classroom strategies -...
TRANSCRIPT
Classroom Strategies to Build Literacy Skills
Heather Mullins, Professional Development Consultant
North Carolina Department of Public Instruction
April 25, 2012
Knowledge Rating: Seventh Grade Social Studies
Vocabulary Word
I know it and can teach someone else what it means.
I have seen or heard this word but am not quite sure what it means.
I do not yet know this word.
GlobalizationInfrastructureIndustrializationCapitalismCommunism
Knowledge Rating:
Vocabulary Word
I know it and can teach someone else what it means.
I have seen or heard this word but am not quite sure what it means.
I do not yet know this word.
QAR StrategyQuestion Category Question Answer How did you find the answer?Right There
The answer is in the text. Look for words used in the question.
Think and Search
The answer is in the text, but I need to put it together using different pieces of information. The answer comes from different places in the text.
Author and You
The answer is not in the text. I need to think about what I already know, what the author tells me, and how it fits together.
On My Own
The answer is not in the text. The answer is based on your own experiences and knowledge.
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BREAK IT DOWN AND SOLVE IT
Solving a story problem, or any math problem for that matter, can be difficult if you don’t read all of the information carefully and make sense out of what is included. Follow the steps below to help you break down your problem and solve it!
What is the problem asking you to do?
What information from the problem do you need to know to solve it?
Draw a picture of the problem. Work the math.
Evaluate your answer. Does it seem logical? Explain.
Describe the thinking you used to solve the problem.
Modified from Adolescent Literacy Instructional ToolsASCD 2008
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Lotus Diagram: Modified
Plus/Delta/Hmmm?
Reflect on today’s lesson, and complete the following assessment. What was something that you learned or understood in class today? What was something you do not understand yet? What was something you found curious, interesting, or downright confusing during today’s class?
+:
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:
?:
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But, the most important thing about
_________________________________
is ______________________________________.
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The important thing about
______________________________
is ______________________________________
________________________________________
________________________________________
________________________________________
Ticket out the Door
1. Who do you think is responsible for Doodle’s death?
2. What is the most important phrase, sentence, or paragraph in the text? Why?
3. What is one question you have after reading this story?
Name: ______________________________________________
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Essential question
Two Sentence Summary
Capture Your Thoughts
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A-ha! Moments
Questions
Insights
Future Actions
Capture Your Thoughts
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Big Ideas
Questions
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November 4: Admit Slip
Some Brave Children Meet a Roaring Bull
Read the beginning of chapter 19, “Some Brave Children Meet a Roaring Bull.”
It was hot, very hot, in the summer of 1962 in Birmingham, Alabama. But that didn’t seem to make any difference to the city’s white leaders. They closed all the city’s public recreational facilities because they didn’t want to see them integrated. That meant 68 parks, 38 playgrounds, 6 swimming pools, and 4 golf courses were locked up, and no one in Birmingham – kind-hearted or mean-spirited, young or old – could enter the parks or swim in the city pools. For the wealthy, there were private pools and clubs, but for most people, there was no escaping the heat.
Birmingham, Alabama’s largest city, had plenty of moderate, clear-headed citizens, but the South’s moderates were used to keeping quiet. Perhaps they feared mob action, or the disapproval of some of their friends, or the violence of the Ku Klux Klan. The Klan had helped elect Eugene “Bull” Connor as Birmingham’s commissioner of public safety (police chief). Connor was about as big a bully as the South has ever produced. Besides that, he wasn’t very smart. Bull Connor helped the civil rights movement a whole lot, although that wasn’t what he intended to do.
Complete the three questions/prompts below:
1. Based on the title of this chapter, I think we are going to read about…
2. I wonder why…
3. One question I hope we find answers to as we study this event is…
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Word Processing Vocabulary – Connect Two
Use the following two words together in a sensible sentence showing that you understand the meaning of the terms.
1. edit – spell check
2. page setup – print
3. copy – cut
4. bold – italics
5. select – line spacing
6. move – paste
7. font – text
8. word wrap – alignment
9. portrait – landscape
10.thesaurus - save
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Copyright Vocabulary – Connect Two
Connect two words from the list below giving the reason for each connection.
CopyrightCopyright lawCopyright InfringementPermissionShareware
Fair UseCreditPlagiarismEthicalPiracy
Public DomainIntellectual PropertyIntegrityFreeware
Example:
Copyright infringement and piracy
Copyright infringement is against the law and piracy is stealing making both of them illegal.
Write five sentences using at least five pairs of words (10 words total).
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(Fact, Interpretation, Tie-In)
Three Steps To Better Comprehension
(Either photocopy this form, or else type it into your computer as a template file. You can also hand copy the three elements of this form if you want. It is your responsibility to have a F-I-T Sheet form for each F-I-T assignment.)
Remember to include page numbers or other specific references to the printed material whenever necessary.
F – In today’s assignment, one interesting or puzzling FACT that I found on page _________________ is:
I – In today’s assignment, an INTERPRETATION that can be made from the FACT I chose is:
T – In today’s assignment, a TIE-IN to my experience or knowledge is:
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What Is A F-I-T Sheet?Fact, Interpretation, Tie-In
Three Steps To Better Comprehension
A F-I-T Sheet is an instrument that I use to assess your reading comprehension, your interpretive skills, and your ability to tie literature into your own life.
F-I-T Sheets will be graded on a three-point scale. You will receive one point for the F section, one for the I section, and one for the T section. You may receive partial credit for one or more sections. The highest grade you can receive on a F-I-T Sheet is a 3. For the first few assignments, I will also transpose that grade to a 100-point scale to let you see how the points transfer.
Below is an example of a F-I-T Sheet from the short story, “The Cask of Amontillado.”
F - On page 136, Montresor says, “Come…we will go back; your health is precious. You are rich, respected, admired, beloved, as once I was. You are a man to be missed. For me it is no matter. We will go back; you will be ill, and I cannot be responsible. Besides, there is Luchesi -- ”
I – At first I thought this was just verbal irony and that Montresor was just saying this to Fortunato to put his mind at ease and let him know he cared about him. I thought he was mentioning Luchesi because he knew Fortunato hated him, and he knew that by mentioning that Luchesi could taste the wine, he would infuriate Fortunato. Then, Fortunato would definitely want to keep going regardless of the cold weather and his sickness. However, when I finished reading, I realized that Montresor might have actually been giving Fortunato a chance to turn back. This was the last of several attempts he gave him to turn back, and I think Montresor was trying to give himself a way out. His one sentence, “I cannot be held responsible” really makes me think Montresor really didn’t want to go through with this murder.
T – When I was a child, we used to trick my cousin Sherry into doing chores for us. My brother and I would be doing chores like sweeping the porch or washing dishes, and we would pretend we were having so much fun. We would tell her she wasn’t old enough to have fun with us. She would get mad and beg us to let her play too. So, we would pretend we didn’t want to let her play, but we would. We got out of a lot of chores that way. This is like reverse psychology that Montresor uses on Fortunato.
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Fact: “Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation.” -- King refers to Lincoln’s signing the Emancipation Proclamation 100 years prior to his speech in Washington, DC.
Interpretation: By emulating Lincoln’s “Four score and seven years ago…” the auspicious beginning to the Gettysburg Address, King pays homage to Lincoln and his profound sense of occasion and his eloquent writing style. The Gettysburg Address has been considered one of the greatest speeches in American history, even though the speech itself was only approximately two minutes in length. Lincoln knew how to use words to evoke such a powerful emotional response in his listeners, and I find it fitting that King imitates Lincoln’s first line in his honor. Ironically, King did not know at the time that he wrote this speech that his speech would rival Lincoln’s as one of the greatest in our nation. Again, the irony lies in the fact that both King and Lincoln were assassinated because of their stance on Civil Rights, specifically the rights of African-Americans.
Tie-In: I guess when I read this part of the speech I feel that we are still “standing in the shadow” of King and Lincoln in our quest to treat everyone with dignity, respect, and equality. It has been 144 years since Lincoln’s Emancipation Proclamation and 44 years since King made this speech in the March on Washington, and discrimination still widely exists in our country. Yes, it is more subtle, and people are less apt to speak out, but behind closed doors, do we really adhere to the words of these two men that our country so admires? We stand in America on the premise that all our citizens have the rights to “life, liberty, and the pursuit of happiness;” however, what we have found today is that the inequality that King spoke of in 1963 still holds true for some of our citizens: Hispanic Americans, Disabled Americans, Poverty-Stricken Americans, Homosexuals, Muslim Americans, and even African-American Americans still fight for the equal rights King and Lincoln so wanted for every citizen. I wonder where we will stand 100 years from now?
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Cornell Notes Sample
QUESTIONS/SUMMARIES
Title: _____________________Name: ____________________Date: __________________________________________________________
___________________NOTES:
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Cornell Notes Sample
QUESTIONS/SUMMARIES
Title: _____________________Name: ____________________Date: __________________________________________________________
___________________NOTES:
Summary/Reflection:
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What do I know?Ecology
GreenhouseEffect
Pollution
Recycling
Water Cycle
GlobalWarming
Fossil Fuels
Conservation
Hybrid Vehicles
Landfill
Ozone
NonrenewableResources
Erosion
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Use this passage to practice the GIST strategy.
The Underground Railroad
The Underground Railroad, a vast network of people who helped fugitive slaves escape to the North and to Canada, was not run by any single organization or person. Rather, it consisted of many individuals -- many whites but predominantly black -- who knew only of the local efforts to aid fugitives and not of the overall operation. Still, it effectively moved hundreds of slaves northward each year -- according to one estimate, the South lost 100,000 slaves between 1810 and 1850.
An organized system to assist runaway slaves seems to have begun towards the end of the 18th century. In 1786 George Washington complained about how one of his runaway slaves was helped by a "society of Quakers, formed for such purposes." The system grew, and around 1831 it was dubbed "The Underground Railroad," after the then emerging steam railroads. The system even used terms used in railroading: the homes and businesses where fugitives would rest and eat were called "stations" and "depots" and were run by "stationmasters," those who contributed money or goods were "stockholders," and the "conductor" was responsible for moving fugitives from one station to the next.
For the slave, running away to the North was anything but easy. The first step was to escape from the slaveholder. For many slaves, this meant relying on one’s own resources. Sometimes a "conductor," posing as a slave, would enter a plantation and then guide the runaways northward. The fugitives would move at night. They would generally travel between 10 and 20 miles to the next station, where they would rest and eat, hiding in barns and other out-of-the-way places. While they waited, a message would be sent to the next station to alert its stationmaster.
The fugitives would also travel by train and boat -- conveyances that sometimes had to be paid for. Money was also needed to improve the appearance of the runaways -- a black man, woman, or child in tattered clothes would invariably attract suspicious eyes. This money was donated by individuals and also raised by various groups, including vigilance committees.
Vigilance committees sprang up in the larger towns and cities of the North, most prominently in New York, Philadelphia, and Boston. In addition to soliciting money, the organizations provided food, lodging and money, and helped the fugitives settle into a community by helping them find jobs and providing letters of recommendation.
The Underground Railroad had many notable participants, including John Fairfield in Ohio, the son of a slaveholding family, who made many daring rescues, Levi Coffin, a Quaker who assisted more than 3,000 slaves, and Harriet Tubman, who made 19 trips into the South and escorted over 300 slaves to freedom.
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Understanding My LearningUnit 8 Assessment
Learning Target #1: I can describe the tradeoffs involved in different saving, investment, and credit opportunities.
Learning Target #2: I can describe characteristics of different business types.
Learning Target #3: I can describe why and how the government intervenes in the economy.
1. Go back and in the margin of your answer sheet, identify the LT for each question on the test.
2. Place a + by the questions you are confident about and a - by the questions you are unsure of.
3. Review your graded test and assess your assessment! Attach your responses and resubmit.
a. How “on-target” was your self-assessment? Were you surprised by your test score? Did you get most of the + questions correct? Did you miss most of the – questions?
b. Why were you unsure or why did you miss that question? Choose three questions that you were unsure of (-) or
that you got incorrect. Explain why….(question was worded poorly, didn’t study
that target, careless error, etc.). Place a tick mark beside that question # on the board
c. On which learning target did you do best? Why?
d. Which learning target(s) need(s) more review? What methods of review would be most helpful?
e. How might this exercise help you prepare for future tests?
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Understanding my Learning NeedsDuring the Assessment: As you answer each question on this assessment, decide whether you feel confident in your answer or you are unsure about it, and mark the corresponding box.
Item #
Learning
Target #
Confident
Unsure
Correct
Wrong
Simple
Mistake
Need
Further Study
After the Assessment:
1) Identify which items you answered correctly or incorrectly by putting Xs in the “Correct” and “Wrong” columns.
2) Of the items you answered incorrectly, decide which ones were due to simple mistakes and mark the “Simple Mistake column.
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3) For all remaining wrong answers, mark the “Further Study” column.
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Student Analysis of Selected ResponsesTo identify your areas of strength, write down the learning targets corresponding to the items you felt confident about and answered correctly. Then write a short description of the target or item.
My Strengths:Question #s Learning Target or Item Description
To determine what you need to study most, write down the question #s corresponding to the marks in the “Further Study” column (items you answered incorrectly, NOT because of a simple mistake). Then, write a short description of the target or item.
My Highest Priority for Studying:Question #s Learning Target or Item Description
Do the same thing for the items about which you were unsure and for items on which you made simple mistakes.
What I Need to Review:Question #s Learning Target or Item Description
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Student Self-Reflection and Goal Setting for Chapters 1-8
Directions: As you answer each question on the test, decide whether you feel confident in your answer and knew the answer, are unsure about it, or you guessed and mark the corresponding box.
Objectives
1.02 Use length, area, and volume of geometric figures to solve problems. Include arc length, area of sectors of circles; lateral area, surface area, and volume of three-dimensional figures; and perimeter, area, and volume of composite figures.
1.03 Use length, area, and volume to model and solve problems involving probability.
2.01 Use logic and deductive reasoning to draw conclusions and solve problems.
2.02 Apply properties, definitions, and theorems of angles and lines to solve problems and write proofs.
2.03 Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: a. Triangles b. Quadrilaterals c. Other Polygons
Que
stion
Obj
ectiv
e Te
sted
Knew
It
Was
n’t
Gues
sed
Got i
t Ri
ght
Got i
t W
rong
Sim
ple
Mist
ake
Misr
ead
Que
stion
Nee
d to
Re
stud
y
1 2.01
2 2.02
3 2.02
4 2.02
5 2.01
6 2.02
7 2.02
8 2.02
9 2.01
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10 2.01
11 2.02
12 1.02
13 2.01
14 2.02
15 2.03a
16 2.03c
17 2.01
18 2.02
19 2.02
20 2.03a
21 2.03a
22 2.03a
23 2.03a
24 2.03a
25 2.03a
26 2.03a
27 2.03a
28 2.03a
29 2.03a
30 2.01
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Analyzing Your Results
1. Identify which problems you got right and which you got wrong by putting Xs in the “Right” and “Wrong” columns.
2. Of the problems you got wrong, decide which ones were due to simple mistakes or misreading the question. Then mark the “Simple Mistake” or “Misread Question” column.
3. For all the remaining wrong answers, mark the “Re-Study” column. 4. To identify your areas o9f strength write down the Objective corresponding to the problems you felt
confident about and got right. Then write a short description of objective or topic in your own words.
My Strengths:
Objective Number Brief Description of Objective
5. To determine what you need to study most, write down the Objective corresponding to the marks in the “Re-Study” column (problems you got wrong, NOT because of simple mistakes or misreading the question). Then write a short description of the objective.
My Highest Priority for Studying:
Objective Number Brief Description of Objective
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BMA Self-Reflection Name __________________ Period ____
Directions:
1. List the problems missed.2. Write in the objective tested.3. Give serious consideration to “What Went Wrong.” Appropriate answers
would be: I set up the equation as x + 3 = 17 when it should be 2(x + 3) = 17. I forgot the definition of a “biconditional.” I forgot the process of writing an equation in slope-intercept form. I chose ASA when the right answer was AAS. I forgot that parallel lines had equal slopes.
Q Missed Objective WHAT WENT WRONG
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On the back of this sheet, analyze the mistakes relative to any particular Objective, Issue (problem-solving, remembering, etc.) or Topic and set 3 goals for future improvement. For example: I missed all 4 questions about parallel lines. Goal: I will review Chapter Ch 3.
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Feedback Request SheetStudent Tool
Name: _________________________________________________________________
Date: __________________________________________________________________
Assignment: ____________________________________________________________
Please give feedback on these aspects of my work:
1. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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