1. Strategy: Get the Gist 2. Submitted by: Cari Marks 3. Resource/ URL to strategy: http://wweb.uta.edu/faculty/peggys/When%20I%20Was%20Young%20in%20the%20Mountains.htm 4. Example: http://www.youtube.com/watch?y=YNXqMykTbCY 5. Annotation: I would use this strategy in a classroom where students try to write everything down such as when they take notes or read a textbook. The example shown above limits their understanding statements to ten word or less, which ensures that students comprehend the main idea of the story. Instead of saying their gist statements verbally, I would have the students write their gist statements down and submit so that I could review them. 6. Content Area(s): Universal
1. Strategy: Get the Gist
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: http://wweb.uta.edu/faculty/peggys/When%20I%20Was%20Young%20in%20the%20Mountains.htm
4. Example: www.readwritethink.org/files/resources/lesson_images/lesson290/Template.pdf
5. Annotation: I would use this strategy in a classroom where students try to write everything down such as when they take notes or read a textbook. The example shown above limits their understanding statements to ten word or less, which ensures that students comprehend the main idea of the story. Instead of saying their gist statements verbally, I would have the students write their GIST statements down and submit so that I could review them. This would be particularly good for elementary students during a lesson or for middle school students as a daily review or review before a test. Sometimes students in middle school still have trouble with comprehension and this ensures that students understand the main idea of the passage of a story or textbook.
6. Content Area(s): Universal
1. Guided Imagery
2. Stephanie Davis
3. http://www.learningpt.org/literacy/adolescent/strategies/guided.php
4. http://teach.clarkschools.net/jbernhard/Literacy_Web/Web_Files_Literacy/Guided_imagery_Buehl.pdf
5. This strategy could be used as an introduction to a unit.The teacher would implement the strategy and describe a situation to students, allowing them to create their own views. This strategy will work best to get students interested in the topic. Also, it might be beneficial to provide photos after the activity is over. This strategy is used to help reading comprehension. By participating in guided imagery, students are able to visualize a situation or problem and create their own opinions towards it. They may be able to solve a problem by completing a guided imagery exercise. Guided Imagery also promotes students to create their own images when reading, rather than relying on book covers, movie characters, or any other previously viewed image. Overall, guided imagery benefits everybody, but may be especially useful for visual and spatial learners.
6. Universal; may be most common in social studies.
1. Hands-On
2. Dena Boyd
3 &4. https://www.youtube.com/watch?v=gLVRTbknLCs (strategy and example)
5. This strategy would be used best after a topic or subject had been discussed. The teacher will have to explain the hands-on activity. This strategy will help students to be more engaged and learn the subject in a different style.
6.Can use this in math with having 3-D objects to help students visualize and touch the objects that they are going to find the area. In science this can be used in labs, in LA this can be used when having students move around the classroom.
Annotation: History Frame is a great way to organize information on a historical event. I would use this strategy as a review sheet for students. This strategy could also be used to test students over an event in history. I also think it could work well as a format for note taking in history class. I think this strategy is useful because it keeps important information organized and is easy to reference.
Annotation: History Frame is a great way to organize information on a historical event or of a story. I would use this strategy as a review sheet for students. This strategy could also be used to test students over an event in history. I also think it could work well as a format for note taking in history class. I think this strategy is useful because it keeps important information organized and is easy to reference. This strategy is helpful because it gives students a uniform format for information, making it easy to study and reference. History Frames are also helpful in memorizing key things; In my experience the spacing in charts helps me memorize what information goes where on the chart. This makes me remember the place the fact is located o the chart and what the fact is. Some of the implications of using this strategy are that students will have an easier time studying important information and they will have an easier time organizing their notes. Putting information into a uniform chart helps students remember information more easily.
Content Area: History, Social Studies, English, and Science.
Q: Can you tell us a little about yourself?
A: Sure, people tend to think of me as either snobby or worthless. If I'm used to describe a person, it's not a compliment. It means that the person is conceited and full of himself. If I'm used to describe an action, it usually means that things didn't go according to plan.
Q: Do you come from a big family?
A: Not really. I have two siblings — vainly (adv.) and vanity (noun) — but most people are familiar with me — the adjective of the family.
Q: What about your friends? With whom do you have a lot in common? To whom do you relate?
I have lots of friends — conceited, swollen-headed, and egotistical — to name a few. They are all in my clique. (source: the Visual Thesaurus word map for vain)
I am also often spotted with my friend, the preposition "in." When we are together ("in vain"), people think we are useless and get frustrated with us since we aren't productive.
5. Interview a Word teaching strategy is used to help students become more enthused about defining and learning words. The purpose of this strategy is to break away from having students simply search for words in a dictionary and only memorize the definition without actually having understanding. With this, it gives the students a creative way to do research on their word and also allows them to better retain the new information. An assignment like this can be given at times such as when a new lesson is being introduced that contains unfamiliar vocabulary. Also, this strategy is ideal for books that will be read as a class. By better knowing the defintion of the vocab it will bring more understanding to the text being read.
6. Reading, Literature, Vocabulary
1. Human Barometer 2. Jessica Voellinger 3. Resource: http://toolkit.curiousworks.com.au/workshops/human-barometer 4. Example: 5. This strategy works best when students will have a variety of opinions or views about an issue or concept. The purpose of this activity is to generate discussion between students. To use this strategy the teacher must introduce a series of statements and ask students to write down their personal position on a continuum (barometer) that places polar opposite views at either end. These ends can either be, strongly disagree to strongly agree, for to against, true to false, ethically ideal to ethically immoral, or fact to fiction. The anchors can be modified to fit the content area that the concept is addressing.
6. This strategy would be well suited for a social studies class, or an english class while discussing important issues. 1. Strategy: Graphic Organizer- P-O-W T-R-E-E Opinion Essay Writing 2. Submitted by: Katie Thompson 3. Resource/URL to strategy: http://kc.vanderbilt.edu/casl/powtreel1.html 4. Example: This could include a video, picture, etc. http://education.wm.edu/centers/ttac/resources/articles/teachtechnique/continuingthepartnershipgooddayplan/index.php 5. Annotation (which includes implications and when/why/how you would use this strategy: This strategy could be used in an English or Language arts classroom for writing. This Graphic organizer is used for guidance in preparing to write a Narrative essay. This is a type of writing trick that will help students write a paper that tells the reader what they believe or want to do about something by using the mnemonics concept. It is an opinion essay. This allows students to know the workings of writing an opinion paper by giving the reader at least three reasons why they believe what they are writing about and the components of the paper as a whole. So the student picks an idea, organizes their notes, begins to write and say more. The paper requires a topic sentence, three reasons to support opinion and an ending. I find this method very organized and a fun way for students to remember what they need to incorporate into their essays. 6. Content area(s): Some strategies might be universal, others might be more suited to particular content areas, be sure to include this information. This strategy can be used across multiple content areas for other writing tasks.
Strategy: Inquiry Chart I first learned about this strategy through a friend who is also going through the education program here at ISU. My friend uses an Inquiry Chart with her fourth grade student she tutors in literacy. Her student is very interested in how cars work, so my friend uses this to guide her student’s research while reading research articles. This also helps her keep track of his learning while they are researching and is a great reference to go back to. She also uses this as a graphic organizer for her student before he is writing a research paper
Submitted by Katie Meyers
Resource/URL: This is a website that explains what exactly an Inquiry Chart is. It also explains how teachers can use this to organize student’s writing and use it as an evaluation tool. It also gives a great explanation why teachers should use in cooperate the I-chart in their writing lessons. The website also shows how to use this strategy with the different phases of teaching. It also gives ideas for differentiated instruction and children’s books to use with the strategy. http://www.readingrockets.org/strategies/inquiry_chart/
Example: This is a pdf file of a how an I-Chart is formatted. The chart is broken down into four main questions that you as the teacher can come up with for a specific reading or unit and a column for students to write an interesting facts and new questions they may have. There are rows for students to record information from three different sources and a row for students to summarize the information on each question they have. http://www.readwritethink.org/files/resources/printouts/Inquiry%20Chart.pdf
When would you use the strategy This strategy should be used during reading to help guide students so they can be critically thiking while reading. It also is a great reference for students to use to review what they have read and the important information from the reading. It also is a good way to help students organize their research while using multiple sources.
Why would you use this strategy An Inquiry Chart helps guide students to think critically think while strengthen their reading skills. When writing, the I-Chart helps guide students to ask relevant questions to organize their writing around a topic and research the questions they form. It also helps students share prior knowledge they have and can formulate questions building upon their prior knowledge. Teachers can evaluate students and students can use it as a self evaluation tool to see what they have learned on a certain topic.
How would you use this strategy I would use this strategy to help guide a student’s research in scholarly articles for a research papers. Students would choose one broad main idea to research, then formulate three subtopics to guide to explore within the main topic. Using the I-chart the students would write down three questions to guide their research of the subtopics and record information they already know. Then, the students would find three sources and record any information they find pertaining to the questions they formulated. I would use the I-Chart to assess the students’ progress while they researching for their paper and to make sure they are on track.
Content Area(s): This strategy can be used in any content area and is not just specific for language arts. Again teachers can use this to guide students research for social science, science and language arts projects. It can also be used to guide students to critically think and reflect while reading in social science, science and language arts. Teachers can use this as a informal assessment to assess students understanding of the reading or organization of their research for a research paper. This can be used for individual students, small groups or whole class instruction.
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: http://wweb.uta.edu/faculty/peggys/When%20I%20Was%20Young%20in%20the%20Mountains.htm
4. Example: http://www.youtube.com/watch?y=YNXqMykTbCY
5. Annotation: I would use this strategy in a classroom where students try to write everything down such as when they take notes or read a textbook. The example shown above limits their understanding statements to ten word or less, which ensures that students comprehend the main idea of the story. Instead of saying their gist statements verbally, I would have the students write their gist statements down and submit so that I could review them.
6. Content Area(s): Universal
1. Strategy: Get the Gist
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: http://wweb.uta.edu/faculty/peggys/When%20I%20Was%20Young%20in%20the%20Mountains.htm
4. Example: www.readwritethink.org/files/resources/lesson_images/lesson290/Template.pdf
5. Annotation: I would use this strategy in a classroom where students try to write everything down such as when they take notes or read a textbook. The example shown above limits their understanding statements to ten word or less, which ensures that students comprehend the main idea of the story. Instead of saying their gist statements verbally, I would have the students write their GIST statements down and submit so that I could review them. This would be particularly good for elementary students during a lesson or for middle school students as a daily review or review before a test. Sometimes students in middle school still have trouble with comprehension and this ensures that students understand the main idea of the passage of a story or textbook.
6. Content Area(s): Universal
1. Guided Imagery
2. Stephanie Davis
3. http://www.learningpt.org/literacy/adolescent/strategies/guided.php
4. http://teach.clarkschools.net/jbernhard/Literacy_Web/Web_Files_Literacy/Guided_imagery_Buehl.pdf
5. This strategy could be used as an introduction to a unit.The teacher would implement the strategy and describe a situation to students, allowing them to create their own views. This strategy will work best to get students interested in the topic. Also, it might be beneficial to provide photos after the activity is over. This strategy is used to help reading comprehension. By participating in guided imagery, students are able to visualize a situation or problem and create their own opinions towards it. They may be able to solve a problem by completing a guided imagery exercise. Guided Imagery also promotes students to create their own images when reading, rather than relying on book covers, movie characters, or any other previously viewed image. Overall, guided imagery benefits everybody, but may be especially useful for visual and spatial learners.
6. Universal; may be most common in social studies.
1. Hands-On
2. Dena Boyd
3 &4. https://www.youtube.com/watch?v=gLVRTbknLCs (strategy and example)
5. This strategy would be used best after a topic or subject had been discussed. The teacher will have to explain the hands-on activity. This strategy will help students to be more engaged and learn the subject in a different style.
6.Can use this in math with having 3-D objects to help students visualize and touch the objects that they are going to find the area. In science this can be used in labs, in LA this can be used when having students move around the classroom.
1. Interview a Word
2. Starr Hoskins
3.
https://www.vocabulary.com/articles/wordshop/getting-at-connotation-by-interviewing-a-word/
Q and A with Vain
Q: Can you tell us a little about yourself?A: Sure, people tend to think of me as either snobby or worthless. If I'm used to describe a person, it's not a compliment. It means that the person is conceited and full of himself. If I'm used to describe an action, it usually means that things didn't go according to plan.
Q: Do you come from a big family?
A: Not really. I have two siblings — vainly (adv.) and vanity (noun) — but most people are familiar with me — the adjective of the family.
Q: What about your friends? With whom do you have a lot in common? To whom do you relate?
I have lots of friends — conceited, swollen-headed, and egotistical — to name a few. They are all in my clique. (source: the Visual Thesaurus word map for vain)
I am also often spotted with my friend, the preposition "in." When we are together ("in vain"), people think we are useless and get frustrated with us since we aren't productive.
4.
http://learningtasks.weebly.com/vocabulary-strategies.html
5. Interview a Word teaching strategy is used to help students become more enthused about defining and learning words. The purpose of this strategy is to break away from having students simply search for words in a dictionary and only memorize the definition without actually having understanding. With this, it gives the students a creative way to do research on their word and also allows them to better retain the new information. An assignment like this can be given at times such as when a new lesson is being introduced that contains unfamiliar vocabulary. Also, this strategy is ideal for books that will be read as a class. By better knowing the defintion of the vocab it will bring more understanding to the text being read.
6. Reading, Literature, Vocabulary
1. Human Barometer
2. Jessica Voellinger
3. Resource: http://toolkit.curiousworks.com.au/workshops/human-barometer
4. Example:
5. This strategy works best when students will have a variety of opinions or views about an issue or concept. The purpose of this activity is to generate discussion between students. To use this strategy the teacher must introduce a series of statements and ask students to write down their personal position on a continuum (barometer) that places polar opposite views at either end. These ends can either be, strongly disagree to strongly agree, for to against, true to false, ethically ideal to ethically immoral, or fact to fiction. The anchors can be modified to fit the content area that the concept is addressing.
6. This strategy would be well suited for a social studies class, or an english class while discussing important issues.
1. Strategy: Graphic Organizer- P-O-W T-R-E-E Opinion Essay Writing
2. Submitted by: Katie Thompson
3. Resource/URL to strategy: http://kc.vanderbilt.edu/casl/powtreel1.html
4. Example: This could include a video, picture, etc.
http://education.wm.edu/centers/ttac/resources/articles/teachtechnique/continuingthepartnershipgooddayplan/index.php
5. Annotation (which includes implications and when/why/how you would use this strategy:
This strategy could be used in an English or Language arts classroom for writing. This Graphic organizer is used for guidance in preparing to write a Narrative essay. This is a type of writing trick that will help students write a paper that tells the reader what they believe or want to do about something by using the mnemonics concept. It is an opinion essay. This allows students to know the workings of writing an opinion paper by giving the reader at least three reasons why they believe what they are writing about and the components of the paper as a whole. So the student picks an idea, organizes their notes, begins to write and say more. The paper requires a topic sentence, three reasons to support opinion and an ending. I find this method very organized and a fun way for students to remember what they need to incorporate into their essays.
6. Content area(s): Some strategies might be universal, others might be more suited to particular content areas, be sure to include this information.
This strategy can be used across multiple content areas for other writing tasks.
Strategy: Inquiry Chart
I first learned about this strategy through a friend who is also going through the education program here at ISU. My friend uses an Inquiry Chart with her fourth grade student she tutors in literacy. Her student is very interested in how cars work, so my friend uses this to guide her student’s research while reading research articles. This also helps her keep track of his learning while they are researching and is a great reference to go back to. She also uses this as a graphic organizer for her student before he is writing a research paper
Submitted by Katie Meyers
Resource/URL:
This is a website that explains what exactly an Inquiry Chart is. It also explains how teachers can use this to organize student’s writing and use it as an evaluation tool. It also gives a great explanation why teachers should use in cooperate the I-chart in their writing lessons. The website also shows how to use this strategy with the different phases of teaching. It also gives ideas for differentiated instruction and children’s books to use with the strategy.
http://www.readingrockets.org/strategies/inquiry_chart/
Example:
This is a pdf file of a how an I-Chart is formatted. The chart is broken down into four main questions that you as the teacher can come up with for a specific reading or unit and a column for students to write an interesting facts and new questions they may have. There are rows for students to record information from three different sources and a row for students to summarize the information on each question they have.
http://www.readwritethink.org/files/resources/printouts/Inquiry%20Chart.pdf
When would you use the strategy
This strategy should be used during reading to help guide students so they can be critically thiking while reading. It also is a great reference for students to use to review what they have read and the important information from the reading. It also is a good way to help students organize their research while using multiple sources.
Why would you use this strategy
An Inquiry Chart helps guide students to think critically think while strengthen their reading skills. When writing, the I-Chart helps guide students to ask relevant questions to organize their writing around a topic and research the questions they form. It also helps students share prior knowledge they have and can formulate questions building upon their prior knowledge. Teachers can evaluate students and students can use it as a self evaluation tool to see what they have learned on a certain topic.
How would you use this strategy
I would use this strategy to help guide a student’s research in scholarly articles for a research papers. Students would choose one broad main idea to research, then formulate three subtopics to guide to explore within the main topic. Using the I-chart the students would write down three questions to guide their research of the subtopics and record information they already know. Then, the students would find three sources and record any information they find pertaining to the questions they formulated. I would use the I-Chart to assess the students’ progress while they researching for their paper and to make sure they are on track.
Content Area(s):
This strategy can be used in any content area and is not just specific for language arts. Again teachers can use this to guide students research for social science, science and language arts projects. It can also be used to guide students to critically think and reflect while reading in social science, science and language arts. Teachers can use this as a informal assessment to assess students understanding of the reading or organization of their research for a research paper. This can be used for individual students, small groups or whole class instruction.