Recent Changes

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.
{3,2,1.png}
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.

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
write their gistGIST statements down 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

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

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.
6. Content Area(s): Universal

4. Example: http://www.youtube.com/watch?v=OLJ_32y6lR0
5. Annotation: This strategy can be used across multiple content areas to help students address role, audience, format, and topic. It gets the students to think about all four of these elements when writing their story. It is also good because this gives students choice, but still does set limitations to what they can turn in.
6: Content Area(s): This strategy can be used across multiple content areas, but Science and Reading/ Language Arts are the ones that students would benefit most in.
1. Strategy: R.A.F.T. Writing Strategy
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: http://www.learningthroughlistening.org/Classroom-Teaching-Tools/Strategies-and-Activities/Strategies/R-A-F-T-Strategy/349
4. Example: http://www.youtube.com/watch?v=OLJ_32y6lR0
5. Annotation: This strategy can be used across multiple content areas to help students address role, audience, format, and topic. It gets the students to think about all four of these elements when writing their story. It is also good because this gives students choice, but still does set limitations to what they can turn in. One great thing about this strategy is that it can be used before, during, or after reading. Although it would most likely be done by individual students, this is a strategy that could be done in pairs or small groups. Another thing that I liked about this strategy is that it can be detailed so that it takes more than one day or simple (meaning that it can be completed in one lesson) depending on the teacher's preferences and how much time is available.
6: Content Area(s): This strategy can be used across multiple content areas, but Science and Reading/ Language Arts are the ones that students would benefit most in.
1. Read Aloud

4. Example: http://www.youtube.com/watch?v=K731qicwYcY
5. Annotation: I would use this strategy in my Language Arts classroom to get students thinking about ideas for their own story that they have read. I think that this strategy is very effective for students in elementary school, but could also be modified for middle school and high school.
6. Content Area(s): Universal
1. Strategy: List-Group-Label
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: http://www.adlit.org/strategies/19780
4. Example: http://www.youtube.com/watch?v=K731qicwYcY
5. Annotation: I would use this strategy in my Language Arts classroom to get students thinking about ideas for their own story that they have read. In the classroom, this strategy would be applied before reading the text and could be used either as a whole class, individually, or in small groups. This strategy is good for students to organize data, which is why it works for any content area. I think that this strategy is very effective for students in elementary school, but could also be modified for middle school and high school.
6. Content Area(s): Universal
1. Literature Circles

When to use this strategy: I would probably use this strategy every day at the end of class. It could also be used in prelude to a unit by having the students take one minute to think about the next unit or a question I would post about the next unit and then give the students five minutes to write down a paragraph or two about what they are thinking about in a writing journal. It would be an informal activity that I can measure how much they already know and what they might want to know about the next unit. It is a free writing activity. The strategy itself is sort of a combination of many different strategies that, for middle level kids, put all of the strategies into one writing journal strategy that is more appropriate for middle level students.
Content area: this strategy could potentially be used in any content area. They could discuss anything in a writing journal.
Implications: This strategy gets students thinking past what their homework and book tells them to think about. Students will learn that they can be curious and ask questions that do not come from a book or homework. This strategy gives them a tool that they can use to write and discuss their questions and curiosity with each other and their teacher. It also gives them a tool that allows them to develop a critical thinking ability. Students will respond to this activity with a sense of critical thinking and a wanting to know more than what is in a textbook.

5. When to use this strategy: I would use this strategy during a language arts unit that involved a novel or longer chapter book. I would use this strategy because it can really develop how a student thinks about a character of a book. It creates the need to read into a book and find out the very smallest details of a charcter. I would first introduce the activity by stating that we will be drawing big heads. Haha. Then I will discuss how as we will be reading a book and throughout the book the students will be collecting information about a character, probably the main. As they collect the information they will not only create a representation of what the character might look like, but also fill the second head they draw with words, and smaller illustrations that represent what the character is like as a person.
6. Content area: Language Arts/ Reading class. It would not be easily adaptable to other areas because it involves a novel or chapter book.
Implications: Students will learn how to find main characteristics of a character that are important to the development of that character, and can continue to use this strategy throughout their schooling and beyond. Students should respond to this activity well. It is a fun and entertaining task that promotes the development of a child’s comprehension of a character’s traits.