1. Selective Highlighting 2.Sheree Brouillette 3.http://www.adlit.org/strategies/23332/ 4.http://literacy.purduecal.edu/STUDENT/ammessme/Highlighting.html 5. Selective Highlighting is such a simple and universal way of learning. Many people do it without even realizing that it is a teaching strategy. This can be used at any grade level that students are reading. It is used to help students identify important information such as new terms, dates, names, concepts, or events. It is stressed that students should read the information first and then go back to underline or high light only the important information and not whole sentences. A teacher could even have their students practice on news paper articles if they didn't want to ruin text books. This strategy is great because it helps teachers see how the student processes what they are reading and can tract the students ability to differentiate important information from everything else. This makes it not just a great study tool, and a tool to improve literacy, but also a method of evaluation.
6. This can be used in any content area, I would argue that it should be used in every content area! It's such a useful study skill and it's so simple.
1. Sketch to Stretch 2. Stephanie Davis 3. http://literacy.kent.edu/eureka/strategies/sketch_stretch.pdf 4. http://www.readwritethink.org/resources/resource-print.html?id=229 5. This strategy will work best if used for younger students, such as sixth graders. This would be implemented after a reading passage is read aloud. While is could be used potentially with any content area, it would work best with reading because students will be able to interpret their opinions, rather than facts. After the students have sketched their interpretations, they can gather in groups to discuss what they drew and what they felt was important to the reading. 6. Universal; best with reading. 1. Strategy: SPAWN 2. Submitted by: Cari Marks 3. Resource/ URL to strategy: http://www.vrml.k12.la.us/graphorgan/18strat/spawn/spawn.htm 4. Example: http://ci5451literacystrategiescollective.pbworks.com/w/page/6064028/SPAWN 5. Annotation: I would use this strategy in a Math or Language Arts classroom. However, it can be adapted for many content areas. The resource listed above explains that this strategy is especially helpful for English Language Learners and students that need to improve their reading skills. 6. Content Area(s): Universal
1. Strategy: SPAWN
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: www.arstudentsuccess.org/intervention-tools-and-resources/literacy/literacy-matrix/grades9-12/writing/writing-to-learn-spawn.html
5. Annotation: I would use this strategy in a Math or Language Arts classroom. However, it can be adapted for many content areas. The resource listed above explains that this strategy is especially helpful for English Language Learners and students that need to improve their reading skills. I would have the students break down each of the letters of SPAWN (Special Powers, Problem Solving, Alternative Viewpoints, What If, and Next) and show them an example. After this, I would have them start this assignment in class and then finish it for homework.
6. Content Area(s): Universal
1. Strategy: SQ4R
2. Submitted by: Kimberly Sowin
3. Resource/ URL to strategy: http://www.mgccc.edu/qep/resource/files/SQ4R.pdf http://www.wvup.edu/academics/learning_center/sq4r_reading_method.htm
4. http://www.youtube.com/watch?v=DbMlIPgqXB8 http://www.youtube.com/watch?v=La2yP3QN8K0&feature=related
5. SQ4R is a reading strategy used to learn how to be successful readers by guiding students to employ good reading techniques to help them organize, understand, and retain information from content area textbooks. The steps in this strategy are survey, question, read, record, recite, and review. Students learn the benefits of preparing before reading a text, and with this strategy they can take notes directly to their notebooks and use the notes to create a study guide. If students learn to employ these reading steps when reading a text they can reduce time spent studying for an assessment because they will have the important information already in their notes, as well as a complete understanding the first time they read.
6. This strategy can be used in any content area
1. Strategy: Sticky Questions
2. Submitted By: Matt Protz
3. http://katierener.weebly.com/sticky-note-reflections.html
4.
5. When to Use This Strategy: The sticky questions strategy is great for keeping students focused during their readings. To start off you have the students write down questions they after reading the first few pages of a book or a document on sticky notes and have the sticky notes posted on a wall or in the text. When the students read and figure out the answer to the question they once had about the text, they then come back and write the answer down. Sticky questions can also be used for the students to write down prediction that you want the students to make at the beginning and middle of the book so that they are able to come back and look at how their opinions of the story changed as they dug deeper into the text. You can also use this strategy to have the students write down their summaries at the end of each chapter, this is a good idea because it helps you see if the students are getting a good sense of what is going on in the text your reading as a class.
6. Content Area: The main content area that sticky questions would be used in would be reading when the class is engaged in a text. However this strategy can be used on other content areas like science, social studies or math when the students have questions on the chapters they are reading.
1. Stop and Jot
2. Sheree Brouillette
3. http://learnontheedge.blogspot.com/2012/09/stop-and-jot.html
4.
- http://pinterest.com/pin/108227197265937344/ - http://www.writingwithrebecca.com/web-stop_and_jot.jpg 5. Stop and Jots are 2-5 minute evaluations of what is being read. They can be done as the student is reading, or after as an analysis.
Students record key ideas or concepts about a topic or reading in a rectangle that they have drawn on their paper or in their notebook. At least once during a lesson, stop and pose an important question for students to respond to in their “stop box.” Have volunteers share one or two responses with the whole class, or model your own response. These boxes serve to aid students later as a study tool. 6. This can be done for all content areas but is maybe best suited for literature, History, or Science.
1.) Story Maps
2.) Starr Hoskins
3.) http://strategytools.org/SeeTool.php?Index=56
4.) http://www.readingrockets.org/strategies/story_maps/
5.) Story Maps are used to help the students with their comprehension. With this strategy the students identify the characters, plot, setting, problem and the solution.
Story maps helps students identify the foundation and key components to a story. It will allow them to better navigate through a story and can be a reference once done reading. The example story map format given may need to be tailored according to the story being read. For example, there may be multiple conflicts/problems and more than three events that lead up to the resolution to the story. It is advised that the Story Map be completed while reading the story.
6.) Typically used in the subjects of Reading, Literature and English.
Annotation: Synonym Flowers are a way to display synonyms of vocabulary words in a fun and interesting way. I would use this strategy to help students understand vocabulary words more easily. Students could fill out their own for words they have trouble remembering the meaning of. I would also post these around the room to give students a reminder of what important words mean. I would use this strategy when the class is learning new vocabulary words, or when we discover words in text that are important to know.
Content Area: Literature, science, history any subject with vocabulary words.
Annotation: Synonym Flowers are a way to display synonyms of vocabulary words in a fun and interesting way. I would use this strategy to help students understand vocabulary words more easily. Students could fill out their own for words they have trouble remembering the meaning of. I would also post these around the room to give students a reminder of what important words mean. I would use this strategy when the class is learning new vocabulary words, or when we discover words in text that are important to know. Some implications of Synonym Flowers are that students will better understand vocabulary words. Students can more easily remember synonyms then a words entire definition. Students will gain a better understanding of text by better understanding the words the author uses. Students can also use the synonym flower as a reference if they forget what a particular word means.
Content Area: Literature, science, history any subject with vocabulary words
1. Strategy: Tea Party
2. Submitted By: Kimberly Sowin
3. http://literacyacrossdisciplines.cmswiki.wikispaces.net/Tea+Party
4. https://www.teachingchannel.org/videos/pre-reading-strategies
5. This pre-reading strategy helps to pique students' interests. Each student is given a note card with important words and phrases taken directly from the text. This information must provide insight into the text, and have the option of multiple different interpretations. The students use prior knowledge and problem-solving skills to make predictions about the text, formulate inferences, and establish cause and effect relationships. This strategy employs reading, writing, speaking, and listening.
6. This can be used in any content area
Annotation: T.H.I.E.V.E.S is a strategy that helps students preview Textbooks. Students use prior knowledge to make sense of the textbooks title, headings, introduction, every first sentence, visuals, end of chapter questions, and summaries. Students write down what they noticed from each section and think about what the chapter or textbook is about. I think this is a great way for teachers to introduce a textbook or even just a new chapter. It shows the teacher what students already know about the text and helps them in further planning.
Think-alouds have been described as "eavesdropping on someone's thinking." With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text. It shows your expert reader mind to your students and helps them think about their own thinking. Content area(s): You can use a think aloud in any content area.
1. Think Pair Share (TPS)
2. Mallory Hayes
3. http://www.readingrockets.org/strategies/think-pair-share/ 4. 5. Helps when you want students to learn independently and socially learn also. Helps students with oral communication and social skills. Would use when you want students to share smaller ideas to form a bigger idea. The teacher will give a prompt for the students. The students will then come up with an answer by themselves. Next they will pair up with a partner or a small group and discuss the ideas that had came up individually and combine ideas. Last each group of students will share what they have come up with. 6. Any content area.
Strategy: Structured Note Taking
Submitted by: Emily Eckhoff
Resource/URL to strategy: http://www.pbs.org/teacherline/courses/rdla220/docs/fisher.pdf
Example:
Annotation I would use this strategy to help students with difficult concepts or multiple-day lessons. This way they understand what is important in the concept or lesson, and what is not necessarily super important. This can also help direct student thinking and influence their ability to make connections. It would be a great way to introduce students to note taking and the importance of note taking.
Content area(s): This strategy could be used in science, language arts, etc. Any content area that has notes to be taken.
Strategy: Three, Two, One
I learned about this strategy when I was observing a 4th grade classroom and the teacher was introducing a new topic in social science. The teacher used this as an informal assessment to see students reactions to the lesson. I feel that this could be used in any subject area as an informal assessment when introducing a new topic. It can give teachers valuable information on what students found interesting, what they would like to learn more about and what they need clarification on.
Submitted By : Katie Meyers
Resource/URL: This is a website that has great pdf files that is a chart outlining the different parts of the 3-2-1 activity. The purpose now is to use for a scholarly article but it can be modified to a specific topic in a subject or a unit as a whole. It has the 3-2-1 strategy chart but also a 3-2-1 strategy self assessment for students and a informational text and 3-2-1 strategy: assessment rubric teachers can use to keep track of all of the class learning from 3-2-1. http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.html?tab=3#tabs
Example: This is a teaching example on how to in cooperate the activity when reading a scholarly article in class. The website breaks down each step of 3-2-1 when working with students and how get the correct idea across to the students for each category. http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.html?tab=4#tabs
Resource/ URL:
This is a video of a teacher using a modified 3,2,1 strategy that incorporates visual imagery. It shows how to use 3,2,1, in a unique way. http://www.youtube.com/watch?v=oGea_sZLlPg
Example: This is an example of what a three, two , one worksheet can look like. This website has a free downloadable version of another worksheet example. I would use this worksheet throughout the lesson for students to refer back to and record information and at the end collect them to see what the student's understanding was. http://www.teachersnotebook.com/product/banasamy/3-2-1-reading-strategy-worksheet.
When would you use the strategy
This strategy would be a great way to informally asses students knowledge after reading. Also, this can be used as a way to guide students to critical think while reading.
Why would you use this strategy
This strategy is a good way to asses students comprehension while reading. It is also helps give students a outline of things to think about while reading. Students can also uses this as a reference to go to back after reading to review the main ideas they took away from the article. Teachers can use this to help guide lessons based off on student interest and questions they wrote down on the chart after they read.
How would you use this strategy
One example I would use a Three, Two, One chart, is when reading a new scholarly article or chapter from a social science or science textbook or book the students may be reading in language arts. Teachers would use this after reading the article or chapter of the textbook. It is a great way for the teacher to informally assess the students’ learning and the students to reflect on their learning. Students would fill out three things that they discovered after reading, then put down two things they found interesting and one question they still had about what they read. This is a great way for students to be informally assessed after reading and a great way for them to check themselves as learners to see if they are understanding what they are reading. Also this is a great way for teachers to assess their students learning and get ideas for upcoming lessons. Teachers can also use as a reflection at the end of a unit in any science, social science or language arts unit to see as a whole what their students took away from the unit.
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 check for student understanding after a lesson or unit in social science, science, or language arts. If a teacher wanted to implement this strategy in mathematics, I would suggest they would do it on a specific mathematical skill instead of a whole unit. This would help make it easier for the students to follow along with the char and the teacher to assess their understanding using the 3,2,1 chart better. It can be used for individual students, small group instruction or whole class instruction.
1. SAND strategy
2. Rachael Loth
3.Czarnecki, E., Rosko, D., & Fine, E. (1998). How to call up notetaking skills. Teaching Exceptional Children, 14-19.
4.
S-Star important ideas
A-Arrange arrows to connect ideas
N- Number key points in order
D- Devise abbreviations and write them next to them
5. When do you use this strategy? This strategy should be used when teaching students how to take effective and efficient notes. It should be used when students are currently writing notes or after notes are taken to organize them. Why do you use this strategy? This strategy is a useful tool to sift through your notes and visually organize them. This strategy will help students visualize the important concepts and ideas that were noted in their notes. It is a helpful tool for organizing notes for better understanding of the material written. Students can use this strategy as organizational tool for better studying. How do you use this strategy? This strategy should be introduced to the classroom and modeled before students use it. The teacher should teach the meaning of SAND and demonstrate each step. The students should also be given an handout with the meaning of SAND so they can refer back to it when taking notes. It should help students to organize the information in their notes and for them to comprehend the information better.
6. This strategy is universal. It is a successful tool for students to comprehend and understand their notes more effectively and efficiently.
1. Strategy: Timelines 2. Submitted by: Katie Thompson 3. Resource/URL to strategy: faculty.buffalostate.edu/beaverjf/documents/timelines.doc 4. Example: This could include a video, picture, etc.
5. Annotation (which includes implications and when/why/how you would use this strategy Timelines can be used by all teachers across all levels and curriculum's. They are a useful way of teaching the past. It allows student to plot events in a graphic and creative way. It can educate students by testing their knowledge on occurrences of events in a certain period of time. Timelines can be used in a variety of contexts and can be used as an individual activity in which students can make a timeline of important events in their life and can also be used as a group activity where the students can create a timeline of a broader topic in history or music.
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 such as
Science – From Seed To Plant, Space Race, and Geological History
Social Studies – My Life and My Day
Math – Comparing Budgets
Literature – Plot details of a story
Science – Stages in a developing cycle (e.g., growth of a plant)
1. Somebody Wanted But So (SWBS)
2. Jessica Voellinger
3. I first heard of this strategy in the online textbook Broadening the Lens of Literacy. Here is another source http://teachingrocks.ca/somebody-wanted-but-swbs-strategy/
4. Example of a SWBS chart filled out to the story of Snow White
5. This strategy helps students study specific people, decisions made, and events that occured. This helps students summarize the events surrounding the decision. This strategy would best be used while studying important historic events, or story plots. When studying a historic event students can focus attention on specific people, decisions made, and outcomes. You may also use this while studying a text. Students can focus on characters, decisions made throughout, and the outcomes at the end of the story. Using a four-column chart, students identify the people involved in the situation (Somebody), the goals (Wanted), the conflict or obstacle (But), and the outcomes (So). This strategy helps students isolate the main ideas of a text, allowing then to create a summary.
6. I would use this strategy in English, when reading a story, and in Social Studies when studying important people and events.
1. Selective Highlighting
2.Sheree Brouillette
3.http://www.adlit.org/strategies/23332/
4. http://literacy.purduecal.edu/STUDENT/ammessme/Highlighting.html
5. Selective Highlighting is such a simple and universal way of learning. Many people do it without even realizing that it is a teaching strategy. This can be used at any grade level that students are reading. It is used to help students identify important information such as new terms, dates, names, concepts, or events. It is stressed that students should read the information first and then go back to underline or high light only the important information and not whole sentences. A teacher could even have their students practice on news paper articles if they didn't want to ruin text books. This strategy is great because it helps teachers see how the student processes what they are reading and can tract the students ability to differentiate important information from everything else. This makes it not just a great study tool, and a tool to improve literacy, but also a method of evaluation.
6. This can be used in any content area, I would argue that it should be used in every content area! It's such a useful study skill and it's so simple.
1. Sketch to Stretch
2. Stephanie Davis
3. http://literacy.kent.edu/eureka/strategies/sketch_stretch.pdf
4. http://www.readwritethink.org/resources/resource-print.html?id=229
5. This strategy will work best if used for younger students, such as sixth graders. This would be implemented after a reading passage is read aloud. While is could be used potentially with any content area, it would work best with reading because students will be able to interpret their opinions, rather than facts. After the students have sketched their interpretations, they can gather in groups to discuss what they drew and what they felt was important to the reading.
6. Universal; best with reading.
1. Strategy: SPAWN
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: http://www.vrml.k12.la.us/graphorgan/18strat/spawn/spawn.htm
4. Example: http://ci5451literacystrategiescollective.pbworks.com/w/page/6064028/SPAWN
5. Annotation: I would use this strategy in a Math or Language Arts classroom. However, it can be adapted for many content areas. The resource listed above explains that this strategy is especially helpful for English Language Learners and students that need to improve their reading skills.
6. Content Area(s): Universal
1. Strategy: SPAWN
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: www.arstudentsuccess.org/intervention-tools-and-resources/literacy/literacy-matrix/grades9-12/writing/writing-to-learn-spawn.html
4. Example: students.unca.edu/ccoward/products/SPAWN20%Writing.doc
5. Annotation: I would use this strategy in a Math or Language Arts classroom. However, it can be adapted for many content areas. The resource listed above explains that this strategy is especially helpful for English Language Learners and students that need to improve their reading skills. I would have the students break down each of the letters of SPAWN (Special Powers, Problem Solving, Alternative Viewpoints, What If, and Next) and show them an example. After this, I would have them start this assignment in class and then finish it for homework.
6. Content Area(s): Universal
1. Strategy: SQ4R
2. Submitted by: Kimberly Sowin
3. Resource/ URL to strategy:
http://www.mgccc.edu/qep/resource/files/SQ4R.pdf
http://www.wvup.edu/academics/learning_center/sq4r_reading_method.htm
4.
http://www.youtube.com/watch?v=DbMlIPgqXB8
http://www.youtube.com/watch?v=La2yP3QN8K0&feature=related
5. SQ4R is a reading strategy used to learn how to be successful readers by guiding students to employ good reading techniques to help them organize, understand, and retain information from content area textbooks. The steps in this strategy are survey, question, read, record, recite, and review. Students learn the benefits of preparing before reading a text, and with this strategy they can take notes directly to their notebooks and use the notes to create a study guide. If students learn to employ these reading steps when reading a text they can reduce time spent studying for an assessment because they will have the important information already in their notes, as well as a complete understanding the first time they read.
6. This strategy can be used in any content area
1. Strategy: Sticky Questions
2. Submitted By: Matt Protz
3. http://katierener.weebly.com/sticky-note-reflections.html
4.
5. When to Use This Strategy: The sticky questions strategy is great for keeping students focused during their readings. To start off you have the students write down questions they after reading the first few pages of a book or a document on sticky notes and have the sticky notes posted on a wall or in the text. When the students read and figure out the answer to the question they once had about the text, they then come back and write the answer down. Sticky questions can also be used for the students to write down prediction that you want the students to make at the beginning and middle of the book so that they are able to come back and look at how their opinions of the story changed as they dug deeper into the text. You can also use this strategy to have the students write down their summaries at the end of each chapter, this is a good idea because it helps you see if the students are getting a good sense of what is going on in the text your reading as a class.
6. Content Area: The main content area that sticky questions would be used in would be reading when the class is engaged in a text. However this strategy can be used on other content areas like science, social studies or math when the students have questions on the chapters they are reading.
1. Stop and Jot
2. Sheree Brouillette
3. http://learnontheedge.blogspot.com/2012/09/stop-and-jot.html
4.
- http://pinterest.com/pin/108227197265937344/
- http://www.writingwithrebecca.com/web-stop_and_jot.jpg
5. Stop and Jots are 2-5 minute evaluations of what is being read. They can be done as the student is reading, or after as an analysis.
Students record key ideas or concepts about a topic or reading in a rectangle that they have drawn on their paper or in their notebook. At least once during a lesson, stop and pose an important question for students to respond to in their “stop box.” Have volunteers share one or two responses with the whole class, or model your own response. These boxes serve to aid students later as a study tool.
6. This can be done for all content areas but is maybe best suited for literature, History, or Science.
1.) Story Maps
2.) Starr Hoskins
3.)
http://strategytools.org/SeeTool.php?Index=56
4.)
http://www.readingrockets.org/strategies/story_maps/
5.) Story Maps are used to help the students with their comprehension. With this strategy the students identify the characters, plot, setting, problem and the solution.
Story maps helps students identify the foundation and key components to a story. It will allow them to better navigate through a story and can be a reference once done reading. The example story map format given may need to be tailored according to the story being read. For example, there may be multiple conflicts/problems and more than three events that lead up to the resolution to the story. It is advised that the Story Map be completed while reading the story.
6.) Typically used in the subjects of Reading, Literature and English.
1. Strategy: Tea Party
2. Submitted By: Kimberly Sowin
3.
http://literacyacrossdisciplines.cmswiki.wikispaces.net/Tea+Party
4.
https://www.teachingchannel.org/videos/pre-reading-strategies
5. This pre-reading strategy helps to pique students' interests. Each student is given a note card with important words and phrases taken directly from the text. This information must provide insight into the text, and have the option of multiple different interpretations. The students use prior knowledge and problem-solving skills to make predictions about the text, formulate inferences, and establish cause and effect relationships. This strategy employs reading, writing, speaking, and listening.
6. This can be used in any content area
Content area(s): You can use a think aloud in any content area.
1. Think Pair Share (TPS)
2. Mallory Hayes
3. http://www.readingrockets.org/strategies/think-pair-share/
4.
5. Helps when you want students to learn independently and socially learn also. Helps students with oral communication and social skills. Would use when you want students to share smaller ideas to form a bigger idea. The teacher will give a prompt for the students. The students will then come up with an answer by themselves. Next they will pair up with a partner or a small group and discuss the ideas that had came up individually and combine ideas. Last each group of students will share what they have come up with.
6. Any content area.
Strategy: Structured Note Taking
Submitted by: Emily Eckhoff
Resource/URL to strategy:
http://www.pbs.org/teacherline/courses/rdla220/docs/fisher.pdf
Example:
Annotation I would use this strategy to help students with difficult concepts or multiple-day lessons. This way they understand what is important in the concept or lesson, and what is not necessarily super important. This can also help direct student thinking and influence their ability to make connections. It would be a great way to introduce students to note taking and the importance of note taking.
Content area(s): This strategy could be used in science, language arts, etc. Any content area that has notes to be taken.
Strategy: Three, Two, One
I learned about this strategy when I was observing a 4th grade classroom and the teacher was introducing a new topic in social science. The teacher used this as an informal assessment to see students reactions to the lesson. I feel that this could be used in any subject area as an informal assessment when introducing a new topic. It can give teachers valuable information on what students found interesting, what they would like to learn more about and what they need clarification on.
Submitted By : Katie Meyers
Resource/URL:
This is a website that has great pdf files that is a chart outlining the different parts of the 3-2-1 activity. The purpose now is to use for a scholarly article but it can be modified to a specific topic in a subject or a unit as a whole. It has the 3-2-1 strategy chart but also a 3-2-1 strategy self assessment for students and a informational text and 3-2-1 strategy: assessment rubric teachers can use to keep track of all of the class learning from 3-2-1.
http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.html?tab=3#tabs
Example: This is a teaching example on how to in cooperate the activity when reading a scholarly article in class. The website breaks down each step of 3-2-1 when working with students and how get the correct idea across to the students for each category.
http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.html?tab=4#tabs
Resource/ URL:
This is a video of a teacher using a modified 3,2,1 strategy that incorporates visual imagery. It shows how to use 3,2,1, in a unique way.
http://www.youtube.com/watch?v=oGea_sZLlPg
Example: This is an example of what a three, two , one worksheet can look like. This website has a free downloadable version of another worksheet example. I would use this worksheet throughout the lesson for students to refer back to and record information and at the end collect them to see what the student's understanding was.
http://www.teachersnotebook.com/product/banasamy/3-2-1-reading-strategy-worksheet.
When would you use the strategy
This strategy would be a great way to informally asses students knowledge after reading. Also, this can be used as a way to guide students to critical think while reading.
Why would you use this strategy
This strategy is a good way to asses students comprehension while reading. It is also helps give students a outline of things to think about while reading. Students can also uses this as a reference to go to back after reading to review the main ideas they took away from the article. Teachers can use this to help guide lessons based off on student interest and questions they wrote down on the chart after they read.
How would you use this strategy
One example I would use a Three, Two, One chart, is when reading a new scholarly article or chapter from a social science or science textbook or book the students may be reading in language arts. Teachers would use this after reading the article or chapter of the textbook. It is a great way for the teacher to informally assess the students’ learning and the students to reflect on their learning. Students would fill out three things that they discovered after reading, then put down two things they found interesting and one question they still had about what they read. This is a great way for students to be informally assessed after reading and a great way for them to check themselves as learners to see if they are understanding what they are reading. Also this is a great way for teachers to assess their students learning and get ideas for upcoming lessons. Teachers can also use as a reflection at the end of a unit in any science, social science or language arts unit to see as a whole what their students took away from the unit.
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 check for student understanding after a lesson or unit in social science, science, or language arts. If a teacher wanted to implement this strategy in mathematics, I would suggest they would do it on a specific mathematical skill instead of a whole unit. This would help make it easier for the students to follow along with the char and the teacher to assess their understanding using the 3,2,1 chart better. It can be used for individual students, small group instruction or whole class instruction.
1. SAND strategy
2. Rachael Loth
3.Czarnecki, E., Rosko, D., & Fine, E. (1998). How to call up notetaking skills. Teaching Exceptional Children, 14-19.
4.
- S-Star important ideas
- A-Arrange arrows to connect ideas
- N- Number key points in order
- D- Devise abbreviations and write them next to them
5. When do you use this strategy? This strategy should be used when teaching students how to take effective and efficient notes. It should be used when students are currently writing notes or after notes are taken to organize them.Why do you use this strategy? This strategy is a useful tool to sift through your notes and visually organize them. This strategy will help students visualize the important concepts and ideas that were noted in their notes. It is a helpful tool for organizing notes for better understanding of the material written. Students can use this strategy as organizational tool for better studying.
How do you use this strategy? This strategy should be introduced to the classroom and modeled before students use it. The teacher should teach the meaning of SAND and demonstrate each step. The students should also be given an handout with the meaning of SAND so they can refer back to it when taking notes. It should help students to organize the information in their notes and for them to comprehend the information better.
6. This strategy is universal. It is a successful tool for students to comprehend and understand their notes more effectively and efficiently.
1. Strategy: Timelines
2. Submitted by: Katie Thompson
3. Resource/URL to strategy: faculty.buffalostate.edu/beaverjf/documents/timelines.doc
4. Example: This could include a video, picture, etc.
http://spreadsheets.about.com/od/exceltools/ss/timeline_2.htm
5. Annotation (which includes implications and when/why/how you would use this strategy
Timelines can be used by all teachers across all levels and curriculum's. They are a useful way of teaching the past. It allows student to plot events in a graphic and creative way. It can educate students by testing their knowledge on occurrences of events in a certain period of time. Timelines can be used in a variety of contexts and can be used as an individual activity in which students can make a timeline of important events in their life and can also be used as a group activity where the students can create a timeline of a broader topic in history or music.
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 such as
Science – From Seed To Plant, Space Race, and Geological History
Social Studies – My Life and My Day
Math – Comparing Budgets
Literature – Plot details of a story
Science – Stages in a developing cycle (e.g., growth of a plant)
1. Somebody Wanted But So (SWBS)
2. Jessica Voellinger
3. I first heard of this strategy in the online textbook Broadening the Lens of Literacy. Here is another source http://teachingrocks.ca/somebody-wanted-but-swbs-strategy/
4. Example of a SWBS chart filled out to the story of Snow White
5. This strategy helps students study specific people, decisions made, and events that occured. This helps students summarize the events surrounding the decision. This strategy would best be used while studying important historic events, or story plots. When studying a historic event students can focus attention on specific people, decisions made, and outcomes. You may also use this while studying a text. Students can focus on characters, decisions made throughout, and the outcomes at the end of the story. Using a four-column chart, students identify the people involved in the situation (Somebody), the goals (Wanted), the conflict or obstacle (But), and the outcomes (So). This strategy helps students isolate the main ideas of a text, allowing then to create a summary.
6. I would use this strategy in English, when reading a story, and in Social Studies when studying important people and events.