Learning-Focused® Strategies Notebook Teacher Materials ©2004 Learning Concepts, Inc.

Learning-Focused® Strategies Notebook

Teacher Materials

Dr. Max Thompson & Dr. Julia Thompson

Learning Concepts Inc. PO Box 2112

Boone, NC 28607 (866) 95-LEARN

(866) 77-LEARN Fax www.learningconcepts.org

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Learning-Focused® Strategies Notebook Teacher Materials ©2004 Learning Concepts, Inc.

Table of Contents * KWL ……………………..…………………………………...…... 4

* KWL Plus ……………………..……………………………….… 8 * Word Map Outline ……………………..………………….…..... 9 * Frayer Diagrams ……..…………………………………....…… 10 * Folk Tales Story Map …..…………………………………....... 12 * Fish Bone (cause/effect) …………………………………........ 13 * Cause and Event ……………………………………............… 14 * Cause and Effect ………………………………………………. 15 * Flow Chart (Sequence) ……………………………………….. 16 * Cycle Graph (Sequence and Repeat) ……………………….. 17 * Compare and Contrast ………………………………………... 18 * Compare and Contrast with Summary ………………………. 19 * Describing an Event (Abstracting) …………………………… 20 * Descriptive Organizer (Literary Element) ……………………. 21 * Details (Literary Element) ……………………………………... 22 * Story Map (Literary Element) …………………………………. 23 * Story Pyramid (Characterization) …………………………….. 24 * Character Map (Literary Element) ……………………………. 25 * Story Worm (Literary Elements) ……………………………… 26 * Story Map Showing Character Change ……………………… 27 * Matrix (compare and contrast several items) ……………….. 28 * Web Diagram (classifying) …………………………………….. 29 * Newspaper Model – 5 W Model (abstracting) ……………….. 30 * 5W and How Model …………………………………………...... 31 * Word Problems Math (Problem Solving) …………………...… 32 * Justify Your Answer (Justification) ……………………………. 33 * Organizational Graphic Organizer (classifying/categorizing).. 34 * Problem / Solution Organizer (Problem Solving) ……………. 35 * Skillful Decision Making ………………………………………... 36 * Prediction Tree Model (Deduction) ……………………………. 37 * Constructing Support ………………………………………….... 38 * Inductive Reasoning ……………………………………………. 39 * Analyzing Perspectives ………………………………………… 40 * The Important Thing About… ……………………………........ 41 * Lesson Unit Planning Guide ..…………………………….….... 42 * Acquisition Lesson Planning Form ……………………….....… 50

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1. Graphic organizers help students comprehend information through visual representation of concepts, ideas, and relationships. They provide the structure for short and long term memory. 2. Graphic organizers turn abstract concepts into concrete visual representations. 3. Understanding text structure is critical to reading comprehension. If students have a guide to the text structure, their comprehension is considerably higher than when they only rely on reading and memorization. Expository texts “explain” or tell about a subject. Their ideas are organized by: * Sequence or Time-Order * Listing or Description * Compare/Contrast * Cause/Effect * Problem/Solution 4. The most important question a teacher can answer is: “How do I want students to THINK about my content ?” Then the teacher selects a graphic organizer that facilitates that type of thinking. 5. The use of graphic organizers produces learning effects that are substantial and long lasting.

Graphic Organizers

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KWL Outline 1 -K- -W- -L-

Think I Know… Think I’ll Learn… I Learned…

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KWL Outline 2 -K- -W- -L-

I Know Think I Know Want to Know

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KWL Outline 3 -K- -W- -L-

What I Know Think I Know What I Learned

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KWL Outline 4 -K- -W- -L-

What We Know What We Want What We Learned andTo Find Out Still Need To Learn

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KWL Plus Outline

-K- Know

-W- Want To Know

-L- Learned

Topic:______________________

Final category designations for “L”:

Categories of Information We Expect to Use:1. 4. 2. 5. 3. 6.

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Word Map Outline 1

What is it? (write the definition) What is it like?

The Word

What are some examples?

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Frayer Diagram 1

Definition

Characteristics

Examples Non-Examples

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Frayer Diagram 2

Definition

Sentence

I Think … Draw

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Folk Tales Story Map

Title:

Characters:

Setting:

Problem:

2. __________________________ 3. __________________________ 4. __________________________

Events: 1.__________________________

Moral Point:

Solution:

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Fish Bone (Cause / Effect)

Causes

Effect

Causes

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CAUSE CAUSE

CAUSE

CAUSE

EVENT

Name____________________ Date_____________________

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Cause and Effect

Effect

Cause

Cause

Cause

Cause

Cause

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Flow Chart (Sequence)

Skill or Problem:

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Cycle Graph (Sequence and Repeat)

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Compare / Contrast

How Alike?

How Different?

With Regard To

Concept 1 Concept 2

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Compare / Contrast With Summary

Concept 1 Concept 2

How Alike?

How Different?

With Regard To

Summarize:

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Describing An Event (Abstracting)

WHO?

WHERE? SIGNIFICANCE?

WHY?

EVENT

HOW? WHEN?

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Descriptive Organizer (Literary Element)

Main Idea Sentence

Details

Topic

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DETAILS (Literary Element)

MAIN IDEA

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STORY MAP (Literary Element)

Title:

Solution: Event 5:Event 4:Event 3:Event 2:Event 1:

Problem:

Characters:

Setting:

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Story Pyramid (Characterization)

1. _________

2. _________ _________

3. _________ _________ _________

4. _________ _________ _________ _________

5. _________ _________ _________ _________ _________

Directions: 1. Insert 1 word that names a central character. 2. Insert 2 words that describe the setting. 3. Insert 3 words that describe a character. 4. Insert 4 words that describe one event. 5. Insert 5 words that describe another event.

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Character Map (Literary Element)

Example Example

QualityExample Example

Quality Quality

Example Example

Character’s Name

Directions: 1. Write character’s name in central square. 2. In the rectangles, list adjectives or qualities that describe that character. 3. In the ovals, writs examples from the text that support the adjectives or

qualities.

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Event

Setting

Event

Conclusion

STORY WORM (Literary Elements)

Main Character

Story or Book

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Story Map Showing Character Change

Character at Beginning Events That Caused Change Character at End of Story of Story

Turning Point

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Side Category

MATRIX (Compare / Contrast Several Items)

Top Category

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WEB DIAGRAM (Classifying)

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Newspaper Model – 5W Model (Abstracting)

Topic: When Where Why What Who

Using the information from this form write a paragraph.

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5W and How Model TOPIC: ______________________________________

How:

Where:

When:

Who:

Summary Statement:

Why:

What:

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Word Problems: Math (Problem Solving)

What is the question? What is the essential information? What information is not needed? What operations will I use? Does my answer make sense? Can I draw a diagram of the problem?

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Justify Your Answer (Justification)

To solve this problem, first I _______________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

Then, I __________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

The answer is ____________________________________________ ________________________________________________________ because ________________________________________________ ________________________________________________________ _______________________________________________________ .

To solve this problem, first I _______________________________ ________________________________________________________ ____

______________________________________________________ ______________________________________________________

Then, I __________________________________________________________________________________________________________ ________________________________________________________ ________________________________________________________

The answer is ____________________________________________ ________________________________________________________ because ________________________________________________ ________________________________________________________ _______________________________________________________

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Organizational Graphic Organizer (Classifying / Categorizing)

Central Topic

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Problem / Solution Organizer (Problem Solving)

Main Idea Sentence

Problem

Topic

Solution

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SKILLFULL DECISION MAKING

CONSEQUENCES What will happen if

You take this option?

SUPPORT Why do you think each

Consequence will occur?

VALUE How important is theConsequence? Why?

OPTION CONSIDERED

OPTIONS What can I do?

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Prediction Tree Model (Deduction)

Conclusion or Final Prediction

Prediction

Prediction

Details / Proof

Prediction

Details / Proof

Details / Proof

1. Solid Lines Are Details / Proof 2. Ovals Are Predictions 3. Box is Conclusion Directions: 1. Students Read and Note Details, Facts, Proof . 2. Read, Gather Details, Facts, Proof and Make Predictions 3. Make Conclusion or Final Prediction

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Constructing Support

Position Statement

Reasons

Facts

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Inductive Reasoning

Generalization

Patterns

Details

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Analyzing Perspectives

Issues Personal Perspective or Main Character’s Perspective Reason / Logic Different Perspective Reasons / Logic Conclusion / Awareness

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The important thing about

______________________________ is ______________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

But, the most important thing about

_________________________________ is ______________________________________.

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Decision One: Content Map of Unit (See examples in Acceleration Section)

Unit Topic / Name

Unit Essential Question

Key Components / Issues / Concepts / Skills

Teacher / Team:____________________________Subject / Grade:____________________________

Key Understanding

Main Concept:

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Decision Two: Lesson Essential Questions (See examples in Acquisition Section)

Make sure there are 2-4 Extending / Refining questions as well as the Acquisition questions.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Decision 3: The performance or product project that will be the culminating activity of the unit?

Students’ Assignment Page for the Culminating Activity Essential Question of the Culminating Activity: _______________________________________________________ _______________________________________________________ _______________________________________________________

Paragraph Description of Culminating Activity: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Steps or Task Analysis of Culminating Activity: 1. ____________________________________________________

____________________________________________________2. ____________________________________________________ ____________________________________________________3. ____________________________________________________ ____________________________________________________4. ____________________________________________________ ____________________________________________________5. ____________________________________________________ ____________________________________________________6. ____________________________________________________ ____________________________________________________7. ____________________________________________________ ____________________________________________________8. ____________________________________________________ ____________________________________________________

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Decision 4: Project Rubric

1 2 3 4 Scale Criteria

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Decision 5: Launch ActivitiesDevelops student interest and links prior knowledge. Provides the content map and key vocabulary to students.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Decision 6: Acquisition Lessons Plan the acquisition lessons you need for your Learning Unit. You must have at least one lesson for each of your essential questions in Decision 2.

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Acquisition Lesson Planning Form Plan for the Concept, Topic, or Skill --- Not for the Day

Essential Question:

Activating Strategies: (Learners Mentally Active)

Acceleration/Previewing: (Key Vocabulary)

Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers)

Distributed Guided Practice/Summarizing Prompts: (Prompts Designed to Initiate Periodic Practice or Summarizing)

Summarizing Strategies: Learners Summarize & Answer Essential Question

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Decision 7: Extending / Refining Activities Have extending/refining activities for most important concepts/skills

Cause/Effect Compare/Contrast Constructing Support Justification Induction Deduction Error Analysis Abstracting Analyzing Perspectives Classifying Example to Idea Idea to Example Evaluation Writing Prompts

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Decision 8: Resources and Timeline for Learning Unit

__________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Acquisition Lesson Planning Form Plan for the Concept, Topic, or Skill --- Not for the Day

Essential Question:

Activating Strategies: (Learners Mentally Active)

Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers)

Distributed Guided Practice/Summarizing Prompts: (Prompts Designed to Initiate Periodic Practice or Summarizing)

Summarizing Strategies: Learners Summarize & Answer Essential Question

Acceleration/Previewing: (Key Vocabulary)