study skills - self management
TRANSCRIPT
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June, 2008 1
Time Content Assessment Resources
SELF-MANAGEMENTOrganization
Time Management
Manage a personal scheduleHomewor w/o Tears
Appendix
*Brainstorm different morning activities
*Discuss students before-school morning routine
*Reflect and Revise -Discuss ways to better use their time
(S)
Determine benchmark datesHomework w/o Tears
Ch 11
*Participate in morning calendar activities (S)
*Model benchmark dates (i.e., read-a-thon, spelling test,
100th Day, etc.)Estimate duration of assignment Marzano Ch 5
*Expose students to duration of assignment time frames
(T)
Use time effectively
Study/Home Environment
Establish parental involvementHomework w/o Tears;
Lee Canter
*Communicate with parents (i.e., e-mail, phone calls,
newsletters, school district website, assignment notebooks,
take home folders, conferences, open house, Home Links,
etc.) (T)
*Share and transport home to school communications (i.e.,
permission slips, notices, tests, progress reports, etc.) (S)
Determine study area
Control comfort level and distractions
Supplies/Appropriate Materials
Maintain and manage folder, assignment notebooks,etc.
*Model good organizational practices (i.e., folder and
assignment book check, weekly desk clean-up, math tool
kits, transitioning from one activity to the next, etc.) (T)
*Model backpack packing and unpacking (T)
*Demonstrate emptying and reorganizing desks (T)
Study Skills - Grade One
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June, 2008 2
*Provide a system for maintaining and managing supplies
and materials (T)
*Manage and maintain backpacks, desks, and personal
belongings with increasing independence (S)
*Discuss, facilitate, and monitor transport of materials to
and from school (T)
*Transport appropriate materials to and from school in atimely manner and in an acceptable condition (S)
List materials for home use
Monitoring for Understanding
Questioning Mosaic of ThoughtCh 5
Provide a risk-free environment
Model metacognitive processing
Mosaic of ThoughtCh 6
and 7; Marzano Ch 9 and
10
*Model think aloud (T)
*Brainstorm personal experiences, prior knowledge, and
ideas
*Introduce 5W's (T)
*Predict outcomes (S)
Following Directions
Attend to oral and/or written directions
Understand what is being asked*Model and demonstrate directions when appropriate (T)
*Repeat and/or restate directions (S)
*Demonstrate understanding of directions (S)
Practice multi-step direction techniques
*Expose students to multi-step directions (T)
*Practice one and two step directions (S)
Listening SkillsConcentrate on speaker
*Provide cues (i.e., eyes on me, give me 5, clapping,
turning off lights) (T)
*Model and reinforce appropriate listening etiquette (T)
*Concentrate on speakers instructional focus (S)
Visualize information Mosaic of Thought Ch 7
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June, 2008 3
*Model and expose students to visualization techniques (T)
*Provide opportunities in a variety of ways for students to
demonstrate understanding through visualization (T)
*Demonstrate, describe, illustrate, and/or act out visualizations
(S)
Practice note taking * Not Addressed
ACQUIRING INFORMATION
Locating Information
Comprehension Strategies
Features of Text
Determining importance of information Mosaic of Thought Ch 8
information
*Allow opportunities for student-teacher and peer
conferences to determine important information (T)
*Teach main idea concept (T)
*Recognize main idea (S)
*Explore the difference between fact and opinion
*Distinguish between reality and fantasy (T)
*Utilize features of text (S)
*Provide focus questions prior to acquiring information (T)
Evaluating the accuracy of informationMcGraw-Hill Author
Profiles
*Explore and discuss the reliability of a source
*Distinguish between fact, non-fact, and opinion
Note Taking
Graphic OrganizersMarzano Ch 3; Six Trait
Writing
*Model forms of graphic organizers (T)
*Participate in the formation of graphic organizers (S)
*Select and practice use of graphic organizers (S)
Graphic Representations
*Model how to create illustrations to caputre content
specific information (T)
*Practice creating illustrations to capture content specific
information (S)
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June, 2008 4
Format
*Not Addressed
Outlining Marzano Ch 3
* Not Addressed
MANAGING INFORMATIONDetermining Importance
*Define the purpose focusing on the relationship of the purpose
to importance (T)
*Model sifting and sorting acquired information to determine
relevance and redundancy of information relative to the purpose
(i.e., personal stories, retelling read-aloud, etc.) (T)
Summarizing Marzano Ch 3
Identifying
*Model identifying key words and elements from acquired
information (T)
*Practice identifying key words and elements from acquired
information (S)
Organizing
*Model different strategies for organizing acquired
information (T)
*Practice different strategies for organizing acquired
information (S)
Rephrasing
*Model rephrasing of acquired information in their own
words (i.e., retelling or illustrating a unit of study or field
trip) (T)
*Practice rephrasing of acquired information in their own
words (S)
*Model the combining of related ideas from acquired
information (T)
Notemaking
*Not addressed
APPLYING INFORMATION
Active Review Strategies
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June, 2008 5
*Model through various modalities active review strategies
for acquired information (i.e., act it out, draw a picture or
diagram, create a 3-D model, use flashcards, use graphic
organizers, use games, etc.) (T)
*Practice active review strategies (S)
Memory TechniquesCreating a Study Guide
How to Take a Test
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June, 2008 1
Time Content Assessment Resources
SELF-MANAGEMENTrgan zat on
Time Management
Manage a personal scheduleHomework w/o Tears
Appendix
*Brainstorm different morning activities
*Discuss students before-school morning routine
*Illustrate before-school morning routine (S)
*Reflect and Revise -Discuss ways to better use their time (S)
Determine benchmark datesHomework w/o Tears
Ch 11
*Participate in morning calendar activities (S)*Model benchmark dates (using at least one long term
assignment - teacher facilitated) (T)
Estimate duration of assignment Marzano Ch 5
*Expose students to duration of assignment time frames (T)
Use time effectively
Study/Home Environment
Establish parental involvement
Lee Canter
*Communicate with parents (i.e., e-mail, telephone calls,
newsletters, school district website, assignment notebooks,
take home folders, conferences, open house, Home Links, etc.)(T)
*Share and transport home to school communications (i.e.,
permission slips, notices, progress reports, tests, etc.) (S)
Determine study area
Control comfort level and distractions
Supplies/Appropriate Materials
Maintain and manage folder, assignment notebooks, etc.
*Model good organizational practices (i.e., folder and
assignment book check, weekly desk clean-up, math tool kits,
transitioning from one activity to the next) (T)
*Model backpack packing and unpacking (T)
*Demonstrate emptying and reorganizing desks (T)
*Provide a system for maintaining and managing supplies and
materials (T)
Study Skills - Grade Two
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*Manage and maintain backpacks, desks, and personal
belongings with increasing independence (S)
Bring appropriate materials to and from school
*Discuss, facilitate, and monitor transport of materials to and
from school (T)
*Transport appropriate materials to and from school in a
timely manner and in an acceptable condition (S)
List materials for home use
Monitoring for Understanding
Questioning Mosaic of Thought5
Provide a risk-free environment
Model metacognitive processing
Mosaic of ThoughtCh 6
and 7; Marzano Ch 9
and 10
*Participate in think aloud (S)*Reinforce 5W's (T)
*Practice and utilize 5W's (S)
*Predict outcomes (S)
Following Directions
Attend to oral and/or written directions
Understand what is being asked
*Model and demonstrate directions when appropriate (T)*Repeat and/or restate directions (S)
*Demonstrate understanding of directions (S)Practice multi-step direction techniques
*Expose students to multi-step directions (T)
*Practice one and two step directions (S)
Listening Skills
Concentrate on speaker
*Provide cues (i.e., eyes on me, give me 5, clapping, turning
off lights) (T)
*Model and reinforce appropriate listening etiquette (T)*Concentrate on speakers instructional focus (S)
Visualize information Mosaic of ThoughtCh 7
*Model and expose students to visualization techniques (T)
*Provide opportunities in a variety of ways for students to
demonstrate understanding through visualization (T)
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June, 2008 3
*Demonstrate, describe, illustrate, and/or act out visualizations
(S)
Practice note taking
* Not Addressed
ACQUIRING INFORMATIONLocating Information
Comprehension Strategies
Features of Text
Determining importance of information
(T)
*Allow opportunities for student-teacher and peer conferences
to determine important information (T)
*Teach main idea concept (T)
*Recognize main idea (S)
*Explore the difference between fact and opinion
*Distinguish between reality and fantasy (T)
*Utilize features of text (S)
*Provide focus questions prior to acquiring information (T)
Evaluating the accuracy of informationMcGraw-Hill Author
Profiles
*Explore and discuss the reliability of a source
*Distinguish between fact, non-fact, and opinion (fiction and
nonfiction) (T)
Note Taking
Graphic OrganizersMarzano Ch 3; Six Trait
Writing
*Model forms of graphic organizers (T)
*Participate in the formation of graphic organizers (S)
*Select and practice use of graphic organizers (S)
Graphic Representations
*Model how to create illustrations and write words to capture
specific information (T)
*Practice creating illustrations and writing words to capturecontent specific information (S)
Format
*Not Addressed
Outlining Marzano Ch 3
*Not Addressed
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June, 2008 4
MANAGING INFORMATION
Determining Importance
*Define the purpose focusing on the relationship of the purpose
to importance (T)
*Model sifting and sorting acquired information to determine
relevance and redundancy of information relative to the purpose(i.e., personal stories, retelling read-alouds, etc.) (T)
Summarizing Marzano Ch 3
Identifying
*Model identifying key words and elements from acquired
information (T)
*Practice identifying key words and elements from acquired
information (S)
Organizing
*Model different strategies for organizing acquired information
(T)
*Practice different strategies for organizing acquired
information (S)
Rephrasing
*Model rephrasing of acquired information in their own words
(i.e., retelling or illustrating a unit of study or field trip) (T)
*Practice rephrasing of acquired information in their own words
(S)
*Model the combining of related ideas from acquiredinformation (T)
Notemaking
*Not addressed
APPLYING INFORMATION
Active Review Strategies
*Model through various modalities active review strategies for
acquired information (i.e., act it out, draw a picture or diagram,create a 3-D model, use flashcards, use graphic organizers, use
games, etc.) (T)
*Practice active review strategies (S)
Memory Techniques
Creating a Study Guide
How to Take a Test
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June, 2008 1
Time Content Assessment Resources
SELF-MANAGEMENT
Organization
Time Management
Manage a personal scheduleHomework w/o
Tears Appendix
*Brainstorm different after-school activities
*Discuss students after-school routine
*Model use of a daily after-school schedule on a
template (T)
*Record (with parents) a personal daily after-school
schedule on a template (S)
*Reflect and Revise -Discuss ways to better use their
time - find a good time for homework
Determine benchmark datesHomework w/o
Tears Ch 11
*Model benchmark dates (using at least 2 long term
assignments - teacher facilitated) (T)
Estimate duration of assignment
*Provide reminders during assignments (T)
*Discuss pacing of a few assignments (T)
*Estimate duration of a few assignments, record actual
time (S)*Manage assignments in a given time frame (S)
Use time effectively
Study/Home Environment
Establish parental involvementHomework w/o
Tears ; Lee Canter
*Communicate with parents (i.e., e-mail, phone calls,
news letters, school district website, assignment
notebooks, take home folders, conferences open house,
Home Link, etc.) (T)
*Share and transport home to school, communications
(i.e., permission slips, notices, tests, progress reports,
etc.) (S)
*Obtain parents signature in assignment book (S)
Determine study area
Control comfort level and distractions
Study Skills - Grade Three
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June, 2008 2
Supplies/Appropriate Materials
Maintain and manage folder, assignment notebooks,
etc.
*Model good organizational practices (i.e., folder and
assignment book check, weekly desk clean-up, math
tool kits, transitioning from one activity to the next) (T)
*Model back-pack packing and unpacking (T)
*Demonstrate emptying and reorganizing desks (T)
*Provide a system for maintaining and managing
supplies and materials (T)
*Manage and maintain back packs, assignment books,
desks, and personal belongings, with increasing
independence (S)
Bring appropriate materials to and from school
*Discuss, facilitate, and monitor transport of materials
to and from home (T)
*Transport appropriate materials to and from school in a
timely manner and in an acceptable condition (S)
List materials for home use
Monitoring for Understanding
Questioning
Provide a risk-free environment
Model metacognitive processing
Mosaic of Thought
Ch 6 and 7
Marzano Ch 9 and
10
*Model and expose students to higher order questioning
techniques (i.e., MOT) (T)
*Model think-pair-share (T)
*Apply 5W's to increase understanding (S)
*Utilize think aloud strategies to increase understanding
(S)*Apply questioning techniques while participating in
think-pair-share and cooperative groups (i.e., literature
circles (S)
Following Directions
Attend to oral and/or written directions
Understand what is being asked
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June, 2008 3
*Model and demonstrate directions when appropriate
(T)
*Repeat and/or restate directions (S)
*Demonstrate understanding of directions (S)
*Highlight key words in directions (S)
Practice multi-step direction techniques
*Provide strategies for following multi-step directions
(i.e., highlight key words, chunking, sequencing (T)
*Practice highlighting, chunking, sequencing, etc. (S)
Listening Skills
Concentrate on speaker
*Provide cues (i.e., eyes on me, give me 5, clapping,
turning off lights) (T)
*Model and reinforce appropriate listening etiquette (T)
*Concentrate on speakers; instructional focus (S)
Visualize informationMosaic of Thought
Ch 7
*Model and expose students to visualization techniques
(T)
*Provide opportunities in a variety of ways for students
to demonstrate understanding through visualization (T)
*Demonstrate, describe, illustrate, and/or act out
visualizations (S)
Practice note taking *Model and discuss how to take notes from brief audio-
visual presentations identifying main idea and supporting
details using a teacher provided template (T)
*Practice taking notes following teacher's modeling
using a teacher provided template(S)
ACQUIRING INFORMATION
Locating Information
Comprehension StrategiesFeatures of Text
Determining importance of informationMosaic of Thought
Ch 8
*Practice whole group identification of important
information (T)
*Allow opportunities for student-teacher and peer
conferences to determine important information (T)
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*Provide guides to assist students in extrapolating
important information (i.e., outlines, fill in the blank,
diagrams, etc.) (T)
*Practice identifying main ideas (S)
*Distinguish between fact and non-fact (S)
*Distinguish between fact and opinion (S)*Utilize features of text (S)
*Articulate reasons for selecting important information
(S)
Evaluating the accuracy of informationMcGraw-Hill
Author Profiles
*Explore and discuss the reliability of a source
*Distinguish between fact, non-fact and opinion (S)
Note Taking
Graphic OrganizersMarzano Ch 3; Six
Trait Writing
*Model forms of graphic organizers (T)
*Participate in the formation of graphic organizers (S)
*Select and practice use of graphic organizers (S)
Graphic Representations* Model how to create illustrations and write words to
capture content specific information (T)
*Practice creating illustrations and writing words to
capture content specific information (S)
Format
*Model taking notes using a two-column format (such as
main idea and supporting details, fact and non-fact,
important and unimportant, cause and effect, similarities
and differences, etc.) (T)
*Practice taking notes using a two-column format (S)
*Model taking notes using a three-column format (such
as FQR, story elements, KWL, beginning-middle-end,
etc) (T)
*Practice taking notes using a three-column format (S)
*Model taking notes using notecards (T)
*Model and monitor taking notes using note cards (S)
Outlining Marzano Ch 3
* Not Addressed
MANAGING INFORMATION
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Determining Importance
*Define the purpose focusing on the relationship of the
purpose to importance (T)
*Examine acquired information to determine its
relevance to the purpose (with increased independence)
(S)
*Model sifting and sorting acquired information to
determine relevance, redundancy, and missing
information relative to the purpose (T)
*Re-work sifting and sorting acquired information to
determine relevance, redundancy, and missing
information relative to the purpose (S)
Summarizing Marzano Ch 3
Identifying
*Model identifying key words and elements from
acquired information (i.e., highlighting, sticky notes,
underlining) (T)
*Practice identifying key words and elements from
acquired information (i.e., highlighting, sticky notes,
underlining with increasing independence) (S)
Organizing
*Model different strategies for organizing acquired
information (i.e., sorting notes, graphic organizers,
combining ideas, etc) (T)*Practice different strategies for organizing acquired
information (i.e., sorting notes, graphic organizers,
combining ideas, etc. with increasing independence) (S)
Rephrasing
*Model rephrasing of acquired information in their own
words (T)
*Practice rephrasing of acquired information in their
own words with increasing independence (S)
*Model the combining of related ideas from acquired
information (T)*Practice the combining of related ideas from acquired
information with increasing independence (S)
Note making
* Model how to review prior notes for purpose of
sequencing and catergorizing (T)
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*Practice reviewing prior notes for purpose of
sequencing and categorizing (S)
*Model how to evaluate prior notes to determine if
information is important and comprehensive (T)
*Practice evaluating prior notes to determine if
information is important and comprehensive (S)
*Model how to revise notes (ie, clarifying, addinginformation, organizing, rewording, etc) into a
meaningful product (T)
*Practice revising notes (ie, clarifying, adding
information, organizing, rewording, etc) into a
meaningful product (S)
*Model how to analyze graphic representations in
writing (T)
*Practice analyzing students' own graphic
representations in writing (S)
APPLYING INFORMATION
Active Review Strategies
*Model through various modalities active review
strategies for acquired information (i.e., act it out, draw a
picture or diagram, create a 3-D model, use and/or create
flashcards, use and/or create mnemonic devices, use and/or
create graphic organizers, use and/or create test questions,
use and/or create games, reflect) (T)
*Practice and apply active review strategies (S)
Memory Techniques
Creating a Study Guide
How to Take a Test
*Discuss different test formats (i.e., fill in the blank,
multiple choice, short response, open-ended, etc.)
*Practice strategies for various test formats (S)
*Discuss and examine practice tests and samples of
completed test responses (i.e., NECAP)
*Practice test taking through sample tests
*Apply READER
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June, 2008 1
Time Content Assessment Resources
SELF-MANAGEMENTOrganization
Time Management
Manage a personal scheduleHomework w/o Tears
Appendix
*Brainstorm different after-school activities
*Discuss student's after-school routine
*Model use of a weekly (Monday-Friday) after-
school schedule on a template (T)
*Record (with parents) personal weekly after-
school schedule on a template (S) *Reflect and Revise -Discuss ways to better use
their time - find a good time for homework (S)
Determine benchmark dates Homework w/o Tears Ch 11
*Model benchmark dates (T)
*Provide timeline with benchmark dates for a few
long term assignments (T)
*Apply benchmark dates to assignments (S)
Estimate duration of assignment Marzano Ch 5
*Provide reminders during assignments (T)
*Discuss pacing of several assignments (T)
*Estimate duration of a few assignments, record
actual time (S)
*Manage assignments in a given time frame (S)
Use time effectively
Study/Home Environment
Establish parental involvement
Homework w/o Tears ; Lee
Canter
*Communicate with parents (i.e., e-mail, phone
calls, newsletters, school district website,
assignment notebooks, take home folders,
conferences, open house, Home Link, etc.) (T)
*Share and transport home to school
communications (i.e., permission slips, notices,
tests, progress reports, etc.) (S)
Study Skills - Grade Four
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June, 2008 2
*Obtain parent's signature in assignment book (S)
Determine study area
Control comfort level and distractions
Supplies/Appropriate Materials
Maintain & manage folder, assignmentnotebooks, etc.
*Model good organizational practices (i.e., folder
and assignment book check, weekly desk clean-up,
math tool kits, transitioning from one activity to the
next) (T)
*Model backpack packing and unpacking (T)
*Demonstrate emptying and reorganizing desks (T)
*Provide a system for maintaining and managing
supplies and materials
*Manage and maintain backpacks, assignment
books, desks, and personal belongings with
increasing independence
Bring appropriate materials to and from school
*Discuss, facilitate, and monitor transport of
materials to and from home (T)
*Transport appropriate materials to and from school
in a timely manner and in an acceptable condition
List materials for home use
Monitoring for Understanding
Questioning Mosaic of ThoughtCh 5
*Model and expand on higher order questioning
techniques (i.e., MOT) (T)Mosaic of Thought Ch 6 and
7; Marzano Ch 9 and 10
*Model think-pair-share (T)
*Apply 5W's to increase understanding (S)
*Utilize think aloud strategies to increase
understanding (S)
*Apply questioning techniques while participating in
think-pair-share and cooperative groups (i.e.,
literature circles) (S)
Provide a risk-free environment
Model metacognitive processing
Following Directions
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Attend to oral and/or written directions
Understand what is being asked
*Model and demonstrate directions when appropriate
(T)
*Repeat and/or restate directions (S)
*Demonstrate understanding of directions (S)
*Highlight key words in directions (S)
Practice multi-step direction techniques
*Provide strategies for following multi-step
directions (i.e., highlight key words, chunking,
sequencing) (T)
*Practice highlighting, chunking, sequencing, etc.
(S)
Listening SkillsConcentrate on speaker
*Provide cues (i.e., eyes on me, give me 5, clapping,
turning off lights) (T)
*Model and reinforce appropriate listening etiquette
(T)
*Concentrate on speakers; instructional focus (S)
Visualize information Mosaic of ThoughtCh 7
*Model & expose students to visualization
techniques (T)
*Provide opportunities in a variety of ways for
students to demonstrate understanding through
visualization (T)
*Demonstrate, describe, illustrate, and/or act out
visualizations (S)
Practice note taking
*Model and discuss how to take notes from brief
audio-vidual presentations identifying main idea and
supporting details using a teacher provided template (T) *Practice taking notes following teacher's model
using template (S)
ACQUIRING INFORMATION
Locating Information
Comprehension Strategies
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Features of Text
Determining importance of information Mosaic of ThoughtCh 8
*Practice whole group identification of important
information (T)
*Allow opportunities for student-teacher and peer
conference to determine important information (T)*Provide guides to assist students in extrapolating
important information (i.e., outlines, fill in the blank,
diagrams, etc.) (T)
*Practice identifying main ideas (S)
*Distinguish between fact and non-fact (S)
*Distinguish between fact and opinion (S)
*Utilize features of text (S)
*Articulate reasons for selecting important
information (S)
Evaluating the accuracy of information McGraw-Hill Author Profiles
*Explore and discuss the reliability of a source
*Distinguish between fact, non-fact, and opinion (S)
*Expose students to point of view and author's
purpose (T)
Note Taking
Graphic OrganizersMarzano Ch 3; Six Trait
Writing
*Model forms of graphic organizers (T)*Participate in the formation of graphic organizers (S)
*Select and practice use of graphic organizers (S)
Graphic Representations
* Model how to create illustrations with descriptive
words on pictures, graphs, and diagrams to capture
content specific information (T)
*Practice creating illustrations with descriptive words
to capture content specific information (S)
Format
*Model taking notes using a two-column format (such
as main idea and supporting details, fact and non-fact,
important and unimportant, cause and effect,
similarities and differences, etc.) (T)
*Practice taking notes using a two-column format (S)
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June, 2008 5
*Model taking notes using a three-column format
(such as FQR, story elements, KWL, beginning-
middle-end, etc) (T)
*Practice taking notes using a three-column format (S)
*Model and monitor taking notes using note cards (T)
*Practice taking notes using a three-column format (S)
MANAGING INFORMATIONDetermining Importance
*Define the purpose focusing on the relationship of
the purpose to importance (T)
*Examine acquired information to determine its
relevance to the purpose with increased independence
(S)
*Model sifting and sorting acquired information to
determine relevance, redundancy, and missinginformation relative to the purpose (T)
*Re-work sifting and sorting acquired information to
determine relevance, redundancy, and missing
information relative to the purpose (S)
Summarizing
Identifying
*Model identifying key words and elements from
acquired information (i.e., highlighting, sticky notes,
underlining) (T)
*Practice identifying key words and elements from
acquired information (i.e., highlighting, sticky notes,
underlining with increased independence) (S)
Organizing
*Model different strategies for organizing acquired
information (i.e., sorting notes, graphic organizers,
combining ideas, etc.) (T)
*Practice different strategies for organizing acquired
information (i.e., sorting notes, graphic organizers,
combining ideas with increasing independence) (S)
Rephrasing
*Explain and discuss plagiarism and its consequences
*Model rephrasing of acquired information in their
own words (T)
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June, 2008 7
Creating a Study Guide
How to Take a Test
*Discuss different test formats (i.e. fill in the blank,
multiple choice, true or false, essay, short response,
open-ended, etc.)
*Practice strategies for various test formats (S)
*Discuss and examine practice tests and samples of
completed test responses (i.e., NECAP)
*Practice test taking through sample tests (S)
*Apply READER
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*Communicate with parents (i.e., e-mail,
phone calls, newsletters, school district
website, assignment notebooks, take home
folders, conferences, open house, Home Links,
etc.) (T)
*Share and transport home to school,
communications (i.e. permission slips, notices,tests, progress reports, etc.) (S)
*Obtain parents signature in assignment
book (S)
Determine study area
Control comfort level and distractions
Supplies/Appropriate Materials
Maintain and manage folder, assignment
notebooks, etc.
*Model good organizational practices (i.e.,
folder and assignment book check, weekly desk
clean-up, math tool kits, transitioning from one
activity to the next (T)
*Model backpack packing and unpacking (T)
*Demonstrate emptying and reorganizing
desks (T)
*Provide a system for maintaining and
managing supplies and materials (T)
*Manage and maintain backpacks,assignment books, desks, and personal
belongings with increasing independence (S)
Bring appropriate materials to and from
school
*Discuss, facilitate, and monitor transport of
materials to and from home (T)
*Transport appropriate materials to and from
school in a timely manner and in an acceptable
condition (S)
List materials for home use
Monitoring for Understanding
Questioning Mosaic of Thought Ch. 5
Provide a risk-free environment
Model metacognitive processingMosaic of Thought Ch. 6 and 7
Marzano Ch. 9 and 10
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*Model and expand on higher order
questioning techniques (i.e. MOT) (T)
*Model think-pair-share (T)
*Apply 5W's to increase understanding (S)
*Utilize think aloud strategies to increase
understanding (S)
*Apply questioning techniques whileparticipating in think-pair-share and
cooperative groups (i.e. literature circles) (S)
*Generate questions (beginning) (S)
Following Directions
Attend to oral and/or written directions
Understand what is being asked
*Model & demonstrate directions when
appropriate (T)
*Repeat and/or restate directions (S) *Demonstrate understanding of directions
(S)
*Highlight key words in directions (S)
Practice multi-step direction techniques
*Provide strategies for following multi-step
directions (i.e., highlight key words, chunking,
sequencing) (T)
*Practice highlighting, chunking,
sequencing, etc. (S)
Listening Skills
Concentrate on speaker
*Provide cues (i.e., eyes on me, give me 5,
clapping, turning off lights) (T)
*Model and reinforce appropriate listening
etiquette (T)
*Concentrate on speakers instructional focus
(S)
Visualize information Mosaic of Thought Ch 7 *Model and expose students to visualization
techniques (T)
*Provide opportunities in a variety of ways
for students to demonstrate understanding
through visualization (T)
*Demonstrate, describe, illustrate, and/or act
out visualizations (S)
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Practice note taking
*Model and discuss how to take notes from
audio-visual presentations identifying important
information and making informed inferences and
judgments with or without teacher provided
tempate (T)
*Practice taking notes with or without teacherprovided template (S)
ACQUIRING INFORMATIONLocating Information
Comprehension Strategies
Features of Text
Determining importance of information Mosaic of Thought Ch. 8
*Practice whole group identification ofimportant information (T)
*Allow opportunities for student-teacher and
peer conferences to determine important
information (T)
*Provide guides to assist students in
extrapolating important information (i.e.,
outlines, fill in the blank, diagrams, etc.) (T)
*Practice identifying main ideas (S)
*Distinguish between fact and non-fact (S)
*Distinguish between fact and opinion (S)
*Utilize features of text (S)
*Articulate reasons for selecting important
information (S)
Evaluating the accuracy of information McGraw-Hill Author Profiles
*Explore and discuss the reliability of a
source
*Distinguish between fact, non-fact and
opinion (S)
*Determine point of view and author
purpose (S)
Note Taking
Graphic Organizers Marzano Ch.3 Six Trait Writing
*Model forms of graphic organizers (T)
*Participate in the formation of graphic
organizers (S)
*Select and practice use of graphic
organizers (S)
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Graphic Representations
* Model how to create illustrations with
descriptive words on pictures, graphs, and
diagrams to capture content specific
information (T)
*Practice creating illustrations with
descriptive words to capture content specificinformation (S)
Format
* Model taking notes using a two-column
format (such as main idea and supporting
details, fact and non-fact, important and
unimportant, cause and effect, similarities and
differences, etc.) (T)
*Practice taking notes using a two-column
format (S)
*Model taking notes using a three-columnformat (such as FQR, story elements, KWL,
beginning-middle-end, etc) (S)
*Practice taking notes using a two-column
format (S)
*Model and monitor taking notes using note
cards (T) -See Glossary
*Practice independently taking note cards (S) -
See Glossary
Outlining Marzano Ch. 3
*Model taking information from webs tooutline (T)
*Practice taking information from webs to
outline (S)
*Present some notes in outline form (T)
MANAGING INFORMATIONDetermining Importance
*Define the purpose focusing on therelationship of the purpose to importance (T)
*Evaluate acquired information to determine
its relevance to the purpose (S)
*Model sifting and sorting acquired
information to determine relevance,
redundancy, and missing information relative
to the purpose (T)
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*Analyze sifting and sorting acquired
information to determine relevance,
redundancy, and missing information relative
to the purpose (S)
Summarizing Marzano Ch. 3
Identifying
*Model identifying key words and elements
from acquired information (i.e., highlighting,
sticky notes, combining ideas, etc.) (T)
*Apply identifying key words and elements
from acquired information (i.e., sorting notes,
graphic organizers, combining ideas, etc.) (S)
Organizing
*Model different strategies for organizing
acquired information (i.e., sorting notes,
graphic organizers, combining ideas, etc.) (T)
*Apply different strategies for organizing
acquired information (i.e., sorting notes,
graphic organizers, combining ideas, etc.) (S)
Rephrasing
*Explain and discuss plagiarism and its
consequences
*Model rephrasing of acquired information
in their own words (T)
*Apply rephrasing of acquired informationin their own words (S)
*Model the combining of related ideas from
acquired information (T)
*Apply the combining of related ideas from
acquired information (T)
Note making
*Model how to review prior notes for
purpose of sequencing and categorizing (T)
*Practice reviewing prior notes for purpose
of sequencing and categorizing with increasing
independence (S)
*Model how to review prior notes to
determine if information is important and
comprehensive (T)
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*Practice evaluating prior notes to determine
if information is important and comprehensive
with increasing independence (S)
*Model how to revise by reworking notes
(ie, clarifying, adding information, organizing,
rewording, etc) into a meaningful product (T) *Practice revising by reworking notes (ie,
clarifying, adding information, organizing,
rewording, etc) into a meaningful product (S)
*Model how to analyze graphic
representatins in writing (T)
*Practice analyzing students' own graphic
representations in writing (S)
*Model how to create graphic representations
from students' prior notes (T)
*Practice creating graphic representationsfrom students' prior notes (S)
APPLYING INFORMATIONActive Review Strategies
*Explore, discuss, and honor learning styles
to connect active review strategies to learning
preferences (T)
*Identify and apply strengths and weaknesses
in the way they learn (i.e., checklists, surveys,
inventories, etc.) (S)
*Model through various modalities active
review strategies for acquired information (i.e.,
act it out, draw a picture or diagram, create a 3-
D model, use and/or create flashcards, use
and/or create mnemonic devices, use and/or
create graphic organizers, create test questions,
use and/or create games, reflect) (T)
*Practice and apply active review strategies
(S)
Memory Techniques
Creating a Study Guide
How to Take a Test
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June 2008 2
*Practice maintaining a locker and possessions (S)
List materials for home use
Monitoring for Understanding
Questioning
Provide a risk-free environmentModel metacognitive processing
*Model metagognitive processing by focusing on
text to self connections (T)
*Practice and use metacognative processing
focusing on text to self connections (T)
*Practice metacognative processing focusing on
text to self connections (S)
Following DirectionsMosaic o T oug t Ch 3 and
4
Attend to oral and/or written directions
Understand what is being asked
*Discuss and demonstrate types of assessment
(short answer, reports, essays, open response) and
expectations for appropriate responses (T)
*Practice types of assessment (short answer,
reports, essays, open response) and expectations
for appropriate responses (S)
Practice multi-step direction techniques*Model reading and rereading directions (self-
monitor) until task is understood (T)
*Model making note of key words, using
highlighter, underlining, sticky notes (T)
*Practice reading and rereading (self-monitor)
until task is understood (S)
*Practice making note of key words, using
highlighter, underlining, sticky notes (S)
*Utilize reading/rereading directions and noting
key words (S)
Listening Skills
Concentrate on speaker
*Discuss and practice appropriate audience
etiquette (T) (S))
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June 2008 7
*Model and review types of questions and
appropriate answers (T)
*Practice multiple types of questions including
essays and open responses (S)
*Discuss items needed for successful test taking (T)
*Bring appropriate items for test-taking (S)
*Demonstrate and review test-taking strategy of
READER (see glossary) (T)
*Apply strategies for following directions and use
READER (see glossary) (S)
*Model self-reflection after test is returned,
focusing on remediation (T)
*Monitor and remediate test taking strategies (T)
(S)
*Acknowledge and honor different learning styles(T)
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June, 2008 2
*Practice responsibilities of maintaining a locker and
possessions (S)
List materials for home use
Monitoring for Understanding
Questioning
Provide a risk-free environment
Model metacognitive processing
*Review metacognitive processing focusing on text to self
connections (T)
*Use metacognitive processing focusing on text to self
connections (S)
*Model metacognitive processing for text to text connections
(T)
*Practice and use metacognitive processing for text to textconnections (S)Mosaic of ThoughtCh3 and 4
Following Directions
Attend to oral and/or written directions
Understand what is being asked
*Model and discuss need for analytical judgments in
responses such as essays, reports, and open response
assessment (T)
*Practice analytical judgments in responses such as essays,
reports, and open response assessments (S)Practice multi-step direction techniques
*Model reading and rereading directions (self-monitor) until
task is understood (T)*Model making note of key words, using highlighter,
underlining, and sticky notes (T)
*Practice reading and rereading (self-monitor) until task is
understood (S)
*Practice making note of key words, using highlighter,
underlining, and sticky notes (S)
*Utilize reading/rereading directions and noting key wordsstrategies (S)
Listening Skills
Concentrate on speaker
*Review, practice, self-monitor and adjust behavior for
appropriate audience etiquette (T) (S)
Visualize information
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June, 2008 4
Note Taking
Graphic Organizers
*Review graphic organizers such as Venn diagrams and
webbing (T)
*Practice utilizing graphic organizers such as Venn diagrams
and webbing (S)*Review and practice more complicated relationships (T) (S)
Graphic Representations
*Model and review how to use pictures graph, diagrams, etc.
as a means of note taking (T)
*Practice using pictures, graphs, diagrams, etc. as a means of
note taking (S)
*Utilize pictures graphs diagrams, etc. as a means of taking
notes (S)
*Monitor the use of pictures, graphs, diagrams,etc. as a means
of note taking (T)
Format
*Review two column format (i.e.. Main idea/topic-detail;
opinion-proof from source) using materials of increasing
difficultly (T)
*Practice two column format (i.e.. Main idea/topic-detail;
opinion-proof from source; etc. using materials of increasing
difficulty (S)
*Utilize a two column format to create notes (S)
*Monitor two column notes created by the students (T)
*Review three column format (i.e.. Facts, questions-response;
topic-detail-response; etc.) using materials of increasing
difficulty (T)
*Practice three column format (i.e.. Facts, questions-
response; topic-detail-response; etc.) using materials of
increasing difficulty (S)
*Utilize three column format (i.e.. Facts, questions-response;
topic-detail-response; etc.) using materials of increasingdifficulty (S)
*Monitor three column format (i.e.. Facts, questions-response;
topic-detail-response; etc.) using materials of increasing
difficulty (T)
*Introduce Combination Notes Template (T)
*Model and discuss Combination Notes Template (T)
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June, 2008 2
Model metacognitive processing
*Model metacognitive processing focusing on text to
world connections (T)
Mosaic of
ThoughtCh 3
and 4
*Make text to self and text to text connections (S)
*Practice and use metacognitive processing focusing ontext to world connections (S)
Following Directions
Attend to oral and/or written directions
Understand what is being asked
*Review, practice, and use analytical judgments in
responses such as essays, reports, and open response
assessments (T) (S)
Practice multi-step direction techniques*Review reading and rereading directions and noting key
words strategies (T)
*Utilize reading/rereading directions and noting key
words strategies (S)
Listening Skills
Concentrate on speaker
*Review, practice, self-monitor, and adjust behavior for
appropriate audience etiquette (T) (S)
*Recognize verbal and nonverbal cues and practiceappropriate responses (S)
Visualize information
*Model a think aloud where teacher describes images in
his/her mind using the 5 senses (T)
*Practice whole group visualization and share images
with peers (S)
*Draw, write, and create visualized images (S)
Practice note taking
*Model and review note taking using a template for audio-
visual presentations (T)
*Practice using a template for audiovisual presentations
(S)
*Utilize a note taking template for audiovisual
presentation(S)
*Monitor note taking on a template(T)
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June, 2008 4
*Practice using pictures, graphs, diagrams, etc. as a means
of note taking(S)
*Utilize pictures graphs diagrams, etc. as a means of
taking notes (S)
*Monitor the use of pictures, graphs, diagrams, etc. as a
means of note taking (T)
Format
*Review two column format (i.e. Main idea/topic-detail:
opinion-proof from source) using materials of increasing
difficulty (T)
*Practice two column format (i.e. Main idea/topic-detail:
opinion-proof from source; etc.) using materials of
increasing difficulty (S)
*Utilize a two column format to create notes (S)
*Monitor two column notes created by the students (T)
*Review three column format (i.e. Facts, questions-response; topic-detail-response; etc.) using materials of
increasing difficulty (T)
*Practice three column format (i.e. Facts, questions-
response; topic-detail-response; etc.) using materials of
increasing difficulty (S)
*Monitor three column format (i.e. Facts, questions-
response; topic-detail-response; etc.) using materials of
increasing difficulty(T)
*Utilize three column format (i.e. Facts, questions-
response; topic-detail-response; etc.) using materials ofincreasing difficulty(S)
*Review Combination Notes Template (T)
*Model and discuss Combination Notes Template (T)
*Practice Combination Notes Template (S)
*Monitor Combination Notes Template (T)
*Review using note cards as a means of note taking (T)
*Practice using note cards for taking notes independently
(S)
*Monitor use of note cards (T)
Outlining
*Model and review outline format (T)
*Create an informal outline for purpose of acquiring
information (S)
*Introduce, practice, and write formal outlines (T) (S)
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June, 2008 6
*Reread and review prior notes independently (S)
*Evaluate/analyze notes by identifying central ideas and
supporting details independently (S)
*Review/revise notes to synthesize thinking and key
concepts independently (S)
*Rewrite notes choosing from a variety of more complex
forms (e.g. graphic organizers, note cards) appropriate for
the users needs (S)
*Monitor the note making process (T)
APPLYING INFORMATION
Active Review Strategies *Use flashcards, teacher/student created games,
dramatizations, graphic organizers, and student/teacher
created sample tests as active review strategies (S)
*Model and practice creating a study guide as an activereview strategy (T) (S)
*Create and use study guides as a review strategy (S)
Memory Techniques
Creating a Study Guide
How to Take a Test
*Model and review types of questions and appropriate
responses (T)
*Practice multiple types of questions including essays
and open responses (S)
*Discuss items needed for successful test taking (T)
*Bring appropriate items for test-taking (S)
*Demonstrate and review test-taking strategy of
READER (see glossary) (T)
*Apply strategies for following directions and use
READER (see glossary) (S)
*Model self-reflection after test is returned, focusing on
remediation (T)
*Monitor and remediate test taking strategies (T) (S)
*Acknowledge and honor different learning styles (T)
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*Reinforce of RAP technique (S)
*Reinforce and model content based examples of
plagiarism (T)
*Distinguish between Primary and Secondary
content sources (T)
Note making
*Model the organization, evaluation, synthesis, and
revision of the students' notes (T)
*Review notes in order to organize, evaluate, synthesize,
and revise with increasing independences (S)
APPLYING INFORMATION
Active Review Strategies*Model how to develop independent self assessment
skills which address specific learning styles, such as,
free writes, PAT method, RAFT activity, flashcards, etc.
(T)
*Create study groups, possible test questions, review
outlines etc. (S)
* Identify time within personal schedule for test
preparation (S)
*Implement review activities (games, review sheets,
PowerPoint presentations, etc.) (T) (S)
Memory Techniques
Creating a Study Guide
How to Take a Test
*Apply READER strategy (S)
*Demonstrate content related test taking strategies for
true/false, multiple choice, matching, fill in the blank,short answer and essay (T) Release test items from SAT,NECAP, NWEA, etc.