session 3 wednesday, march 9, 2011 lumberton high plc
DESCRIPTION
Literacy Training: Reading Strategies to Attain Meaning. Session 3 Wednesday, March 9, 2011 Lumberton High PLC. Strategies for Assisting Struggling Readers. Frayer Model. LITERACY STRATEGYPresented by: Sherry Odom March 9, 2011LSHS Curriculum Specialist. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/1.jpg)
Session 3Wednesday, March 9, 2011Lumberton High PLC
Literacy Training: Reading Strategies to Attain Meaning
![Page 2: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/2.jpg)
Strategies for Assisting Struggling
Readers
![Page 3: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/3.jpg)
Frayer Model
LITERACY STRATEGY Presented by: Sherry OdomMarch 9, 2011 LSHS Curriculum Specialist
![Page 4: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/4.jpg)
![Page 5: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/5.jpg)
Frayer Models: different versions with similar
outcomesCharacteristic
Version:Essential
characteristics of the word
Essential Non Characteristics of the word
Examples Non-examples
Definition Version: Word’s
definitionA list of
characteristics about the concept
A list of examples
A list of non examples
![Page 6: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/6.jpg)
Definition Frayer Model
This provides students with the opportunity to understand what a concept is and what it is not.
The examples gives students the chance to elaborate on what they know and their
understanding.
![Page 7: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/7.jpg)
Essential Characteristics Frayer ModelThis allows student the chance to show the special characteristics that make a concept what it is and non essential or unimportant characteristics of a
concept.
![Page 8: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/8.jpg)
Your Foldable Frayer
Fold Construction paper in half
Then fold that half in half again
Now take scissors and cut connected corner
Take different colored small construction paper and tape onto back: Write word/concept in different colored diamond In upper left hand write definition In upper right hand write characteristics In lower left hand write examples (from own life) In lower right hand write non-examples
![Page 9: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/9.jpg)
Frayer Extension Activity: “The Way I See It”
How to use:
Select topic or event that can be viewed differently by various people or groups
Determine four people or groups who hold different opinions or perspectives
As students read the selection, have them make notes about how each group or person would view the event or issue.
Tips:
Consider leading a discussion on "perspective" before beginning the activity. Can be used to solve a problem and how different people or groups might solve a problem.
![Page 10: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/10.jpg)
![Page 11: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/11.jpg)
ThinkDots
LITERACY STRATEGY Presented by: Aaron LocklearMarch 9, 2011 LSHS Curriculum Specialist
![Page 12: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/12.jpg)
Why use ThinkDots?
To engage your students in ideas and information processing activities
To match your students learning profiles and current needs
To engage your students forward on many learning continuums.
To identify the students’ readiness levels, interests, and learning styles
To use ongoing formative assessment
![Page 13: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/13.jpg)
When to use ThinkDots? After presenting a unit and
once students are familiar with the concepts, ThinkDots helps students THINK about and make SENSE of the unit and CONCEPTS
The teacher first defines readiness levels, interests, and learning styles with the students.
Decide what you want your students to know, understand, and do.
![Page 14: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/14.jpg)
Directions Teacher designs a template with six
questions of various levels based on the lesson taught.
Each question is cut out, pasted to a 3 by 5 index card and numbered 1-6.
These activity cards (index cards) are now binded together…for ex.-hole punch w/ring
Teacher can create an “Activity Sheet” to correspond to the activity card questions to collect from the group to grade.
![Page 15: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/15.jpg)
Directions Student sit with a group of 2 or 3
students using activity cards of the same color.
Students take turns rolling a die and then answers the activity on the card that corresponds to the dots thrown on the die.
If the roll is an activity that the student has already did , another roll is allowed.
Each student may continue to answer all six activities or teacher can make modifications.
![Page 16: Session 3 Wednesday, March 9, 2011 Lumberton High PLC](https://reader036.vdocuments.net/reader036/viewer/2022062517/568134e0550346895d9c1560/html5/thumbnails/16.jpg)
Suggestions Use colored paper to indicate different
readiness levels, interests, and learning styles
Have students work in small groups. Let students choose which activities (for
example, choose any three or have students choose just one to work on over a number of days)
After completing activities individually, have them come together in groups by levels, interest, or learning styles to synthesize