1. Strategy: Accountable Book Clubs: Focused Discussions 2. Submitted By: Tristan Woods 3. Resource: www.readwritethink.org/classroom-resources/lesson-plans/accountable-book-clubs-focused-1163.html 4. Example: www.readwritethink.org/files/resources/lesson_images/lesson1163/map.pdf 5. When to use this strategy: The nice thing about critical thinking maps is that it can be used just about anywhere. You can use it in math, science, social studies, reading, language arts, and even art. With this strategy the teacher uses a critical thinking map to help guide the students into a focused discussion. I would adapt this particular lesson a little. I would create a critical thinking map, but then have the students fill out the main points on their own first, then bring that to a group discussion. Within that discussion then each student will pick one, or two if there is time, main points they want to discuss. Then the group they are in would discuss each point and why they chose that question, and how does it impact what they are learning. This lesson could be done several times depending on what content area it was in. 6. Content area: Any area. This lesson could be done with any area because it can be adapted to have the students think critically about their current science chapter or math theory they might be on. A teacher could also use this to guide students through a novel and help them with comprehension through group discussions. The possibilities could be endless with a little adaptation of the lesson to tailor it to a particular content area.
1.)Author's Chair
2.) Starr Hoskins
3.) Example: "The Crazy Story" http://www.youtube.com/watch?v=mHJ5Jm9JZ2g
4.) http://in2books.epals.com/content/strategy.aspx?caid=Reading_Strategy&plankid=3&divid=Author_Chair
5.) The Author's Chair is a teaching strategy that is most commonly used for reading and writing. However, it has also been used to present new information and answer questions in other content areas such as technology and science. The Author's chair can be implemented as the teacher sees fit. However, it is advised to be done weekly by having a "Author of the Week". With this strategy students are given the opportunity to share their writing with their peers. The selected student sits before the class and reads their story out loud while, if to their liking, shows illustrations alongside. When done the audience can give feedback to the reader or what they liked, thought maybe could be changed, or questions they have. This strategy is used to give the reader a sense of accomplishment as well constructive .
6.) Reading, Writing, Science, Technology.
1. Annotating Text
2. Jessica Voellinger
3. Reading Horizons: http://www.readinghorizons.com/blog/post/2010/08/04/Reading-Strategies-that-Work-for-Struggling-Readers.aspx
4. Example http://webcom8.grtxle.com/literacylens/uploads/AnnotatedText.pdf
5. Annotation of text is when the reader “marks up” sections of text, either with a highlighter or underlining, and makes notes in the margin in his/her own words, to ensure understanding. Annotation should be used to help build reading skills including: Formulating questions in response to what is being read, analyzing and interpreting elements of poetry, and drawing conclusions to make inferences based on explicit and implicit meaning. It is essential that you show readers how to highlight and annotate a text which helps him to identify key concepts. Teacher should display a piece of text and READ IT FIRST. Students need to know that they don’t start highlighting until after they’ve first read through the text. Teacher can then highlight it, talking through WHY to choose certain items to highlight. As the highlighting progresses, it’s important for students to make notes in the margins, such as:
questions the student needs to ask teacher,
predictions about what will happen as a story progresses
identify figurative language, such as: simile, metaphor, symbol, or other literary device (usually this would be done with poetry or prose)
note unfamiliar vocabulary
6. I would use this strategy in all content areas that require difficult readings. 1. Anticipation Guides 2. Kate Metzler 3. Facing History and Ourselves. (2013). Anticipation guides. Retrieved from http://www.facinghistory.org/resources/strategies/anticipation-guides 4. http://interactive-notebooks.wikispaces.com/file/view/AnticipationGuide.gif/34900645/AnticipationGuide.gif 5. I would use one of their guides at the beginning of a unit. It is a good way for the students to predict the outcome of events they do not know about. By doing this I would be able to learn what the students already know so I can learn what I need to teach. At the end of the unit I will give the student their guides back so they can see what they have learned over the past unit. It is very student and teacher friendly. 6. Social Studies, science and literacy
1.) Book Talk
2.) Starr Hoskins
3.) "Spaceheadz"
<iframe width="420" height="315" src="http://www.youtube.com/embed/kbKxRa-QUUI" frameborder="0" allowfullscreen></iframe>
4.) Perry, Dave. Instructional Strategies Online.College of Education and Organizational Leadership. (University of La Verne), 2004. Web. Apr. 01. 13 http://olc.spsd.sk.ca/DE/PD/instr/strats/booktalks/index.html http://en.wikipedia.org/wiki/Book_talk
5.) Book talk is a teaching strategy used to motivate students to read and enhance their skills in oral speaking and writing. Each student is given the opportunity to come before their peers individually and discuss the book of their choosing. Discussed should be the main character(s), the story plot, the theme and what they liked and or disliked. The students can thereafter ask questions about the book and or the teacher can have proposed questions/ideas for the students to talk about in an open discussion.Book Talk can be done traditionally by having the students stand before the class and present while holding the book. Or they can be presented digitally using power point, video, websites and blogs. It is advised that the teacher first demonstrate Book Talk for the students before allowing them to do so. Book Talk can have a duration typically of anywhere from 30 seconds to 5 minutes. The length and student scheduling should be established to the teacher's fitting.Also, to get the students more enthused, allowing them to dress up in a costume, act out a scene or character, and use props are good ideas.
This teaching strategy will give the students a large range of possible books they can read. By hearing their peers give their personal comments on books they’ve read it will interest the students to the books as well. This is a head start that children need to encourage them to branch off and read books they typically may not have.
5. When Can You Use This Strategy: This strategy is useful when you want your students to dig deep in thought about a topic or subject in class. When students are brainstorming there is no right or wrong answer because the purpose of this strategy is to simply get the students thinking creatively. During the brainstorming process any simple or odd idea can spark an idea for somebody else in the class so it is important to always give students positive feedback for their ideas or comments after a brainstorming session. 6. Content Area: Brainstorming works for every content area because creative thinking should always be encouraged no matter which subject you teach.
Annotation: This strategy will be used at the end of a unit(s). This strategy is used for students to have a review of what they learned and to see how subtopics of a topic are similar and different. One way you could use this strategy in the classroom is using it as a review for students for a unit test.
Content Area: This strategy can be used in any content area. 1. Character Charts (analysis) 2. Kate Metzler 3. Roberts, L. (2009, August 31). Character analysis lessons. Retrieved from http://www.lessonplanet.com/article/reading/character-analysis-lessons 4. http://www.lacrash-filmschool.de/downloads/Character_Network_Pulp_Fiction.jpg 5. I would have the students fill out a diagram like the example while they are reading or as a study guide for a book quiz/test. This is a great way for students to organize information about main and minor characters they are learning or reading about. It is a great way because it splits information into an organized, easy to follow format. As a teacher it will provide a way for the students to find the information out on their own which causes them to actively read the book. It also would be a great basis to start a study session on that the student can follow along with. These charts can then be translated into a tool to help with organizing information to write a paper. For history it can record information about historical figures. 6. Social Studies and Reading
Strategy: Cloze Reading Submitted by: Maddie Calcagno Resource/URL to strategy:
Berthelot, Jennifer, David Pratte, and Dave Perry. "What is Cloze Procedure? ." Instructional Strategies Online . Saskatoon Public Schools, n.d. Web. 16 Mar 2013. <http://olc.spsd.sk.ca/DE/PD/instr/strats/cloze/index.html>. Example: Annotation: Cloze Reading would be great when trying to include common core standards into the classroom. The overall goal of this strategy, is for the students to sharpen and monitor meaning of the text while reading. It will encourage the students to think outside of the box or critically. Also, improving student’s vocabulary will be a result of this method. When using this strategy sometimes the students are given appropriate passages for their reading level and are responsible for filling in the blanks. The words that need to be included in the blanks deal with grammar, vocab, and parts of speech. While working with these passages students are responsible for reading over the passage multiple times to check for understanding and fluency in the corrections they made. A final result of Cloze Reading Strategy, is that the students will gain the ability to see how authors organize their text with problem solution or cause and effect for example. Content area(s): This strategy can be included in all content areas.
1. Concept Mapping
2. Stephanie Davis
3.http://www.litandlearn.lpb.org/strategies/strat_concept.pdf
4.
5. This strategy is good to use to organize thoughts. It helps students group together similar topics and seperate ideas that may get confusing.
6. Universal
1. Call Up Strategy
2. Rachael Loth
3. Czarnecki, E., Rosko, D., & Fine, E. (1998). How to call up notetaking skills. Teaching Exceptional Children, 14-19.
4.
5. When can you use this strategy? This strategy should be used when teaching students how to successfully take notes.To use this strategy the students should be able to identify the main idea, look up information in the text, and should be able to paraphrase. Why use this strategy? This will students learn how to listen, write down important ideas, and organize and review their notes. It is a guide that students can follow when taking notes so their notes are effective and efficient. For students who particularly have problems with organization, this strategy is a good tool. This strategy will improve listening, cognitive processing, writing and reviewing noted information. How to use this strategy? Teachers should introduce the strategy and teach the students what CALL UP stands for. Then the teacher should provide a lesson for the students to use this strategy with. The teacher should also demonstrate this strategy to the class first and then the students should follow the instructions for the following lesson.
6. This strategy is universal. It is not content specific and can be used across all contents. Regardless of the content, this strategy is a useful tool for students to write efficient notes.
1."A" Notes
2. Rachael Loth
3.Czarnecki, E., Rosko, D., & Fine, E. (1998). How to call up notetaking skills. Teaching Exceptional Children, 14-19.
4.
5. When do you use this strategy? This strategy should be used after taking notes. Students should use this strategy for reviewing notes after a classroom lesson. This can be a strategy can also be used as a discussion topic where the teacher and students go over the questions provided in "A" notes and what they found in their notes. Why use this strategy? This strategy should be used to teach students the importance of taking notes and can teach the students the correct information that should be in their notes. Students often write notes during a lesson and do not comprehend what was written. This strategy can help students to go over their notes and review the important information. By having useful notes, they can refer back to their notes and study and use the information in a more effective way. It is an efficient way of organizing and comprehending your notes. How do you use this strategy? This strategy should be modeled to the students before teaching a lesson. This strategy should be modeled step by step to the classroom. The teacher should go over the meaning of "A" notes and what each letter stands for. The students should also be given an handout that they can refer back to after their note taking.
6. This strategy is universal. It is a good strategy to teach across all content ares in regarding note taking.
1) Chain of Events
2) Mallory Hayes
3) Johns, Jerry, and Susan Lenski. Improving Reading. 5th. Dubuque: Kendall Hunt, 2010. Print. 4)
5) This strategy would be used to help students with comprehension. The student would fill this out while going through a text. They would start off by writing the first event that happens. Then they would read more and will record all major events that happen in the order that they happen. The student will write a description or a summary along with the event. Each event should relate to the previous and next one. The student will then record the final outcome. This strategy could be used in groups or individually.
6) This strategy would work best with History/Social Science and Language Arts.
1) Answering Questions
2) Mallory Hayes
3)http://www.readingrockets.org/article/3479/ 4) Example Book: Cinderella Right There (Questions that are right there in the text) Ex: Who loses their slipper in the story? Answer: Cinderella Think and Search (Answers are in the text but can be found in more than one spot) Ex: Why can't Cinderella go to the ball? Answer: Her step mother said she couldn't go until all the chores were finished. Author and You (Students must use what they already know with what they've learned from reading the text) Ex: How do you think Cinderella felt when Fairy Godmother made it possible to go the the ball? Answer: I think Cinderella felt happy because she had really wanted to go to the ball. On Your Own (Students answer based on prior knowledge and experiences. Don't need to have read text to answer this question) Ex: How would you feel if you got invited to a ball? Answer: I would be very happy because I would get to wear a pretty dress and get to dance 5)This Strategy helps with comprehension because students are making connections with text while answer the questions. There are four types of questions to ask students while reading a text which are: Right There, Think and Search, Author and You, and On Your Own. By asking these questions (which are explained/defined above) a teacher will gain knowledge of different areas of understanding of students. 6) This strategy works best with Language Arts.
1. Case Methods 2. Dena Boyd 3.http://www.gmu.edu/resources/facstaff/part-time/strategy.html
4.http://www.darden.virginia.edu/web/MBA/Academics/Case-Method/Videos/?gclid=CPGrgrbfvbYCFetAMgodlyIAJg (First video)
5. I would use this with students when reading a book that might be controversial or topics that need to be discussed. I would use this to broaden the student's mind to what is going on around them in their world and how they can react to them. This strategy also involves the students with discussion questions. This strategy also lets students reflect on their own personal experiences.
6. A person can use this in a history class to discuss why students think our forefathers did what they did also see the different point of views in history instead of just looking at one view point. In LA it can be used when reading books that are controversial with different situations that students need to talk through the tough questions. A teacher who teaches foreign languages can use this to help students connect to the different cultures without being judgmental. 1. Strategy: Bell Ringer 2. Submitted by: Ema Chorney 3.Resource: http://www.brighthubeducation.com/teaching-methods-tips/85130-bell-ringer-activities-for-your-classroom/ 4. Example: 5. When to use this strategy: This strategy is great for any grade. It is to be used at the very beginning of the class period to start off the hour and to be served as a “warm-up” Why to use this strategy: By using this strategy you are giving the students a glimpse of what you will be teaching today and you will get their minds going. How to use this strategy: At the beginning of the hour provide the students with a bell ringer. The bell ringer may consist of questions, riddles, mystery picture, puzzle, etc. 6. Content area(s): This strategy is beneficial to use in all content areas.
Annotation: This strategy is to help students come up with a topic sentence for a paper. You take a piece of paper, fold it into three columns, unfold it, then fold it in half. The three columns on the top half serve as the "A+B+C" portion and the bottom half serves as one big portion to sum it all up. It could be a book report, other expository essay, etc. It is very helpful for students who get writer's block easily or have a hard time starting their papers off/knowing what goes in a topic sentence. I would use this strategy with them, and it would be something that I would teach my students how to use in case they needed it in the future.
Content Area: This strategy is more focused towards the language arts. But it could be applied to writing a report on a science book, history book, etc. if needed.
1. Strategy: Cubing (Dice Game)
2. Submitted by: Kimberly Sowin
3. http://www.duvalschools.org/newteachers/DI%20Strategies/DI%202012/Cube.pdf http://www.litandlearn.lpb.org/strategies/strat_cubing.pdf
4.
5. This cubing strategy allows for students to check their understanding of a topic, as well as employ higher thinking skills. For this strategy the teacher designs a cube with 6 different objectives for a topic; these are subject to change per content area and/or topic. The students work in a group of 3-6 and take turns rolling the dice; they then continue to complete the task pertaining to what they rolled (shown face up). This strategy is used to organize students' thinking into categories such as, describing the subject, comparing the subject to something else, associating the subject to something else, analyzing the subject, applying the subject, and arguing for or against the subject; or any other categories the teacher feels is appropriate for their content area and subject.
6. This strategy can be used for any content area.
1. Strategy: Accountable Book Clubs: Focused Discussions
2. Submitted By: Tristan Woods
3. Resource: www.readwritethink.org/classroom-resources/lesson-plans/accountable-book-clubs-focused-1163.html
4. Example: www.readwritethink.org/files/resources/lesson_images/lesson1163/map.pdf
5. When to use this strategy: The nice thing about critical thinking maps is that it can be used just about anywhere. You can use it in math, science, social studies, reading, language arts, and even art. With this strategy the teacher uses a critical thinking map to help guide the students into a focused discussion. I would adapt this particular lesson a little. I would create a critical thinking map, but then have the students fill out the main points on their own first, then bring that to a group discussion. Within that discussion then each student will pick one, or two if there is time, main points they want to discuss. Then the group they are in would discuss each point and why they chose that question, and how does it impact what they are learning. This lesson could be done several times depending on what content area it was in.
6. Content area: Any area. This lesson could be done with any area because it can be adapted to have the students think critically about their current science chapter or math theory they might be on. A teacher could also use this to guide students through a novel and help them with comprehension through group discussions. The possibilities could be endless with a little adaptation of the lesson to tailor it to a particular content area.
1.)Author's Chair
2.) Starr Hoskins
3.) Example: "The Crazy Story"
http://www.youtube.com/watch?v=mHJ5Jm9JZ2g
4.)
http://in2books.epals.com/content/strategy.aspx?caid=Reading_Strategy&plankid=3&divid=Author_Chair
5.) The Author's Chair is a teaching strategy that is most commonly used for reading and writing. However, it has also been used to present new information and answer questions in other content areas such as technology and science. The Author's chair can be implemented as the teacher sees fit. However, it is advised to be done weekly by having a "Author of the Week". With this strategy students are given the opportunity to share their writing with their peers. The selected student sits before the class and reads their story out loud while, if to their liking, shows illustrations alongside. When done the audience can give feedback to the reader or what they liked, thought maybe could be changed, or questions they have. This strategy is used to give the reader a sense of accomplishment as well constructive .
6.) Reading, Writing, Science, Technology.
1. Annotating Text
2. Jessica Voellinger
3. Reading Horizons: http://www.readinghorizons.com/blog/post/2010/08/04/Reading-Strategies-that-Work-for-Struggling-Readers.aspx
4. Example http://webcom8.grtxle.com/literacylens/uploads/AnnotatedText.pdf
5. Annotation of text is when the reader “marks up” sections of text, either with a highlighter or underlining, and makes notes in the margin in his/her own words, to ensure understanding. Annotation should be used to help build reading skills including: Formulating questions in response to what is being read, analyzing and interpreting elements of poetry, and drawing conclusions to make inferences based on explicit and implicit meaning.
It is essential that you show readers how to highlight and annotate a text which helps him to identify key concepts. Teacher should display a piece of text and READ IT FIRST. Students need to know that they don’t start highlighting until after they’ve first read through the text. Teacher can then highlight it, talking through WHY to choose certain items to highlight.
As the highlighting progresses, it’s important for students to make notes in the margins, such as:
- questions the student needs to ask teacher,
- predictions about what will happen as a story progresses
- identify figurative language, such as: simile, metaphor, symbol, or other literary device (usually this would be done with poetry or prose)
- note unfamiliar vocabulary
6. I would use this strategy in all content areas that require difficult readings.1. Anticipation Guides
2. Kate Metzler
3. Facing History and Ourselves. (2013). Anticipation guides. Retrieved from
http://www.facinghistory.org/resources/strategies/anticipation-guides
4. http://interactive-notebooks.wikispaces.com/file/view/AnticipationGuide.gif/34900645/AnticipationGuide.gif
5. I would use one of their guides at the beginning of a unit. It is a good way for the students to predict the outcome of events they do not know about. By doing this I would be able to learn what the students already know so I can learn what I need to teach. At the end of the unit I will give the student their guides back so they can see what they have learned over the past unit. It is very student and teacher friendly.
6. Social Studies, science and literacy
1.) Book Talk
2.) Starr Hoskins
3.) "Spaceheadz"
<iframe width="420" height="315" src="http://www.youtube.com/embed/kbKxRa-QUUI" frameborder="0" allowfullscreen></iframe>
4.) Perry, Dave. Instructional Strategies Online.College of Education and Organizational Leadership. (University of La Verne), 2004. Web. Apr. 01. 13
http://olc.spsd.sk.ca/DE/PD/instr/strats/booktalks/index.html
http://en.wikipedia.org/wiki/Book_talk
5.) Book talk is a teaching strategy used to motivate students to read and enhance their skills in oral speaking and writing. Each student is given the opportunity to come before their peers individually and discuss the book of their choosing. Discussed should be the main character(s), the story plot, the theme and what they liked and or disliked. The students can thereafter ask questions about the book and or the teacher can have proposed questions/ideas for the students to talk about in an open discussion.Book Talk can be done traditionally by having the students stand before the class and present while holding the book. Or they can be presented digitally using power point, video, websites and blogs. It is advised that the teacher first demonstrate Book Talk for the students before allowing them to do so. Book Talk can have a duration typically of anywhere from 30 seconds to 5 minutes. The length and student scheduling should be established to the teacher's fitting.Also, to get the students more enthused, allowing them to dress up in a costume, act out a scene or character, and use props are good ideas.
This teaching strategy will give the students a large range of possible books they can read. By hearing their peers give their personal comments on books they’ve read it will interest the students to the books as well. This is a head start that children need to encourage them to branch off and read books they typically may not have.
6.) Reading, Literature, Writing.
1. Strategy: Brainstorming
2. Submitted By: Matt Protz
3. Resource: http://www.mindtools.com/brainstm.html
4.
5. When Can You Use This Strategy: This strategy is useful when you want your students to dig deep in thought about a topic or subject in class. When students are brainstorming there is no right or wrong answer because the purpose of this strategy is to simply get the students thinking creatively. During the brainstorming process any simple or odd idea can spark an idea for somebody else in the class so it is important to always give students positive feedback for their ideas or comments after a brainstorming session.
6. Content Area: Brainstorming works for every content area because creative thinking should always be encouraged no matter which subject you teach.
Strategy: Carousel Brainstorm
Submitted By: Bridget Wojciechowski
Resource/URL:
http://www.readingquest.org/strat/carousel.html
Example:
Topic: Deserts
Content Area: This strategy can be used in any content area.
1. Character Charts (analysis)
2. Kate Metzler
3. Roberts, L. (2009, August 31). Character analysis lessons. Retrieved from http://www.lessonplanet.com/article/reading/character-analysis-lessons
4. http://www.lacrash-filmschool.de/downloads/Character_Network_Pulp_Fiction.jpg
5. I would have the students fill out a diagram like the example while they are reading or as a study guide for a book quiz/test. This is a great way for students to organize information about main and minor characters they are learning or reading about. It is a great way because it splits information into an organized, easy to follow format. As a teacher it will provide a way for the students to find the information out on their own which causes them to actively read the book. It also would be a great basis to start a study session on that the student can follow along with. These charts can then be translated into a tool to help with organizing information to write a paper. For history it can record information about historical figures.
6. Social Studies and Reading
Strategy: Cloze Reading
Submitted by: Maddie Calcagno
Resource/URL to strategy:
Berthelot, Jennifer, David Pratte, and Dave Perry. "What is Cloze Procedure? ." Instructional Strategies Online . Saskatoon Public Schools, n.d. Web. 16 Mar 2013. <http://olc.spsd.sk.ca/DE/PD/instr/strats/cloze/index.html>.
Example:
Annotation: Cloze Reading would be great when trying to include common core standards into the classroom. The overall goal of this strategy, is for the students to sharpen and monitor meaning of the text while reading. It will encourage the students to think outside of the box or critically. Also, improving student’s vocabulary will be a result of this method. When using this strategy sometimes the students are given appropriate passages for their reading level and are responsible for filling in the blanks. The words that need to be included in the blanks deal with grammar, vocab, and parts of speech. While working with these passages students are responsible for reading over the passage multiple times to check for understanding and fluency in the corrections they made. A final result of Cloze Reading Strategy, is that the students will gain the ability to see how authors organize their text with problem solution or cause and effect for example.
Content area(s): This strategy can be included in all content areas.
1. Concept Mapping
2. Stephanie Davis
3.http://www.litandlearn.lpb.org/strategies/strat_concept.pdf
4.
5. This strategy is good to use to organize thoughts. It helps students group together similar topics and seperate ideas that may get confusing.
6. Universal
1. Call Up Strategy
2. Rachael Loth
3. Czarnecki, E., Rosko, D., & Fine, E. (1998). How to call up notetaking skills. Teaching Exceptional Children, 14-19.
4.
5. When can you use this strategy? This strategy should be used when teaching students how to successfully take notes.To use this strategy the students should be able to identify the main idea, look up information in the text, and should be able to paraphrase.
Why use this strategy? This will students learn how to listen, write down important ideas, and organize and review their notes. It is a guide that students can follow when taking notes so their notes are effective and efficient. For students who particularly have problems with organization, this strategy is a good tool. This strategy will improve listening, cognitive processing, writing and reviewing noted information.
How to use this strategy? Teachers should introduce the strategy and teach the students what CALL UP stands for. Then the teacher should provide a lesson for the students to use this strategy with. The teacher should also demonstrate this strategy to the class first and then the students should follow the instructions for the following lesson.
6. This strategy is universal. It is not content specific and can be used across all contents. Regardless of the content, this strategy is a useful tool for students to write efficient notes.
1."A" Notes
2. Rachael Loth
3.Czarnecki, E., Rosko, D., & Fine, E. (1998). How to call up notetaking skills. Teaching Exceptional Children, 14-19.
4.
5. When do you use this strategy? This strategy should be used after taking notes. Students should use this strategy for reviewing notes after a classroom lesson. This can be a strategy can also be used as a discussion topic where the teacher and students go over the questions provided in "A" notes and what they found in their notes.
Why use this strategy? This strategy should be used to teach students the importance of taking notes and can teach the students the correct information that should be in their notes. Students often write notes during a lesson and do not comprehend what was written. This strategy can help students to go over their notes and review the important information. By having useful notes, they can refer back to their notes and study and use the information in a more effective way. It is an efficient way of organizing and comprehending your notes.
How do you use this strategy? This strategy should be modeled to the students before teaching a lesson. This strategy should be modeled step by step to the classroom. The teacher should go over the meaning of "A" notes and what each letter stands for. The students should also be given an handout that they can refer back to after their note taking.
6. This strategy is universal. It is a good strategy to teach across all content ares in regarding note taking.
1) Chain of Events
2) Mallory Hayes
3) Johns, Jerry, and Susan Lenski. Improving Reading. 5th. Dubuque: Kendall Hunt, 2010. Print.
4)
5) This strategy would be used to help students with comprehension. The student would fill this out while going through a text. They would start off by writing the first event that happens. Then they would read more and will record all major events that happen in the order that they happen. The student will write a description or a summary along with the event. Each event should relate to the previous and next one. The student will then record the final outcome. This strategy could be used in groups or individually.
6) This strategy would work best with History/Social Science and Language Arts.
1) Answering Questions
2) Mallory Hayes
3)http://www.readingrockets.org/article/3479/
4) Example Book: Cinderella
Right There (Questions that are right there in the text)
Ex: Who loses their slipper in the story? Answer: Cinderella
Think and Search (Answers are in the text but can be found in more than one spot)
Ex: Why can't Cinderella go to the ball? Answer: Her step mother said she couldn't go until all the chores were finished.
Author and You (Students must use what they already know with what they've learned from reading the text)
Ex: How do you think Cinderella felt when Fairy Godmother made it possible to go the the ball? Answer: I think Cinderella felt happy because she had really wanted to go to the ball.
On Your Own (Students answer based on prior knowledge and experiences. Don't need to have read text to answer this question)
Ex: How would you feel if you got invited to a ball? Answer: I would be very happy because I would get to wear a pretty dress and get to dance
5)This Strategy helps with comprehension because students are making connections with text while answer the questions. There are four types of questions to ask students while reading a text which are: Right There, Think and Search, Author and You, and On Your Own. By asking these questions (which are explained/defined above) a teacher will gain knowledge of different areas of understanding of students.
6) This strategy works best with Language Arts.
1. Case Methods
2. Dena Boyd
3.http://www.gmu.edu/resources/facstaff/part-time/strategy.html
4.http://www.darden.virginia.edu/web/MBA/Academics/Case-Method/Videos/?gclid=CPGrgrbfvbYCFetAMgodlyIAJg (First video)
5. I would use this with students when reading a book that might be controversial or topics that need to be discussed. I would use this to broaden the student's mind to what is going on around them in their world and how they can react to them. This strategy also involves the students with discussion questions. This strategy also lets students reflect on their own personal experiences.
6. A person can use this in a history class to discuss why students think our forefathers did what they did also see the different point of views in history instead of just looking at one view point. In LA it can be used when reading books that are controversial with different situations that students need to talk through the tough questions. A teacher who teaches foreign languages can use this to help students connect to the different cultures without being judgmental.
1. Strategy: Bell Ringer
2. Submitted by: Ema Chorney
3.Resource: http://www.brighthubeducation.com/teaching-methods-tips/85130-bell-ringer-activities-for-your-classroom/
4. Example:
5. When to use this strategy: This strategy is great for any grade. It is to be used at the very beginning of the class period to start off the hour and to be served as a “warm-up”
Why to use this strategy: By using this strategy you are giving the students a glimpse of what you will be teaching today and you will get their minds going.
How to use this strategy: At the beginning of the hour provide the students with a bell ringer. The bell ringer may consist of questions, riddles, mystery picture, puzzle, etc.
6. Content area(s): This strategy is beneficial to use in all content areas.
Strategy: A+B+C Writing
Submitted by: Emily Eckhoff
Resource/URL:
http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0132-dec05/VM0132Middle.pdf
Example:
Annotation: This strategy is to help students come up with a topic sentence for a paper. You take a piece of paper, fold it into three columns, unfold it, then fold it in half. The three columns on the top half serve as the "A+B+C" portion and the bottom half serves as one big portion to sum it all up. It could be a book report, other expository essay, etc. It is very helpful for students who get writer's block easily or have a hard time starting their papers off/knowing what goes in a topic sentence. I would use this strategy with them, and it would be something that I would teach my students how to use in case they needed it in the future.
Content Area: This strategy is more focused towards the language arts. But it could be applied to writing a report on a science book, history book, etc. if needed.
1. Strategy: Cubing (Dice Game)
2. Submitted by: Kimberly Sowin
3.
http://www.duvalschools.org/newteachers/DI%20Strategies/DI%202012/Cube.pdf
http://www.litandlearn.lpb.org/strategies/strat_cubing.pdf
4.
5. This cubing strategy allows for students to check their understanding of a topic, as well as employ higher thinking skills. For this strategy the teacher designs a cube with 6 different objectives for a topic; these are subject to change per content area and/or topic. The students work in a group of 3-6 and take turns rolling the dice; they then continue to complete the task pertaining to what they rolled (shown face up). This strategy is used to organize students' thinking into categories such as, describing the subject, comparing the subject to something else, associating the subject to something else, analyzing the subject, applying the subject, and arguing for or against the subject; or any other categories the teacher feels is appropriate for their content area and subject.
6. This strategy can be used for any content area.