area.%Q.5.c%When%given%geometric%formulas,%compute%volume%and%surface%area%of%right%prisms.%Solve%for%side%lengths%or%height,%when%given%volume%or%surface%area.%Q.5.d%When%given%geometric%formulas,%compute%volume%and%surface%area%of%right%pyramids%and%cones.%Solve%for%side%lengths,%height,%radius,%or%diameter%when%given%volume%or%surface%area.%Q.5.e%When%given%geometric%formulas,%compute%volume%and%surface%area%of%spheres.%Solve%for%radius%or%diameter%when%given%the%surface%area.%Q.5.f%Compute%surface%area%and%volume%of%composite%3UD%geometric%figures,%given%geometric%formulas%as%needed.%%

%%%

Application'Students'can'•% Identify%the%dimensions%of%a%geometric%figure%from%a%diagram,%then%substitute%the%values%

for%those%dimensions%into%the%appropriate%formula%for%geometric%measurement,%then%calculate%the%resulting%numerical%expression.%

•% Calculate%the%perimeter%of%polygons.%•% Identify%the%shapes%that%comprise%a%composite%figure.%'


Verbal'and'Visual'Word'Association'(Barton'&'Heidema,'2002)'

Vocabulary'Term(s)''''''''''''

Visual'Representation'

Definitions(s)''''''''''''

Personal'Association'or'a'Characteristic'

!%


Frayer ModelDefinition(in(your(own(words Facts/characteristics

Examples NonexamplesWord

' '


Using'MPTV'P'1'

Put%yourself%in%the%learner’s%role,%what%steps%and%processes%would%you%use%in%order%to%model%the%following%problem.%

Algebraic'Sugar'Cane'

'10%factories%produce%sugar%cane.%The%second%produced%twice%as%much%as%the%first.%The%third%and%fourth%each%produced%80%more%than%the%first.%The%fifth%produced%twice%as%much%as%the%second.%The%sixth%produced%40%more%than%the%fifth.%The%seventh%and%eighth%each%produced%40%less%than%the%fifth.%The%ninth%produced%80%more%than%the%second.%The%tenth%produced%nothing%due%to%drought%in%Australia.%If%the%sum%of%the%production%equaled%11,700,%how%much%sugar%cane%did%the%first%factory%produce?%''' '


Using'MPTV'P'2'

Put%yourself%in%the%learner’s%role,%what%steps%and%processes%would%you%use%in%order%to%model%the%following%problem.% 'You%are%standing%by%the%duck%pond%with%two%pails.%One%holds%7%gallons%and%the%other%holds%3%gallons.%Neither%one%of%them%has%gallon%markings%on%the%side.%How%can%you%get%exactly%5%gallons%of%water%in%the%big%pail?%'

''''''' '

3 Gallons 7 Gallons


Modeling'KU12%Teach%and%Learning%from%the%University%of%North%Carolina%School%of%Education%Heath%Coffey,%Ph.D.%–%http:www.learnnc.org/LP/pages/4697%%'Modeling%is%an%instructional%strategy%in%which%the%teacher%demonstrates%a%new%concept%or%approach%to%learning%and%students%learn%by%observing.%%Theory'of'modeling'as'an'instructional'strategy'%Research%has%shown%that%modeling%is%an%effective%instructional%strategy%in%that%it%allows%students%to%observe%the%teacher’s%thought%processes.%Using%this%type%of%instruction,%teachers%engage%students%in%imitation%of%particular%behaviors%that%encourage%learning.1%According%to%social%learning%theorist%Albert%Bandura,%“Learning%would%be%exceedingly%laborious,%not%to%mention%hazardous,%if%people%had%to%rely%solely%on%the%effects%of%their%own%actions%to%inform%them%what%to%do.%Fortunately,%most%human%behavior%is%learned%observationally%through%modeling:%from%observing%others%one%forms%an%idea%of%how%new%behaviors%are%performed,%and%on%later%occasions%this%coded%information%serves%as%a%guide%for%action.”2%Research%has%shown%that%modeling%can%be%used%across%disciplines%and%in%all%grade%and%ability%level%classrooms.%%Types'of'modeling''Disposition'Modeling'In%disposition%modeling,%teachers%and%students%convey%personal%values%or%ways%of%thinking.%Although%teachers%must%be%careful%not%to%offend%and%to%be%inclusive%when%modeling%dispositions,%this%type%of%modeling%is%important%for%facilitating%the%development%of%character%and%community.%Teachers%can%model%desired%personal%characteristics%by%acting%with%integrity%and%empathy%and%by%setting%high%expectations.%“Teachers%who%are%creative,%diligent,%wellUprepared,%and%organized%model%the%kinds%of%strategies%needed%to%succeed%in%the%workforce.”3%'Task'and'Performance'Modeling''Task%modeling%occurs%when%the%teacher%demonstrates%a%task%students%will%be%expected%to%do%on%their%own.%This%type%of%modeling%generally%precedes%activities%like%science%experiments,%foreign%language%communication,%physical%education%tasks,%and%solving%mathematical%equations.%This%strategy%is%used%so%that%students%can%first%observe%what%is%expected%of%them,%and%so%that%they%feel%more%comfortable%in%engaging%in%a%new%assignment.%'Metacognitive'Modeling''Metacognitive%modeling%demonstrates%how%to%think%in%lessons%that%focus%on%interpreting%information%and%data,%analyzing%statements,%and%making%conclusions%about%what%has%been%learned.%This%type%of%modeling%is%particularly%useful%in%a%math%class%when%teachers%go%through%multiple%steps%to%solve%a%problem.%In%this%type%of%modeling%teachers%talk%through%their%thought%process%while%they%do%the%problem%on%the%board%or%overhead.%“This%thinkingUoutUloud%approach,%in%which%the%teacher%plans%and%then%explicitly%articulates%the%underlying%thinking%process…%should%be%the%focus%of%teacher%talk.”4%This%type%of%modeling%can%also%be%done%in%a%reading%class%while%the%teacher%asks%rhetorical%questions%or%makes%comments%about%how%to%anticipate%what%is%coming%next%in%a%story.%%


Modeling'as'a'Scaffolding'Technique'%When%using%modeling%as%a%scaffolding%technique,%teachers%must%consider%students’%position%in%the%learning%process.%Teachers%first%model%the%task%for%students,%and%then%students%begin%the%assigned%task%and%work%through%the%task%at%their%own%pace.%In%order%to%provide%a%supportive%learning%environment%for%students%who%have%learning%disabilities%or%English%language%learners,%teachers%will%model%the%task%multiple%times.5%'StudentPCentered'Modeling''Teachers%can%often%call%on%students%to%model%expected%behaviors%or%thought%processes.%In%studentUcentered%modeling,%teachers%engage%students%who%have%mastered%specific%concepts%or%learning%outcomes%in%the%task%of%modeling%for%their%peers.%This%type%of%modeling%makes%the%class%less%“teacherUcentered,”%which,%in%some%cases,%provides%a%more%supportive%learning%environment%for%students.6%%Notes'%1.% Bandura,%A.%(1986).%Social'Foundations'of'Thought'and'Action:'A'Social'Cognitive.%Englewood%Cliffs,%

NJ:%Prentice%Hall.%%%2.% Bandura,%A.%(1977).%Social'Learning'Theory.%New%York:%General%Learning%Press.%p.%22.%%%3.% Duplass,%J.%(2006).%Middle'and'High'School'Teaching:'Methods,'Standards,'and'Best'Practices.%

Boston:%Houghton%Mifflin%Company.%p.%204.%%%4.% Duplass,%J.%(2006).%p.%205.%%%5.% Baldwin,%M.,%Keating,%J.,%&%Bachman,%K.%(2006).%Teaching'in'Secondary'Schools:'Meeting'the'

Challenges'of'Today’s'Adolescents.%Upper%Saddle%River,%NJ:%Pearson.%%6.% Duplass,%J.%(2006).%p.%204.%% ' '


Scaffolding%KU12%Teach%and%Learning%from%the%University%of%North%Carolina%School%of%Education%Heath%Coffey,%Ph.D.%–%http://www.learnnc.org/lp/pages/5074%%Scaffolding%is%an%instructional%technique,%associated%with%the%zone%of%proximal%development,%in%which%a%teacher%provides%individualized%support%by%incrementally%improving%a%learner’s%ability%to%build%on%prior%knowledge.%Scaffolding%can%be%used%in%a%variety%of%content%areas%and%across%age%and%grade%levels.%%Scaffolding'in'the'classroom'When%using%scaffolding%as%an%instructional%technique,%the%teacher%provides%tasks%that%enable%the%learner%to%build%on%prior%knowledge%and%internalize%new%concepts.%According%to%Judy%Olson%and%Jennifer%Platt,%the%teacher%must%provide%assisted%activities%that%are%just%one%level%beyond%that%of%what%the%learner%can%do%in%order%to%assist%the%learner%through%the%zone%of%proximal%development.1%Once%learners%demonstrate%task%mastery,%the%support%is%decreased%and%learners%gain%responsibility%for%their%own%growth.%%In%order%to%provide%young%learners%with%an%understanding%of%how%to%link%old%information%or%familiar%situations%with%new%knowledge,%the%instructor%must%guide%learners%through%verbal%and%nonverbal%communication%and%model%behaviors.%Research%on%the%practice%of%using%scaffolding%in%early%childhood%development%shows%that%parents%and%teachers%can%facilitate%this%advancement%through%the%zone%of%proximal%development%by%providing%activities%and%tasks%that:%%

•% Motivate%or%enlist%the%child’s%interest%related%to%the%task.%•% Simplify%the%task%to%make%it%more%manageable%and%achievable%for%a%child.%•% Provide%some%direction%in%order%to%help%the%child%focus%on%achieving%the%goal.%•% Clearly%indicate%differences%between%the%child’s%work%and%the%standard%or%desired%

solution.%•% Reduce%frustration%and%risk.%•% Model%and%clearly%define%the%expectations%of%the%activity%to%be%performed.2%•% In%the%educational%setting,%scaffolds%may%include%models,%cues,%prompts,%hints,%partial%

solutions,%thinkUaloud%modeling,%and%direct%instruction.%%Eight'characteristics'of'scaffolding'Jamie%McKenzie%suggests%that%there%are%eight%characteristics%of%scaffolding%instruction.%In%order%to%engage%in%scaffolding%effectively,%teachers:%

•% Provide%clear%direction%and%reduce%students’%confusion.%Prior%to%assigning%instruction%that%involves%scaffolding,%a%teacher%must%try%to%anticipate%any%problems%that%might%arise%and%write%stepUbyUstep%instructions%for%how%learners%must%complete%tasks.%

•% Clarify%purpose.%Scaffolding%does%not%leave%the%learner%wondering%why%they%are%engaging%in%activities.%The%teacher%explains%the%purpose%of%the%lesson%and%why%this%is%important.%This%type%of%guided%instruction%allows%learners%to%understand%how%they%are%building%on%prior%knowledge.%

•% Keep%students%on%task.%Students%are%aware%of%the%direction%in%which%the%lesson%is%heading,%and%they%can%make%choices%about%how%to%proceed%with%the%learning%process.%

•% Offer%assessment%to%clarify%expectations.%Teachers%who%create%scaffolded%lessons%set%forth%clear%expectations%from%the%beginning%of%the%activity%using%exemplars,%rubrics.%

•% Point%students%to%worthy%sources.%Teachers%supply%resources%for%research%and%learning%to%decrease%confusion,%frustration,%and%wasted%time.%


•% Reduce%uncertainty,%surprise,%and%disappointment.%A%wellUprepared%activity%or%lesson%is%tested%or%evaluated%completely%before%implementation%to%reduce%problems%and%maximize%learning%potential.%

•% Deliver%efficiency.%Little%time%is%wasted%in%the%scaffolded%lesson,%and%all%learning%goals%are%achieved%efficiently.%

•% Create%momentum.%The%goal%of%scaffolding%is%to%inspire%learners%to%want%to%learn%more%and%increase%their%knowledge%and%understanding.3%

%Martha%Larkin%suggests%that%there%are%eight%guidelines%that%teachers%most%commonly%follow%when%developing%scaffolded%lessons.4%According%to%research%in%the%area%of%scaffolding,%teachers%often:%

•% Focus%on%curriculum%goals%to%develop%appropriate%tasks.%•% Define%a%shared%goal%for%all%students%to%achieve%through%engagement%in%specific%tasks.%•% Identify%individual%student%needs%and%monitor%growth%based%on%those%abilities.%•% Provide%instruction%that%is%modified%or%adapted%to%each%student’s%ability.%•% Encourage%students%to%remain%focused%throughout%the%tasks%and%activities.%•% Provide%clear%feedback%in%order%for%students%to%monitor%their%own%progress.%•% Create%an%environment%where%students%feel%safe%taking%risks.%•% Promote%responsibility%for%independent%learning.%

%Advantages'and'disadvantages'of'scaffolding'This%type%of%instruction%has%been%praised%for%its%ability%to%engage%most%learners%because%they%are%constantly%building%on%prior%knowledge%and%forming%associations%between%new%information%and%concepts.%Additionally,%scaffolding%presents%opportunities%for%students%to%be%successful%before%moving%into%unfamiliar%territory.%This%type%of%instruction%minimizes%failure,%which%decreases%frustration,%especially%for%students%with%special%learning%needs.5%%Although%scaffolding%can%be%modified%to%meet%the%learning%needs%of%all%students,%this%is%also%disadvantageous%because%this%technique,%when%used%correctly,%is%incredibly%timeUconsuming%for%teachers.%Scaffolding%also%necessitates%that%the%teacher%give%up%some%control%in%the%classroom%in%order%for%learners%to%move%at%their%own%pace.%Teachers%who%engage%in%scaffolding%as%a%teaching%strategy%must%be%wellUtrained%in%order%to%create%effective%activities%and%tasks%for%all%students.6%%Notes%1.% Olson,%J.%and%Platt,%J.%(2000).%“The%Instructional%Cycle.”%Teaching'Children'and'Adolescents'with'

Special'Needs%(pp.%170U197).%Upper%Saddle%River,%NJ:%PrenticeUHall,%Inc.%%%2.% Bransford,%J.,%Brown,%A.,%&%Cocking,%R.%(2000).%How'People'Learn:'Brain,'Mind,'and'Experience'&'

School.%Washington,%DC:%National%Academy%Press.%%%3.% McKenzie,%J.%(2000).%“Scaffolding%for%Success.”%[Electronic%version]%Beyond'Technology,'Questioning,'

Research'and'the'Information'Literate'School'Community.%Date%accessed:%21%February,%2009%fromhttp://fno.org/dec99/scaffold.html%%

4.% Larkin,%M.%(2002).%“Using%Scaffolded%Instruction%to%Optimize%Learning.”%ERIC%Clearinghouse.%ED%474%301.%%%

5.% Van%Der%Stuyf,%R.%(2002).%"Scaffolding%as%a%Teaching%Strategy."%Date%accessed:%21%February,%2009.%http://condor.admin.ccny.cuny.edu/~group4/%[%%

6.% Van%Der%Stuyf,%R.%(2002).%%' '


ProblemPSolving'Graphic'Organizer'

Rewrite%the%problem%%%%

Read%the%problem%Highlight%or%circle%All%the%key%words%in%the%

problem%%%

%%

Think%about%the%problem%What%is%the%problem%really%asking%

Consider%the%strategies%and%make%a%plan%What%strategy/strategies%will%you%use?%

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Five'Simple'Strategies'on'How'to'Read'Complex'Texts'

1.'Number'the'paragraphs'The%Common%Core%asks%students%to%be%able%to%cite%and%refer%to%the%text.%One%simple%way%to%do%this%is%by%numbering%each%paragraph,%section%or%stanza%in%the%left%hand%margin.%When%students%refer%to%the%text,%require%them%to%state%which%paragraph%they%are%referring%to.%The%rest%of%the%class%will%be%able%to%quickly%find%the%line%being%referred%to.%%'2.'Chunk'the'text.'When%faced%with%a%full%page%of%text,%reading%it%can%quickly%become%overwhelming%for%students.%Breaking%up%the%text%into%smaller%sections%(or%chunks)%makes%the%page%much%more%manageable%for%students.%Students%do%this%by%drawing%a%horizontal%line%between%paragraphs%to%divide%the%page%into%smaller%sections.%%At%the%beginning%of%the%year,%group%the%paragraphs%into%chunks%before%handing%out%the%assignment.%Look%at%the%paragraphs%to%see%where%natural%chunks%occur.%Paragraphs%1U3%may%be%the%hook%and%thesis%statement,%while%6U8%may%be%the%paragraphs%where%the%author%addresses%the%opposition.%It%is%important%to%understand%that%there%is%no%right%or%wrong%way%to%chunk%the%text,%as%long%as%you%can%justify%why%you%grouped%certain%paragraphs%together.%%By%the%end%of%the%year,%let%go%of%that%responsibility%and%ask%students%to%chunk%the%text%on%their%own.%They%number%the%paragraphs%then%must%make%decisions%about%what%paragraphs%will%be%grouped%together.%Usually,%most%of%the%class%is%very%similar%in%the%way%they%chunked%the%text.%'3.'Underline'and'circle…'with'a'purpose.'Telling%students%to%simply%underline%“the%important%stuff”%is%too%vague.%“Stuff”%is%not%a%concrete%thing%that%students%can%identify.%Instead,%direct%students%to%underline%and%circle%very%specific%things.%Think%about%what%information%you%want%students%to%take%from%the%text,%and%ask%them%to%look%for%those%elements.%What%you%have%students%circle%and%underline%may%change%depending%on%the%text%type.%%For%example,%when%studying%an%argument,%ask%students%to%underline%“claims”%U%belief%statements%that%the%author%is%making.%Students%will%quickly%discover%that%the%author%makes%multiple%claims%throughout%the%argument.%%When%studying%poetry,%students%could%underline%the%imagery%they%find%throughout%the%poem.%Circling%specific%items%is%also%an%effective%close%reading%strategy.%Have%students%circle%“Key%terms”%in%the%text.%Define%key%terms%as%words%that:%1.%Are%defined.%2.%Are%repeated%throughout%the%text.%3.%If%you%only%circled%five%key%terms%in%the%entire%text,%you%would%have%a%pretty%good%idea%about%what%the%entire%text%is%about.%%Have%students%circle%the%names%of%sources,%power%verbs,%or%figurative%language.%Providing%students%with%a%specific%thing%you%want%them%to%underline%or%circle%will%focus%their%attention%on%that%area%much%better%than%“underlining%important%information”.%%4.'Left'margin:'What'is'the'author'SAYING?'It%isn’t%enough%to%ask%students%to%“write%in%the%margins”.%Be%very%specific%and%give%students%a%game%plan%for%what%they%will%write.%This%is%where%the%chunking%comes%into%play.%Ask%students%to%summarize%each%chunk.%Demonstrate%how%to%write%summaries%in%10Uwords%or%less.%The%chunking%allows%the%students%to%look%at%the%text%in%smaller%segments,%and%summarize%what%the%author%is%saying%in%just%that%small,%specific%chunk.%%


%%5.'Right'margin:'Dig'deeper'into'the'text'''In%the%rightUhand%margin,%direct%students%to%complete%a%specific%task%for%each%chunk.%This%may%include:%

•% Use%a%power%verb%to%describe%what%the%author%is%DOING.%(For%example:%Describing,%illustrating,%arguing,%etc.)%Note:%It%isn’t%enough%for%students%to%write%“Comparing”%and%be%done.%What%is%the%author%comparing?%A%better%answer%might%be:%“Comparing%the%character%of%Montag%to%Captain%Beatty”.%

•% Represent%the%information%with%a%picture.%This%is%a%good%way%for%students%to%be%creative%to%visually%represent%the%chunk%with%a%drawing.%

•% Ask%questions.%When%modeled,%students%can%begin%to%learn%how%to%ask%questions%that%dig%deeper%into%the%text.%Use%these%questions%as%the%conversation%driver.%

•% There%are%many%other%things%students%can%write%in%the%margins.%Model%and%teach%these%strategies%so%that%students%will%have%an%idea%of%what%to%write%when%they%are%on%their%own.%

''Adapted%from%Five'close'reading'strategies'to'support'the'Common'Core.'Allam,%C%(2012,%June%11).%http://iteachicoachiblog.blogspot.com/2012/06/fiveQsimpleQcloseQreadingQstrategies.html''% %


Resources'from'the'World'Wide'Web''

Reasoning'through'Language'Arts''Aspen'Institute.%Materials%for%teaching%close%reading%skills%that%are%tied%to%standards.%This%site%also%provides%leadership%materials.%http://www.aspendrl.org/portal/Home%%NEWSELA.'This%website%is%an%innovative%way%to%build%reading%comprehension%with%nonfiction%through%daily%news%articles.%https://newsela.com/'%ProCon.org.%A%website%that%provides%both%sides%of%the%argument.%Useful%for%use%in%teaching%argumentative%writing.%http://www.procon.org/%

Mathematical'Reasoning''Annenberg'Learner.%Courses%of%study%in%such%areas%as%algebra,%geometry,%and%realUworld%mathematics.%The%Annenberg%Foundation%provides%numerous%professional%development%activities%or%just%the%opportunity%to%review%information%in%specific%areas%of%study.%http://www.learner.org/index.html%'Get'the'Math.%How%algebra%is%used%in%realUworld%situations.%http://www.thirteen.org/getUtheUmath/%%Key'Elements'to'Algebra'Success%46%lessons,%homework%assignments,%and%videos.%http://ntnmath.keasmath.com/%%The'Math'Dude.%A%full%video%curriculum%for%the%basics%of%algebra.%http://www.montgomeryschoolsmd.org/departments/itv/MathDude/MD_Downloads.shtm%'National'Library'of'Virtual'Manipulatives'for'Math%U%All%types%of%virtual%manipulatives%or%can%be%purchased%as%a%DVD.%This%is%a%great%site%for%students%who%need%to%see%the%“why”%of%math.%http://nlvm.usu.edu/en/nav/index.html%%Social'Studies'

Annenberg'Interactives.'Access%lessons%and%activities%for%all%areas%of%learning.%http://www.learner.org/interactives%%

DocsTeach%–%This%site%includes%links%to%primary%sources,%lesson%plans,%activity%ideas,%and%template%to%build%your%own%lessons.%http://docsteach.org/%%

National'Archives'and'Records'Administration.%The%website%of%the%National%Archives.%All%types%of%educational%units%and%copies%of%national%documents%are%available%from%this%governmental%site.%http://www.archives.gov%

The'Library'of'Congress.%The%Library%of%Congress%has%historic%documents,%as%well%as%timelines%and%articles%that%can%be%downloaded%for%classroom%use.%http://www.loc.gov/teachers/%


•% Teaching%with%the%Library%of%Congress%U%Blog%http://blogs.loc.gov/teachers/%

•% Classroom%Materials%–%Primary%Source%Sets%from%the%Library%of%Congress%http://www.loc.gov/teachers/classroommaterials/%

Science''ABC'Science.%News,%video%clips,%games,%and%lots%of%activities%for%the%science%classroom%from%the%American%Broadcasting%Company.%http://www.abc.net.au/science/%'Annenberg:'The'Habitable'Planet.'The%Habitable%Planet%is%a%multimedia%course%for%high%school%teachers%and%adult%learners%interested%in%studying%environmental%science.%The%Web%site%provides%access%to%course%content%and%activities%developed%by%leading%scientists%and%researchers%in%the%field.%http://www.learner.org/channel/courses/envsci/index.html%'Discovery'Channel.'The%website%has%lots%more%information%than%even%the%channel.%Lots%of%interactivity%with%excellent%videos,%interactivity,%and%highUlevel%games.%http://www.discovery.com/%

Edheads.%An%organization%that%provides%engaging%web%simulations%and%activities.%Current%activities%focus%on%simulated%surgical%procedures,%cell%phone%design%(with%market%research),%simple%and%compound%machines,%and%weather%prediction.%http://edheads.org/%

'How'Stuff'Works.'Ever%wondered%why%a%cd%works?%How%about%the%ten%myths%about%the%brain?%How%about%what%would%happen%if%you%put%sugar%in%your%gas%tank?%An%interesting%science%site%filled%with%realUworld%information.%http://www.howstuffworks.com/%

Steve'Spangler.'This%site%has%lots%of%free%experiments%and%videos%for%use%in%the%classroom.%http://www.stevespanglerscience.com/lab'

The'Why'Files.'University%of%Wisconsin,%Board%of%Regents.%Real%world%articles%to%support%all%areas%of%science.%Click%on%the%“Why%Files%in%Education.”%http://whyfiles.org/teach/%'Weather'Classroom.''The%Weather%Classroom%presents%all%kinds%of%online%interactive%resources%for%students%and%teacherst%worth%investigating.%http://www.weatherclassroom.com/index.php%''Stay'in'Touch!'%•% GED%Testing%Service®%–%www.GEDtestingservice.com%

•% Twitter%at%@GEDTesting®%–%https://twitter.com/gedtesting%

•% GED®%Facebook%–%https://www.facebook.com/GEDTesting%

•% YouTube%channel%–%http://www.youtube.com/gedtestingservice

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