navigating the big six
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Navigating the Big Six. Filling out your Post-It Note. List the Strategy( ies ) or Skill(s) you want to know more about Grade Level or Content Area. What is a literacy procedure?. P reparation A ssistance R eflection. Preparation. Determine background Build background - PowerPoint PPT PresentationTRANSCRIPT
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Navigating the Big Six
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Filling out your Post-It Note
List the Strategy(ies) or Skill(s) you want to know more about
Grade Level or Content Area
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What is a literacy procedure?
Preparation
Assistance
Reflection
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Preparation
• Determine background
• Build background• Activate prior
knowledge• Internalize motivation
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Assistance
• Read with a purpose• Develop comprehension• Make connections• Generate questions• Determine important
concepts
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Reflection
• Determine comprehension
• Integrate new learning with previous knowledge
• Extend the reading experience
• Increase retention
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PAR Lesson Framework
Only when students go through the entire lesson framework will they read up to par.
Mnemosyne was the Greek goddess of memory.
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Learning Strategies
Preparation Assistance Reflection
Textbook QPP Exit Treasure
Slip P.S. Hunt
Turn andFour Structured TalkCorners Overview Gallery
GIST Walk RAFT
Anticipation Guide Mnemonics Data on Display
Think/Pair/Share
Cornell Notes
KWL
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Summarizing
• Only skill identified in both Reading Next and Writing Next as improving essential literacy skills
• Essential in research and other expository writing
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Southern
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Southern
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Summarizing
• Only skill identified in both Reading Next and Writing Next as improving essential literacy skills
• Essential in research and other expository writing
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Summarizing
Cornell Notes
GIST
Jigsaw
KWL
Paired Questioning
Reciprocal Teaching
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KWL: What-I-Know Chart
What What I What II Know Want to Know
Learned
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Variation: K-W-W-L
K W W LWhat do we know?
What do we want to know?
Where will we find this information?
What have we learned?
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HSTWMMGWGenerating Interactionsbetween Schemata and Text
________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________
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Generating Interaction between Schemata and Text GISTLiteracy in Agriculture Education, National Agricultural Education Inservice, January 31- February 2, 2008
Agricultural awareness is not agricultural literacy. Frick, Kahler, and Miller (1991) defined agricultural literacy as ―possessing knowledge and understanding of our food and fiber system. An individual possessing such knowledge would be able to synthesize, analyze, and communicate basic information about agriculture.‖ How we have tended to use agricultural literacy tends more toward agricultural awareness. Knowing where milk originates is factual information, the what, and tends toward agricultural awareness. Disciplinary literacy in agriculture is something more, something deeper. Reading and writing in agricultural sciences involves reading diverse, complex texts consisting of specialized vocabulary and existing in various genres (i.e.: textbooks, electronic media, trade books, technical manuals, labels, magazines, Extension bulletins, etc.—an array found in few other secondary courses.) Comprehension requires the creation and application of knowledge to solve problems and created solutions.
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Question/Answer/Relationship
• Right There• Think and Search• You and the
Author• On Your Own
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QAR has been proven to increase students’
comprehension more than many other questioning
strategy. It fosters listening, speaking and
reading; and if students write their own QARs, it
offers writing opportunities.
Richardson and Morgan, 1994
Question/Answer/Relationship
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Sample QAR Passage
Laura’s goal was to run five miles a day.On Friday she ran one mile before school. In P.E. class she ran two miles around the school track. After dinner that night, she and her father won first place in the “Run for Your Life” event at the country fair. Laura went
home that night tired but satisfied.
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Right There
What was Laura’s goal?
Run five miles a day
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Think and Search
How many miles did Laura run
before dinner?
Three miles
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You and the Author
What was the length of the
“Run for Your Life” event?
At least two miles long
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On Your Own
What might be some of the benefits
that result from running five miles a day?
You will be a healthier person.
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Q-Chart
Is Did Can Would Will Might
Why
How
When
Where
What
Who
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Paired Questioning
• Pairs read title, subtitle, captions, etc• Each asks questions• Each reads text silently• Reader A questions Reader B• Reader B answers using text• Reader B questions Reader A• Reader A answers using text• Reader A explains important ideas and
draws conclusions• Reader B agrees or disagrees and gives
reasons
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Paraphrasing
Agriculture
“History of Agriculture”
Cornell Notes: As students read a chapter about the history of agriculture, they take two-column notes with the main ideas on the left and subordinating details on the right. In small groups they compare and combine their notes to share with the class.
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History of Agriculture
definition art, science, industry of managing growth of plants and animals for human use
divisions ag. engineering—irrigation, drainage conservation, sanitation
ag. chemistry—fertilizer, insecticides, fungicides, soil makeup/analysis
farm productivity—plant breeding, genetics,
processing, packing, marketing
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Categorizing
KWLGraphic Organizers
Frayer Model
Concept Definition Guide/Map
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Inferring
RAFT
Questioning the Author
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Questioning the Author
• What does the author think is most important?• What is the author’s message?• What does the author assume we already know here?• How does this connect with what he has told us
before?• How is this consistent with what he told us before?
What is different?• Did the author explain this clearly? What is unclear?• Does the author tell us why?• How could he have made this easier to understand?• What is his attitude toward this topic?
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R—role of the writer (Who or what
are you?)
A—audience for the writer (To whom
or what are you writing?)
F—format of the writing (What form
will your writing assume?)
T—topic (What are you writing
about?)
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Predicting
KWL
Story ImpressionsAnticipation Guides
Visual Prediction Guide
Reciprocal Teaching
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Visual Prediction Guide
• Talk students through a purely visual piece of text: chart, table, graph, illustration.
• Have students notice the form of visual aid.• Have students brainstorm about why the author
chose to use a visual form of this information.• Ask students how the visual form affected their
understanding of the information.• Ask students to create alternative visual
depictions of existing graphics or original visuals for texts lacking them.
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Questions for Life
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Therefore, teachers must study learning and student work.
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Content Vocabulary
Vocabulary CluesConcept Definition Maps
Mathematics Reading KeysFrayer Model
Possible SentencesWord Walls
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Vocabulary Clues
If you usually kick with your right foot and
point with your right hand, then your left
hemisphere is in control. But if you usually
use your left foot and left hand, then your
Right hemisphere is dominant.
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HSTWMMGWRecognizing Academic/Technical Vocabulary
Electricity and Electronics
“Basic Electrical Circuits”
Possible Sentences: Students write possible sentences for three to five words the teacher has written on the board (resistance, ohm, conductor, insulator, semiconductor). In small groups they choose the best sentences to put on the board. Then they read the text passage and write a “real” sentence for each word to demonstrate they understand its contextual definition. Again they work in groups to choose and share the best sentences.
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Possible Sentences
• In the left column, write four possible sentences—one for each word.
• Wait for further directions.Possible Sentences Real Sentences
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Possible Sentences
capacity
equilateral
perimeter
rod
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Frayer Model/Word Sort
·Four sided·Sides of equal length·Opposite angles equal·Perimeter is 2(l + w)·Area is b x h
·May/may not be right angles·Length of sides can vary·Diagonals may/may not be equal in length
Examples Non-examples
Rhombus
Literacy Across the Curriculum, SREB, p. 120
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A__________ J__________ S__________
B__________ K__________ T__________
C____________ L____________ U__________
D__________ M_________ V__________
E____________ N_________ W_________
F____________ O_________ X__________
G____________ P_________ Y__________
H____________ Q_________ Z__________
I___________ R_________
Alphabet Review