strategy name: - middle school programsmiddleschoolprograms.brevardschools.org/resource...

MESHVocabulary and

ComprehensionMath

Strategy Handbook

SCHOOL BOARD OF BREVARD COUNTYEducational Services Facility

2700 Judge Fran Jamieson WayViera, Florida 32940-6601

SCHOOL BOARD MEMBERSRobert Jordan, Chairman

Dr. Barbara A. Murray, Vice-ChairmanAmy Knessy

Karen HendersonAndrew Ziegler

SUPERINTENDENTBrian Binggeli, Ed.D.

DIVISION OF CURRICULUM AND INSTRUCTIONASSOCIATE SUPERINTENDENT

Brenda Blackburn

OFFICE OF SECONDARY PROGRAMSDIRECTOR

Dr. Walter Christy

Preface

The MESH Comprehension and Vocabulary Guide was written to provide tools and strategies for you to use in your specific content area. In fact, the examples provided illustrate your subject area content. The information contained in this guide serves several purposes:

Staff development in reading strategies Ideas for your Individual Professional Development Plan

(IPDP) A differentiation “road-map”, and Tier 2 and 3 Response to Intervention (RtI) strategies

This guide will be invaluable as you work to support all students in your classroom. Developing a common language as instructors and providing common strategies for students to use throughout their day will maximize student learning and achievement.

This guide was created during the summer of 2009 by the following literacy coaches:

Coordinator: Patty Adams, Secondary Literacy FacilitatorCo-Coordinator: Lisa Rogers, ESE Resource Teacher

Beverly Austin, Johnson Middle SchoolLucy Casey, Satellite High School, DeLaura Middle SchoolAnnette Gutches, Merritt Island High SchoolDiana Pittenger, Southwest Middle SchoolAnn Rafferty, Madison Middle SchoolAretta Raines, Palm Bay High SchoolTina Rice (teacher), DeLaura Middle SchoolDonna Spooner, Space Coast Junior/Senior High School

Many thanks to them for their hard work, expertise and dedication to the students of Brevard Public Schools.

Table of Contents

ABC ChartStrategy…………………………………………………………………………….#Blackline Master…………………………………………………………………..#Example……………………………………………………………………………#

Admit/Exit SlipsStrategy…………………………………………………………………………….#Blackline Master…………………………………………………………………..#Example……………………………………………………………………………#

Affinity

Strategy…………………………………………………………………………….#

Anticipation Guide

Strategy…………………………………………………………………………….#Blackline Master…………………………………………………………………..#Example……………………………………………………………………………#

Back to Your Roots

Strategy…………………………………………………………………………….#Blackline Masters………………………………………………………………..# - #Example……………………………………………………………………………#

Book Pass

Blackline Master…………………………………………………………………..#

Capsule Vocabulary

Strategy…………………………………………………………………………….#

Concept Definition Map


Concept Ladder


Double-Entry Journal


Frayer Model


Graphic Organizer


Jigsaw

Strategy…………………………………………………………………………….#

KWL


Password

Strategy…………………………………………………………………………….#

Possible Sentences


QAR


Questions Game

Strategy…………………………………………………………………………….#

Quick Writes


RAFT


Read-Aloud


Semantic Feature Analysis


Semantic Map


SQ3R

Strategy…………………………………………………………………………….#Blackline Master…………………………………………………………………..#Example……………………………………………………………………………#Q-Notes……………………………………………………………………………#

Text Connections


THIEVES


Think-Pair-Share


UNRAVEL


VIPER W?


Vocabulary Menu


What Happened? So What? What Next?


Write Around

Strategy…………………………………………………………………………….#Example……………………………………………………………………………#

Write to Learn

Strategy…………………………………………………………………………….#Example……………………………………………………………………………#

X Marks the Spot


Web Resources……………………………………………………………………………#

Reading Terms to Know………………………………………………………………….#

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OVERVIEW OF RESPONSE TO INTERVENTION

TIER 1 Research-based core curriculum Includes all students Universal Screening 3 times yearly

TIER 3 Intensive interventions Increased time and/or intensity Adjusted group sizes Individually designed program based

on results of Tier 2 monitoring Weekly progress monitoring Ongoing parent communication

regarding progress

If student at or near benchmarks continue with Tier 1 instruction.

If student falling short of grade level benchmarks, RTI Team meets to conduct a comprehensive review.

RTI Team considers the need for Strategic Tier 2 interventions.

Notify parent in writing and include RTI brochure.

RTI Team reviews progress data. If adequate progress towards meeting benchmarks, RTI Team may decide to continue interventions or to discontinue Tier 2.

RTI Team reviews progress data. If adequate progress towards meeting benchmarks, RTI Team may decide to continue interventions or to discontinue Tier 3.

RTI Team reviews progress data. If available interventions are unsuccessful (i.e., student will not meet benchmark at present rate of learning) OR Intensity of instruction cannot be sustained indefinitely; consider referral to Child Study Team.

Child Study Team will consider ESE referral.

Appendix A – Response to Intervention Flow Chart

If < 80% are at or near benchmark; RTI Team reviews and evaluates effectiveness of core curriculum and fidelity of instructional practices. If > 80%, proceed to review of individual at-risk students. RTI Team reviews

progress data. If rate of learning is slow or inadequate to reach benchmarks, RTI Team may decide to add Tier 3 interventions.

RTI Team includes

Specialists and/or ESOL Staff

Teacher completes

Communication Screening Checklist

TIER 2 Strategic interventions Research based supplemental

curriculum in addition to core Additional small group instruction Targeted to skill deficits Progress monitoring two times each

month (every other week) Ongoing parent communication

regarding progress.

RESPONSE TO INTERVENTION DELIVERY SYSTEMMIDDLE SCHOOLS – READING PROGRAMS

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Classroom Assignments/Curricular Options

Undifferentiated Classroom Classroom Assignment by Assignment Educational Need

Content Area Program(s)implementing Reading

Strategies

Developmental ReadingProgram and Targeted

Supplemental(1 period)

Intensive InterventionReading Program

(2 periods)

Instructional InterventionSupport Continuum

SBRRBest Practices

(Tier 1)

DifferentiatedSmall GroupInstruction

(Tiers 1 and 2)

Targeted Small Group

Instruction

(Tier 2)

IndividualAccommodations/

Modifications

(Tiers 2 and 3)

IntensiveInterventionStrategies

(Tier 3)

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Content Area Program(s)implementing Reading

Strategies

Intensive ReadingProgram (1 period)

Intensive InterventionProgram

(2 periods)

Instructional InterventionSupport Continuum

SBRRBest Practices

(Tier 1)

DifferentiatedSmall GroupInstruction

(Tiers 1 and 2)

Targeted Small Group

Instruction

(Tier 2)

IndividualAccommodations/

Modifications

(Tiers 2 and 3)

IntensiveInterventionStrategies

(Tier 3)

Classroom Assignments/Curricular Options

Undifferentiated Classroom Classroom Assignment by Assignment Educational Need

RESPONSE TO INTERVENTION DELIVERY SYSTEMHIGH SCHOOLS – READING PROGRAMS

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Three to Four Screenings per Year to Monitor Student ProgressFAIR, CBA

Differentiation Continuum

Not Differentiated Fully Differentiated

Comprehension assessment is at the end Comprehension assessment is ongoingA single form of assessment is used Diagnostic comprehension assessment is usedTeacher directs student behavior Teacher scaffolds self-reliant learningComprehension instruction is whole class Flexible grouping is practicedCoverage of texts and curriculum drive curriculum instruction

Materials are varied Multiple forms of intelligence are valued

Intelligence is viewed narrowly Assignments offer multiple optionsSingle option assignments Time is flexible in terms of student needsTime is inflexible Teacher facilitates student problem solvingTeacher solves problems Grading is determined by learning goalsGrading is based on teacher-set, inflexible objectives

Formal definition of differentiation: A teacher recognizes those academic differences and modifies classroom instruction in order to help each student reach his or her academic potential.

Informal definition of differentiation: Classroom practice that looks eyeball to eyeball with the reality that students differ and with the most effective teachers doing whatever it takes to hook the whole range of students on learning.

“Differentiating is first and foremost good instruction. Many current understandings about learning provide strong support for classrooms that recognize, honor and cultivate individuality.” – Carol Ann Tomlinson

Adapted from Carol Tomlinson, 1999 and FLaRE’s K-12 Reading Endorsement Differentiation Course

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Principles of Differentiation

Students differ in experiences, readiness, interest, intelligences, language, culture, gender, and mode of learning. Educators must meet each student at his or her starting point and ensure substantial growth during each school

term. Classrooms that ignore student differences are unlikely to maximize potential in any student who differs

significantly from the “norm”. Teachers need to make modifications for students rather than assume students must modify themselves to fit the

curriculum. Classroom practices should always keep in mind that human brains learn best when curriculum is highly interesting

and highly relevant.Adapted from Tomlinson, 1999

Adapted from FLaRE’s K-12 Reading Endorsement Differentiation Course

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Brevard Public Schools

The Lexile Framework for ReadingAn informational page for all teachers

Q: What is the Lexile Framework for Reading?A: The Lexile Framework measures both text difficulty and the current reading ability of students. Since Lexiles measure students and text on the same scale, they can be used to match your students to appropriate text inside the classroom, at the library, and at home.

Q. Why is this important to me as an elementary teacher? A secondary content area teacher?A: Your students are likely to read more if they are able to read books that match their current reading level. You will help students achieve a higher level of comprehension if you match Lexiled texts to student Lexile measures. If a passage must be used that is higher than most students’ Lexile measures, significant scaffolding must take place before, during, and after the lesson.

Q: How can I easily find an individual student’s Lexile measure?A: All students who take the Scholastic Reading Inventory (SRI) will receive a Lexile measure from 200L (developing reader) to 1700L (advanced, highly proficient reader). Beginning in September 2007, all students in grades 2-10+ will have documented Lexile measures.

Q: How can I easily find the Lexile level of a text or find articles that are Lexiled?A: For databases of Lexiled books and articles, as well as other tools to help match your students to Lexiled texts, link to the MetaMetrics website at the following address:http://www/lexiles.com

Q: How does the Lexile Framework for Reading Work?A: Your students can be appropriately matched with books that can be both engaging and challenging. Implementation of Lexiles will be useful in managing instructional programs and resources for individual student success.

When reader and text are appropriately matched, a reader can enjoy a comprehension rate of about 75%-85%. The 75 percent comprehension level corresponds to that balance of skill and difficulty that allows reading to be both a positive and a challenging experience-a combination that encourages the reader to grow in proficiency and motivation.

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Lexile Scale: A developmental scale for reading that ranges from 200L for beginning readers to above 1700L for advanced texts.

Lexile Measure: A numeric representation of a reader’s ability and of a text’s difficulty; both followed by an ‘L’ (for Lexile Scale) i.e. 850L.

Lexile Range: The suggested range of Lexiled texts that a reader should be reading. Instructional: +50L to 150LIndependent: +50L to -100L

The optimal level of reading comprehension is not a “one-size-fits-all notion.” This optimal level is also dependent on the characteristics of the reader (such as prior knowledge), the motivation of the reader, (how interesting the subject is to the reader), and the characteristics of the text (such as structure and illustrations).

=

http://www/lexiles.com

Typical Text DemandLexile Ranges of Text by Grade(from Lexile Research & Map)

Grade in School Typical Text Demand

1st Grade 200L to 400L2nd Grade 300L to 500L3rd Grade 500L to 700L4th Grade 650L to 850L5th Grade 750L to 950L6th Grade 850L to 1050L7th Grade 950L to 1075L8th Grade 1000L to 1100L9th Grade 1050L to 1150L10th Grade 1100L to 1200L11th and 12th Grade 1100L to 1300L

Beyond High School Average Text Demand(from Lexile Research)

Military (training/field manuals) 1180LCitizenship (newspapers, voting, jury) 1230LWorkplace (workplace study materials) 1260LPostsecondary - first two yrs (textbooks) 1355L

Note: See Lexile Map and Book Database (www.lexile.com) for specific text measures

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What is Scaffolding?

Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students.

What is its purpose?

Scaffolding essentially means modifying some of the work for the student who isn't quite ready to accomplish a task independently. Like the supports that construction workers use on buildings, scaffolding is intended to be temporary. It is there to aid the completion of a task and it is eventually removed. Think of how children learn to swim (or ride a bike). You support them through the learning process, arms ready to keep them from sinking (or falling). As they gain ability and confidence, they can swim further with less support from you. Eventually you aren’t needed at all and children try more difficult strokes, swimming in the deep end and even jumping off the high dive.

Scaffolding in the classroom is analogous to teaching swimming. Provide students with much support during initial instruction, give assistance during guided practice, and encourage independence in applying the strategies in a variety of situations, but be ready to help if they start sinking. Just as learning to swim takes a long time with a great deal of teaching, modeling and coaching, learning to successfully apply comprehension strategies takes many lessons and the learning curve will vary from student to student.

Some guidelines for scaffolding include:

Give assistance before, during and after reading. Make invisible cognitive skills visible (think aloud).

Remember that support is needed and given on a continuum, with the greatest need and support occurring during initial instruction.

Understand that to help students become more proficient, many lessons and guided practice experiences will be needed.

Encourage students to consider how they know what they know.

Pair advanced learners with developing ones.

Engage students in cooperative learning. In this type of environment students help students in small group settings but still have some teacher assistance. This can serve as a step in the process of decreasing the scaffolds provided by the educator and needed by students.

Use an apprenticeship model whereby an expert models an activity, provides the learner with advice and examples, guides the student in

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practice and then tapers off support until the student can do the task alone.

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Assessment & Evaluation Considerations:

Teacher observation - includes anecdotal notes, class records, and classroom circulation

Student self-assessment - students rate their own behavior and the behavior of their peers using a rubric

Graphic Organizers - A graphic organizer is a specific type of scaffolding tool. It is a way to visually represent an idea—to use a drawing to organize one's thinking. Graphic organizers include cycles, webs (e.g., cluster, network, org chart, family tree, chain of events), maps (e.g., spider, fishbone, concept), continua (e.g., timelines, degree scales), matrices (e.g., compare/contrast, storyboard), Venn diagrams, and charts (e.g., flow, KWL, SQ3R).

Teacher Resource:

Scaffolding for Success by James MacKenzie

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http://fno.org/dec99/scaffold.html

Supporting Students in Comprehension

Before Reading:Assess prior knowledgePreview textSet purpose for readingPredict and anticipate (frontload)

During Reading:Monitor comprehensionThink about and connect with the textQuestion text, author and selfNote important details and summarizePredict and inferRevise and confirm predictions and inferences

After Reading:Review and evaluate text and information learnedApply ideas learnedShare content in various ways and formats

(e.g., discussions, visual representations, group project, lab report, chart or diagram, Thinking Map, other graphic organizers)

Other:Model, model, model and scaffold supportProvide appropriate initial instruction and practiceProvide a variety of text for guided practiceProvide opportunities to discuss and write about content


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What Proficient Readers do before, during and after ReadingBefore Reading

Good readers…During Reading

Good readers…After Reading

Good readers…Access prior knowledge and experiences

Think about what they already know about the topic

Think about what ideas and words might appear in the text

Relate text to their world knowledge, text knowledge and personal experiences

Access prior knowledge and experiences

Combine text information with background information to learn new information

Use schema to enhance understanding and to store information in long-term memory

Synthesize information Connect ideas from several different

sourceso Text-to-texto Text-to-selfo Text-to-world

Sequence ideas and story events Summarize information Draw logical conclusions based on text

and other knowledge Make generalizations Form and support opinions Classify and categorize information Sort and prioritize information in long-

term memory Retell events or key facts Consider author’s viewpoint, purpose

and style Create personal interpretations

Determine importance in text Set a purpose for reading Make decisions based on the genre of

the text:o Is it a story? How should I

read it?o Is it science? How should I

read it?o Is it an article? How should I

read it?o Is it directions? How should I

read it?

Determine importance in text Identify main ideas or theme Use text features to determine

importance (bold or italicized print, figures, photographs, heading, insets)

Draw inferences Make initial prediction using title,

cover, illustrations, knowledge of topic, or preview of the text and illustrations

Anticipate what the story may be about Form an initial hypothesis or an

opinion about the text.

Utilize text structure to determine importance

Recognize cause and effect Compare and contrast information Recognize story structure Recognize chronological order Recognize problem/solution

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Draw inferences Make confirm and alter predictions Form and support opinions Create personal interpretations

Ask questions to confirm understandings

Question to clarify meaning (words & ideas)

Question the author and the key themeUse sensory images

Create or use images from all senses Visualize information from text,

illustrations and diagrams, etc. Adapt images based on others’

responses and incorporate new information while reading

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Prompting Questions to Help Students become Better Learners

Before Reading Questions

These questions help students prepare their minds for learning.

During Reading Questions

These questions help students understand what they are reading at the level of the word, sentence, section and whole text.

After Reading Questions

It’s important for students to check how much they understand and remember. Encourage students to think about which questions help them learn. Encourage them to use them again and/or try other ones.

Why are you reading? For enjoyment? To get information?

Where will you pause to think about what you have read?

Pause at the end of the sentence, paragraph, or section to see which helps you to remember what you have read.

If you lose the meaning of what you are reading, go back and reread.

What did you learn? What new information did you

discover? What was the story about? How will you use this information? How has this information changed

you?

If you have to get information, what will you be expected to do with it?

Answer comprehension questions? Note the main points and/or

summarize?

How do you figure out a new word? Listen to yourself read in your mind as

though you were reading aloud. Use punctuation and text clues to work

out the meaning of a sentence.

How did the author help make reading easier?

How were the facts presented to you to help you learn?

How was the text organized? Did it help you learn?

What was the author’s background? Was he/she biased? Persuasive?

What clues in the story helped you understand the plot?

What is the text about? Use titles, headings, subheadings, or

skim the first few pages to help find out what the text will be about.

Make a prediction about what you think the text is about.

Do you form mind pictures as you read?

The picture can change with new information.

It helps to describe the picture to others.

What reading strategies helped you learn?

Visualizing? Summarizing? Predicting and confirming? What others?


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What do you already know about the topic?

It helps to add new information to what is already known.

It is like adding flesh to a skeleton. The skeleton is made up of all the bits of information you pull from memory. The flesh is the new information you get from reading.

Do you imagine yourself in the story or using the information you are reading about?

Ask yourself how you would feel or what you would see and do.

Imagine yourself using the information you are reading about.

Did you learn anything new or unusual?

How will you go about reading? Listen to yourself read and make a

picture of the information in your mind. Change the mind picture as you read

and learn more information. Try to work out the meaning of new

words or guess and read on. Reread sections that do not make

sense.

Do you ask questions while reading?

What will happen next? What has told me this? How could this information be used? How does this new information change

what I already knew about this topic?

Why did the author write this material?

To entertain you? To inform you? To persuade you?

Do you remind yourself why you are reading and how you are reading?

This helps you focus when you lose concentration

How will you remember this information? Try these memory strategies:

Describe the main ideas briefly. Connect new information to what you

already know. Draw a picture of the ideas. Think about when the ideas could be

used. What new words were found in the

text? When might you use the new words in

the future? What words did you find hard to read?


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Teacher Directed LessonClassroom Routine

Activity Purpose Recommended Time

1. Student Triads Groups are collecting homework, forms, organizing materials and books.

5 minutes

Question: As the teacher, what could you be doing during this student-led time?

2. Content Review/ Summary

Teacher-led or student-led discussion/activity of prior content covered.

5 minutes

Question: What types of activities could you utilize for prior knowledge review?

3. New Content New information is taught 20 minutesQuestion: What strategies can you use to introduce new concepts/content? What would the model; “I do it, we do it, you do it” look like in your content area?

4. Self-evaluation Students have opportunities to check their own understanding of the new content/concept. You know who understands and what content needs reframing.

5 minutes

Question: Brainstorm and list strategies that can be used in your content area. Will the strategies listed ensure 100% of students self-evaluating their own learning?

5. Clarification/ Wrap-up

Teacher provides additional information to correct misinformation generated by students self-evaluation.

5 minutes

Question: What resources do you have in your classroom to support student learning?

6. Student Triads/ Exit Slips

Students are responsible for helping their group with homework, test, materials organization.

5 minutes

Question: What could you be doing during this time?

Developed by Lisa Rogers, Brevard Public Schools 2008

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Vocabulary Comprehension Strategy Before During AfterX ABC Chart XX X Admit/Exit Slips X X

X Affinity X

X X Anticipation Guides X X

X Back to Your Roots X X X

X Book Pass X

X Concept Definition Map X X X

X Concept Ladder X

X X Double Entry Journal X

X X Frayer Model X

X X Graphic Organizers X X X

X Jigsaw X X XX X KWL Chart X X XX Password X

X Possible Sentences X

X QAR/Levels of Questions X X

X X Question Game X X XX X Quick Writes X

X RAFT X XX Read Aloud X

X Semantic Feature Analysis X

X X Semantic Mapping X X X

X SQ3R X X XX Text Connections XX THIEVES X

X X Think-Pair-Share X XX X UNRAVEL XX X VIPERW XX Vocabulary Menu X X X

X Capsule Vocabulary X X

X What Happens, So What X X

X Write Around XX Write to Learn X X

X X X Marks the Spot X

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Strategy Name: ABC Chart

Strategy Explanation: ABC chart is a brainstorming activity used to activate prior knowledge using each letter of the alphabet. Students fill in the chart with terms or words that relate to the topic under the appropriate letter (every letter may not be used).

RtI Target Tier: Tier 1

Materials: paper, chart paper, markers, pencils, blackline master

Estimated Time for Strategy: 10-15 minutes

Steps for Strategy:

I do… select topic create or pass out blackline (see

appendix) explain activity

We do… model one alphabet letter (if needed)

You do… students complete chart individually,

pairs or small groups

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Support and Extension: ABC

Support: To differentiate for struggling learners, teacher assigns work with partner or team allows verbal responses provides one or two answers allows picture representation

Extension: To challenge students, teacher requires students to generate more words allows students to compete to see who writes the most words

My Notes and Ideas:

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Name _______________________________Topic________________________________

ABC Brainstorm Activity

A G M S

B H N T

C I O U

D J P V

E K Q W

F L R XYZ

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Name _______________________________Topic________________________________

ABC Brainstorm Activity

GeometryA

areaG

graphM

matrixSsymmetry

Bbase

H height

N T theorem

Ccircumference

Iisosceles

Oordered

pair

U

Ddiameter

J PPythagorean

Theorem

Vvector

Eequilateral

K Qquadrant

Wwidth

Fformula

Llattice point

Rradius

XYZzero angle

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Strategy Name: Admit/Exit Slips

Strategy Explanation: Admit/Exit Slips are written student responses to questions posed – for admit slips, prior to class; for exit slips, at the end of class. It is an effective way to informally assess student understanding of new and old concepts. They are also useful in stimulating critical thinking and can be used as a springboard for new learning.


Materials: copy slips (blackline master) or index cards, pens/pencils


Steps for Strategy:

I do… pose a pre-lesson or post-lesson question for the students to respond

We do…

You do… students respond on index card or printed

slip

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Support and Extension: Admit/Exit Slips

Support: To differentiate for struggling learners, teacher provides more modeling assigns peer partners allows verbal responses allows picture representation

Extension: To challenge students, teacher can use admit slips as a warm-up/bell ringer uses exit slip as a homework assignment

My Notes and Ideas:

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Name:______________________________ Date:______________

EXIT SLIP

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Briefly summarize what you learned today: _____________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

During today’s lesson I did not understand: ____________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

One question that I have about today’s lesson is: _______________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Admit/Exit Slip Math Example

Admit Slips

1. Write one (or more) things that you already know about____ . (Useful to begin a unit or lesson)

2. Write one question that you still have about the activity that we did yesterday. 3. Write an explanation of the process you used to solve one problem you did for

homework last night.

Exit Slips 1. One thing I learned today is.... 2. One thing I am not sure about today's lesson is.... 3. I can use this knowledge or process again when I....

Example 1 You are to write about the following things. Your completed work should be about one page long.

1. Tell me about at least three things you like in math class. Be specific about why you like these things.

2. Tell me about at least three things you dislike in math class. Be specific about why you dislike these things.

3. Tell me how a math teacher can help you learn. Is there something specific I should know about teaching you math?

4. Complete the following sentence. Be sure to tell me how you felt about it. One time in math class...

Example 2

Which is greater, the sum of -219 and 327 or the sum of 219 and -327? Explain

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http://www.wku.edu/3kinds/dmaesexam1.html

Strategy Name: Affinity

Strategy Explanation: Affinity, (finding similarities) is one way to help students organize their reading. Students find main ideas and details and then categorize them according to their similarities. Skills used as a result of the affinity strategy include brainstorming, piggybacking, presenting, referencing text for proof, or categorizing. All learning modalities are addressed.


Materials: chart paper, sticky notes, markers

Estimated Time for Strategy: 40 – 50 minutes

Steps for Strategy:

I do… assign text selection for 3-4 teams of

students to read assign one fluent reader in each team to

read the selection aloud teacher facilitates groups during their

independent work

We do… tell students that they will be recording

details on sticky notes, one detailed phrase per note; then place note on chart paper

You do…

students silently go to chart, read notes, and organize notes for similarities until all have been grouped together

students validate their placement of the notes

once consensus is reached students write category titles at the top of each group

after teacher feedback, students share their chart with class

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Support and Extension: Affinity

Support: To differentiate for struggling learners, teacher assigns peer partner(s)

Extension: To challenge students, teacher may have students create a power point presentation as an end product

My Notes and Ideas:

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Strategy Name: Anticipation Guide (Smith, 1978)

Strategy Explanation: Anticipation guides are used to effectively build background knowledge, clarify students’ thinking, identify misconceptions, and provoke curiosity through the use of statements related to a topic and upcoming lesson.


Materials: whiteboard, overhead projector/document camera, blackline master, or chart paper


Steps for Strategy:

I do…

identify key ideas and concepts in the text that students will be reading

create statements that students can answer without having read the text

develop three to six statements that challenge or modify students pre-existing knowledge

statements should elicit student opinion and motivate discussion

We do… model one statement (if needed)

You do…

students should be prepared to defend their opinions

have students read the text and revisit the anticipation guide to see if their opinions have changed or stayed the same

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Support and Extension: Anticipation Guide

Support: To differentiate for struggling learners, teacher provides more modeling assigns peer partner(s) limits the number of statements

Extension: To challenge students, teacher has students explain why they agree or disagree requires students to support their statements with examples from the text

My Notes and Ideas:

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Anticipation Guides: Solving Quadratic Equations in One Variable

Select the chapter or section in any Algebra II text that discusses solving quadratic equations in one variable. Follow the directions in the anticipation guide below.

Directions: In the column labeled ME, place a check next to any statement with which you agree. After reading the section, consider the column labeled TEXT, and place a check next to any statement with which the text agrees.

Me Text_______ _______ 1. Quadratic equations have at most two solutions.

_______ _______ 2. The quadratic formula can be used to solve any quadratic equation.

_______ _______ 3. If x2 = 25, then the solution set for x is {5}.

_______ _______ 4. Completing the square is a valid method for solving quadratic equations.

_______ _______ 5. When using the factoring method to solve a quadratic equation, you must set the equation equal to zero before you factor.

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Strategy Name: Back to Our Roots

Strategy Explanation: Back to Our Roots builds an awareness of Greek/Latin word roots to help students understand the origin of words, especially math and science vocabulary. Students use a Greek or Latin root word lists to create a map. Students can access new words through knowledge of these roots.


Materials: a word root list, web blackline master, thesaurus, dictionaries, sample word web, notebook paper, chart paper, overhead/document camera, or whiteboard, pens/pencils, text and/or textbook

Estimated Time for Strategy: time varies

Steps for Strategy:

I do… model word web using Greek/Latin root divide class into groups of 4 – 6 students pass out Greek/Latin word list

We do…

within each group, each student chooses 2 different word roots

direct students to use their text, dictionaries and other resources to find 4 words that contain their chosen word root

You do…

students create a word web for each word with a minimum of 4 outer rays with related words and their meanings

students share their web with the class

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Support and Extension: Back to Your Roots

Support: To differentiate for struggling learners, teacher provides more modeling allows work with partner or team allows verbal responses assigns more basic roots provides one or two answers allows picture representation

Extension: To challenge students, teacher requires students to generate more words has students compete to see who makes the most words has students create morpheme word wall with examples has students self select roots challenges students to create another organizer for the other word part (ie graph

is the root which would be in original organizer, geo could be used in another organizer)

asks students to analyze other word parts like prefixes and suffixes

My Notes and Ideas:

36

Back To Your Roots

_________________________________Subject/topic

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Math Terms Prefix Root Suffix Greek/Latin Definition

diameter di- Greek through, acrossmeter Greek measure

perimeter peri- Greek around, enclosingmeter Greek measure

symmetry sym- Greek similarmetry Greek measure

similarity simil- Latin same, alike

circumference circum- Latin in a circlefer Latin produce

inequality in- notequ- Latin same, similar

exponent ex- out of, fromponent Latin put, place

radical radic- Latin rootal Latin relating to, belonging

to

altitude alti- Latin hightude Latin state, quality

capacity cap- Latin contain, holdacity Latin quality of

*coordinate co- (com-) Latin togetherordinate Latin order, row, series

extrapolate ex- out of, fromtra- Latin beyond, out of

polygon poly- Greek many, muchgon Greek corner, bend, angle

quadrant quad- Latin four

variable vari- Latin change, different

parallel para- Greek by the side of, besideallel- Greek the other

sequence sequ- Latin follow

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Greek Combining Forms

astro stars, heavens astronaut, astrology, astronomer

bio life biography, biosphere, biology

geo earth, rocks geology, geographer, geothermal

therm heat, warm thermostat, thermal, exothermic

auto self automatic, autoimmune, autograph

homo same, alike, (or man) homonym, homogenize, homicide

hydro water hydrogen, hydrology, hydroelectric

micro small microscope, microclimate, microcosmmacro large macroclimate, macroevolution

phon sound, speech telephone, phonics, symphony

scope instrument used to observe, see

telescope, microscope, kaleidoscope

graph, gram

written autograph, telegraph, geographer, telegram, electrocardiogram, grammar

photo light photograph, photon, photobiotic

tele distant, far telescope, television, telecommunications

chron time chronic, chronological, synchronized

path suffering, disease psychopath, pathogen, sympathy

psych mind, mental psychology, psychic, psychosocial

pan all, whole panorama, panacea, pantomime

zoo animal zoology, zootoxin, zoogeography

-meter (metric)

instrument used to measure, a type of measurement

thermometer, barometric, chronometer

-phobia fear, intense dislike claustrophobia, xenophobic, acrophobia

-ology study of geology, morphology, etymology

39

Greek Combining Forms

astro stars, heavens astronaut, astrology, astronomer

bio life biography, biosphere, biology

geo earth, rocks geology, geographer, geothermal

therm heat, warm thermostat, thermal, exothermic

auto self automatic, autoimmune, autograph

homo same, alike, (or man) homonym, homogenize, homicide

hydro water hydrogen, hydrology, hydroelectric

micro small microscope, microclimate, microcosmmacro large macroclimate, macroevolution

phon sound, speech telephone, phonics, symphony

scope instrument used to observe, see

telescope, microscope, kaleidoscope

graph, gram

written autograph, telegraph, geographer, telegram, electrocardiogram, grammar

photo light photograph, photon, photobiotic

tele distant, far telescope, television, telecommunications

chron time chronic, chronological, synchronized

path suffering, disease psychopath, pathogen, sympathy

psych mind, mental psychology, psychic, psychosocial

pan all, whole panorama, panacea, pantomime

zoo animal zoology, zootoxin, zoogeography

-meter (metric)

instrument used to measure, a type of measurement

thermometer, barometric, chronometer

-phobia fear, intense dislike claustrophobia, xenophobic, acrophobia

-ology study of geology, morphology, etymology40

Latin Rootsport to carry transport, export, porter, portal, reporter

form to shape formation, reform, conform, formulation

tract to pull tractor, subtract, detract, traction, retractable

rupt to break disrupt, interrupt, rupture, corrupt

spect, spec

to see, to watch inspect, suspect, spectator, specimen, respect

struct, stru to build construct, structure, instruct, instruction

dic, dict to tell, to say dictionary, dictate, predict, edict, dictator, indict

flec, flex to bend flexible, reflector, genuflect, inflection

cred to believe credentials, credulous, discredit, incredible

aqua water aquatic, aquarium, aquamarine

pels, puls to drive, push propel, compel, impel, repel, impulse, pulsate

fact, fac to make, to do factory, facilitate, factor, faction, factotum

ject to throw, to lie inject, projectile, reject, subject, conjecture

vert to turn reverse, convert, revert, divert, diversify

mit, mis to send missile, admission, emit, remit, transmit

mort to die mortal, mortician, mortuary, mortify, immortal

script, scrib

to write scribble, script, scripture, prescription

junct to join conjunction, junction, adjunct, juncture

cide to kill suicide, genocide, ecocide, regicide

press to force, squeeze press, impress, express, compress, repress

spire, spir to breathe respire, conspire, inspire, perspire, expire, spirit

grad, gress

to step grade, graduate, gradual, transgress, regress, egress

cept, capt take, receive capture, captivity, intercept, exception

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Back To Your RootsMath Example

42

polycentricpolynomial

Strategy Name: Book Pass

Strategy Explanation: Book Pass provides students the opportunity to briefly preview a wide variety of books in a short time.

RtI Target Tier: all tiers

Materials: enough books for each student to have one book, book pass blackline master, pencil/pen

Estimated Time for Strategy: varies

Steps for Strategy:

I do… teacher models previewing book

including blurb on the back, reading the first pages, examining illustrations, and chapter titles

make sure each student has a book and a book pass form

We do…

teacher and students discuss how to rate the books either using comments, numbers 1-5, or 1-5 stars with five being the highest rating

After perusing 1-2 minutes, teacher says “book pass” and students pass books to the left until everyone has a new book

You do…

students peruse the book for 1-2 minutes

students write comments or rate the book using the numbers 1-5 or stars

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Support and Extension: Book Pass

Support: To differentiate for struggling learners, teacher provides more modeling assigns work with partner allows students to use stars for rating

Extension: To challenge students, teacher will allow students who read quickly to review multiple books during time period

My Notes and Ideas:

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Title Author Comments Rating

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Strategy Name: Capsule Vocabulary (Crist, 1975; Irvin, 1990)

Strategy Explanation: Capsule Vocabulary is a strategy in which students are given key concept words with definitions (less than 10) from an upcoming topic, article, chapter or unit of study. It is used to generate student discussion and lead to a written paragraph incorporating these vocabulary words.


Materials: chart paper, white board, overhead/document camera, blackline master, key concept vocabulary, pens/pencils, paper


Steps for Strategy:

I do… select key concept words

We do…

teacher provides definition of the word class discusses experiences they have

had with the word (where they have seen it, heard it, context they have heard it in, connections to the word…)

You do…

partners hold a conversation focused on using the key concept words in context

students individually write a summary or brief paper on the topic using each of the vocabulary words

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Support and Extension: Capsule Vocabulary

Support: To differentiate for struggling learners, teacher allows students to work in pairs or small groups to write summaries provides students with a paragraph frame or story starter allows picture representation allows verbal response

Extension: To challenge students, teacher has students self-select words that are central to the theme prior to the

assignment allows students to choose their own article

My Notes and Ideas:

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Strategy Name: Concept Definition Mapping (Schwartz, 1988)

Strategy Explanation: Concept definition mapping is a graphic organizer used to teach the meaning of key concepts. Students describe what the concept is and is not by giving examples/nonexamples.


Materials: flip chart, overhead transparency, document camera, markers, blackline master, pens/pencils


Steps for Strategy:

I do…

display example discuss questions

- what is it? (broader category/classification)

- what is it like? (important characteristics, qualities that make it different)

- examples/non-examples

We do… model by choosing a familiar vocabulary

word and map its features (if needed)

You do…

students work in pairs to complete a map (encourage students to use their background knowledge prior to a glossary or dictionary)

after map is complete, students write a definition using their map

students will revisit their map through out the unit to add or change their map as new information is presented

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Support & Extensions: Concept Definition Mapping

Support: To differentiate for struggling learners, teacher discusses students’ prior knowledge concerning the subject/topic to be

mapped determines if students can make connections with information they have

already covered in the class

Extension: To challenge students, teacher assigns higher level vocabulary words and/or concepts to the students, who

will have more complex maps as an end product.

My Notes and Ideas:

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Strategy Name: Concept Ladder (Gillet and Temple, 1982)

Strategy Explanation: Concept Ladders help students set a purpose for reading, therefore increasing understanding. Each student develops questions for each rung of the ladder using their background knowledge and/or familiar reading experience around a concept.


Materials: text, chart paper, blackline master, pens/paper


Steps for Strategy:

I do…

give students the topic read introductory text to students

We do…

model sample question through think aloud (When I read this, I wondered…) ask students to generate questions

using blackline master, prior to reading full text

You do… students write the questions then record

answers as they are revealed in their reading

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Support & Extensions: Concept Ladder

Support: To differentiate for struggling learners, teacher gives students the questions for the ladder for the concept they are teaching

Extension: To challenge students, teacher requires students to use higher level questions (from Bloom’s taxonomy)

My Notes and Ideas:

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CONCEPT LADDER

_______________________Topic

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CONCEPT LADDER for MATH

Algebra

How do you write and simplify equivalent expressions?

What are ways we can multiply and divide real numbers?

How do we add and subtract real numbers and is it different than the Order of Operations?

What are real numbers?

Why do you need to even need to have an Order of Operations?

What are variables?

How can we use the tools of Algebra?

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Strategy Name: Double Entry Journal (Tovani, 2000)

Strategy Explanation: Double Entry Journals provide an avenue in which students think critically while reading. Students connect to the text by responding to “lifted phrases”.


Materials: notebook paper, pens/pencils, blackline master, text


Steps for Strategy:

I do…

Suggest a topic or ask a question. Provide suggested thinking prompts for

reflection side This reminds me of…I predict…I am confused because…I will help myself by…I think this means…I wonder…

We do… Fold the notebook paper lengthwise Label the left side “Quote w/ page #” Label the right side “Reflection”

You do…

Lift quotes, comments, or summary statements from reading materials and write on left side

Record thoughts about the lifted statements on the reflection side

Select one prompt and reflection to discuss connections with partner, group, or whole class

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Support & Extensions: Double Entry Journal

Support: To differentiate for struggling learners, teacher provides quotes for students and completes a few reflection examples allows students to work in pairs

Extension: To challenge students, teacher uses as a prewriting strategy requires students to generate question or topic

My Notes and Ideas:

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Strategy Name: Frayer Model (Frayer, Frederick, & Klausmeier, 1969)

Strategy Explanation: Frayer Model allows students to categorize words, using definitions, characteristics, examples and non-examples in their own words.




Steps for Strategy:

I do… explain Frayer Model using blackline

master

We do… using an easy word, complete a model

with the class

You do…

students work in pairs to complete their Frayer Model with their assigned word/concept

have students share their words with others

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Support & Extensions: Frayer Model

Support: To differentiate for struggling learners, teacher models several class-developed Frayer examples. These can be collected

into notebooks for each student.

Extension: To challenge students, teacher has students create word games with the vocabulary words (wordsearch,

create word wall, crossword puzzle, taboo cards, BINGO, etc.)

My Notes and Ideas:

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Strategy Name: Graphic Organizers

Strategy Explanation: Graphic Organizers instill active comprehension and dynamic discussion by having students visually connect concepts and information from a variety of sources. Information is condensed and classified to assist students in organizing important details.

RtI Target Tier: All

Materials: Text selection, graphic organizer blackline master example (can be from TE), document camera/overhead

Estimated Time for Strategy: 10-45 minutes (warm-up to whole class period)

Steps for Strategy:

I do… Introduce concept for graphic organizer Introduce specific organizer and set-up Introduce the reading selection Display graphic organizer example

We do… Begin completing the graphic organizer

as a whole class

You do… Read text to gather information Complete graphic organizer

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Support and Extension: Graphic Organizer

Support: To differentiate for struggling learners, teacher has students work in pairs or small groups to complete graphic organizers provides a prompt or starter for each box in the graphic organizer

Extension: To challenge students, teacher assigns a graphic organizer as a starting point for a writing assignment or

research project has students come up with their own individual design for a graphic organizer

on a different skill or concept

Examples of different types of Graphic Organizers: Thinking Maps Venn Diagram Concept Definition Map Semantic Mapping Semantic Feature Analysis KWL ABC Chart Two Column Notes Frayer Model Brainstorming Web Somebody… Wanted… But… So strategy

My Notes and Ideas:

66

GRAPHIC ORGANIZERMath

PREVIEWING VOCABULARYKEY TERM KNOW IT NOT SURE DON’T KNOW DEFINITION

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PREVIEWING VOCABULARYKEY TERM KNOW IT NOT SURE DON’T KNOW DEFINITIONRotation X The composite

of two reflections over intersecting lines

Vector X A quantity that can be characterized by its direction and magnitude

Transformation X A correspondence between two sets of points

Reflection Image of a Figure

X Set of reflection images of all the points in the figure

Translation X The composite of two reflections over parallel lines

Geometry, Scott Foresman Addison Wesley, 1998 Chapter 4, pg. 191-236

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Strategy Name: Jigsaw (Aronson, 1971)

Strategy Explanation: Jigsaw is a cooperative learning technique that covers a large section of text interactively through group participation and sharing.


Materials: paper, pen/pencils, text


Steps for Strategy:

I do…

students are divided into small groups of 5-6 students

assign one student from each group as the leader

divide the day's assignment into 5-6 sections

assign each student to learn one section, making sure students have direct access only to their own section

bring the students back into their original groups (after expert groups are finished)

We do…

no modeling

You do… students read over their section at least twice and become familiar with it

form temporary "expert groups" by having one student from each original group join other students assigned to the same section

give students in these expert groups time to discuss the main points of their section and to rehearse the presentations they will make to their

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original group ask each student to present her or his

section to the group encourage others in the group to ask

questions for clarification

Support & Extensions: Jigsaw

Support: To differentiate for struggling learners, teacher assigns a leveled, lexiled text on the topic to jigsaw assigns supplemental material that goes with your adopted text in many

instances

Extension: To challenge students, teacher can have students represent their assigned parts in maps, charts or graphs

and share with the class

My Notes and Ideas:

70

Strategy Name: KWL (What I know; Want to Learn; Learned) (Ogle, 1986)

Strategy Explanation: KWL can be used to assist students with making predictions, crtitical thinking, and reflection that can become the students’ study guide. KWL begins prior to reading and extends through post reading of topic.


Materials: whiteboard, overhead projector/document camera, blackline master, or chart paper, informational text, markers, pen/pencils

Estimated Time for Strategy: varies with topic

Steps for Strategy:

I do… choose reading selection from class materials

We do… ask students to contribute what they

think they know about the topic record their ideas under the “K” column

You do…

students generate questions they would like answered concerning the topic under the “W” column

students read selection and look for answers to their questions

after reading, students discuss/write what they learned in the “L” column

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Support & Extensions: KWL

Support: To differentiate for struggling learners, teacher should fill in part of the chart to start the discussion encourages students to work in pairs or small groups if the KWL is not done

as a whole group.

Extension: To challenge students, teacher can Google® K-W-L to locate subject-specific examples of K-W-L charts

My Notes and Ideas:

72

Name: __________________________Subject: MathTeacher Name: Date: __________________ Algebra

KWhat I Know

WWhat I Want To Learn

LWhat I Have Learned

Algebra is part of mathematics.Equations are math problems.

Who started algebra in thefirst place?What do equations look like? How do you solve equations?

The Egyptians started developingalgebra in 1850 BC.Greeks, Babylonians, andHindus also studied algebra.The Arabs named it.In the mid-1500s during theRenaissance, scholars atOxford and Cambridge Universitiesin England improved thesymbols. The modern period ofalgebra began in the 1700s.Equations are like a balancedscale.Constants are the numbers inthe equations.Variables are represented bythe letters of the alphabet.Variables are the unknownsthat you solve for.Equations have constants andvariables and an equal sign.The same operation must bedone to both sides of the equalsign.The best way to solve wordproblems in math is to write them as equations.

Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)Strategy Name: Password

75

Strategy Explanation: Password is a game that helps students develop vocabulary awareness and connects the words into the concepts.


Materials: 8-10 vocabulary words for the lesson, overhead/doc cam, whiteboard


Steps for Strategy:

I do… display all the words if needed, read each word

quickly without revealing too much of the definition

We do… if needed, model the process

with a word not being used

You do…

students break into pairs – one student faces board the other faces opposite way

student 1 gives student 2 clues for each vocabulary word based on concepts and ideas from the lesson

student 2 then has to guess what vocabulary word student 1 is describing

this should take no more than 1-2 minutes per pair

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Strategy Name: Password

Support: To differentiate for struggling learners, teacher assigns groups of four students instead of pairs – two students give clues and

two students try to guess the word uses as a review activity and not to introduce new vocabulary

Extension: To challenge students, teacher includes higher level words for more points sets a time limit

My Notes and Ideas:

77

Strategy Name: Possible Sentences

Strategy Explanation: Possible Sentences is a strategy to help students make predictions about a text by using key concepts and vocabulary. Students write sentences they think will appear in the text.


Materials: passage, whiteboard, overhead/doc cam, notebook paper, chart paper


Steps for Strategy:

I do… select 10-15 key concepts and/or

vocabulary words from the passage (a mix of familiar/unfamiliar)

provide definition and explanations for new vocabulary and concepts

We do…

model creating possible sentences with the familiar words and concepts using two key concepts/vocabulary words per sentence

You do…

students work individually or in pairs to create sentences that may possibly occur in the text

students must use two key concepts/vocabulary words per sentence

after reading the passage, students should revisit their possible sentences and check them for accuracy and revise if necessary

78

Strategy Name: Possible Sentences

Support: To differentiate for struggling learners, teacher asks for one key concept/vocabulary word per sentence does this activity as a whole class/groups of 3 – 4 students

Extension: To challenge students, teacher asks for paragraphs using as many concepts/vocabulary words as possible asks that sentences include part of the definition (creating context clues)

My Notes and Ideas:

79

Possible Sentences for______________

Name of Topic

Word Box

_____ 1. ____________________________________________________ ____________________________________________________

____________________________________________________

_____ 2. ____________________________________________________ ____________________________________________________

____________________________________________________

_____ 3. ____________________________________________________ ____________________________________________________

____________________________________________________

_____ 4. ____________________________________________________ ____________________________________________________

____________________________________________________

_____ 5. ____________________________________________________ ____________________________________________________

____________________________________________________

Instructional Strategies for Engaging LearnersGuilford County Schools TF, 2002

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Possible Sentences for

_____ Perimeters and Areas _____ Name of Topic

Word Box

perimeter of a polygon lattice point circumference pi

square root hypotenuse Pythagorean Theorem formula

_____ 1. There is not a set formula to determine the perimeter of a polygon.

_____ 2. You can find the hypotenuse of a triangle by using the Pythagorean Theorem.

_____ 3. To find the circumference of a circle, multiply the diameter by pi.

__X__ 4. Lattice points can be found by taking the square root of the area.

Geometry: Integrated Mathematics – Scott Foresman Addison Wesley – copyright 1998Chapter 8 (pages 434 - 493)

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Strategy Name: QAR (Question-Answer-Relationships) (Raphael, 1982; 1986)

Strategy Explanation: QAR is a strategy used to clarify the questioning process with a common language for discussing types of questions. QAR allows students to understand the type of answer necessary based on the type of question. Students should be able to generate their own QAR questions as an end result.


Materials: short passage or text, QAR blackline guide


Steps for Strategy:

I do… introduce the strategy by describing the different question/answer relationships (use guide sheet)

We do…

students read passage/text and as they finish, teacher asks 1 question from each QAR category

repeat as necessary

You do…

assign another short passage with questions and answers and students determine which QAR category they belong to

assign longer passage/text, assign more questions (more than one from each category), students answer questions and determine QAR category *continue as needed for practice

eventually, passages are assigned in which students generate QAR questions of their own

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Support & Extensions: QAR

Support: To differentiate for struggling learners, teacher provides additional QAR examples for students to classify with modeling,

partner work, groups, etc.

Extension: To challenge students, teacher has students write their own QAR questions for classmates to determine what

kind they are can also use student generated questions for tests

My Notes and Ideas:

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Applied Math Problems: Using Question-Answer Relationships (QARs) to Interpret Math Graphics

View an Adobe Acrobat version of this intervention write-up

Students must be able to correctly interpret math graphics in order to correctly answer many applied math problems. Struggling learners in math often misread or misinterpret math graphics. For example, students may:

overlook important details of the math graphic.

treat irrelevant data on the math graphic as 'relevant'. fail to pay close attention to the question before turning to the math graphic to

find the answer. not engage their prior knowledge both to extend the information on the math

graphic and to act as a possible 'reality check' on the data that it presents. expect the answer to be displayed in plain sight on the math graphic, when in fact

the graphic may require that readers first to interpret the data, then to plug the data into an equation to solve the problem.

Teachers need an instructional strategy to encourage students to be more savvy interpreters of graphics in applied math problems. One idea is to have them apply a reading comprehension strategy, Question-Answer Relationships (QARs) as a tool for analyzing math graphics. The four QAR question types (Raphael, 1982, 1986) are as follows:

RIGHT THERE questions are fact-based and can be found in a single sentence, often accompanied by 'clue' words that also appear in the question.

THINK AND SEARCH questions can be answered by information in the text--but require the scanning of text and the making of connections between disparate pieces of factual information found in different sections of the reading.

AUTHOR AND YOU questions require that students take information or opinions that appear in the text and combine them with the reader's own experiences or opinions to formulate an answer.

ON MY OWN questions are based on the students' own experiences and do not require knowledge of the text to answer.

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http://www.jimwrightonline.com/pdfdocs/math_QAR.pdf



http://www.interventioncentral.org/htmdocs/interventions/math/math_QAR.php#topAnchor%23topAnchor%00

Steps to Implementing This Intervention

Teachers use a 4-step instructional sequence to teach students to use Question-Answer Relationships (QARs) to better interpret math graphics:

1. Distinguishing Among Different Kinds of Graphics

Students are first taught to differentiate between five common types of math graphics: table (grid with information contained in cells), chart (boxes with possible connecting lines or arrows), picture (figure with labels), line graph, bar graph.

Students note significant differences between the various types of graphics, while the teacher records those observations on a wall chart. Next students are shown examples of graphics and directed to identify the general graphic type (table, chart, picture, line graph, bar graph) that each sample represents.

As homework, students are assigned to go on a 'graphics hunt', locating graphics in magazines and newspapers, labeling them, and bringing them to class to review.

2. Interpreting Information in Graphics

Over several instructional sessions, students learn to interpret information contained in various types of math graphics. For these activities, students are paired off, with stronger students matched with less strong ones.

The teacher sets aside a separate session to introduce each of the graphics categories. The presentation sequence is ordered so that students begin with examples of the most concrete graphics and move toward the more abstract. The graphics sequence in order of increasing difficulty is: Pictures > tables > bar graphs > charts > line graphs.

At each session, student pairs examine examples of graphics from the category being explored that day and discuss questions such as: "What information does this graphic present? What are strengths of this type of graphic for presenting data? What are possible weaknesses?" Student pairs record their findings and share them with the large group at the end of the session.

3. Linking the Use of Question-Answer Relations (QARs) to Graphics

In advance of this lesson, the teacher prepares a series of data questions and correct answers. Each question and answer is paired with a math graphic that contains information essential for finding the answer.

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At the start of the lesson, students are each given a set of 4 index cards with titles and descriptions of each of the 4 QAR questions: RIGHT THERE, THINK AND SEARCH, AUTHOR AND YOU, ON MY OWN. (TMESAVING TIP: Students can create their own copies of these QAR review cards as an in-class activity.)

Working first in small groups and then individually, students read each teacher-prepared question, study the matching graphic, and 'verify' the provided answer as correct. They then identify the type of question being posed in that applied problem, using their QAR index cards as a reference.

4. Using Question-Answer Relationships (QARs) Independently to Interpret Math Graphics

Students are now ready to use the QAR strategy independently to interpret graphics. They are given a laminated card as a reference with 6 steps to follow whenever they attempt to solve an applied problem that includes a math graphic:

o Read the question,

o Review the graphic, o Reread the question, o Choose the appropriate QAR, o Answer the question, and o Locate the answer derived from the graphic in the answer choices offered.

Students are strongly encouraged NOT to read the answer choices offered on a multiple-choice item until they have first derived their own answer-to prevent those choices from short-circuiting their inquiry.

References

Mesmer, H.A.E., & Hutchins, E.J. (2002). Using QARs with charts and graphs. The Reading Teacher, 56, 21-27.

Raphael, T. (1982). Question-answering strategies for children. The Reading Teacher, 36, 186-190.

Raphael, T. (1986). Teaching question answer relationships, revisited. The Reading Teacher, 39, 516-522.

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http://www.interventioncentral.org/htmdocs/interventions/math/math_QAR.php#topAnchor%23topAnchor%00

Strategy Name: Question Game (McTeague, 1996)

Strategy Explanation: The Question Game teaches students through several close readings of any type of text. Students develop text, self, and world based questions related to an assigned reading, then share in discussion with peers. This strategy ensures all students will participate in discussion of the assigned reading


Materials: index cards, text, pens/pencils


Steps for Strategy:

I do... decide if you want to assign student

pairs or let students choose partners

We do…

once groups of four create their one question, use those questions as a whole-class discussion of the reading

discussion can be led by the teacher or the students that created it

You do… student reads the text and writes down three questions that they want to know more about and/or need help answering

student trades cards with a partner, reads the other’s questions, and makes notes as to the answer

pairs of students use those 6 questions as basis for a discussion about what they read

students then create 3 new questions based on their discussions

each pair of students then trades their 3 questions with another pair of students

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and attempts to answer the new questions

the two paired teams then get together as a group of four, discuss the text, and use the 6 questions as the basis for their discussion

each group of four then creates one new question that is still unanswered or thought-provoking for a whole class discussion

Support & Extensions: Question Game

Support: To differentiate for struggling learners, teacher should create questions for students to use for their discussions should pay special attention to groupings as well; pair two students with

teacher created questions with another group that created their own questions to encourage more discussion

Extension: To challenge students, teacher has students lead the discussion from the beginning taking on the role of the

teacher has students create the model questions for the struggling readers to answer,

working more closely with those groups (like teacher assistants)

My Notes and Ideas:

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Strategy Name: Quick Writes (Moore, Moore, Cunningham & Cunningham, 1998; also called Write Now by Rillero, Zambo, Cleland, & Ryan, 1996 )

Strategy Explanation: Quick Writes involve a short written response to a portion of text that causes a reaction in the reader. Quick Writes allow the student to create a framework for writing and thinking critically about a topic, develop writing fluency, and help build confidence as a reader.


Materials: Text selection, notebook paper/journal, pens/pencils, timer


Steps for Strategy:

I do… select text (poem, quote, or short story) read the text aloud to students provide 2-3 minutes of uninterrupted

free writing time (should not be a prompt)

after free writing, teacher should model written response with whole class

We do… teacher models how to write a response

to a borrowed line or thought related to the text

You do…

listen to teacher’s response student writes their response focused

on text-to-text, text-to-self, and text-to world connections (see text connection strategy)

share responses with a partner if time allows, allow students to

volunteer to share whole class

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Support & Extensions: Quick Writes

Support: To differentiate for struggling learners, teacher provides a sentence starter prompt for the responses discusses text, reads the text a second time, and then allows 2-3 minutes for

either verbal or written responses

Extension: To challenge students, teacher increases writing time from 2-3 minutes to 5-6 minutes extends previously written Quick Write into formal writing

My Notes and Ideas:

91

Strategy: Quick WriteMESH Subject: MathText title: N/AAuthor(s): K. DewdneyPage #: N/APublisher: N/AYear published: N/A

Example

Quote: "The most powerful single idea in mathematics is the notion of a variable." -– K. Dewdney

Student Quick Write Example:

I know that a variable is a letter the represents a number in Algebra. So, maybe this means that variables are very important. They are like substitutes for numbers. Sometimes they’re in math equations. For example, when 4x=8, x is the variable. It represents the number 2, so 4 times 2 would be equal to 8. Therefore, a variable is used to solve a mystery in math! A variable can be any letter that stands for any number. Some variables are easy to figure out and some are very difficult. My cousin says that a variable can also be a symbol. That’s all I know.

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Strategy Name: RAFT (Role/Audience/Format/Topic) (Santa, 1988)

Strategy Explanation: RAFT is used with informational text. Students show understanding through creative writing and it forces students to process the information rather than simply answering questions.

R: Role of the writer: What’s the writer’s role?A: Audience: Who is going to be reading the writing?F: Format: What is the best layout for this writing? (letter, article, poem, etc)T: Topic: Who or what is the subject of this writing?


Materials: informational material, textbook, paper, pencil


Steps for Strategy:

I do… decide what your major focus or idea is that you want students to understand

this becomes their topic for writing

We do…

brainstorm possible roles students could assume

decide on the audience determine format model (if needed)**once students become comfortable with this strategy, allow them to come up with their own roles, audience and format

You do… students write their RAFT paper

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Support & Extensions: RAFT

Support: To differentiate for struggling learners, teacher assigns roles, audience, format and topic to students gives paragraph frames for students to use for RAFT paper gives students a written model for an example to follow

Extension: To challenge students, teacher gradually releases the RAFT components for students to come up with their

own RAFT papers based on the text students are working with

My Notes and Ideas:

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RAFT Assignments

Topic or Text: Fractions

Objectives:

Role Audience Format Topic

Fractions Whole Number Children’s book Do you want a piece of me?

Fractions Its equivalents Invitation and a mask

Come to the Masquerade Ball!

Fraction disguised as a decimal

The public Wanted poster/ warning ad

Warning! This dangerous fraction is disguised as a decimal

Fraction Other students Paper people, wardrobe changes

What to wear when you are a fraction, decimal, etc.

98

Strategy Name: Read Aloud (Trelease, 1982)

Strategy Explanation: Read Aloud is a strategy that promotes engaged listening, increases vocabulary, and assists comprehension through modeled fluent reading of a particular topic, genre or author.


Materials: Teacher chosen text selection related to the topic.


Steps for Strategy:

I do… select high-interest text to be read to

spark interest in a topic or build background knowledge

read aloud text selection using modeled prosody (inflection) and fluency

allow time for student discussion of text (optional).

We do… students listen quietly as teacher reads

aloud the text

You do… discuss text with partner or in group (optional)

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Support & Extensions: Read Aloud

Support: To differentiate for struggling learners, teacher provides a copy for students to follow along while you read aloud (which then

makes this strategy “shared reading”) provides pictures to create a visual allows students to draw as they listen which assists with comprehension and

focus

Extension: To challenge students, teacher has students write a new ending for the read aloud story has students use critical thinking skills to make interpretations of the story to

discuss later asks students to draw illustrations to show comprehension of the story

My Notes and Ideas:

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Strategy: Read AloudMESH Subject: Math

Directions:

1. select a high-interest text to be read to spark interest in a topic or build background knowledge

2. read aloud text selection using modeled prosody (inflection) and fluency3. allow time for student discussion of text (optional)

Math Read Aloud Book List

A Cloak for the Dreamer by Aileen Friedman, Kim Howard (Tessellations) A Fly on the Ceiling by Julie Glass, Richard Walz (Cartesian coordinate system) All of the Above by Shelley Pearsall A chapter book about a group of unlikely students’ quest to build the world’s largest tetrahedron, G is for Googol: A Math Alphabet Book by David Schwartz, Marissa Moss (math terms and concepts) Grandfather Tang’s Story by Ann Tompert (Tangrams) Is a Blue Whale the Biggest Thing There Is? by Robert E. Wells (Scientific Notation) Mummy Math: An Adventure in Geometry by Cindy Neuschwander (Geometric Solids) On Beyond a Million: An Amazing Math Journey by David M. Schwartz, Paul Meisel (Exponents, Powers of Ten) Sir Cumference and the First Round Table: A Math Adventure by Cindy Neuschwander, Wayne Geehan Sir Cumference and the Great Knight of Angleland: A Math Adventure by Cindy Neuschwander, Wayne Geehan Sir Cumference and the Dragon of Pi: A Math Adventure by Cindy Neuschwander, Wayne Geehan Sir Cumference and the Sword in the Cone: A Math Adventure by Cindy Neuschwander, Wayne Geehan Spaghetti and Meatballs for All by Marilyn Burns, Gordon Silveria (Perimeter and Area)

101

The Greedy Triangle by Marilyn Burns, Gordon Silveria (Polygons) What’s Your Angle, Pythagoras by Julie Ellis, Phyllis Hornung (Pythagorean Theorem)

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MathStart Series Stuart J. Murphy

Computation and Estimation Betcha! (Estimating) Divide and Ride (Dividing) Ready, Set, Hop! (Building Equations) Too Many Kangaroo Things to Do! (Multiplying) Shark Swimathon (Subtracting Two-Digit Numbers) Geometry Captain Invincible and the Space Shapes (Three-Dimensional Shapes) Let’s Fly a Kite (Symmetry) Treasure Map (Mapping)

Measurement Bigger, Better, Best! (Area) Racing Around (Perimeter)

Data and Probability The Best Vacation Ever! (Collecting Data) Probably Pistachio (Probability) The Sundae Scoop (Combinations) Tally O’Malley (Tallying) Dave’s Down-to-Earth Rock Shop (Classifying) Lemonade for Sale (Bar Graphs)

Fractions, Decimals and Percents Jump, Kangaroo, Jump! (Fractions) The Grizzly Gazette (Percentage)

Algebra Dinosaur Deals (Equivalent Values) Safari Park (Finding Unknowns)

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Strategy Name: Semantic Feature Analysis (SFA) (Baldwin, Ford, & Readance, 1981; Johnson & Pearson, 1984)

Strategy Explanation: Semantic Feature Analysis is a comparison chart for classifying features of terms that fall into similar categories. The matrix is a visual summary of similarities and differences within a unit of study.


Materials: whiteboard, overhead projector/document camera, chart paper, blackline master


Steps for Strategy:

I do… select a unit of study create matrix

-left side: key vocabulary or concepts-top: features that the words/concepts share

We do…

model (if needed)

You do…

students use an “x” to show if the feature applies to a word or concept

students will share with other students their reasons behind their choices

as the unit progresses, they can add terms to the matrix

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Support & Extensions: Semantic Feature Analysis

Support: To differentiate for struggling learners, teacher provides categories for students may need to have the matrix partially filled in to better explain to the students

why you are making the choices you are

Extension: To challenge students, teacher requires students to complete entire SFA matrix independently, including the

categories on top as well as the left side categories of the matrix

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Strategy Name: Semantic Mapping (Johnson & Pearson, 1984)

Strategy Explanation: Semantic Mapping depicts the relationship through key thoughts and related technical terms in text.


Materials: whiteboard, overhead projector/document camera, or chart paper, blackline master


Steps for Strategy:

I do…

write key concepts or technical terms on the board from a unit you have just finished

list related concepts and terms explain why those concepts and terms

were chosen, ie: what are the connections?

We do…

create a web or map of all the words you have chosen (classify, group, categorize)

model your choices out loud

You do…

students work together in small groups to come up with related concepts or terms from the unit of study on their own

share whole group to create one cohesive map as a class

students may revisit the map and add information when they have finished reading

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Support & Extensions: Semantic Mapping

Support: To differentiate for struggling learners, teacher models additional maps as needed assigns categories to students and gives students list of possibilities (word

bank) for the map

Extension: To challenge students, teacher assigns more difficult concepts and vocabulary for the students to complete

entire map on their own assigns students to work in pairs (instead of groups)

My Notes and Ideas:

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Strategy Name: Survey, Question, Read, Recite, Review (SQ3R)(Robinson, 1946)

Strategy Explanation: SQ3R: Survey, Question, Read, Recite, Review is a strategy designed to help the student preview text. It enhances the students’ understanding and retention of the material.

RtI Target Tier: All tiers

Materials: whiteboard, overhead projector/document camera, student notebook or chart paper, blackline master

Estimated Time for Strategy: Used throughout lesson

Steps for Strategy:

I do… choose text point out how the author uses text

features to organize the text using a different, short text, teacher

models SQ3R method

We do… preview the original text

features(survey) formulate questions

You do…

students read the text and answer their questions when they are finished (recite)

review answers with class

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Support and Extension: Survey, Question, Read, Recite, Review (SQ3R)

Support: To differentiate for struggling learners, teacher provides more modeling assigns students to work with partner allows verbal responses uses the blackline Q Note master, instead of regular notebook paper turns titles and sub-headings into questions adds bold-faced words in question column

Extension: Q Notes (Jim Burke 2000)

Q Notes combines SQ3R and Cornell Notes. Burke calls it “Q Notes” because you can only write Q-uestions in the left-hand margin; when you prepare for a Q-uiz, the Q-uestions serve as CUES to remind the student what they need to know.

when you get to the Q-part of the SQ3R, you turn the subtitles and titles into Q-uestions which you note in the left-hand column of Cornell form

when using these notes to study, fold the paper so that only the questions in the left column are showing

Use these to Q-uiz yourself

My Notes and Ideas:

113

SQ3R Study Strategy

SKILLS: focused reading, asking questions, summarizing

TOPIC:

SURVEY: Look at titles, headings, pictures, graphs, charts, maps, and boldfaced words in text. Predict three to four things you think

you will learn.

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

QUESTION: Turning the title into a question creates your purpose for reading.Write down any questions that come to mind during the survey.

Be sure to include any unfamiliar vocabulary.

Question or key word Answer

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SQ3R READING STRATEGY (Continued)

READ: Search for answers to questions while reading and respond. May need to jot down more questions or note unclear parts.

RECITE: Recite answers to questions aloud or in writing. May need to reread text to answer questions.

REVIEW: Answer questions without looking at text. May be asked to write a summary, a reflection, or

to organize main idea and details in a graphic organizer.

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SQ3R Study Strategy: Math Example

SKILLS: Focused reading, asking questions, summarizing

TOPIC: Graphing in the Coordinate Plane p. 116 Ch. Preview (Mathematics, course 3, Prentice Hall

SURVEY: Look at titles, headings, pictures, graphs, charts, maps, and boldfaced words in text. Predict three to four things you think you will learn.

1. How to identify and graph points in a coordinate plane

2. How to use ordered pairs to solve equations

3. How to graph a group of points

4. How to locate places on a map

QUESTION: Turning the title into a question creates your purpose for reading.Write down any questions that come to mind during the survey.

Be sure to include any unfamiliar vocabulary.

Question or key word Answer(after reading)

What is a coordinate plane? A grid formed by the intersection of 2 number lines

How do you use ordered pairs to graphpoints and lines?

Ordered pairs are used to locate points in the coordinate plane

How to find ordered pair solutions? The first number in a pair is the “x” coordinate, the second number is the “y” coordinate. (x comes before y in alphabet)The first coordinate = horizontal units, the second coordinate tells the vertical units a point is from the origin (point o)

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SQ3R READING STRATEGY MATH EXAMPLE (Continued)

READ: Search for answers to questions while reading and respond. May need to jot down more questions or note unclear parts.

RECITE: Recite answers to questions aloud or in writing. May need to reread text to answer questions.

REVIEW: Answer questions without looking at text. May be asked to write a summary, a reflection, or

to organize main idea and details in a graphic organizer.

SQ3R: Variation for Math Problem SolvingSQRQCQ

SURVEY Read the problem rapidly, skimming to determine its nature

QUESTION Decide what the problem is, what is being asked

READ Read for details and interrelationships

QUESTION Decide which processes and strategies should be used

COMPUTE Do the math

QUESTION Ask whether the answer seems correctCheck against the facts presented in the text

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Strategy Name: Text Connections (Keene & Zimmerman, 1997).

Strategy Explanation: Text Connections (text-to-text, text-to-self, and text-to-world) encourages students to connect current reading to prior knowledge and experiences.


Materials: fiction or informational text, blackline master, overhead/doc cam

Estimated Time for Strategy:

Steps for Strategy:

I do… select text to use explain the 3 types of

connections read a text aloud and model

making connections

We do… work with students to generate

connections, possibly focusing on a prior unit of study or current event

You do…

students read a text and make connections using blackline master

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Strategy Name: Text Connections

Support: To differentiate for struggling learners, teacher provides background knowledge prior to reading so that students can make

connections with the text you are about to introduce

Extension: To challenge students, teacher encourages connections that are less obvious and have a deeper

personal/conceptual meaning asks students to explain how they made their connection

My Notes and Ideas:

120

Text ConnectionsText-to-self connections are highly personal connections that a reader makes between a piece of reading material and the reader’s own experiences or life. An example of a text-to-self connection might be, "This story reminds me of a vacation we took to my grandfather’s farm."

Sometimes when reading, readers are reminded of other things that they have read, other books by the same author, stories from a similar genre, or perhaps on the same topic. These types of connections are text-to-text connections. Readers gain insight during reading by thinking about how the information they are reading connects to other familiar text. “This character has the same problem that I read about in a story last year,” would be an example of a text-to-text connection.

Text-to-world connections are the larger connections that a reader brings to a reading situation. We all have ideas about how the world works that goes far beyond our own personal experiences. We learn about things through television, movies, magazines, and newspapers. Often it is the text-to-world connections that teachers are trying to enhance when they teach lessons in science, social studies, and literature. An example of a text-to-world connection would be when a reader says, "I saw a program on television that talked about things described in this article."

Below are some examples of connecting statements to use as prompts...

This part reminds me of....I felt like...(character) when I....If that happened to me I would....This book reminds me of...(another text) because....I can relate to...(part of text) because one time....Something similar happened to me when....

Below are some examples of questions that can be used to facilitate connections:

Text-to-self:What does this remind me of in my life? What is this similar to in my life? How is this different from my life? Has something like this ever happened to me?How does this relate to my life?What were my feelings when I read this?

Text-to-text:What does this remind me of in another book I’ve read? How is this text similar to other things I’ve read? How is this different from other books I’ve read?Have I read about something like this before?

Text-to-world:What does this remind me of in the real world?How is this text similar to things that happen in the real world? How is this different from things that happen in the real world? How did that part relate to the world around me?

Adapted from FORF-PD's Reading Strategy of the Month, Making Connections October 2004http://forpd.ucf.edu/strategies/stratText.html

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http://forpd.ucf.edu/strategies/stratText.html

How Connecting Helps Comprehension

Text (Summary) Reminds me of... Helps me understand...

Type of Connection

Adapted from Harvey and Goudvis, 2000

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How Connecting Helps Comprehension

Text (Summary) Reminds me of... Helps me understand...

Type of Connection

Orientation depends on the order in which the vertices are given.

when I went to the putt putt golf. I couldn't use my club because it was a left handed club.

that even though the orientation uses the same path, if you rotate the path, it will be different,

Text-to-self

To set up the shot, consider the walls in reverse order.

This reminds me of the book Sticks. A kid used his knowledge of angles to dominate pool games and get money.

how the boy was able to win all those games – how to get the ball when I want it.

Text-to-text

Properties of all figures are the same in both preimages and images.

the picture of the Taj Mahal and it's reflection in the pond.

that image will be reflected in the water the opposite.

Text-to-world

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Adapted from Harvey and Goudvis, 2000Geometry: Integrated Mathematic – Scott Foresman – copyright 1998 Chapter 4, section 2,3 (pages 191 - 202)Strategy Name: THIEVES (Title Heading Introduction Every first sentence Visuals/Vocabulary End-of-chapter questions Summary) (Rinsky & Wassman, 1997)

Strategy Explanation: The THIEVES strategy is used to preview informational text, activate prior knowledge and set a purpose for reading by surveying the passage prior to reading.


Materials: THIEVES blackline master, overhead/doc cam, chart paper, informational passage


Steps for Strategy:

I do… identify informational text to

be used provide students with

handouts review THIEVES acronym

with students

We do… model using THIEVES

strategy with a short informational text or a portion of assigned reading

You do…

students complete the THIEVES handout as they preview the informational text.

124

Strategy Name: THIEVES

Support: To differentiate for struggling learners, teacher allows students to work in pairs to preview the text and complete the activity

My Notes and Ideas:

125

T itle What is the title?

What do I already know about this topic?

What does this topic have to do with the preceding chapter?

Does the title express a point of view?

What do I think I will be reading about?

H eadings What does this heading tell me I will be reading about?

What is the topic of the paragraph beneath it?

How can I turn this heading into a question that is likely to be answered in the text?

I ntroduction Is there an opening paragraph, perhaps italicized?

Does the first paragraph introduce the chapter?

What does the introduction tell me I will be reading about?

Do I know anything about this topic already?

E very first sentence

What do I think this chapter is going to be about based on the first sentence in each paragraph?

V isual and vocabulary

Does this chapter include photographs, drawings, maps, charts, or graphs?What can I learn from the visuals in a chapter?How do captions help me better understand the meaning?

Is there a list of key vocabulary terms and definitions?

Are there important words in boldface type throughout the chapter?Can I tell the meaning of the boldfaced words from the sentences in which they are embedded?

E nd-of-chapter questions

What do the questions ask?

What information do they earmark as important?

What information do I learn from the questions?

Let me keep in mind the end-of-chapter questions so that I may annotate my text where pertinent information is located.

S ummary What do I understand and recall about the topics covered in the summary?

Chapter/Article Title:

126

__________________________________________

T itle

H eadings

I ntroduction



E nd-of- chapter questions

S ummary

127

129

THIEVES PracticeTHIEVES Practice

T: From the title, predict what the text is about:

H: Look at all headings (& Table of Contents) and then turn two of them into important questions that you think the text will answer. (Why, How...)

I: Use the introduction and first paragraph to predict the main idea (or to create a big question you think the text will answer):

E: Write down everything you know about the topic. Use back of this paper, if necessary. Circle any of your notes you would like to know more about or write a question about it.

V: List three important visuals and predict how they will help you understand the text

E: Guess the answers for the end-of-chapter questions, read any summaries—and write down every bold or italicized word.

S: So What? Why do you think the author wrote this?

Its text structure tells me that:

Zwiers ‘02Zwiers ‘02

Adapted

T: From the title, predict what the text is about:

H: Look at all headings (& Table of Contents) and then turn two of them into important questions that you think the text will answer. (Why, How...)

I: Use the introduction and first paragraph to predict the main idea (or to create a big question you think the text will answer):

E: Write down everything you know about the topic. Use back of this paper, if necessary. Circle any of your notes you would like to know more about or write a question about it.

V: List three important visuals and predict how they will help you understand the text

E: Guess the answers for the end-of-chapter questions, read any summaries—and write down every bold or italicized word.

S: So What? Why do you think the author wrote this?

Its text structure tells me that:

Chapter/Article Title: Chapter 5, Section 5.1

T itle Modeling Data with Quadratic Functions – “quad” means four, so I think I will learn about an equation that has 4 parts

H eadings Quadratic Functions and Their Graphs – How will I graph a quadratic function?Using Quadratic Models – What is a quadratic model?

I ntroduction The lesson preview shows the skills I should already have and vocabulary I will learn. I can do all of the problems listed.


Not usually applicable in math textbooks.


The vocabulary is highlighted as it is introducedThe charts are part of the problems

E nd-of-chapter questions

The questions go with each example in the section - challenge, FCAT style, and review questions

S ummary The questions (problems) are the summary – I am confused about the vertex and axis of symetry

Algebra 2 – Prentice Hall – copyright 2004 Chapter 5, section 5.1 (pages 234 - 239)

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Strategy Name: Think-Pair-Share (Lyman, 1981)

Strategy Explanation: Think-Pair-Share is a discussion strategy that encourages active participation from every student. This strategy is best served as a pre-reading activity, problem-solving strategy, pause in a lecture, or post-reading activity.


Materials: Display device (overhead, dry erase board, document camera, question strips, or chart paper) for questions

Estimated Time for Strategy: 5 minutes

Steps for Strategy:

I do… suggest a topic or ask a question

We do… “Think” about what you know or have

learned about the topic

You do…

students write down what they know or have learned about the topic

students “Pair” with another student or small group and share ideas

whole group “Share” discussion

131

Support & Extensions: Think-Pair-Share

Support: To differentiate for struggling learners, teacher uses as a brainstorming activity for a writing assignment includes a hint under each question to lead their thinking includes a sentence starter for the responses

Extension: To challenge students, teacher has students generate their own questions or topics and use them within

cooperative groups or with the whole class uses Think-Pair-Share in place of brainstorming

My Notes and Ideas:

132

Think-Pair-Share Template

Course Title: _______________________________ Name: _________________________

DirectionsBefore we read this selection, think about the following question or problem:

ThinkWrite three answers or ideas you have about this question or problem.

1.

2.

3.

PairDiscuss your ideas with a partner. Check any ideas above that your partner also wrote down.Write down ideas your partner had that you did not have here.

1.

2.

3.

ShareReview all of your ideas and circle the one you think is most important. One of you willshare this idea with the whole group.

As you listen to the ideas of the whole group, write down three you liked.

1.

2.

3.

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Think-Pair-Share Math Template

Course Title: Math Name: _________________________

Directions Place a complex problem on the overhead. Ask students to think about the steps they

would use to solve the problem, but do not let them figure out the actual answer. Without telling the answer to the problem, have students discuss their strategies for solving the problem. Then let them work out the problem individually and compare answers.

Example

ThinkWrite three strategies that you would use to solve this problem.

1.

2.

3.


1.

2.

3.

ShareOne of you will share this idea with the whole group.

As you listen to the strategies and solutions of the whole group, comment on their ideas using these prompts.

o I agree with [name's] answer..., o I don't agree with [name's] answer..., o I started the problem like [name] but then I...

135

© 2006 PCG’s Center for Resource Management rev. 3/07

Think-Pair-Share Template

Course Title: Math Name: _________________________

Directions Place a complex problem on the overhead. Ask students to think about the steps they

would use to solve the problem, but do not let them figure out the actual answer. Without telling the answer to the problem, have students discuss their strategies for solving the problem. Then let them work out the problem individually and compare answers.

Example Brenden earns $8.25 per hour at his job. He also makes $12.38 per hour any number of hours over 40 that he works in one week. He worked 40 hours last week, plus some overtime, and he made $385.71. How many overtime hours did he work?

ThinkWrite three strategies that you would use to solve this problem.

1. I would multiply Brenden’s hourly pay of $8.25 times 40 hours.

2. I would take the total earnings for 40 hours and subtract it from his overall gross pay of $385.71.

3. Once I figure out the difference between this, I would divide it by $12.38 and that would tell me the amount of overtime hours Brenden worked.


1. Take the gross pay of $385.71 and subtract from it (40 x $8.25)

2. Once I determine the answer, I will divide the remaining pay by $12.38

3. That will give me the number of overtime hours Brenden worked.

ShareOne of you will share this idea with the whole group.

As you listen to the strategies and solutions of the whole group, comment on their ideas using these prompts.

o I agree with [name's] answer..., o I don't agree with [name's] answer...,

o I started the problem like [name] but then I...

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Strategy Name: UNRAVEL

Strategy Explanation: UNRAVEL is a comprehension strategy that helps students engage with text to better understand their reading.




Steps for Strategy:

I do… make sure each student has a copy of sample abbreviated text

teacher models UNRAVEL with an abbreviated text

We do… students follow the steps as the teacher

is modeling with the abbreviated text on their sample

You do…

Underline the title Now predict what the passage is about Run through and number the

paragraphs All the important words should be

circled or underlined Venture through and read the passage Eliminate the wrong answers Let’s answer the questions students fill out their handout using the

above directions

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Support and Extension: UNRAVEL

Support: To differentiate for struggling learners, teacher provides more modeling assigns peer partner(s) reduces number of activities (letters of UNRAVEL) that students are expected to

complete

Extension: To challenge students, teacher provides different types of articles for students to UNRAVEL

FYI: this activity requires two components: an informational article and multiple

choice questions this activity is particularly beneficial for review prior to test taking

My Notes and Ideas:

138

UNRAVEL YOUR READINGU nderline the title

N ow predict what the passage is about

R un through and number the paragraphs

A ll the important words should be circled or underlined the first sentence in each paragraph bold or italicized words words that answer who, what, where, when, why, and

how underlined words big words any of the 12 words words in parentheses transition words words in quotation marks words in different colors number words and dates words you don’t know Proper Names ANY WORDS THAT STAND OUT

V enture through and read the passage

E liminate the wrong answers

L et’s answer the questions!

Remember to DOUBLE CHECK your work!

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U N R A V E L example

FCAT Reading Released Test Book

Read the article “Cutting Off the World’s Roof” before answering Numbers 31 through 38.

(U) Cutting Off the World’s Roof (N)(It will talk about our atmosphere)

BY KEN HOWARD

(R) # the paragraphs (V) venture through and read the passage1 The tremendous heights of mountains have fascinated humankind for ages. (A)Geologists, however, wonder why mountains aren’t even taller, and they have formulated theories to explain why peaks have not reached greater heights.

2 The mighty Himalaya would be higher were it not for a buzz saw made of ice.

3 Now that everybody is climbing peaks in the Himalaya, this so-called (A)Roof of the World is starting to seem a lot closer to the ground. After all, Ramaposhi, Nanda Devi, and Nanga Parbat (mountains) are just five miles up. K2 and Everest reach five and a half, give or take a few hundred yards. You probably drive farther than that to your local multiplex. Jaded thrill seekers must be wondering why there are so few really tall mountain ranges on Earth, and why the ones we have aren’t even taller.

Three Theories

4 Geologists wonder about that, too. Some of them think that the problem lies on the supply side—that tall peaks are fast-rising peaks, and to make more of them Earth would have to shove its crust skyward faster than it actually does. Others say the important thing is how fast mountains are coming down: as mountains rise, they scrunch down under their own weight. Or perhaps they get their tops (A) lopped off by (A) erosion. So far, however, no one has had good numbers to support any of the various theories. 5 Now a team of California geologists say they do. And the numbers favor erosion. As the Himalayan mountains come up, (A) glaciers shear off their tops like a buzz saw. In a younger, warmer, less glacier-friendly world, these peaks may have been much taller.

Evidence for the Erosion Theory

6 The geologists took five million satellite measurements of elevations in the northwest Himalaya and Karakoram ranges, where summits soar to heights of more than twenty-six thousand feet above sea level, and fed the numbers into computer programs

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designed to (A) tease out slope angles, the amount of land at every elevation, and other features. The results showed that the snowcapped Himalayan peaks, the mountains that launched a thousand wall calendars, make up only a small percentage of the total ground area—like pins sticking up through a piece of paper. The landscape as a whole lies thousands of feet closer to sea level. The average elevation varies from place to place, but the statistics show that it corresponds to the elevation at which glaciers start to form. That’s also where the sheer mountainsides start to level off. In other words, the rocks stop where the ice begins. In the Himalayan Mountains, at least, it looks as if it’s glaciers that are wearing the heights down. “Landscape is trying to get higher, but surface processes are trying to erode it,” says one of the researchers, Nicholas Brozovic, a (A) geomorphologist at the University of California, Berkeley. “Glaciers effectively form a limit.”

Evidence Against the Other Two Theories

7 Of course, a statistical match between glaciers and elevations doesn’t prove that glaciers are controlling the elevations. To strengthen their case, the researchers had to deal with the other possibilities .The faster-is-higher hypothesis was easy to eliminate. Because rocks of similar ages appear at different heights in different mountains, geologists know that some of these mountains are rising faster than others. In the area Brozović and his colleagues studied, the rate of rise changes from east to west. If speed were king, the sizes and shapes of mountains ought to vary from east to west, too. But the numbers showed that was not the case. So much for the supply side.

8 What about trickle down—the possibility that the mountains are collapsing under the force of gravity? When rock piles up so high that its weight exceeds its strength, the rock cracks, forming (A) faults. Along those faults (which can be as much as forty miles long and several miles deep) huge blocks of rock may slide back toward the sea.

9 Faults like that are known to exist in the mountain-and-valley regions of the Himalaya, but they have been inactive for about twenty million years. That’s too long to have affected the heights of the mountains today. And in any case, Brozović points out, it’s unlikely that faults would turn up in just the right places to make terrain taper off right above the snow line.

How Glacial Erosion Works

10 Glaciers, however, are in the right place. They start to form after a mountaintop pokes up past the snow line. The faster the mountain rises, the more of its surface there is for the ice to cover; the more ice, the more erosion. High peaks are especially prone to glacial erosion, because they tend to catch clouds that might otherwise drop snow onto lower mountains nearby. That turns the peaks into what Brozović

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calls “topographic lightning rods”— (A) catalysts for their own destruction. But if that’s so, how can snowcapped peaks exist at all? Because glacial scouring isn’t perfect, Brozovi´c says. It’s bound to miss a few parts of a few mountaintops, or at least work too slowly to keep them down. When it does, the survivors may grow so steep that ice slides off their sides before it builds up enough weight to do any damage. Or they may get so cold that they freeze to the rocks and stop sliding altogether. Motionless glaciers don’t wear down ountains. The tallest, pointiest peaks, then, can become glacier-proof. Their height really does depend on the strength of the rock.

11 If Brozovi´c and his colleagues are right, it may be no coincidence that the highest mountains in the world lie within thirty degrees of the equator. At higher latitudes (for example, in Alaska) the air is colder, so glaciers form at lower elevations, and mountains can’t get as tall. It may also be true that mountains rise and fall along with long-term global temperatures. For most of the past two million years, Himalayan glaciers probably formed more than a thousand feet lower than they do today and may have covered almost twice as much area. If the “glacier buzz saw” theory is correct, mountains should have been wearing away faster during the cold spells.

12 Warmer, drier climates, on the other hand, ought to produce fewer glaciers and taller mountains. If so, the Himalaya should have been taller fifteen to twenty million years ago, when Earth was hotter, and it could grow again if the planet heats up for a million years or so in the future.

FCAT Reading Released Test BookAnswer Numbers 31 through 38. Base your answers on the article “Cutting Off the World’s Roof.”

(E) Eliminate the wrong answers (L) Let’s answer the questions!

31 From reading the article, the reader can infer that the “world’s roof” will

F. be avoided by adventure seekers. G. increase in elevation in the future. H. continue to be studied by geologists. I. be affected by major fault movements.

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32 According to the article, why have faults not affected the heights of the mountains in the Himalaya range?

A. The faults run from east to west. B. The faults are in the wrong places. C. The faults are too deep and too wide. D. The faults have been inactive too long.

33 Describe the glacier erosion theory and explain how erosion helps determine the altitude of mountain ranges. Use details and information from the article to support your answer. (use lined paper)34 According to the article and the diagram, the highest mountains are affected by erosion because

F. large glaciers form and move down the inclines. G. large faults occur and weaken exposed surfaces. H. tall peaks are heaviest and thus have the greatest faults. I. tall peaks are formed quickly and thus are the least stable.

35 Read this sentence from the article.

High peaks are especially prone to glacial erosion, because they tend to catch clouds that might otherwise drop snow onto lower mountains nearby.

What does prone to mean?

A. altered by B. inclined to C. resistant to D. weakened by

36 How can snowcapped mountain peaks exist despite glacial erosion? F. Glacial scouring may miss a few parts of a mountaintop. G. Glacial formation occurs below the snow line of a mountain. H. Glacial force is not strong enough to remove all the snow from a mountaintop. I. Glacial movement is very rapid and leaves some snow behind on the mountain.

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37 According to the article, why would a mountain range closer to the equator probably be more challenging to a mountain climber than one farther away?

A. The highest mountains exist within thirty degrees of the equator. B. The climbers cannot tolerate climbing mountains in higher latitudes. C. The air on mountains is uncomfortable for breathing at high altitudes. D. The climate on mountains close to the equator is too unstable for climbers.

38 The author of this article would most likely make the statement that mountains must F. move with Earth’s crust.

G. crumble when faults occur. H. yield to the forces of nature. I. sink under their own weight.

FCAT 2006 Reading Released Test � 2006 Florida Department of Education

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Strategy Name: VIPER W?

Strategy Explanation: VIPER W? (Visualize, Infer, Predict, Emotion, Remind, I Wonder, and ? I’m totally confused about …) VIPER W? helps engage the student to make connections to any content area text or novel.

RtI Target Tier: All tiers

Materials: whiteboard, overhead projector/document camera, VIPER W? blackline master, or chart paper

Estimated Time for Strategy: Used throughout lesson

Steps for Strategy:

I do… explain and discuss what each letter

stands for and means

read aloud a section of text and model how a connection is made and noted on the blackline master using phrases or pictorial representations

We do… teacher continues reading aloud,

students make their own connections and record on blackline master

You do…

students continue reading and noting connections on their blackline master

students share their personal connections with rest of the class

Support and Extension: VIPER W?

Support: To differentiate for struggling learners, teacher provides more modeling assigns work with partner allows for verbal responses provides one or two answers allows picture representation

Extension: To challenge students, teacher changes V to represent Vocabulary assigns students to write a summary of their different connections assigns students to give a detailed explanation of their personal

connections

My Notes and Ideas:

Visualize

Infer

Predict

Emotion

Reminds

IWonder

?(I am totally confused)

VIPER W? Math Example

Armadillos are always born in groups of 4. If you count 32 babies, what is the number of mother armadillos?

Visualize xxxx xxxx xxxx xxxxxxxx xxxx xxxx xxxx

Infer unknown (m) is the number ofmothers

Predict 4m = 32Emotion confident that I can answer the problem

or frustrated because I do not know what to do

Reminds 4m means 4 x m

I Wonder How many mothersare there?

? (questions I still

have)Do I know what to do next?

Strategy Name: Vocabulary Menu (Langston, et al, 2004)

Strategy Explanation: Vocabulary Menus are used to increase student understanding of word meanings through student chosen activities with varied and multiple interactions with the words.


Materials: notebook paper and writing utensils

Estimated Time for Strategy: Three to five days/5-10 minutes daily

Steps for Strategy:

I do…

display vocabulary words (no more than 10), give example of word in a sentence (optional), and show picture of word (optional)

direct instruction of vocabulary word meanings

daily review of vocabulary (if extra time available)

We do… write definitions of vocabulary words write an example related to the

vocabulary word meaning

You do…

activity 1: Choose an appetizer activity from the menu and complete using all vocabulary words

activity 2: Choose a main course activity from the menu and complete using all vocabulary words

activity 3: Choose a dessert activity from the menu and complete using all vocabulary words

activity 4: Review words for assessment, and turn in all activities for the week

Support & Extensions: Vocabulary Menu

Support: To differentiate for struggling learners, teacher provides visual examples for each strategy that are available to

students modifies choices on menu to meet individual needs of students allows extended time as needed

Extension: To challenge students, teacher changes the menu choices every nine weeks allows students to create menu options provides more challenging options

My Notes and Ideas:

Vocabulary MenuEvening Specials:Monday—Teacher explains the word directly, THEN write your vocabulary words in your notebook.Tuesday—Choose an appetizerWednesday—Choose a main courseThursday—Choose a dessert/STUDY the wordsFriday—Turn in your Menu from the whole week!

AppetizersChoose One…

1. Write each of your vocabulary words and then use a dictionary or thesaurus to write a synonym OR antonym for each word.

2. Choose seven of your words and draw a cartoon to help you remember what they mean.

3. Locate your words in the newspaper or a magazine, cut them out and paste them on a sheet of paper.

4. Write each of your vocabulary words and then use a dictionary or thesaurus to write an antonym for each word.

5. Write each of your words on your paper and then rearrange the letters to make at least four new words.

Main CoursesChoose One…

1. Use each of your words in a sentence so that the meaning is in the context of the sentence.

2. Write a short story which includes at least seven of your words.3. Create a crossword puzzle using the definitions of your words

as clues (NOT a word search puzzle!!!)4. Write a poem or song with includes at least seven of your

vocabulary words. Be sure to use them correctly and write using poem format.

5. Draw a cartoon strip and include at least seven of your vocabulary words in the conversations between the characters.

DessertsChoose One…

1. Write a news report of a recent accident OR a recent sporting event. Use at least seven of your vocabulary words in the report.

2. Choose four of your vocabulary words and write a “knock, knock” joke with each word. (Knock, Knock. Who’s there? Igneous. Igneous who? Igneous rock concert great?)

3. Look up all your words in the dictionary and write the part of speech and origin for each word.

4. Write your words and divide them into word parts. Use a space to separate each word parts. Then write another word that has the same beginning part as your word. (lib er ty)

5. Draw a picture and disguise your words in the picture.

Strategy: Vocabulary MenuMESH Subject: MathText title: Algebra 1-Prentice Hall MathematicsAuthor(s): Bellman, Allan E., et alPage #: 73, Chapter 2- Solving EquationsPublisher: McGraw Hill GlencoeYear published: 2004

Teacher will introduce vocabulary with a student friendly definition (see below)

Day 1: Definition Day

1. Consecutive integers: two numbers that vary by 1 such as 50 and 512. Equivalent equations: two equations with the same solution or equal the same amount3. Inverse Operations: operations that undo one another or do opposite functions such as addition/subtraction and multiplication/division4. Mean: the average of a group of numbers5. Median: middle value when a set of numbers are in numeric order6. Mode: data item or number that occurs the most in a set of numbers7. Range: the difference between the largest and smallest number in a group of numbers

Day 2: Appetizer

1. Consecutive integers: 18, 192. Equivalent equations: 7+1= 4+4, 7+1=8 and 4+4= 83. Inverse operations: x-3= 8 which is x-3+3= 8+3=11 +3 is the inverse of -34. Mean: 74+ 78= 76(mean)5. Median: 10+12+ 12+ 14/ 12 is the median6. Mode: 7, 10, 7, 13, 14/ 7 is the mode7. Range: 3, 5, 9, 2, 1, 17/ the range is 16.

Day 3: Main Course

1. Consecutive integers are two numbers that are in numeric order such as 99 and 100.2. Equivalent equations are two math problems that equal the same amount.3. In order to solve algebraic equations, you have to use inverse operations.4. The average and mean of numbers are synonyms.5. Just like a median in the middle of a highway, the median in math is the number in the middle of a group of numbers arranged in order.6. The number which appears the most in a group of numbers is known as the mode.7. When you look at range in math, you subtract the smallest number from the largest in a set of numbers.

Day 4: Dessert

1. consecutive integers (con se cu tive/ in te gers) (congruent/integral)2. equivalent equations (e quiv a lent/ e qua tion) (equalize)3. inverse operations (in verse/op er a tion) (invert/operative)4. mean (mean) (meant)5. median (me di an) (mediocre)6. mode (mode) (modality)7. range (range) (ranging)

Strategy Name: What Happened? So What? What Next?

Strategy Explanation: The What Happened?, So What?, What Next? strategy is used to summarize or reflect on a passage or an activity. The “what happened?” portion should be a paragraph summary; the “so what?” portion focuses on what the reading/activity means to the student; and “what next?” focuses on how the student can use the information.


Materials: text or planned activity, blackline master


Steps for Strategy:

I do…

select text or plan an activity

We do… use a familiar or short

reading passage to model the strategy

You do…

after completing the reading or activity, students summarize what happened, tell the impact in the so what portion, and reflect on the impact in the what next portion

Strategy Name: What Happened? So What? What Next?

Support: To differentiate for struggling learners, teacher provides the summary for students and only has them complete the “So

What?” and “What Next?” portion allows students to complete the activity in pairs or small groups

Extension: To challenge students, teacher has students read two related passages, completing the activity for both,

and compare and contrast each part of the activity

FYI: Students examine how the passages are similar/different using the

“What happened” part. Then they examine the impact of the information in the passage by comparing/contrasting the “So What” part. The last part is to compare/contrast how they can use the information from each passage.

My Notes and Ideas:

What Happened? So What? What Now?

Topic/Chapter/Title

What Happened? Write a paragraph summary here:

So What? What does this mean to me?

What Next? How can I use this information?

What Happened? So What? What Now?Math

Topic/Chapter/Title

What Happened?

Write a paragraph summary here:

So What? What does this mean to me?

What Next? How can I use this information?

Algebra 2 – Prentice Hall – copyright 2004 Chapter 5, section 5.1 (pages 234 - 239)

Strategy Name: Write Around

Strategy Explanation: Write Around is a strategy in which students write to learn and develop comprehension of text using a string of silent conversation about the text or topic – similar to passing notes.


Materials: Text selection, notebook paper, pens/pencils, and timer


Steps for Strategy:

I do…

select text for students to read silently divide students into groups of 3-5 give students a question that will test

their inference skills model Write Around strategy with an

example allow students 1-2 minutes to respond

in writing to the text

We do… discuss Write Around example

You do…

in their groups, students pass responses to the right after time is called

students read what the other students have written

students have 1-2 minutes to respond to the previous student’s idea

pass notebooks again (continue responding to each students’ writing until each group member ends up with original paper)

group discusses and shares after they read the responses that were written on their paper

Support & Extensions: Write Around

Support: To differentiate for struggling learners, teacher reads text aloud to students uses pairs of students to answer each question includes a hint under each question to lead their thinking includes a sentence starter for the responses

Extension: To challenge students, teacher uses activity to springboard discussion uses this activity as a prewriting activity extends the writing time to 5-6 minutes

My Notes and Ideas:

Strategy: Write AroundMESH Subject: MathText title: Mathematics Course 2Author(s): Biggs, Alton, et alPage #: 71, Chapter 2-1 “Order of Operations”Publisher: Prentice HallYear published: 2005

Question: Explain how you would solve the following equation:

26 + 8 – 4 – 8(12-5) + 6 =

Student 1: I would use PEMDAS which is the order of operations to solve this problem. The first thing I would do is the part in parenthesis which is 12 – 5 = 7

26 + 8 – 4 – 8(7) + 6 =

Then I would do the exponents 26 = 64

64 + 8 – 4 -8 (7) + 6 =

Student 2: The next step to solve this problem is the multiplication and division.

64 + 8- 4-56 + 6=

Student 3: The next step is to do the addition and subtraction. Like this:

72 – 4 – 62 =

72- 4= 68 – 62 = 6

The solution would be 6.

Strategy Name: Write to Learn (Daniels, 2007)

Strategy Explanation: Write to Learn is a way to keep students engaged while reading a large chunk of text, using writing as a tool for thinking.


Materials: pens/pencils, text, paper


Steps for Strategy:

I do…

select text, activity, film, etc determine when students will stop and

write (should be every 10-12 minutes) decide what topics students should

explore in their writing - what does this remind you of?- a question specific to the content

in beginning, make your prompts specific so students can narrow their writing

teacher walks the room during writing times

We do…

model (if needed)

You do… students write at designated times students can pair/share with partner

Support & Extensions: Write to Learn

Support: To differentiate for struggling learners, teacher has questions ready for students to answer provides additional modeling as required.

Extension: To challenge students, teacher has students determine their own topics to explore in their writing to increase

comprehension allows additional discussion with peers to clarify/confirm.

My Notes and Ideas:

Write To Learn

Example: The Learning LogThe learning log serves many of the functions of an ongoing laboratory notebook. During most class sessions, students write for about five minutes, often summarizing the class lecture material, noting the key points of a lab session, raising unanswered questions from a preceding class. Sometimes, students write for just one or two minutes both at the beginning and end of a class session. At the beginning, they might summarize the key points from the preceding class (so that the teacher doesn't have to remind them about the previous day's class). At the end of class students might write briefly about a question such as:

What one idea that we talked about today most interested you and why? What was the clearest point we made today? What was the foggiest point? What do you still not understand about the concept we've been discussing? If you had to restate the concept in your own terms, how would you do that? How does today's discussion build on yesterday's?

Such questions can provide continuity from class to class, but they can also give teachers a quick glimpse into how well the class materials is being comprehended. Some teachers pick up the complete learning logs every other week to skim through them, and others pick up a single response, particularly after introducing a key concept. These occasional snapshots of student’s comprehension help teachers quickly gauge just how well students understand the material. Teachers can then tailor the following class to clarify and elaborate most helpfully for students.

http://wac.colostate.edu/intro/pop5h.cfm

Strategy Name: X – Marks the Spot (Brown & Stephens, 1987)

Strategy Explanation: X – Marks the Spot is a strategy where students use symbols to interact with their reading. This strategy helps students identify significant information, new information, and unclear information.Response Codes: X = “I’ve found a key point.” ! = “I’ve found something interesting, new information.” ? = “I’m confused; I have a question about what this means.”

RtI Target Tier: Tier 1 and 2

Materials: any article or textbook, sticky notes, highlighters, highlighter tapeor journal

Estimated Time for Strategy: used throughout lesson

Steps for Strategy:

I do… model the strategy before having students try it on their own

be sure to include an example of each code you want the students to use

We do… students respond to teacher modeling

You do… students read text and use the response codes

Support and Extension: X Marks the Spot

Support: To differentiate for struggling learners, teacher provides more modeling assigns work with partner allows for verbal responses provides one or two answers

Extension: To challenge students, teacher has students organize important details (X) into a summary has students give an explanation of their interesting details (!) has students reread to clear up confusions (?)

My Notes and Ideas:

X Marks the SpotMathematics Course 3, Prentice Hall page 182P

Skating the Net – Measure the slope of a skateboarding rampEngineers and construction workers have long used a variety of simple machines to make their jobs easier. These devices include levers, pulleys, and inclined planes. (X)A ramp is a kind of inclined plane. (!)Skateboarders use this kind of simple machine to help lift their weight off the ground. (?)The more gradual the slope of the ramp, the easier it is to raise an object, such as a skater, to a certain height. (!)The skater has to adjust the slope of the ramp so that it is not too steep or too shallow. In the first case, the skater will have difficulty getting to the top. In the second case, the skater will not get high enough to make an exciting move.Skateboarding is an outdoor sport that first became popular in the 1970s. (?)When skateboarders wanted to increase the excitement and make more complex movements, they used the sloping wall of an empty swimming pool as a launch ramp.(!)Today, skateboarders build their own ramps to increase their “shredding,” or skating possibilities. (X)Magazines, books, and the Internet are good resources for people who want to build their own skateboarding ramps. Searching on-line, with skateboarding as a topic, will take you to web sites with ramp plans, material lists, instructions, helpful hints, and suggestions for more places to look for ramp plans.

possible sentences http://www.stenhouse.com/assets/pdfs/Allen0399%20pp81-86.pdf – an excerpt

from a Janet Allen book, describes the strategy http://www.ohiorc.org/adlit/strategy/strategy_each.aspx?id=9 – a web-site that

focuses on how predictions impact student learning – includes possible sentences as well as other strategies

http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=816 – a lesson plan for The Story of Ruby Bridges by Robert Coles – includes possible sentencesanticipation guide

http://english.byu.edu/novelinks/reading%20strategies/Brave%20New %20World/anticipation%20guide.pdf – an anticipation guide plan for Brave New World by Aldous Huxley – includes teacher notes for possible discussion

http://www.readwritethink.org/lesson_images/lesson226/anticipation.pdf – another template for anticipation guides – more in depth for after reading

http://www.learnnc.org/reference/anticipation%20guide – a description of anticipation guides – the column on the right side has content area lesson plans for anticipation guides

abc chart

kwl http://olc.spsd.sk.ca/DE/PD/instr/strats/kwl/ - describes the strategy – includes

suggestions for adaptation and additional web resources

voc capsule

voc menu

concept map

frayer model http://oame.on.ca/main/files/thinklit/FrayerModel.pdf – a description of the strategy –

focuses on use in math classes – contains examples and adaptation ideas http://www.tantasqua.org/superintendent/Profdevelopment/etfrayermodel.html – a

description of the strategy – includes several examples on different topicssq3r

http://www.teach-nology.com/web_tools/graphic_org/sq3r/ - SQ3R generator http://www.litandlearn.lpb.org/strategies/strat_sqrqcq.pdf – a strategy similar to SQ3R

– for math word problemsbook pass

concept ladder

http://www.usatoday.com/educate/et/2008/jul/IUSAT07.16.2008.pdf – a concept ladder from USA Today – uses articles from the paper and includes a small vocabulary focus

http://www.usatoday.com/educate/et/2008/jul/IUSAT07.16.2008.pdf

http://www.litandlearn.lpb.org/strategies/strat_sqrqcq.pdf

http://www.teach-nology.com/web_tools/graphic_org/sq3r/

http://www.tantasqua.org/superintendent/Profdevelopment/etfrayermodel.html

http://oame.on.ca/main/files/thinklit/FrayerModel.pdf

http://olc.spsd.sk.ca/DE/PD/instr/strats/kwl/

http://www.learnnc.org/reference/anticipation%20guide

http://www.readwritethink.org/lesson_images/lesson226/anticipation.pdf

http://english.byu.edu/novelinks/reading%20strategies/Brave%20New%20World/anticipation%20guide.pdf

http://english.byu.edu/novelinks/reading%20strategies/Brave%20New%20World/anticipation%20guide.pdf

http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=816

http://www.ohiorc.org/adlit/strategy/strategy_each.aspx?id=9

http://www.stenhouse.com/assets/pdfs/Allen0399%20pp81-86.pdf

quick writes http://teachers.net/lessons/posts/1337.html – a description of using quick writes for

vocabularysem feat analysis

http://162.127.6.150/esu6/Gems/lvermaas/SemanticFeatureAnalysis.doc – brief explanation and two math examples

read aloud http://www.readaloudamerica.org/booklist.htm – lists recommended read alouds for

different grade levels http://www.seeds-ia.org/pages/uploaded_files/unalteredContent%20Area%20Read.pdf

– planning guide for using read aloud during a lessonthieves

sematic mapping

password

word study/back to your roots

http://searchlight.utexas.org/content/study-guide-second-grade/study-guide-second- pdf/2.2_SemanticMapping.pdf

viperw?

q notes

turn and talk

think pair share http://olc.spsd.sk.ca/DE/pd/instr/strats/think/index.html – describes the strategy and

lists was to adapt and managewrite to learn

http://wac.colostate.edu/intro/pop5.cfm – lists examples of write to learn activities – explore the other areas of the site too

http://iteslj.org/Lessons/Peng-Geography.html – examples of write to learn in geography

unravel

double entry journal http://www.teachervision.fen.com/writing/letters-and-journals/48536.html?

page=2&detoured=1 – this article has suggestions for how to use in each subject areagraphic organizers

http://www.edhelper.com/teachers/General_graphic_organizers.htm – printable graphic organizers

http://www.writedesignonline.com/organizers/ - explanations of various graphic organizers, printable

http://www.brideys.com/GraphicOrganizers.pdf – has many, many graphic organizers to choose from

http://www.brideys.com/GraphicOrganizers.pdf

http://www.writedesignonline.com/organizers/

http://www.edhelper.com/teachers/General_graphic_organizers.htm

http://www.teachervision.fen.com/writing/letters-and-journals/48536.html?page=2&detoured=1

http://www.teachervision.fen.com/writing/letters-and-journals/48536.html?page=2&detoured=1

http://iteslj.org/Lessons/Peng-Geography.html

http://wac.colostate.edu/intro/pop5.cfm

http://olc.spsd.sk.ca/DE/pd/instr/strats/think/index.html

http://searchlight.utexas.org/content/study-guide-second-grade/study-guide-second-pdf/2.2_SemanticMapping.pdf

http://searchlight.utexas.org/content/study-guide-second-grade/study-guide-second-pdf/2.2_SemanticMapping.pdf

http://www.seeds-ia.org/pages/uploaded_files/unalteredContent%20Area%20Read.pdf

http://www.readaloudamerica.org/booklist.htm

http://162.127.6.150/esu6/Gems/lvermaas/SemanticFeatureAnalysis.doc

http://teachers.net/lessons/posts/1337.html

text connections http://www.greece.k12.ny.us/instruction/ela/6-12/tools/Text%20Connections2.PDF –

shows how to use text connections with a 3 circle Venn diagramexit slips

http://www.wku.edu/3kinds/dmaesexamples.html – has examples of exit slips for various content areas – includes student samples

What Happened, So What, What Next

write around

qar http://www.jimwrightonline.com/pdfdocs/math_QAR.pdf – using QAR to interpret math

graphicsraft

http://writingfix.com/WAC/RAFT.htm – description of the strategy – include “RAFT builder” for content areas

affinity

questions gameguided practice

http://writingfix.com/WAC/RAFT.htm


http://www.wku.edu/3kinds/dmaesexamples.html

http://www.greece.k12.ny.us/instruction/ela/6-12/tools/Text%20Connections2.PDF

READING TERMS TO KNOW

1. Authentic assessment uses actual literacy tasks for the purpose of determining student performance, as opposed to relying solely on traditional forms of testing.

2. Balanced reading is a reading program which includes phonemic awareness, decoding, fluency, calling on prior knowledge, vocabulary-building, comprehension, and motivation.

3. Clustering is grouping information to help children remember it better; a form of brainstorming.

4. Critical listening is listening for a specific purpose (e.g., evaluation, information, entertainment).

5. Critical reading is reading “text in such a way as to question assumptions, explore perspectives, and critique underlying social and political values or stances.” (IRA and NCTE, 1996, p.71)

6. Experience stories are teacher-directed stories written by the teacher and the students to reflect a group experience.

7. Expository writing refers to a precise, factual, informational writing style.

8. Implied meaning is meaning which cannot be cited from the text but which may be drawn from the reading; reading “between the lines.”

9. Letter-sound correspondence means recognizing the corresponding sound of a specific letter when that letter is seen or heard.

10. Metacognition is the awareness and knowledge of one’s mental processes such that one can monitor, regulate, and direct them to a desired end; self-mediation; thoughts about thinking (cognition); for example, thinking about how to understand a reading selection.

11. Non-print text means visual media other than printed material (e.g., photographs, movies, symbols).

12. Paired reading means partners reading aloud to each other for the purpose of practicing, sharing, developing fluency, communicating information, or modeling oral reading technique.

13. Paired writing refers to two students collaborating to create one piece.

14. Phoneme is the smallest unit of sound; for example, the word “cat” has three phonemes.

15. Phoneme awareness is an understanding that speech consists of a series of small sound parts.

16. Phonics is the association of speech sounds with printed symbols.

17. Print text is a written, typed, or printed version of a piece of prose or poetry.

18. Reading process is a process in which we construct meaning from print. The reading process is made up of the following areas: oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension.

19. Reflection (1) The process or result of seriously thinking over one’s experiences, especially those valued. (2) An approach to problem solving that emphasizes the careful consideration of the nature of the problem, the thorough planning of procedures to solve the problem, and the monitoring of the processes used in reaching a solution. (3)In Rosenblatt’s (1978) transactional theory of reading, a late or final phase of the reading process in which the significance of the reader’s evocation of the text is reviewed and evaluated. (4)A sign. (5)Introspection.

20. Schema is a unit of organized knowledge. It includes how a person thinks and acts when planning and executing and evaluating performance on a task and its outcomes.

21. Shared reading is all reading that is not individual; this can include paired reading, read-alouds, literacy circles, small groups, and choral reading.

22. Visual message refers to non-print texts (e.g., cartoons, posters, pictures).

23. Word families are groups of words having similar roots or stems: --ight, --oon.

24. Word play consists of addressing words through games, rhymes, tongue twisters; any method that increases students’ awareness of the meaning and value of individual words.

25. Word walls consist of words posted on classroom walls as a means of immersing students in language. Students add new words as they come in contact with them. Word walls can be used to teach vocabulary, pronunciation, word families, categorization, and spelling.

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