WHAT PROFICIENT READERS DO [1]
Researchers
in reading comprehension have identified the strategies proficient readers
use. These strategies listed below
to the left create a mosaic that excellent readers create as they read--a
mosaic constructed of diverse pieces, each integral to the whole, and each
essential to comprehension.
Key Strategies |
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Explanation of Key Strategies |
Tools That Teach Key Ideas |
Proficient readers are clear about their purpose for reading and
preview the text before they read. |
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Proficient
readers understand why they are reading a particular text and read some text
more carefully based on their purpose.
They also review the text to examine its structure (how it is
organized) and to get a notion of what it might be about. |
Reading with a Purpose (House)
Thieves
Feature Story CATS: Text Organizational Structure Survey |
Proficient readers tap their prior knowledge about the subject
before they read. |
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Proficient
readers use their relevant prior knowledge before, during, and after reading
to enhance their understanding of what theyÕre reading. |
KWL and its adaptations Dump and Clump Anticipation Guides STRAP |
Proficient readers use meta-cognitive strategies
(word learning and Òfix-upÓ strategies) in the reading process to Lift meaning from
the text. |
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Proficient
readers monitor their comprehension during reading and are aware of when they
understand and when they donÕt.
If they have trouble understanding specific words, phrases, or longer
passages, they use a wide range of problem-solving strategies including
skipping ahead, rereading, asking questions, using a dictionary, and reading
the passage aloud. These are
meta-cognitive strategies.. |
Think Aloud Insert Strategy Click and Clunk Clarifying Cue Card Four Square Concept Box (Frayer Model) I Have... Who has...? |
Proficient readers make connections when they
read. |
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Proficient readers relate
unfamiliar text to their prior world knowledge and/or personal experience
generally in three forms: a) text to self connections, b) text to text
connections, and c) text to world connections. |
Think,
Pair, Share, (Four) Square Ticket
Exchange LINK
Thinking: List, Inquire, Note, Know Text Connect |
Key Strategies |
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Explanation of Key Strategies |
Tools That Teach Key Ideas |
Proficient
readers determine the most important ideas or themes |
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Proficient
readers identify and keep track of key ideas or themes as they read by taking
notes, marking passages, using sticky notes and the like, and they
distinguish between important and unimportant information. |
Folder File Folder Cornell Notes Folded Book Mark Plus, Minus, and Interesting STRAP |
Proficient
readers synthesize as they read |
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Proficient readers
track their thinking, monitor the overall meaning, and note important ideas and
concepts in the text as they read to get the overall meaning. |
Get the Gist Wrap It Up Consensus Definition Pie Partners |
Proficient
readers evoke images while reading. |
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Proficient
readers create a wide range of visual, auditory, and other sensory images as
they read. They use images to
draw conclusions, to create interpreta-tions of the text, and to recall
details, and to enhance comprehension. |
Movie of the Mind Open Mind |
Proficient readers ask questions. |
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Proficient
readers spontaneously generate questions before, during and after reading and
use questions to clarify meaning, speculate about text yet to be read,
determine an authorÕs intent, style and proficient readers understand many of
the most intriguing question are not answered explicitly in the text. |
Thick and Thin QAR Stretch It STRAP |
Proficient readers
make predictions and inferences. |
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Proficient
readers use their prior knowledge plus the information from what they read to
make predictions, seek answers to questions, draw conclusions, and create
interpretations that deepen their understanding of the text. |
Guess and Adjust PACA Tea Party and We Think |
Tools For Collaborative Group Work
Think—Pair—Share—(Four) Square[2]
Purpose: Think—Pair—Share—(Four) Square is a good
tool to use when you want to get students to reflect on a topic by themselves
and then with others. It can be
used to tap prior knowledge before reading a text or starting a lesson. The strategy can also be used for review
or reflection purposes. It is a
social activity that promotes movement and discussion among students.
Procedure:
1.
THINK: For
about two to three minutes students individually think about a question, topic
or concept and if appropriate, jot down their thoughts.
2.
PAIR: Students
quickly find a partner.
3.
SHARE: Students spend about four minutes
total discussing their thoughts with a partner. Both students must be prepared
to share their discussion with the class.
4.
(Four) Square: Student
pairs then 'square up' with another pair.
They remain standing and further discuss the topic or prompt. Each student gets one minute to share
their own point of view or information with the others.
5.
Optional: After the class discussion, students
write answers to the questions or write summaries about their discussion of the
topic or concept.
Using Think-Pair-Share During
Reading of Content Area Materials
1.
Stop at a
predetermined point in the reading.
2.
Give students
a prompt to discuss. The prompt can
be a question, a concept, or making a prediction to discuss.
3.
Direct
students through the procedure by saying:
a.
"ItÕs
time to think."
b.
"Now pair
and share."
c.
ÒNow form a
four square and share together. Be
prepared to share what you have learned from your partners.Ó Add some system for recording notes as
you go or stop after each four square and discuss the prompt as a class,
eliciting key ideas from the reading.
4.
Continue with
Steps 1 – 3 until the passage is read.
Stand Up, Hand Up, Pair Up[3]
Purpose: Stand Up,
Hand Up, Pair Up is a classroom routine for helping students quickly find a partner for
work and discussion.
One can use this routine to:
á
increase structured oral language development and academic language
development;
á
increase active student engagement and cooperative learning;
á
practice and review of concepts or extending the learning by revisiting
and discussing related topics;
á
create a change of state that increases attention by providing an
opportunity to get up and move about; and
á
provide a closure to the lesson, period, or day.
Procedure:
1.
The
teacher states: ÒSTAND UP, HAND UP, PAIR UP.Ó
2. Each student quickly stands up and puts his hand up
in the air.
3. Students pair up with the closest person not in/on
their team (not sitting next to them).
4. As soon as a partner is found, both students in that
team puts his hand down.
5. The teacher can designate which partner will begin
or let the partners decide who will start.
6. The
teacher asks question or provides a
prompt for the exchange.
7. Partners share with each other.
Repeat the process as often
as needed to have an adequate exchange with several partners and to meet your
purpose. You may use music as a
signal to start and stop each exchange.
You may need to establish some ground rules as students move about forming
partnerships such as: All persons
participate. If you hand is up and
her/his hand is up, you may not reject the partnership. In a few minutes, you will be moving on
to another partner.
Give One, Get One[4]
Give
One, Get One is one activity you can use to build or activate studentsÕ
relevant background knowledge (schemata) before starting a lesson or unit or
before reading the text. It can
also be used after reading the text for review purposes.
Purpose: This collaborative activity serves two purposes including:
á
raising studentsÕ awareness about the relevant content
knowledge they already have, and
á
increasing that knowledge.
Procedure:
1. Have the
students fold a piece of paper lengthwise to form two columns and write,
"Give One" at the top of the left-hand column and "Get One"
at the top of the right-hand column.
2. Have students
brainstorm a list of all the things they already know about the topic they will
be studying, writing the items down in the left-hand column.
3. After they
make the list, have them talk to other students about what is on their lists.
4. Have students
write any new information they get from these discussions in the right column
of their lists, along with the name of the person who gave them the
information.
5. Once everyone
has given and gotten information, have the whole class discuss the information
students have listed.
6. Again, have
students write any new information they get from this discussion in the right
column of their lists.
Some
suggestions for implementation-As
students brainstorm their individual lists, circulate around the room and
provide information or ideas struggling to come with any of their own. That way, when it is time for students
to circulate and share information, no one has an empty list.
Discuss the
final lists of information with the aim of making sure they are accurate. Sometimes, students may have faulty
content knowledge and it is important that they learn to discard incorrect
information before starting the unit.
Model drawing a line through incorrect facts. The following blackline can be
used. And following the two
columned outline, Kinsella provides another template that can be used.
Give One Get One
(Form A)
Name Date Section:
What I know about
the topic: |
Ideas others give
me about the topic: |
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Give
One, Get One (Form B)
Name:
Date: Section:
DISCUSSION
FOCUS:
BRAINSTORM Write three key ideas about
1.
2.
3.
REWRITE Choose
one idea to rewrite using the sentence starter.
Sentence
Starter: A critical
idea about is
DISCUSS Share
an idea with three classmates. Take notes on their ideas.
Name |
Idea |
1. |
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2. |
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3. |
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REPORT OUT: Prepare to report one of
your classmateÕs ideas to the class.
Hand
out a copy of ÒThe HouseÓ to every student. Then:
1. Ask students
to read the piece and circle with their pencil whatever they think is
important. (Key point-most students jump into the activity and donÕt clarify
the main focus of the reading. This
lesson will help them build the understanding that effective readers always
have a purpose.)
2. Ask students
to read the piece again and this time use a pink highlighter to make places in
the text a robber would find important.
Student will notice that having a purpose makes it much easier to
highlight important points.
3. Have the
students read the piece a third time. Ask them to mark with a yellow
highlighter any places in the story that a prospective home buyer might think
are important. By now, it will be obvious how much easier it is to determine
what is important when the reader has a purpose.
4. Ask students
what they notice about the three times they highlighted. Point out that the first time was
probably the hardest, because they didnÕt have a purpose.
5. On an overhead
transparency, jot down what students think is important for the robber and for
the homebuyer. Compare the two
lists and discuss why each item is important. If an item is on both lists, discuss why
both a robber and homebuyer would find it important . Once students see the importance of
establishing a purpose when they read, itÕs time to teach them different
purposes for reading. Knowing purpose
is necessary prior to determining which note-taking strategy will be most
effective.
Alternative Directions:
1. Divide
students into groups of three.
2. Each student
in the group receives ÒThe HouseÓ reading but with a different set of
directions (see attached pages).
3. Students
follow their instruction while reading.
4. Afterwards,
they discuss and compare.
Please read the following article
and highlight or underline those sections that you think are important.
Please read the following article
and highlight or underline those sections that would be important if you were
considering buying the house.
Please read the following article
and highlight or underline those sections that would be important if you were
considering robbing the house.
The House[5]
Two boys ran
until they came to the driveway. ÒSee, I told you today was good for skipping
school,Ó said Mark. ÒMom is never
home on Thursday,Ó he added. Tall hedges hid the house from the road so the
pair strolled across the finely landscaped yard. ÒI never knew your place was
so big,Ó said Pete. ÒYeah, but itÕs
nicer now than it used to be since Dad had the new stone siding put on and
added the fireplace.Ó
There were
front and back doors, and a side door that led to the garage, which was empty
except for three parked 10-speed bikes.
They went in the side door, Mark explaining that it was always open in
case his younger sisters got home earlier than their mother.
Pete wanted to
see the house so Mark started with the living room. It, like the rest of the downstairs, was
newly painted. Mark turned on the
stereo, the noise of which worried Pete.
ÒDonÕt worry, the nearest house is a quarter mile away,Ó Mark shouted. Pete felt more comfortable observing
that no houses could be seen in any direction beyond the huge yard.
The dining
room, with all the china, silver, and cut glass, was no place to play so the
boys moved into the kitchen where they made sandwiches. Mark said they wouldnÕt go to the
basement because it had been damp and musty ever since the new plumbing had
been installed.
ÒThis is where
my dad keeps his famous paintings and his coin collection,Ó Mark said as they
peered into the den. Mark bragged
that he could get spending money whenever he needed it since heÕd discovered
that his dad kept a lot in the desk drawer.
There were
three upstairs bedrooms. Mark
showed Pete his motherÕs closet, which was filled with furs and the locked box
that held her jewels. His sistersÕ
room was uninteresting except for the color TV that Mark carried to his room. Mark
bragged that the bathroom in the hall was his since one had been added to his
sistersÕ room for their use. The
big highlight in his room, though, was a leak in the ceiling where the old roof
had finally rotted.
THIEVES: THOROUGHLY PREVIEWING
TEXT[6]
To effectively and
thoroughly preview texts, students are encouraged to be THIEVES. What is THIEVES? This strategy embodies
the essential components of an intensive reading preview and is readily
applicable to a wide range expository material. Students are encouraged to sneak into
the chapter and ÒstealÓ information ahead of time. Instruct them to take as much as they
can. THEIVES identifies the
elements of the textbook chapter that should be thoroughly surveyed, perused,
and pondered in advance of actual reading.
Purpose: Using THIEVES will help students tap their prior knowledge
before reading as well as become clear about how the text is structured, what
supports the author has provided to the reader, as well as clarify their
purpose for reading.
Procedure:
1.
Creator Liff
Manz suggests that the teacher introduces this tool to students by telling them
that they are about to become thieves.
The teacher then explains that THIEVES is a memory enhancer—an
acronym for what great readers do before they read to preview the text.
2.
The component
letters are listed and students are then challenged to discern what strategies
that great readers do that each letter represents. Student responses are recorded on the
board, overhead, or computer and projected for all to see.
3.
The first time
you use this tool in class, you should have students work together as a class
to complete a THIEVES Practice Sheet.
During preliminary applications of THIEVES, students should be
encouraged to highlight what they preview or use sticky notes to mark the text
if highlighting is not possible.
4.
Then make
THIEVES an integral step in reading textbook chapters and other expository
selections throughout the year.
The Elements of
THIEVES
Title |
What is the title? What do I already know
about this topic? What does this topic
have to do with the preceding chapter? Does the title express a
point of view? What do I think I will
be reading about? |
Headings |
What does this
heading tell me I will be reading about? What is the topic
of the paragraph beneath it? How can I turn this
heading into a question that is likely to be answered in the text? |
Introduction |
Is there an opening
paragraph, perhaps italicized? Does the first
paragraph introduce the chapter? What does the
introduction tell me I will be reading about? Do I know anything
about this topic already? |
Every first
sentence in a paragraph |
What do I think
this chapter is going to be about based on the first sentence in each
paragraph? |
Visuals and vocabulary |
Does the chapter
include photographs, drawings, maps, charts, or graphs? What can I learn
from the visuals in a chapter? How do captions
help me better understand the meaning? Is there a list of
key vocabulary terms and definitions? Are there important
words in boldface type throughout the chapter? Do I know what the
boldfaced words mean? Can I tell the
meaning of the boldfaced words from the sentences in which they are embedded?
|
End-of-chapter
questions |
What do the
questions ask? What information do
they earmark as important? What information do
I learn from the questions? Let me keep in mind
the end-of-chapter questions so that I may annotate my text where pertinent
information is located. |
Summary |
What do I
understand and recall about the topics covered in the summary? |
[1] Manz, S.L. (2002). A strategy for previewing textbooks: Teaching readers to become THIEVES. The Reading Teacher, 55, 434–435.
Thieves Bookmark
T |
Title—Read the title of the chapter
and predict what the chapter is about. |
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T |
Title—Read the title of the chapter
and predict what the chapter is about. |
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H |
Headings—Look at all headings and
the table of contents. Turn them into questions that the text will probably
answer.
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H |
Headings—Look at all headings and
the table of contents. Turn them into questions that the text will probably
answer.
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I |
Introduction—Read
the introduction and any questions or summaries at the beginning. Predict the
main idea.
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I |
Introduction—Read
the introduction and any questions or summaries at the beginning. Predict the
main idea.
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E |
Everything I Know About It—Think
of everything I have seen, read, or done that may relate to this text.
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E |
Everything I Know About It—Think
of everything I have seen, read, or done that may relate to this text.
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V |
Visuals—Look
at pictures, graphs, diagrams, or maps, and read their captions. Notice lists
with letters or numbers that point out important information. Read all the
notes in the margins and notice bold and italicized words. Make notes
(or a web) of what I plan to learn. |
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V |
Visuals—Look
at pictures, graphs, diagrams, or maps, and read their captions. Notice lists
with letters or numbers that point out important information. Read all the
notes in the margins and notice bold and italicized words. Make notes
(or a web) of what I plan to learn. |
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E |
End-of-Chapter Material—Read
end-of-chapter material, such as summaries or questions that I will try to
answer by reading.
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E |
End-of-Chapter Material—Read
end-of-chapter material, such as summaries or questions that I will try to
answer by reading.
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S |
So What?—Why
did the author write this? Why am I reading this? Knowing the purpose helps
me comprehend. (S can also stand for text structure.) |
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S |
So What?—Why
did the author write this? Why am I reading this? Knowing the purpose helps
me comprehend. (S can also stand for text structure.) |
Adapted from: Zwiers,
Jeff. Building Reading Comprehension Habits in Grades 6-12 A Toolkit of
Classroom Activities International Reading
Association, 2004
THIEVES
~ Practice Sheet ~
Ž Our class is
going to become information thieves after this activity.
Ž See how much
information you can ÒstealÓ from the chapter before reading it.
T |
From the title,
predict what the text is about. |
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H |
Look at all
headings (and the table of contents) and then turn two of them into important
questions that you think the text will answer (WhyÉ? HowÉ.?). |
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I |
Use the
introduction and first paragraph to predict the main idea (or to create a big
question you think the text will answer). |
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E |
Write down
everything you know about the topic. Use the back of this paper, if
necessary. Circle any of your notes you would like to know more about, or
write a question about them. |
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V |
List
three important visuals found in the text and predict how they will help you
understand the text. |
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E |
Guess the answers
for the end-of-chapter questions, read any summaries, and write down every
boldface or italicized word. |
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S |
So what? Why do you
think the author wrote this text? What does its structure tell you? |
THIEVES (Extended Version)
Name: Date: Period:
T |
Title: What
is the title? What do I already
know about this topic?
What
does this topic have to do with the preceding chapter? Does
the title express a point of view? What do I think I will be reading about? |
H |
Headings: What does this heading tell me I will be
reading about? What
is the topic of the paragraph beneath it? How
can I turn this heading into a question that is likely to be answered in the
text? |
I
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Introduction: Is there an opening paragraph, perhaps
italicized?
Does
the first paragraph introduce the chapter? What
does the introduction tell me I will be reading about? Do
I know anything about this topic already? |
E |
Every first sentence in a paragraph: What do I think this chapter is going to be about based
on the first sentence in each paragraph?
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V |
Visuals and vocabulary: Does
the chapter include photographs, drawings, maps, charts, or graphs? What can I learn from the visuals in a chapter? How do captions help me better understand the meaning? Is there a list of key vocabulary terms and definitions? Are there important words in boldface type throughout the
chapter? Do I know what the boldfaced words mean? Can I tell the meaning
of the boldfaced words from the sentences in which they are embedded? |
E |
End-of-chapter questions: What do the questions
ask? What information do they earmark as important? What information do I learn from the questions? Let me keep in mind the
end-of-chapter questions so that I may annotate my text where pertinent
information is located. |
S |
Summary What do I understand and recall about the topics covered in the
summary? |
Feature Story[7]
ÒFeatureÓ Story is an activity that helps
students use text features to establish a context and purpose for reading.
HOW TO USE:
á
Provide a
description of the text students are using. Identify key parts of the book,
where they are located, what the purpose is for each, and how students can use
the cues and clues to better understand their reading.
á
Next, provide
students with a copy of "Feature" Story and direct them to find specific
examples within the text, noting the page number. Ask them to develop a
question that their peers could answer that would help them understand the
importance of the feature.
á
Allow the
entire class to discuss examples or the completed "feature" story, or
have students exchange papers and answer the questions developed by their
peers.
TIPS/VARIATIONS:
á
Use this tool
as you introduce your text to the students, or consider using it at the
beginning of a new unit to connect prior knowledge and predict the intended
learning.
á
á
Create your
own completed third column of the "Feature" story for a unit or text
and then have students (working in pairs or small groups) complete a scavenger
hunt with the book, noting the page number of the correct answer. Your questions
could introduce the information to be learned in the unit and make your
students better users of the printed material.
á
á
Add additional
text features that are unique or important to the assigned reading. Eliminate
those that do not apply.
ÒFeatureÓ Story
Directions: Identify a page number on which you find the identified
text feature. Develop a question
that your peers could answer that would help them understand the importance of
this feature. The first one has
been completed for you.
Text Feature |
Page(s) |
Question
from the Text |
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Unit Title |
65 |
What will be
the main concept or topic of this unit? |
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Heading |
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Your
teacher has identified the key features in this reading assignment. |
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Italics |
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Create a question that will increase your peersÕ knowledge of this
reading assignment. Remember that your goal is to help use the text
features to increase our learning. |
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Boldface |
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Chart |
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Identify
the page number on which the information can be found. |
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Picture |
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Maps |
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Time Line |
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Table of
Content |
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Glossary |
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ÒFeatureÓ Story
Name: Date: Period:
Directions:
Identify a page number on which you find the identified text feature. Develop a question that your peers could
answer that would help them understand the importance of this feature. The first one has been completed for
you.
Text Feature |
Page(s) |
Question
from the Text |
Unit Title |
65 |
What will be the
main concept or topic of this unit? |
Heading |
68 |
What will be the
focus of the reading under this heading? |
Subheading |
69 |
What is a
supportive point this subheading makes for the heading on page 68? |
Italics |
73 |
What is significant
about the italicized word Ògeothermal?Ó |
Boldface |
78 |
What significance
do the three bold-faced words have on page 78? |
Chart |
8 |
How does the
chartÕs title relate to this unit of study? |
Graph |
83 |
What do the x-axis
and the y-axis of this chart indicate? |
Picture |
87 |
Explain the
pictureÕs relationship to the Unit Title or one of the headings in this unit. |
Maps |
94 |
How does the map on
page 94 help us better understand this unit? |
Time Line |
65 |
Based on the time
line of information, what can you predict for the next 15 years? |
Table of Content |
xii |
Identify three
units that you believe will develop our understanding of Ògeothermal.Ó |
Glossary |
356 |
Define
Ògeothermal.Ó |
ÒFeatureÓ Story
Name: Date: Period:
Directions:
Identify a page number on which you find the identified text feature. Develop a question that your peers could
answer that would help them understand the importance of this feature. The first one has been completed for
you.
Text Feature |
Page(s) |
Question
from the Text |
Unit Title |
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Heading |
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Subheading |
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Italics |
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Boldface |
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Chart |
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Graph |
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Picture |
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Maps |
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Time Line |
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Table of Content |
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Glossary |
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What is Text Structure?
Text structure refers to the ways that authors organize information in
text. Teaching students to recognize the underlying structure of content-area
texts can help students focus attention on key concepts and relationships,
anticipate whatÕs to come, and monitor their comprehension as they read.
As readers interact with the text to construct meaning, their
comprehension is facilitated when they organize their thinking in a manner
similar to that used by the author. Readers who struggle with text comprehension
often do so because they fail to recognize the organizational structure of what
they are reading, and they are not aware of cues that alert them to particular
text structures (Cochran & Hain).
Obviously, all texts are different to a certain extent, but depending
upon the author's purpose, the topic and the genre, reading selections tend to
be organized to employ a few predominant structural patterns. The following
should be explicitly taught to teach students to comprehend more effectively:
Text Structure: How the Text is Organized
Narrative |
Expository |
Story Elements:
Characters
Setting
Problem/Solution
Plot |
Cause and Effect
Sequence
Problem/Solution
Description
Compare and Contrast |
The ability
to identify and take advantage of text structure—the way ideas in a text
are interrelated so as to convey meaning to readers—contributes to
studentsÕ comprehension. The two major text structures, narrative and
expository, place different demands on readersÕ comprehension.
Narrative texts typically have literary elements
such as characters, setting, problem/solution, and plot. Hearing stories told
and read aloud helps children internalize the elements of fiction. When they
begin to read, they expect that there will be characters and that some will be
more important than others. They also expect a resolution, a satisfying ending.
The
structure of expository texts varies
greatly. Indeed, it is more accurate to talk about expository text
structures. Some common text
structures used in expository materials are: cause and effect, sequence,
problem/solution, description, and compare and contrast.
One effective way to help students identify expository
text structures is to teach words and phrases that frequently signal that
particular organization. For example, if students know that words such as like,
unlike, and in contrast are often used when one thing is being compared to
another, they can readily spot the author's intention and they'll be better
equipped to understand the text as a whole.
CATS
Signal Words
Cause and Effect |
Compare and Contrast |
Sequence |
Problem / Solution |
Description |
So Because Since Therefore IfÉthen This led to Reason why As a result May be due to Effect of Consequently For this reason |
Same as Similar Alike As well as Not onlyÉbut also Both Instead of EitherÉor On the other hand Different from As opposed to |
First Second Next Then Before After Finally Following Not long after Now Soon |
Question isÉ Dilemma isÉ The puzzle isÉ To solve thisÉ One answer isÉ One reason for the problem isÉ |
For instance Such asÉ To begin with An example To illustrate Characteristics *Look for the topic word
(or a synonym or pronoun) to be repeated |
Students
tend to be more familiar with narrative text structure than with expository
structures. Not only is narrative the form of text that they know from their
early experiences with storybooks; it is also the kind of text that is found
most frequently in basal reader selections.
In typical content area classrooms, however, teachers use textbooks as
the basis for their instruction. And textbooks most often use expository
structures. Indeed, authors may use some or even all of the text structures in
any given chapter or section of a textbook.
Authors also use text features
to bring attention to important details. Students can use the following
features to become more successful and efficient in their reading:
CATS Text Features
Fiction |
Non-Fiction |
Title
Chapter Index (for Chapter Books)
Illustrations
Bold Print
Continuous Text
Paragraphing
Dialogue |
Title
Table of Contents
Index*
Photos
Captions
Diagrams
Glossary
Date line (periodicals)
Bold Print
Headings
Sub-titles |
CATS: Content Area Text Structure
Name: Date: Section:
Take a close look at the text you are about to read
and respond to the questions below to identify the textÕs structure. Knowing the structure will help you
comprehend more of the text.
1. Does the text use special
organizational features such as text headings, subheadings, chapter and
section previews and summaries, tables of content, indices, and glossaries,
graphics, such as tables, charts, diagrams, figures, photographs, and
illustrations, accompanied by explanatory captions. |
Yes |
No |
If you answered ÒyesÓ, this type of text is called expository
text. |
||
2.
Does the text focus on cause-and-effect
relationships—the text presents ideas, events in time, or
facts as causes and the resulting effect(s) or facts that happen as a result
of an event. Such text usually includes key words and phrases, to
signal a cause-and-effect relationship structure. Some common causal
indicators are because, for, since, therefore, so, consequently, due to, and
as a result. |
Yes |
No |
If you answered ÒyesÓ, this type of text is called a cause
and effect form of expository text. |
||
3. Does the text focus on sequencing—the text presents information in terms of a
time or order progression, such as the actions that led to an important
historical event or the steps in a scientific process. This kind of structure
most often includes time or order signal words such as first, second,
last, earlier, later, now, then, next, after, during, and finally. |
Yes |
No |
If you answered ÒyesÓ, this type of text is called a sequence
form of expository text. |
||
4. Does the text focus on a problem and solution—the text presents a problem, perhaps explains
why it is a problem, and then offers possible solutions, usually settling on
one solution as most appropriate? Some problem and solution words are problem is, dilemma is, if/then, because,
so that, question/answer, and puzzle is solved. |
Yes |
No |
If you answered ÒyesÓ, this text is called a problem and solution
form of expository text. |
||
5. Does the text focus on description—the text provides specific details about a
topic, person, event, or idea? |
Yes |
No |
If you answered ÒyesÓ, this type of text is descriptive form of expository
text. |
||
6. Does the text focus on comparing two or more things—the text points out differences and similarities between two or
more topics, including ideas, people, locations, or events. This text
structure can be signaled by key words and phrases such as like, as,
still, although, yet, but, however, and on the other hand. |
Yes |
No |
If you answered ÒyesÓ, this text is called a compare and contrast form
of expository
text. |
Dump and Clump[8]
This is a tool I learned from Spence Rogers, Jim Ludington, and Shari Graham, in their book Motivation and Learning. The purpose of Dump and Clump is to
provide a step by step process for organizing thinking and facilitating
learning of new and difficult material. This is a great strategy to use when the students are
faced with learning new and difficult information. It provides students with a
process for organizing their prior knowledge and making projections. Depending
on the subject matter, this strategy could utilize up to a full class period.
Procedure One:
á Group students into small groups of 2-3
á "Dump"- Have students develop a list of
words, items, or new information related to the topic of study.
á "Clump"- Using the "dump" word
list, students should then group words on the list into categories and assign
labels.
á Have students write a descriptive summary sentence for
each category of words in their list.
á Upon completion, these should be posted around the
room or shared in some manner with the entire class.
Procedure Two:
á
Have
students work individually to fill the dumpster with all of the background
knowledge each has on the topic to be studied.
á
Then
have students walk around the room and ÒGive One, Get One.Ó Give One, Get One is a simple strategy
where one student gives one idea to another student and the second student
gives an idea to the first student.
They each give one idea, and get one idea.
á
After
folks have filled in the dumpster, then students can work in teams of three or
four to cluster like items together from everyoneÕs dumpsters into related
groups. After clustering, each team
records the clustered items in a group in the dumpster and labels that group on
the line at the top of each square in the clumpster.
á
To
facilitate this process, have one student take one item from his dumpster and
share it with the group, and ask if anyone has a phrase or word that relates to
his statement. If agreement is
reached that these items in fact, do go together, then record them in one of
the clumpster and add a label to that group at the top.
Dump and Clump[9]
Name: Date: Period
Directions: Brainstorm words related to your
topic. Place these words in the
Dumpster. Then, work as a group to
pull your words out of the dumpster and clump them into categories in the big
boxes in the clumpster. Finally,
assign your category labels and write a summary sentence (on the back)
describing each category.
The Dumpster
The Clumpster
|
|
|
|
|
|
|
|
|
|
|
|
K-W-L &
K-W-L Adaptations[10]
Purpose:
An
effective strategy students can use to tap their prior knowledge about with
content area text is the K-W-L activity.
Donna Ogle developed this ÒBefore, During, and After ReadingÓ Tool. It
has been used for a number of years and is the grand momma of many other
tapping prior knowledge tools.
Procedure:
1. The letters
stand for what I Know; what I Want to know; and what I have Learned.
2. Students
record this information in a three-column chart either as a class or
individually. In column one the
students tap their prior knowledge by list everything they know about the
topic.
3. In column two
they list what they would like to learn.
Many teachers have students forecast by writing column two statements in
the form of questions.
4. And in column
three students record what they learn.
The tool then becomes a great integrating strategy to help students pull
key unit ideas together in one place.
Many
variations of the K-W-L have been developed. They include creating:
á a K-W-H-L
chart, adding the H for Òhow I will learnÓ;
á a K-W-W-L
chart adding the second W for where I will locate the information.
á a K-W-L-S
chart, adding the S for what I Still want to learn.
á a K-T-W-L
chart where students list in column one the things they Know, in column two the
things they Think they know but are not positive about, in column three what
they Want to learn, and in column four what they have Learned.
K-W-L Chart
Name: Date: Section:
K What
I know...
|
W
What I want to find out... |
L
What I learned... |
|
|
|
ANTICIPATION
GUIDE[11]
Purpose:
Anticipation guides can be used to activate and assess
students' prior knowledge, to focus reading, and to motivate reluctant readers
by stimulating their interest in the topic. Because the guide revolves around the
text's most important concepts, students are prepared to focus on and pay
attention to read closely in order to search for evidence that supports answers
and predictions. Consequently,
these guides promote active reading and critical thinking. Anticipation guides are especially
useful in identifying any misperceptions students have so that the teacher can
correct these prior to reading.
Procedure:
1. Identify the
major concepts that you want students to learn from reading.
2. Determine ways
these concepts might support or challenge the students' beliefs.
3. Create four to
six statements that support or challenge the students' beliefs and experiences
about the topic under study. Do not
write simple, literal statements that can be easily answered.
4. List each statement
followed by a continuum on which to rank oneÕs agreement or disagreement with
each statement. See below.
Strongly
Agree |
1 2 3 4 5 6 7 8 9 10 |
Strongly
Disagree |
5. Share the
guide with students. Ask the
students to react to each statement, formulate a response to it, and be
prepared to defend their opinions.
6. Discuss each
statement with the class. Ask how
many students agreed or disagreed with each statement. Ask one student from each side of the
issue to explain his/her response.
7. Have students
read the selection with the purpose of finding evidence that supports or
disconfirms their responses on the guide.
8. After students
finish reading the selection, have them confirm their original responses,
revise them, or decide what additional information is needed. Students may be encouraged to rewrite
any statement that is not true in a way that makes it true.
9. Lead a
discussion on what students learned from their reading.
Motiviation
ANTICIPATION GUIDE
Name:
Date: Section:
Directions:
Read
each statement below about motivation.
Place an X along the continuum that reflects your level of agreement or
disagreement with each statement.
1) All students
are motivated to learn.
Strongly
Agree |
1
2
3
4
5
6
7
8
9
10 |
Strongly
Disagree |
2) If a certain
behavior does not occur, it demonstrates a lack of motivation to engage in that
behavior.
Strongly
Agree |
1
2
3
4
5
6
7
8
9
10 |
Strongly
Disagree |
3) Rewarding
students for good work or good behavior destroys internal or intrinsic
motivation.
Strongly
Agree |
1
2
3
4
5
6
7
8
9
10 |
Strongly
Disagree |
4) Students are
more motivated to read when they work together on their reading.
Strongly
Agree |
1
2
3
4
5
6
7 8
9
10 |
Strongly
Disagree |
5) Students are
more motivated to read when the reading follows an anticipatory set or learning
activity.
Strongly
Agree |
1
2
3
4
5
6
7
8
9
10 |
Strongly
Disagree |
Click and Clunk[12]
Click
and Clunk
is a tool developed by Janette Klingner and Sharon Vaughn.[13] It is a useful tool to use in reading to
construct meaning from the text. Click
and Clunk
is when you think about what you are reading and check to make sure you
understand everything. When you find words you donÕt understand, you figure out
what they mean. We say that words or ideas we understand Òclick.Ó Words or
ideas we donÕt understand Òclunk.Ó
Clicks:
á
When we understand what we read, everything ÒclicksÓ along
smoothly.
Clunks:
á
When we donÕt understand what we read, Òclunk,Ó we
stop.
á
When we get to a clunk, we use fix-up strategies to try and
figure out what the clunk means, so we can continue onward.
Students
are taught the following Clunk Fix-Up Strategies
á
Reread the sentence with the clunk. Look for key ideas to
help you figure out the word.
á
Think about what makes sense.
á
Reread the sentences before and after the clunk looking for clues.
á
Look for a prefix or suffix in the word that might help.
á
Break the word apart and look for smaller words that you
know.
USING THINK ALOUDS TO PRACTICE
METACOGNITIVE
THINKING[14]
Purpose:
The
purpose behind think-aloud lessons is to help students be aware of what they
are thinking when they are reading; that is, develop the ability to stay
connected with the text as they read, monitor their reading comprehension and
employ strategies to guide or facilitate understanding.
Several
studies have shown that students who verbalize their reading strategies and
thoughts while reading score significantly higher on comprehension tests.
Through
this lesson, the teacher will model the think-aloud strategy for students.
Components of think-alouds will be introduced, as well as type of text
interactions. Students will develop the ability to use think-alouds to aid in
reading comprehension tasks.
Basic Procedure:[15]
Think-alouds require a reader to stop
periodically, reflect on how a text is being processed and understood, and
relate orally what reading strategies are being employed. The think-aloud is a
technique in which students verbalize their thoughts as they read and thus
bring into the open the strategies they are using to understand a text.
This metacognitive awareness (being able to think about one's own
thinking) is a crucial component of learning, because it enables learners to
assess their level of comprehension and adjust their strategies for greater
success.
1.
Initiation — Present the term "think-aloud" to
your students. Have them brainstorm what they think it might mean. Ask students
to report how it might be applied to reading.
2.
Modeling — Model a think-aloud by presenting a poem on
the overhead. As you read each line out loud to the students, stop and vocalize
"thinking aloud" about the poem.
3.
Example — This is a think-aloud for the poem
"Dream Variation" by Langston Hughes.
Poem |
Comments for the Modeling |
To fling my arms wide In some place of the sun, To whirl and to dance Till the white day is done. |
IÕm picturing a young girl with bare feet and a
summer dress twirling in her front yard with her arms outstretched. |
Then rest at cool evening Beneath a tall tree |
I'm picturing a large willow tree and sitting
underneath it. Fireflies are blinking among the branches. |
While night comes on gently, Dark like me— |
I'm now going back to my original picture of the
young girl and can add more detail to the image in my mind. I'm also thinking
about the words "white day" and how they contrast with the words
"night" and "dark." |
That is my dream! |
I think about how children's lives are so filled
with dreams. This young girl seems to be free spirited and probably has many
dreams. |
To fling my arms wide In the face of the sun, Dance! Whirl! Whirl! |
I once again see the image of the young girl
twirling in her yard and how free she is...like she is flying. |
Till the quick day is done. Rest at pale evening... |
Hmmm...This poem includes several words that relate
to color--white, dark, and pale. I wonder if the poet is trying to make a
point about color. |
A tall, slim tree... Night coming tenderly Black like me. |
There is another color word--black. I think the poet
has some kind of hidden meaning here but I'm not sure what it is. The poem
seems to portray freedom. Maybe the title "Dream Variation" helps
make this point. Is this poem about slavery and the only way to be free is in
a dream? I think that I might want to look up some information about the
author and the date that this poem was published. That might help me to
understand it better. |
4. Model with Student
Interactions — Model a second poem and ask for students to volunteer what they
are thinking after each line or stanza. Record their responses on the
transparency.
5. Brainstorming — Ask students to
recognize different types of responses from the two models of think-alouds.
List these responses on chart paper. Responses can include but are not limited
to the following:
Forming mental pictures,
creating images |
|
Making predictions |
Making connections to personal experiences |
|
Stating understanding |
Making connections to what I
already know or from what I read in other texts |
|
Stating the parts that are confusing |
Discuss how all of these responses
can help students better understand/comprehend what they are reading.
6. Small group — Put students
into groups of three or four. Distribute copies of a poem that is unfamiliar to
each group. Direct students to read the poem and use the think-aloud strategy
that was presented. Each group should record the types of responses that were
used.
7. Whole group — Have each group
report the types of responses that were used. Record these on the chart paper
from the previous lesson by placing tally marks next to the strategy. Make
comparisons of what responses are used most commonly within the classroom.
8. Individual Practice
— Have students think aloud
using the Pledge of Allegiance.
However, have them write down what they are thinking as they go. See attached ÒThink AloudÓ form.
9. Follow-up activity — Discuss the
types of responses that are used most often. Ask students what they could do to
increase comprehension of a particular text. Explain how students can use the
think-aloud technique to assess their comprehension of a text. Ask students
what responses they could use to help them read their content area textbooks
versus fictional literature. If
interested, students may use a chart similar to the one below to track their
use of metacognitive strategies.
Have students work in a small group or with a partner. Each time they do a think aloud, one of
their partners can tally the type of responses they use by putting a slash mark
in the tally column by that type of response. After several uses, students can then
give themselves an overall rating of how frequently the use a particular type
of response. The effort here is to
expand the metacognitive responses that they use.
Have a partner
tally which type(s) of responses you use when you think metacognitively. After several times, give yourself a rating
to the right based on the total tallies.
Name: |
Tally Below |
Not Much |
A Little |
Most of the Time |
All the Time |
Forming mental pictures,
creating images |
|
|
|
|
|
Making connections to personal experiences |
|
|
|
|
|
Making connections to what I
already know or from what I read in other texts |
|
|
|
|
|
Making predictions |
|
|
|
|
|
Stating understanding |
|
|
|
|
|
Stating the parts that are confusing |
|
|
|
|
|
Making and revising
predictions |
|
|
|
|
|
Creating analogies |
|
|
|
|
|
Using fix-up strategies |
|
|
|
|
|
The Pledge of Allegiance Think Aloud
Name:
Date: Section:
The Pledge of Allegiance is a great example of something that many
people read very fluently without much comprehension. Reread this version of
the Pledge, and make notes for each line about:
á
what you understand it to mean,
á
any parts that are not clear to you,
á
any reactions or feelings you have as you think about
its meaning,
á
any images you see in your mind as you read,
á
any fix up strategies that you use.
After we all read and record, we will talk about how we figured out what
each part means.
I pledge allegiance to the flag |
|
of the United States of America |
|
and to the Republic for which it stands, |
|
one Nation under God, indivisible, |
|
with liberty and justice for all. |
|
Key ideas I got from our class discussion that I
didnÕt have before:
Did your understanding of the pledge improve by using
this process?
My understanding of the pledge
definitely improved.
My understanding is about the same.
INSERT[16]
An Interactive Notation System for Effective Reading and
Thinking
Vaughn
and Estes (1986) developed INSERT, which is a simple procedure to help students
become more involved in their reading and to help them make decisions as they
read and clarify their own understanding. This strategy consists of a marking
system that records studentsÕ reactions to what is being read. If marking a
book is a problem, supply students with strips of paper to place along side the
text.
Some
example marking codes:
P |
= |
I agree |
X |
= |
I disagree/I
thought differently |
+ |
= |
New information |
! |
= |
WOW |
? |
= |
I wonder |
?? |
= |
I donÕt understand |
* |
= |
Important |
The entire INSERT marking system should be introduced
gradually and may be simplified and changed when needed. Regardless of what
notation system is used, the INSERT method provides a guide for thinking about
and reacting to reading, which serves to improve metacognitive abilities in
students.
(Special education students and ELL students also benefit from
color-coded post-it notes. Use a different color for each code. Use consistent
code markings and teach them one at a time. ÒToday we are going to read and
notice when we see information that is new to us. Please place a yellow post-it
note marked with a + at the location of new formation and facts you learn while
reading.Ó)
If
teachers would rather use a more simplified marking code, they may try this
one.
+ |
= |
New
Information
|
! |
= |
WOW |
? |
= |
I wonder |
?? |
= |
I donÕt understand |
* |
= |
Important |
1.
Students place post-it notes alongside the text as they are
reading. Students label post-it
notes with a "+" for new information they have read which they
understand or a "?" for new information which is confusing, new words
which they don't know, etc.
Students also write a phrase or sentence on the post-it note that
specifically describes what they know or have questions about. They should also write down the page
number from the text.
2.
After completing the reading, students transfer their
post-it notes to the form.
3.
In small groups or as an entire class, students first
discuss new information they understood.
Next they discuss new information they don't understand. Students should be encouraged to reread
sections where they still have questions.
In this way all post-it notes can be moved to the "+" column.
4.
The insert note taking form can be used later as a review
tool.
Good, Better,
Best Understanding[17]
Purpose: The purpose of using this tool is to:
á
get students to see the value of rereading a passage
to enhance comprehension; and
á
get students to understand the value of collaborating
with others to increase oneÕs understanding of the text.
Directions:
1.
Students are assigned a passage to read silently. Tell them to concentrate on just getting
the gist of the passage. After
reading the assigned passage the first time, students are asked:
a. to rate their understanding on a
scale from 1 to 10 with 1 representing having no understanding of what was read
and with 10 having perfect understanding of what was read; and
b. to record what they learned about the
gist from the text after this first read.
2.
Students then read the passage a second time silently
to themselves and repeat the process of rating their understanding and
recording what they learned. This time ask them to focus on questions they may
have about the passage.
3.
Students
read the passage a third time but this time they are allowed to mark up the
text by:
a. circling words that they do not know;
and
b. adding comments or questions by
sections of the text.
4.
After they finish the third reading, students then
partner up with a classmate and
a. discuss their text markings and questions
with each other;
b. note any new learning that they
acquired from this process; and
c. then rate their understanding again.
5.
Follow this up with a class discussion about the value
of rereading and collaboration in understanding text. As the teacher, reinforce these points:
a. When you read a passage more than once:
i.
you pick up details in the text that you may have
missed the first time.
ii.
sometimes you figure out the meanings of unknown words
by studying the context—the sentence in which the word occurs and the
sentences around that sentence.
iii.
you make connections that you missed during your first
reading.
b. When you discuss the passage with
others:
i.
you both may share some things that each of you knows
about the topic but that the other person has no knowledge of.
ii.
you both may understand key words that you didnÕt understand
previously.
iii.
you both may resolve some questions that you had about
the text through your discussion.
Teachers may use short mystery stories as reading passage or short
newspaper pieces.
Good, Better,
Best Understanding
Name: Date: Section:
1. Read the
passage to get the gist. Rate how
will you understand whatÕs going on by circling a number from 1 to 10.
I donÕt understand it. |
I understand some of it
but not all. |
I understand it all. |
|||||||||
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
||
After
your first read, what did you learn?
2. Now read the
passage a second time and again rate your understanding below.
I donÕt understand it. |
I understand some of it
but not all. |
I understand it all. |
|||||||||
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
||
After
your second read, what else did you learn?
What questions to do have?
3. Read the
passage a third time. You may mark up the passage. Circle any
words that you do not understand and/or write comments or questions by sections
of the text. Then
turn to a partner and discuss the passage.
Start with the text that you marked up. See if your partner understands these
things. Then rate your
understanding.
I donÕt understand it. |
I understand some of it
but not all. |
I understand it all. |
|||||||||
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
||
After
your third read and discussion with a partner, what else did you learn?
Does
rereading a passage pay off? Do you
now understand more than you did after your first reading?
CLARIFYING
CUE CARD[18]
When you read
a word you donÕt understand, try the following strategies:
MINE YOUR MEMORY
Have you ever seen the word
before? Can you remember what it
means? |
|
STUDY THE
STRUCTURE
Do you know the root or base
word? Does the word have a prefix
or suffix that you know? Try to
use clues in the word to figure out the meaning. |
|
CONSIDER THE
CONTEXT
Look at the information in the
sentence And the whole paragraph.
Can you figure out the word? |
|
SUBTITUTE A
SYNONYM
When you think that you know what the
word means, try putting a similar word in the sentence. Does it make sense? |
|
If those
strategies donÕt work: |
|
ASK AN EXPERT
Does someone in your group know what
the word means? Can you figure it
out together? |
|
PLACE A POST-IT
If you canÕt figure out the meaning
of the word, put a Post-It by the word, and check with the teacher or look it
up in the dictionary. |
|
And if you
speak Spanish, try this: |
|
CATCH A COGNATE
Does the word look or sound like a
word in Spanish? Try the Spanish
wordÕs meaning to see if it makes sense. |
CLARIFYING
CUE CARD BOOKMARKS
Use
the template below to make bookmarks for students to use when reading. Have them simply refer to the steps in the chart to help
them determine the meaning of unknown words.
When you read a word you donÕt understand, try
these strategies:
|
|
When you read a word you donÕt understand, try
these strategies:
|
MINE YOUR MEMORY
Have you ever seen the word
before? Can you remember what it
means? |
|
MINE YOUR MEMORY
Have you ever seen the word
before? Can you remember what it
means? |
|
|
|
STUDY THE
STRUCTURE
Do you know the root or base
word? Does the word have a prefix
or suffix that you know? Try to
use clues in the word to figure out the meaning. |
|
STUDY THE
STRUCTURE
Do you know the root or base
word? Does the word have a prefix
or suffix that you know? Try to
use clues in the word to figure out the meaning. |
|
|
|
CONSIDER THE
CONTEXT
Look at the information in the
sentence And the whole paragraph.
Can you figure out the word? |
|
CONSIDER THE
CONTEXT
Look at the information in the
sentence And the whole paragraph.
Can you figure out the word? |
|
|
|
SUBSTITUTE A
SYNONYM
When you think that you know what the
word means, try putting a similar word in the sentence. Does it make sense? |
|
SUBSTITUTE A
SYNONYM
When you think that you know what the
word means, try putting a similar word in the sentence. Does it make sense? |
|
|
|
If those
strategies donÕt work: |
|
If those
strategies donÕt work: |
|
|
|
ASK AN EXPERT
Does someone in your group know what
the word means? Can you figure it
out together? |
|
ASK AN EXPERT
Does someone in your group know what
the word means? Can you figure it
out together? |
|
|
|
PLACE A POST-IT
If you canÕt figure out the meaning
of the word, put a Post-It by the word, and check with the teacher or look it
up in the dictionary. |
|
PLACE A POST-IT
If you canÕt figure out the meaning
of the word, put a Post-It by the word, and check with the teacher or look it
up in the dictionary. |
|
|
|
And if you
speak Spanish, try this: |
|
And if you
speak Spanish, try this: |
|
|
|
CATCH A COGNATE
Does the word look or sound like a
word in Spanish? Try the Spanish
wordÕs meaning to see if it makes sense. |
|
CATCH A COGNATE
Does the word look or sound like a
word in Spanish? Try the Spanish
wordÕs meaning to see if it makes sense. |
FRAyer Four Square Concept Box[19]
This
graphic organizer was designed by Dorothy Frayer and her colleagues at the
University of Wisconsin to help students thoroughly understand of new words. It
is
a word categorization activity. Using the Frayer model, students analyze a
wordÕs essential and nonessential attributes and refine their understanding by
choosing examples and non-examples of the concept.
The Frayer Model is
an adaptation of the concept map. The framework of the Frayer Model includes:
the concept word, the definition, characteristics of the concept word, examples
of the concept word, and non-examples of the concept word. It is
important to include both examples and non-examples, so students are able to
identify what the concept word is and what the concept word is not.
How
to Use It:
1.
Assign the word or concept being studied.
2.
Explain all of the attributes of the Frayer Model to be completed.
3.
Using an easy word or concept, complete the model with the class.
4.
Have students work in pairs and complete the assigned word or concept.
5.
Once the diagram is complete, have students share their work with other
students.
Students
may make charts or posters using colorful markers and display them for others
to see. If a concept has been assigned, students could continue to add to the
charts during the unit.
Write the
definition here in your own words. |
Write some characteristics of the word here. |
Write examples here. |
Write non-examples here. |
Name Date
Period
Write the definition here in your own
words. |
Write some characteristics of the word here. |
Write examples here. |
Write non-examples here. |
Frayer Model Examples
|
Definition A mathematical shape that is a closed
plane figure bounded by 3 or more line segments. |
Characteristics á
closed á
plane figure á
more than 2 straight sides á
2-dimensional á
made of line segments |
Teaching Reading in the Content Areas by Rachel Billmeyer and Mary Lee
Barton, Aurora, Colorado: Mid-continent Educational Laboratory, 1998. |
Examples á
pentagon á
hexagon á
square á
trapezoid á
rhombus |
Non-examples á
circle á
cone á
arrow á
cylinder |
Definition (in own words) Something that goes around and around
again and again in the same order. |
Characteristics á
happen in the same order á
happen again and again á
you can predict what will happen next |
|
Examples (from
own life) á
Plants start from seeds, grow, drop seeds, and die. á
My bike wheel goes around and around in the same way to go
forward. |
Non-examples (from own life) á
A snowstorm comes at different times. á
A swing goes back and forth. á
A jump rope varies. |
Source: Karen Antikajian |
I Have . . . Who Has?[20]
I Have... Who
Has? uses
listening and reading to reinforce the semantic cueing system and word
meanings. This strategy was developed by Kristin Troeger to help her fourth
grade students when she noticed many of them having trouble remembering difficult
science vocabulary. The strategy is
used with the whole class and is especially good for verbal/linguistic,
interpersonal bodily/kinesthetic, and existential learning.
These
are the steps involved in playing I Have... Who Has?
1. Select
vocabulary words that have been introduced in class and need to be reviewed.
You need enough words so that you have one word for each student in your class.
2. On 3 x 5Ó
cards, write a vocabulary word on one side and the definition of a different word on the other side.
3. Pass out one
card to each student and have all students read both sides silently before the
game begins.
4. Ask one
student to read his/her word, saying ÒI have (reads the vocabulary word).Ó
5. He then turns
the card over, and asks ÒWho has (reads the definition)?Ó
6. The student
who has the word that matches the definition says ÒI have (reads the vocabulary
word)Ó then, he/she turns the card over, and asks ÒWho has (reads the
definition)?Ó
The
game continues until everyone has had a turn and all word cards are matched
with the right definition.
KristinÕs
students love this game so much, they beg to play it every week. Over time, she
has let them choose the words and make the cards themselves, requiring them to
use textbooks, glossaries, and dictionaries to make sure definitions were
correct. She checks the cards before the game starts. ÒI Have . . . Who Has . .
.?Ó can also be played in smaller groups by giving each student several cards.
Example:
Student
1: I have Òseismic waves.Ó Who has Òthe exact location on the EarthÕs surface
directly above the focus of an earthquake or underground nuclear explosion?Ó
Student
2: I have Òepicenter.Ó Who has Òan instrument that measures how much ground
moves in an earthquake?Ó
Student
3: I have Ò seismograph.Ó Who has . . .
See
sample words on the next page.
TEXT CONNECT[21]
ÒStudents who make connections while
reading are better able to understand the text they are reading. It is
important for students to draw on their prior knowledge and experiences to
connect with the text. Students are thinking when they are connecting, which
makes them more engaged in the reading experience. Reading is not to be a passive activity
but rather one which gets the reader involved in the story as he connects to
other reading texts, himself, or the world around him. Students are more
willing to continue to read if they become active participants in the
process. Text to text, text to
self, and text to world are ways for students to connect with the text. Making
connections while reading encourages students to ask questions when text is
familiar or unfamiliar. It also allows a student to share her knowledge to help
another student understand the text.Ó[22]
Students
who struggle to make connections to the text require a supportive structure to
make all three levels of connections—to their life experiences, to other
texts, and to events and issues in the world around them (Harvey & Goudvis,
2000). Advanced students require a framework for extending their connections to
include responses that incorporate higher-level thinking. Readers have both intellectual
and emotional connections as they read. Both are equally valid and each is
supported within these differentiated reading comprehension activities.
Text connect Activities
Text-to-Self Connections: Encourage and model for students how to make connections that resonate
with their lives and draw them closer to the text. Focus on events and ideas
that reoccur across the text, rather than minor details such as individual
words that are useful only on that one page (Miller, 2002).
Text-to-Text Connections: You may display a cumulative chart of books and other reading
materials that you have read together as a class to support these connections.
Introduce and make a list of the types of text-to-text connections students can
make, such as comparing charactersÕ personalities and actions, story events,
themes or messages the author is trying to convey, and different versions of
the same story.
Text-to-World Connections: Many of the stories we read aloud to students may
reflect issues and events taking place in the world beyond the classroom. World
issues and events are often reflected in nonfiction magazine articles students
may read and discuss, and can also be found in literature where a character is
in conflict with larger societal issues, such as the prejudice depicted in the
books written on the life of Ruby Bridges. Historical fiction and nonfiction,
biographies, and survival stories depicting conflict with nature often
provide examples for this type of connection.
TEXT CONNECT
Name:
Date: Section:
Reading
is not to be a passive activity but rather one that gets you as the reader
involved in the text. By connecting
a text to other reading texts you have read, or to yourself and your
experiences, or the world around you, you get more involved in the reading and
understand the text better. As you
read, write connections that you make on this bookmark under each heading.
Text to Text |
|
Text to
Myself |
|
Text to the
World |
|
|
|
|
|
Purpose:
Teachers can use LINK Thinking to:
á
help students tap their own and otherÕs prior knowledge about the
concept/s to be studied; and/or
á
summarize new content knowledge they acquire from class activities and
reading.
Process:
1. The teacher identified one, two or
three key concepts to be studied.
2. Students are given a LINK
Thinking Sheet designed to link their prior knowledge to new information
presented in the text.
3. The teacher selects one of the key
concepts and models the use of the LINK Thinking strategy on that concept with
the whole class by adding comments and having the class share their knowledge
of the concept.
4. Students are then invited to select
one of the other key concepts identified and address it using the LINK Thinking
Strategy.
5. The concept is recorded at the top of
the form.
6. Things the individual student already
knows about the concept are listed under "List.Ó
7. Students then work in pairs to
inquire from another student regarding their knowledge. That studentÕs name is
listed under ÒInquire.Ó
8. That new knowledge is then listed
under ÒNote.Ó
9. The partners work together to create
and write a summary statement under ÒKnow.Ó
10. Each student finds a new partner and
repeats the process.
11. Or, the partners can stay together
and join another partnership and repeat the process as a foursome. It is critical that students write a
summary of the new knowledge they glean.
Link
Thinking
Name: Date: Section:
The Concept or Topic We Are Studying:
L |
List:
List all you know about this concept here. |
I |
Inquire:
Find a partner and record his/her name here. |
N |
Note: Note any new ideas you learn
from this partner here. |
K |
Know:
Restate what you now know here. |
Now,
find another partner and repeat this process. |
|
L |
List:
List all you know about this concept here. |
I |
Inquire:
Find a partner and record his/her name here. |
N |
Note: Note any new ideas you learn
from this partner here. |
K |
Know:
Restate what you now know here. |
Purpose:
Ticket
Exchange is an activity that engages participants, encourages discussion,
promotes movement and provides a needed change of pace during a meeting or
lesson. Ticket Exchange can be used
to introduce new ideas and information or review old ideas and
information.
Procedure
á
Each participant is given a ÒticketÓ (such as a 3Ó by 5Ó
card) with the written side face down.
Each ticket contains a written prompt, statement, idea or fact.
á
All participants stand up and hold their ticket face down in
their hand. Participants are
instructed to not look at their tickets.
á
At the signal, participants move about the room and simply
exchange tickets with each other. As they exchange tickets, participants say
ÒhelloÓ and Òthank youÓ. They do
not stop moving until signaled to do so and they do not look at the
tickets. This part of the activity
is designed simply to get participants moving and to randomly redistribute the
tickets.
á
At the next signal, participants quickly pair up with a
person closest to them.
á
Once partnered, each participant takes a turn revealing his
ticket and discussing it (see below for a suggestion on how to structure these
paired discussions).
á
At the next signal, participants resume the ticket exchange
to redistribute the tickets and set up the next partner discussion.
á
This process continues as needed. Generally, a whole group discussion
concludes the activity.
Paired Discussion: The Final Word
Paired discussions encourage all
participants to get involved by providing an opportunity to think and talk in a
safe and small group setting. There
are many ways to structure discussions with pairs. Some are very informal and some are
highly structured. One structured
discussion strategy that works well with the Ticket Exchange activity is called
ÒFinal WordÓ or ÒSave the Last Word for MeÓ. ItÕs an activity that encourages active
listening and helps keep the discussion on topic.
Procedure
á
Partner 1 turns over their ticket and reads whatÕs written
aloud to partner 2.
á
Partner 1 then has 45 seconds to react and talk aloud about
their ticket. Partner 2 listens
only.
á
At the signal, Partner 2 has 45 seconds to talk about
Partner 1Õs ticket. Partner 1
listens only.
á
At the signal, Partner 1 has 45 seconds to share any final
thoughts and have the last word about their ticket.
á
Repeat this process for Partner 2 and the 2nd
ticket.
Tools to Identify the
Most Important
Ideas and Themes
A
tool that can be used to address and challenge or validate current conceptions
is PMI: Plus, Minus, Interesting. It is one of ten basic thinking tools
from the CoRT Thinking Skills Program.
Dr. Edward de Bono developed this program.
When
using PMI: Plus, Minus, Interesting,
students are encouraged to identify the Pluses:
listing why they think the idea is a good one – why it is sound. They then identify the Minuses: listing why they think the idea
is not a good one – why it is unsound. Usually when brainstorming, someone
identifies a factor about the idea that, from his point of view, is neither a
plus nor a minus. This is what de
Bono calls Interesting –
something to think about but not clearly identified as a plus or a minus.
A Model Lesson
Sequence
De
Bono suggests that you follow this sequence in teaching the lesson using the
attached card:
ONE 3
minutes |
Do
not mention the subject or title of the lesson. Instead share a story or example that
illustrates the aspect of thinking that is the subject of the lesson. |
TWO 5
minutes |
Introduce
the tool you are teaching and share its name (acronym) with students. Explain in simple terms what it
does. You can use the information
on the top of the student work card. |
THREE 6
minutes |
Practice
by sharing a practice example and discussing it with the whole class. You can use a practice example from
the work card or create your own practice example. Ask students to respond individually
as you record these ideas on an overhead or on the board. Be sure to repeat
the name of the tool (its acronym) frequently. |
FOUR 5
minutes |
Place
all students in groups of four or five.
Assign one student to serve as the recorder. Assign a practice item from the
student work cards for all groups to use as a practice item. Remind students that the focus
of this lesson is on learning how to use the tool—not on the content of
the practice item. Give four or
five minutes for group practice. |
FIVE 6
minutes |
Get
feedback from each group. Ask one
group to share one point. Then
ask if any other group has something similar. Record these ideas. Then move on to a
different group to share another separate idea followed again by other related
ideas. You donÕt need to have
every group share every idea. |
SIX 2
minutes |
Give
constructive feedback.
Acknowledge ideas that have merit, are creative, and are unique from
others. Point out weak ideas by
asking students to come up with a better statement. (De Bono shares it is
o.k. to tell a group that their idea is weak/doesnÕt hold up.) |
SEVEN 3
minutes |
Refer
to the student work card as you discuss the principles found toward the
bottom of each work card. |
Pass out one of these
cards to each small group of students or make an overhead of the card and
display it as you teach this tool.
PMI: Plus, Minus, Interesting |
P = Plus –
the good things about an idea – why you like it. M = Minus –
The bad things about an idea – why you donÕt like it. I = Interesting
– What you find interesting about an idea. |
Instead of just
saying that you like an idea, or donÕt like it, you can use a PMI. When you use a PMI you give the good points first, then the bad points, and then
the points, which are neither good nor bad, but are interesting. You can use a PMI as a way of treating ideas, suggestions and proposals. You can ask someone else to do a PMI on an idea or you may be asked to
do one yourself. Principles: á The PMI is important because without it you may reject a valuable
idea that seems bad at first sight. á Without a PMI you are very unlikely to see the disadvantages of an idea
that you like very much. á The PMI can show that ideas are not just good or bad but can also be
interesting if they lead to other ideas. á Without a PMI most judgments are based not on the value of the idea itself
but on your emotions at that time. á With a PMI you decide whether or not you like the idea after you have
explored it instead of before. |
|
Ideas that can be
used as practice examples: 1.
All the
seats should be taken out of buses. 2.
Services of
specialists should be provided regionally. 3.
We should
establish an ÒAdopt a SeniorÓ program at our school so that we can get more
help in class. |
The Cornell Note-taking System[24]
Have students use their own notebook paper to create a blank template
similar to the one below. During
lectures or while reading, follow the steps recorded below.
Cue Column |
Notetaking
Column 1. Record: During the lecture or while
reading, use this notetaking column to record the lecture using telegraphic
sentences. 2. Questions: As soon after class as
possible, formulate questions based on the notes in the right-hand column.
Writing questions helps to clarify meanings, reveal relationships, establish
continuity, and strengthen memory. Also, the writing of questions sets up a
perfect stage for exam-studying later. 3. Recite: Cover the notetaking column with a
sheet of paper. Then, looking at the questions or cue-words in the question
and cue column only, say aloud, in your own words, the answers to the
questions, facts, or ideas indicated by the cue-words. 4. Reflect: Reflect on the material by asking
yourself questions, for example: ÒWhatÕs the significance of these facts?
What principle are they based on? How can I apply them? How do they fit in
with what I already know? WhatÕs beyond them? 5. Review: Spend at least ten minutes every
week reviewing all your previous notes. If you do, youÕll retain a great deal
for current use, as well as, for the exam. |
Summary: After class, use this space at the bottom of each page to summarize
the notes on that page. |
The Folded File Folder[25]
Larry
Lewin developed this great tool and has used it extensively with his students
The FFF teaches students some important comprehension strategies. Distribute
one 8.5x11 inch sheet of colored paper (colored, just to get their attention)
to each student. They are instructed to fold the paper in half leaving a 1/2 to
1 inch tab on top on which to record a label of the topic that is about to be
viewed/read/heard. The following graphic uses the example of Colonial America
-- in particular, Jamestown Colony.
After
labeling the tab, students open the Folded File Folder (FFF) and use the top
inside section between the tab and fold to record what they already know about
the subject. In this case students were asked to create three columns. At the
top of each column a subtitle was added. Students then were instructed to tap
their prior knowledge of each subtitle by jotting down anything they already
knew, or thought they knew.
Students
then make a quick prediction about what they think they might learn and record
their prediction in the middle of the FFF -- writing right across the
centerfold. The bottom portion is reserved for note taking new information
during the reading, presentation or viewing.
Folded Bookmark[26]
This
First Dare Tool developed by Yvonne Fasold makes notetaking easy and
portable. Take an 8 and 1/2Ó by 11Ó
piece of paper and turn it landscape.
Fold it in half and in half again.
Open the paper and number the panel on one side with 1, 2, 3, and
4. Flip the paper over and number
the back panels with 5, 6, 7, and 8.
The
bookmark can be used in a number of ways including:
1. Students can
use the bookmark as a running record for notetaking. Instruct students to take notes on each
section, page, or chapter in each panel.
2. As the teacher
you can print a prompt on each panel and hand the bookmarks to students. The prompts can be tightly structured or
more loosely structured and can include items such as theme, vocabulary,
quotations, and the like.
3. Younger
students can copy words and phrases or illustrate the panels and can be used
for both reading and listening comprehension.
4. If prompts are
used, students should be weaned away from them as they mature. The goal is to have students become
self-directed in taking notes.
Folded
Bookmark: A Streetcar Named Desire
Scene
1: á
Blanche comes to visit her sister, Stella, in New
Orleans. á
Stella is married to Stanley. Stanley is rough and hangs out with
his friends. á
Stella and Blanche come from a more refined family than
Stanley. á
Stella is more secure and Blanche is weak and sensitive
about everything. á
Blanche acts like she is above everyone else. á
Blanche clearly thinks that Stanley is crude and canÕt
understand what her sister sees in him. á
Blanche got there by taking a streetcar named desire and
canÕt believe that he sister lives here. á
I donÕt know what Òa streetcar named desire and Elysian
Fields. á
Blanche seems to drink a lot. á
I donÕt know why but Blanche lost the family home, Belle
Reve. á
Is Blanche an alcoholic? |
Scene
2: á
It is the next evening and Stanley comes home from work to
get ready for his poker party. á
Stella is all dressed up and Stanley realizes that Stella
is taking Blanche out to dinner. á
Stanley get upset when he realizes that Blanche has lost
the family home. He thinks he is
entitled to a share of the family property. á
Blanche asks Stanley to help her button her dress and she
flirts with him a little. á
Stanley rips open the trunk to look for the papers on
Belle Reve and finds a bunch of BlancheÕs love letters. á
Stanley announces to Blanche that he is just looking out
for his wifeÕs interests now that she is going to have a baby. á
I wonder what is going on between Blanche and Stanley? |
Scene
3: á
Blanche and Stella come home and Stella introduces Blanche
to the men. á
Stella tells the men to wind up the poker game. á
Stanley orders the women out of the room. á
Blanche decides to take a bath and meets Mitch coming out
of the bathroom. á
Blanche kind of likes Mitch because he is so polite. á
Stanley has been drinking too much and starts picking on
others including Stella and Mitch. á
He accuses Mitch of looking through the curtain at Blanche á
Blanche turns on a little radio and starts dancing with
Mitch in the bedroom. á
Stanley barges in and throws the radio out of the window. á
Stella and Stanley have a big fight and Stella gets hit. á
The men pull Stanley off of Stella. á
Is Blanche trying to get Stella and Stanley to fight? |
Scene
4: á
It is the next morning and Stella is asleep on the top of
the bed. á
Stanley is out. á
Blanche is very upset and does not want Stella to return
to her husband. á
Stella explains that Stanley is not a bad guy and that he
often gets a little violent when he has been drinking. á
Blanche trashes Stanley to Stella and tries to convince
her to leave him for good. She
says that she cannot live in a situation like this. á
Blanche has a plan to get money from a famous Texan and
then decides that that wonÕt work. á
Stanley up to the door and hears Stella call him apelike
and common. á
Stella pleads with Stella not to hang out with brutes like
Stanley. á
Stanley walks back out into the street and calls for
Stella. á
Now that it is pretty clear that Stella is sticking with
Stanley, what will happen to Blanche? |
Purpose: Before
students leave for the day or switch classes, they must complete an exit ticket
that prompts them to answer a question/s targeting the big ideas of the lesson.
Procedure:
1.
At the beginning of class, distribute the Exit Ticket. Take a moment to
describe the directions and expectations for the Exit Ticket. Distributing this
at the beginning of the lesson will help students focus on the most important
ideas. Assure
students that you are interested in what they think about the class and how it
is going for them.
2.
Give students time at the end of the lesson to complete their exit
ticket.
3. As they leave,
stand at the door with your hand out, and tell students: ÒLay it on me!Ó Collect the exit tickets and review them
for planning purposes for the next dayÕs instruction.
Below are a few ideas for prompts on exit tickets:
o
Most important thing you learned today
o
Main Unanswered question you leave class with today
o
Muddiest point (most confused about)
o
Show 3 different ways to complete this math problem.
o
Briefly explain gravity. Give an example of gravity in the
classroom or on the playground.
o
Which event is most important in the story? Why?
o
3 key ideas, 2 questions, 1 thing I want to read more about
o
3 words I think are most important to this topic, 2
connections I made, 1 thing I do not like
Variations:
A Verbal Exit Ticket
Have
students line up at the door at the end of the period and as they leave they
must share an idea or concept they learned from that class. Each student must
give a different answer. No copying! As the students stand in line, they
can discuss different possibilities with their peers.
Admission Ticket
Students
record a fact, concept, or question related to their assigned reading and hand
it in as they enter the classroom. The teacher may prefer to assign a guiding
question. An admission ticket serves as a great technique for reading/homework
check.
Two-Minute
Response
Name: Date: Period:
The most
important thing I learned today:
One question I
still have about class today:
I am most
confused about:
Other things I
want you to know:
Two-Minute
Response
Name: Date: Period:
The most
important thing I learned today:
One question I
still have about class today:
I am most
confused about:
Other things I
want you to know:
Name:
Date: Period: ____
A and E Card
Before
you leave class today, take a couple of minutes and write here what you think
were the two or three main ideas we addressed in the lesson.
1.
2.
3.
Name:
Date: Period: ____
A and E Card
Before
you leave class today, take a couple of minutes and write here what you think
were the two or three main ideas we addressed in the lesson.
1.
2.
3.
Name:
Date: Period:
ÒLay It On MeÓ
Tell
me how you feel about class today.
Put a check in the box. From
your point of view:
1. Did the lesson go too slow or too fast
today? |
Too
Slow |
About
Right |
Too
Fast |
2. How would you rate the help I gave you
today? |
No
help and/or Not
helpful |
Help
About Right |
Too
helpful |
3. Did the lesson make sense for
you? |
Made
no sense |
Made
some sense |
Make
a lot of sense |
4. Was there enough activity in class
today? |
Too
little activity |
Activity
just right |
Too
much activity |
5.
Did you feel safe to express yourself in class? |
Not
safe |
O.K. |
Very
safe |
Class
would be better if.... |
|
Name:
Date: Period:
ÒLay It On MeÓ
Tell
me how you feel about class today.
Put a check in the box. From
your point of view:
1. Did the lesson go too slow or too fast
today? |
Too
Slow |
About
Right |
Too
Fast |
2. How would you rate the help I gave you
today? |
No
help and/or Not
helpful |
Help
About Right |
Too
helpful |
3. Did the lesson make sense for
you? |
Made
no sense |
Made
some sense |
Make
a lot of sense |
4. Was there enough activity in class
today? |
Too
little activity |
Activity
just right |
Too
much activity |
5.
Did you feel safe to express yourself in class? |
Not
safe |
O.K. |
Very
safe |
Class
would be better if.... |
|
3-2-1 Exit Ticket
Name:
Date: Period:
Record 3 key ideas from the class
today.
Record 2 questions you have from class
today.
Record 1 thing that you want to learn
more about from class today.
3-2-1 Exit Ticket
Name:
Date: Period:
Record 3 key ideas from the class
today.
Record 2 questions you have from class
today.
Record 1 thing that you want to learn
more about from class today.
Tools for Synthesizing
Get the Gist[27]
ÒGet
the GistÓ is a tool that comes from Collaborative Strategic Reading (CRS). The
purpose of ÒGet the GistÓ is for students to identify the main idea of a
section. It can be completed by individual students, by pairs, or by 4-squares.
Give
students a section of text that you have already read. Then have students follow the steps in
ÒGetting the GistÓ are:
1. To get the gist of a reading assignment, a
student will:
2. Name the who or what a paragraph or section was mostly about.
3. Tell the most
important thing about the who or what.
4. Say the gist
in 10 words or less.
5. Write the gist
in a Learning Log (individual student journal) or on a worksheet designed for
this purpose.
Model
the process with the whole class on two or three occasions before asking
students to use this tool independently.
And, when working with younger students, routinely have them work in
pairs or 4-squares, rather than alone.
Wrap It Up[28]
ÒWrap
It UpÓ, also from Collaborative Strategic Reading, is a tool designed to help
students identify the theme, major thrust of the whole chapter or book. It has two parts: Questioning and
Review. When using ÒWrap It UpÓ
students follow these steps.
Nancy
McCullum developed this ÒPrepareÓ through ÒShareÓ tool, Consensus
Definition. It should be used at
the beginning of a unit, during the course of the unit, and again at the end of
the unit. Students work
individually and then collectively to write a short definition of the concept
being studied.
Step: |
|
One: |
Start out by
sharing with students a concept of topic to be studied. Ask each student to
work alone and come up with a two or three sentence statement that defines
the concept as he or she currently understands it. Each student records his/her
definition on paper. When working
with younger students, teachers and other helpers (upper grade students,
volunteers) can record responses for them. |
Two: |
Pair students with
one other student (maybe two other students in a pair as necessary). This group works to combine the ideas
in their individual thinking into one common definition. The pair writes its combined
definition on a larger sheet of paper. |
Three: |
Have two groups
combine together to form a 'Four Square.' The goal of this group is to create a
Four Square consensus definition.
This new definition should be recorded on large chart paper and posted
in the class for all to see. |
Four: |
Bring the class
together and have all groups share their consensus definitions. (Be mindful that these definitions may
be riddled with errors because this tool is used as an introduction to the
unit.) |
Four A: |
After all groups
have shared their definitions, ask the class to identify any key words from
each posted definition that they believe might be critical to understanding
the concept. With felt tip pens
underline or circle these words. |
Five: |
Work with the class
to construct just one consensus definition from which the class will work
throughout the unit. Post it in
the classroom. Throughout the unit of study, as students receive new
information from a variety of sources, they can suggest modifications and
revisions to it. Make these edits while keeping the original definition
posted so that students can see the evolution of their thinking over time. |
Six: |
At the end of the
course or unit, have students compare their original definition with the
final definition. Point out that
new knowledge can shape one's construction of meaning about a concept.
|
1. 2. 3. 4. 5.
This
is a strategy one can use to get students to reflect and synthesize at the end
of a lengthy unit of study. Follow
these steps:
Tools for Visualizing
Name
Date: Period:
In the Open Mind below, draw pictures, symbols, and
images to show what you already know or think you know about the topic.
MAKE a motion picture in oneÕs
mind. I call it ÒPicture ThisÓ from
the work or Ruth Scroggins. Give
students the attached film strip.
Read a brief section from one of your favorite books and ask students to
illustrate as you read. Here is an
example from The Lion, the Witch and the WardrobeÓ by C.S. Lewis. Every time you see an asterisk, pause
and have students draw what they are seeing in their mindÕs eyes. Explain to students, that as you read,
you learn new information that allows you to change your images as you go. Sometimes it is helpful to sketch
briefly what it is you see as you go and then create a final image at the end
of the section or chapter.
Everyone agreed to this and that was how the adventures
began. It was the sort of house that you never seem to come to the end
of, and it was full of unexpected places.* The first few doors they tried
led only into spare bedrooms, as everyone had expected they would, but soon
they came to a very long room full of pictures and there they found a suit of
armor;* and after that there was a room all hung with green, with a harp in one
corner;* and then came three steps down and five steps up, and then a kind of
little upstairs hall and a door that led out onto a balcony,* and then a whole
series of rooms that led into each other and were lined with books-most of them
very old books and some bigger than a Bible in a church.* And shortly
after that they looked into a room that was quite empty except for one big
wardrobe; the sort that has a looking glass in the door. There was
nothing else in the room except a dead blue bottle on the window-sill.* (pg.76)
Another example you could use is from page 125 of The
Trumpet of the Swan. Again,
stop at each asterisk and let students sketch what they see in their mindsÕ
eyes.
When the desk
clerk at the Ritz Hotel saw the boatman enter the lobby followed by an enormous
white swan with a black beak, they clerk did not like it at all.* The clerk was a carefully dressed
man—very neat, his hair carefully combed.*
The boatman
stepped boldly up to the desk. ÒIÕd
like a single room for tonight for my friend here,Ó said the boatman.*
The clerk
shook his head. ÒNo birds,Ó he
said. ÒThe Ritz doesnÕt take
birds.Ó*
ÒÉYou take
celebritiesÉ My friend here is a
celebrity. HeÕs a famous
musician.Ó*
NAME:
PICTURE THIS FOR
Tools for Questioning
INTRODUCING THIN AND THICK QUESTIONS
Note: If small-group guided reading is a regular routine for your students,
the introduction to thin and thick questions could be done in that setting.
However, carrying out the following steps is also viable in a whole-group
setting.
Let students know that they can ask questions for many
different reasons. Before reading a text, perhaps they are curious about
something they might find out. During reading, asking questions can help them
stay engaged with difficult or unfamiliar material. Stress the importance of
stopping to consider what has been read along the way and let them know that
turning the information into questions—even questions that they already
know the answers to—leads them to reflect on and better comprehend what
has been read.
Introduce the idea of two different types of
questions: thin (or factual) and thick (or inferential). Describe thin
questions as ones whose answers can be found in the text and that can be
answered with a few words or short sentences. Describe thick questions as ones
that readers have to think about more fully since the answers come from one's
head, not solely from the text. Let students know that answers to thick
questions are open to argument, but that the text should support the answer
and, again, one's own reasoning comes into play.
Display the T-chart that you prepared with the columns
labeled as 'Thin' and 'Thick.' Write a sample thin question in that column of
the T-chart. Develop a question from a text your students already know,
preferably one you have read recently. Have students state more thin
questions based on their knowledge of the book you have chosen. As you proceed,
let other students answer the questions and discuss with students why these
questions are thin ones.
Point out that some thin questions may only have one
answer, such as 'Which legs do frogs use to jump?' (Answer: The rear) Some,
however, can have multiple answers, such as 'What are the colors of some
frogs?' (Possible answers: Green, yellow, spotted, etc.)
Next, pose a thick question to the students. A good
practice here is to change a thin question into a thick one. For instance, one
could change the thin question 'Who is Captain Underpants?' into 'Why is the principal Captain Underpants so funny?' [Two
possible answers: 1) Principals don't usually come to school in their underwear
2) It is funny to see a character who is normally an authority figure become
ridiculous]
You might ask how we know that these are truly thick
questions. With both sample responses, the answer is not found completely in
the book; rather, the person answering the question would have to form an
opinion or offer support in order to answer it.
THICK AND THIN Questions continued
Accept thick questions from students and allow other
students to answer them. Make sure that students see that they are expressing
something of their own mind for thick answers, not just recalling facts as they
did with thin questions.
Post the list of question words near the T-chart for
easy reference during the read-aloud.
Let students know they should write questions on
sticky notes (one question per sticky note) as you read aloud. Students are not
to interrupt the reading with oral questions at this sitting, just to listen
and write their questions.
Since they have some experience with thin and thick
questions from the previous activity, they should be able to differentiate
between the two types of questions; however, it is normally more difficult for
students to compose thick questions initially as opposed to thin ones. Remind
them that they can try changing their thin questions into thick ones.
Begin the read-aloud, pausing from time to time to
model for students your thinking when you have a question about an important
point in the material.
After the read-aloud, have students place their sticky
notes on the T-chart under the appropriate headings and explain to the group
what their questions are and why they are thin or thick. Remind students to
make up their minds before they approach the chart, possibly writing 'thin' or
'thick' at the top of the sticky beforehand.
Have students give feedback to see if they agree with
where classmates put the thin or thick questions (pointing thumbs up or down
works well here). If repeated questions come up, organize them in groups so
that when questions are answered, entire groups are addressed.
It is not necessary to answer all the questions at
this time. The primary purpose of generating questions is to give students
practice in forming questions, hearing the questions of their classmates, and
giving and receiving feedback.
Question Answer Relationship Strategy (QAR)[29]
The
QAR is an effective tool for
students to use when sharing what they have learned. However, the teacher may want to teach
QAR up front to students to help them in answering key focus questions. QAR
was created Dr. Taffy E. Raphael to assist students to respond to questions
traditionally found at the end of textbook chapters.
QAR is built upon
a taxonomy of questions. This
taxonomy classifies questions according to their relationship to two sources of
information that will help the reader answer the question. The two sources of information are the
text or the reader's background knowledge.
The taxonomy includes three types of questions. They are:
Textually
Explicit: |
A question whose answer is stated explicitly in the text. |
Textually Implicit: |
A question where the information needed to answer the
question is located in several sentences or paragraphs. The reader must
integrate this information to generate the answer. |
Scriptually
Implicit: |
A question whose answer must be supplied from the readerÕs
background knowledge. The reader
needs to activate a schema or script to generate the answer. |
To
teach students these three different question types, Raphael created four QAR
strategies. The figure below
summarizes the four strategies.
Four QAR
Strategies
Strategy |
Definition |
Right
There (Textually
Explicit) |
The
answer is easy to find in the reading.
The words used to make up the question and the words used to answer
the question are right there in the same sentence. |
Think
and Search (Textually
Implicit) |
The
answer to the question is in the reading. The answer is made up of information
that comes from more than one sentence or paragraph. You have to put together information
from different parts of the reading to find the answer. |
The
Author and You (Scriptually
Implicit) |
The
answer to the question is not in the reading. Think about what the author tells you
and what you already know. |
On
My Own (Scriptually
Implicit) |
The
answer to the question is not in the reading. You can answer the question without
reading the story. You can answer
the question by thinking about what you already know. |
So, craft a set of key focus questions
with students. Be explicit with
your students who are struggling with the text. Help them identify which questions are
Òright thereÓ in the text, which are Òthink and searchÓ questions, which are
Òthe author and youÓ questions, and which are Òon my ownÓ questions.
QAR: Question Answer Relationship
Answering Questions About the Text
Using QAR to Frame Questioning
Within the
Reading Cycle
Before Reading
On My Own
From the title or the
topic, what do I already know that can connect me to the story or text?
Author & Me
From the topic, title,
illustrations, or book cover, what might this story or text be about?
During Reading
Author & Me
What do I think will
happen next? How would I describe the mood of the story and why is this
important?
Think & Search
What is the problem
and how is it resolved?
What role do [insert
charactersÕ names] play in the story?
What are the important
events? (literary, informational)
Right There
Who is the main
character? (literary)
Identify the topic
sentence in this paragraph. (informational)
What are some words
that describe the setting? (literary)
After Reading
Author & Me
What is the authorÕs
message?
What is the theme and
how is it connected to the world beyond the story?
How can I synthesize
the information with what I know from other sources?
How well does the
author make his or her argument?
How is the author
using particular language to influence our beliefs?
Think & Search
Find evidence in the
text to support an argument.
Stretch It[30]
The
sequence of learning does not end with a right answer; reward right answers
with follow-up questions that extend knowledge and test for reliability. This technique is especially important
for differentiating instruction.
Lemov
shares that, when students finally get an answer all the way right, thereÕs a
temptation to respond by saying ÒgoodÓ or ÒyesÓ or by repeating the right
answer. He suggests that the
learning can and should continue after a correct answer has been given. Champion teachers continue by asking
students to answer a different or tougher question, or by using questioning to
make sure that a right answer is repeatable. It confirms that the student knows how
to get similar right answers again and again. He calls this strategy of rewarding
right answers with more questions ÒStretch
It.Ó
He
suggests the use of several types of Stretch
It questions: These types are:
á Asking how or why.
o
How did you get that?
o
How did you know to use...?
o
Why did that happen?
o
Why do you know you are right?
á Asking for
another way to answer.
o
Is there another to get that?
o
And if you did this, what would you get?
o
Is there a better way to do that?
o
Can you think of another way to state that?
á
Asking for a better word.
o
Can you answer with a word different than ?
o
What is another word you could use to describe that?
á
Asking for evidence.
o
How would you describe how is feeling?
o
What sentences in the article show me that is feeling ?
o
Where in the text did you get that understanding?
á
Asking students to integrate a related skill.
o
Who can use new vocabulary word in a sentence?
o
Can you add some detail to show more about what means?
o
Can you think of a synonym for the word ?
á
Asking students to apply the same skill in a new setting?
o
So, whatÕs the setting of this short story?
o
Can you remember another story with a similar setting?
o
What about a movie?
Do movies have settings?
What movie setting is similar to the setting here?
Created
by Yvonne Fasold, Ph.D., Sheldon
High School, Eugene
Tools for Predicting
This quick and easy activity from Jeff
ZwierÕs book Building Reading Comprehension Habits in Grades 6-12: a Toolkit
of Classroom Activities,[31]
serves three important purposes: (1) building background knowledge for reading;
(2) using word parts to predict word meaning, and (3) figuring out words using
context related to the title and authorÕs purpose.
Name
Date Period
Title:
New
Words |
Guessed
Meanings |
R E A D |
Adjusted
Meanings |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
PACA:
Prediction and Confirming Activity[32]
Based on
BeyerÕs Inquiry Model, this strategy, like most prereading strategies, uses
student predictions to set a purpose for reading: this process is what most
good readers do naturally. PACA
allows students to make predictions about a topic based on some initial
information provided by the teacher, even if they have little prior
knowledge. Given additional
information, they can revise their predictions (or hypotheses) and pose them as
questions for further reading.
Suppose a teacher wishes to teach a lesson about the Hausa people of
Nigeria and surmises that students will probably have little prior knowledge of
the culture or geographical location of the Hausa people. The teacher gives a short explanation
that the Hausa people live in Nigeria and shows students where Nigeria is
located within Africa.
Step
1: The teacher poses a general question such as ÒWhat are the Hausa people
like?Ó
Step 2: The
teacher provides initial information.
The teacher places students into small groups for discussion and
provides them with a list of Hausa words and again poses the question, ÒBased
on the words commonly used by the Hausa people, what are the Hausa people
like?Ó Word lists can generally be
found in content area textbooks.
cotton |
goat |
sabbath |
God |
mining |
rainy season |
trader |
desert |
yams |
amulet |
prohibition |
merchant |
ghost |
farm |
cattle |
witchcraft |
grandmother |
aunt |
umbrella |
sister |
Koran |
debtor |
servant |
slavery |
adobe |
walled town |
tent |
tax collector |
son |
cultivate |
blacksmith |
dry season |
camel |
clay oven |
crop |
mosque |
mountain |
sheep |
mother |
baker |
prophet |
devil |
gold |
bargain |
priest |
Step
3: Students and the teacher write
predictions.
Step 4:
Teacher presents new information such as pictures from the textbook, slides, a
video, or a story.
Step
5: Students and teacher revise or
modify statements.
Step 6: Students read a selection in their
textbooks (or view a video, or listen to information) and revise their
predictions using their predictions as a purpose for reading.
Step 7: The teacher
helps students revise their predictions based on their reading (or viewing).
PACA may be used with a variety of
topics for which teachers need to build background information. This strategy is good for vocabulary and
concept building before having students use this information in their reading
or writing.
Tea Party[33]
Tea Party offers students an
opportunity to consider parts of the text before they actually read it. Tea Party also encourages active
participation with the text and gives students a chance to get up and move
around the classroom. This before
reading activity allows students to predict what they think will happen in the
text as they make inferences, see causal relationships, compare and contrast,
practice sequencing, and draw on their prior experiences.
Select key words, phrases or sentences
from the text and write them on index cards. Try to select half as many key words,
phrases, or sentences as you have students. Duplicate enough cards so that there is
one card for each student.
Distribute one card per student.
Have students get up and move from student to student.
Ask them to share their card with as many classmates as
possible.
Insist they listen to others as they read their cards.
Ask student partners to discuss how these cards might be
related.
Have them speculate what these cards, collectively, might be
about.
In small groups, have students complete a "We
Think" statement.
Ask students to share their "We Think" statements
with the entire class. Make sure
students explain how they reached their predictions.
Read the text.
Compare the text with their predictions on the "We
Think" statements.
Tea Party Instructions
1.
Share your
card with as many others as possible.
Read your card and listen to others as they read their card to you.
2.
Discuss how
these cards might be related and what they might be about.
3.
Complete a ÒWe
ThinkÓ statement.
ÒWe ThinkÓ
Statement
Group
Members:
We think the reading is going to be about
ÒWe ThinkÓ
Statement
Group
Members:
We think the reading is going to be about
[1] Created by Bette Shoemaker and
drawn from several sources including Mosaic
of Thought: Teaching Comprehension in a ReaderÕs Workshop by Ellin Oliver
Keene and Susan Zimmerman, Seven Keys to
Comprehension by Zimmerman and Hutchins, and Deeper Reading by Kelly Gallagher.
[2] This tool is adapted from McTighe, J., & Lyman,
F. T., Jr. (1988). Cueing thinking in the classroom: The promise of theory-based tools. Educational Leadership, 45(7), 18-24.
[3] This routine is one of several structures developed
by Spencer Kagan and colleagues and is published in his book, Cooperative Learning. Go to their website for numerous
excellent resources for engaging students at: http://www.kaganonline.com/.
[4] This approach is described in Schoenbach, Ruth et al. Reading for Understanding: A Guide
to Improving Reading in the Middle and High School Classrooms. San
Francisco: Jossey-Bass Press, 1999.
It was developed by Kate Kinsella, Ed.D. Faculty member, Department of Secondary Education,
San Francisco State University and
can also be found in Initiating ESL
Students to the Cooperative College Classroom, in Cooperative Learning
and College Teaching, 5(3), 6-10.
[5] Pichert, J.W., & Anderson, R.C. (1977). Taking
different perspectives on a story. Journal of Educational Psychology, 69, 309-315.
[7] From Billmeyer, R. & M. L.
Barton (1998). Reading Strategies for the Content
Areas. Aurora, Colorado: Mid-continent Regional Educational
Laboratory.
[8] Rogers, S.,
Ludington, J., & Graham, S. (1999). Motivation and learning. Evergreen, CO:
Peak Learning Systems Evergreen, CO: Peak Learning Systems
[9] This
strategy is adapted from Rogers, S., Ludington, J., & Graham, S. (1999). Motivation and learning. Evergreen, CO: Peak Learning Systems.
[10] Ogle, D. (1986).
A teaching model that develops active reading of expository text. The
Reading Teacher 39, 564.
[11] Head, M. H., and Readence, J. E. (1992). Anticipation
guides: Using prediction to promote learning from text. In E.K. Dishner, T. W.
Bean, J. E. Readence and D. W. Moore (Eds), Reading in the content areas:
Improving classroom instruction (3rd ed., pp. 227-233). Dubugue: Kendall/Hunt.
[12] Klingner, Vaughn, Dimino,
Schumm, and Bryant, (2001). Collaborative
Strategic Reading. Longmont, Colorado: Sopris West, 2001.
[13] Adapted from Klingner, J.K.,
& Vaughn, S. (1999). Promoting
reading comprehension, content learning, and English acquisition through
Collaborative Strategic Reading (CSR).
The Reading Teacher, 52,
738-747.
[14] Baumann, J.F.,
Jones, L.A., & Seifert-Kessell, N. (1993). Using think alouds to enhance
children's comprehension monitoring abilities. The
Reading Teacher, 47, 184-193. Oster, L. (2001). Using the think-aloud for
reading instruction. The
Reading Teacher, 55, 64-69.
[15] This work is drawn from a
ReadWriteThink Website, a collaborative effort of the International Reading
Association and the National Council of Teachers of English at: http://www.readwritethink.org/classroom-resources/lesson-plans/building-reading-comprehension-through-139.html.
[16] Vaughn, J.L. & Estes 1986.) Reading and
Reasoning Beyond the Primary Grades. Needham Heights. MA: Allyn &
Bacon.
[17] This tool was developed by
Bette Shoemaker based on her reading of Deeper
Reading by Kelly Gallagher, published by Stenhouse Publishers. Portland,
Maine, 2004.
[18] From Getting into Words:
Vocabulary Instruction that Strengthens Comprehension by Shira Lubliner,
published by Paul Brookes Publishing, 2004. This is definitely a book worth buying.
[19] Frayer, D. A., A.W.D.
Frederick, and H. J. Klausmeier (1969).
A schema for testing the level of concept mastery (Working Paper No:
16). Madison, Wisconsin: Wisconsin
Research and Development Center for Cognitive Learning.
[20] Adapted from: Bromley, Karen. (2002) Stretching StudentsÕ Vocabulary: Best
Practices for Building the Rich Vocabulary Students Need to Achieve in Reading,
Writing, and the Content Areas.
New York: Scholastic. Pg. 46.
[21] Several of the ideas listed
below are from a Scholastic website:
http://www2.scholastic.com/browse/unitplan.jsp?id=331
[22] This text
was written by Debbie DeSpirt and can be found at: http://lesson-plans-materials.suite101.com/article.cfm/making_connections_and_reading
[23] For more information, the
reader can go to de BonoÕs website at:
<www.edwdebono.com/debono/index.html>.
[24] Adapted from How to Study in College by Walter Pauk, 2001
Houghton Mifflin Company
[25] Larry Lewin may be contacted at Larry Lewin.com.
[26] This tool was developed by
Dr. Yvonne Fasold, former Eugene 4J teacher.
[27] Klingner, J. Vaughn, S., Dimino, J.,
Schumm, and Bryant, (2001). Collaborative
Strategic Reading. Longmont, Colorado: Sopris West, 2001.
[28] Ibid.
[29] Adapted from Raphael, T.
E. (1984). Teaching learners about sources of
information for answering comprehension questions. Journal of Reading, 27, 303-311.
[30] from Lemov, D. (2010). Teach Like a Champion: 49 Techniques that
Put Students on the Path to College.
San Francisco, Jossey-Bass Teacher.
[31] Zwiers, J. 2004. Building Reading
Comprehension Habits in Grades 6-12: a Toolkit of Classroom Activities. Newark, Delaware: International Reading
Association.
[32] Irvin, J.L. (1998). Reading and the Middle School Student: Strategies to Enhance Literacy. Boston: Allyn and Bacon.
[33] Tea Party and We Think are
both drawn from When Kids Can't Read
by Kylene Beers and published by Heinemann, 2003.