West Vigo High School

Literacy Strategies In-service

Four Square, KWL, Cloze, SQR3Word of the Week,

Zoom In – Zoom Out

April 12 and 13, 2005

Metacognitive Strategies These are the strategies that strong readers and strong learners have:Predicting - This encourages students to read with a purpose and to confirm or correct what they predicted.Self-questioning - Allows learners to actively check how much they understand while reading. Students can pose questions such as, "What is the main idea?" and "Are there examples to help me understand what I just read?" Students who ask their own questions show greater improvement in comprehension.Paraphrasing - By putting the concepts of a passage or section into their own words, or by summarizing the main points, students get a sense of how much they understand.Visual Representation - Creating visual models of ideas within a text provides a means of organizing information into understandable wholes, and promotes the visualization of relationships.Lookback - This strategy involves referring to what has already been read in order to increase understanding of the material.Changing Reading Speed - When students encounter obstacles like an unusual writing style or too many unknown words, they can modify their reading speed. Good readers are able to determine the appropriate pace for their purpose. For example, they can determine when it is best to quickly scan the material (such as newspapers) and when to read slowly and deliberately (such as a science textbook).

Four Square• Purpose

– Analysis of content • Sorting and classifying

– Emphasizing procedural thinking• Organization for writing• Organization for problem solving• Step-by-step skill building

– Summaries

• Use – during and after instruction

Four Square

1. Place the central concept, procedure, or problem in the center square

2. Place indicators of the desired action in the surrounding squares

3. Model a “practice” sequence for students4. Provide timely checks for understanding

as students practice.

Four Square ModelTitle

Topic

Text

TextText

Text

Key Words: Data:Terms for Solution:

Decide Operation(Explain choice)

Computation(Show your work)

Check your work(Use another strategy)

Solution: ______Why does that make sense?

Four Square for Math Story Problems

Four Square for Longer Research Topics

Main Topic

Subtopic Subtopic

Subtopic Overall Conclusion

Four Square for Lab Reports

Question to Explore

Hypothesis and Why? Materials and Procedure

Observations and Data Conclusions

Four Square for Literature

Exposition: Characters and Setting, before the action begins

Conflict: poses a question for the story

Rise in action: Things often get worse before they get better

Climax: Question is answered

Denouement: A sense of how life continues for the characters after this event

Four Square Book Review

Bibliographical Information

Description of Main Character

Who may like a book like this?

A Noteworthy Scene

Brief Summary

Narrative Four Square

Who? ____________Where? __________

____________________________________________________________

What problem does the character have? How do things get even worse?

How does the problem get solved? What does the character learn?____________________________________________________________

____________________________________________________________

____________________________________________________________

Processes in Technology or FCS

Problem Solving Models

Statement of the problem

Testing and Revision

Selection

Hypotheses

Inquiry in the Fine Arts

Composition

Composer/Creator

InterpretationAspects of the composition

Historical Context

Lou Brackall

Inquiry in the Fine Arts

Wheat Field With Crows

Vincent Van Gogh

Symbolic Interpretations

Hidden Meanings

Impressionism

Tonya Pfaff

Softball Diamond• In slow-pitch softball,

the distance between consecutive bases is 65 feet. The pitcher’s plate is located on a line between second base and home plate, 50 feet from home plate. How far is the pitcher’s plate from second base?

Key Words: DistanceData: 65 feet, 50 feetTerms for Solution: Pythagorean Theorem

Decide Operation(Explain choice)Find distance from home to 2nd, and then subtract 50 from answer

Computation(Show your work)65²+ 65²= c²c²= 8450 c= 91.991.9 – 50= 41.9

Check your work(Use another strategy)Borrow DeGroote’s tape measure and physically measure a softball field.

Solution: 41.9Why does that make sense? I know that the pitcher’s mound is not half way between home and 2nd. Also, I know that 65 is not the answer, because that would be too easy.

Four Square for Math Story Problems

Bob Jackson

Four Square for Lab Reports

Charles’ LawDirect relationship between the

temperature and volume of a gas.

HypothesisWhen a small amount of water in

a coke can is heated to boiling and then cooled quickly in ice water, the can will collapse.

Procedures1Obtain 1 coke can, empty.2Put a small amount of water in the bottom of the can.3Heat the can on a hot plate until the water boils.

4. When the water boils, quickly remove the can from the burner, invert the can and submerse it in a bucket of ice water.

Observations and Data1As the can gets hot, the water is changed to vapor.2The water boils, the can begins to make “crinkling and popping noises”.

3When the can is taken off the hot plate and then placed into the ice water, the can very quickly crushes – Awesome!

Conclusions1When water is heated in a coke can, the water changes to steam and expands inside the can.2When the heated can is placed into the ice water, the water vapor contracts and as a result the can is crushed by the water pressure on the outside of the can.

K W L

• Purpose– Stimulate prior knowledge– Establish relevancy for the topic– Summarize learning

• Use– Before, during and after instruction as a

means of ongoing understanding checks

KWhat I KNOWEstablish CONCEPTIONS and MISCONCEPTIONS

WWhat I WANT to KnowEstablish RELEVANCY and PURPOSE

LWhat I LEARNEDSUMMARIZE learning and establish goals for FUTURE learning

Brainstorm prior knowledge – what I know or think I know about this topicTeacher generates categories from this list that help the reader:

oOrganize their conceptionsoIdentify what is unknownoCompare and contrast with other issues/systemsoAnticipate cause and effectoAnticipate organization of the texts to be used to explore what is unknown – how will topics be organized and information be presented?

Teacher uses this information to identify misconceptions

Determine the importance of the topicDetermine what topics should be addressed from what I know and do not know about this topicGenerate inquiry questions about the topicSelect texts to supplement inquiry

Summarize learning by providing:oAnswers to inquiry questionsoPosing key questions for future inquiry

Teacher uses this information to remediate and extend learning

Beyond being used at the beginning and end of a unit, this strategy is for use at multiple points within a unit to provide ongoing checks for understanding.

KWhat I KNOW

WWhat I WANT to Know

LWhat I LEARNED

Three Economic SystemsCheryl Irwin

What I Know

What I want to

know

What I have le

arned

What do we know about Economic Systems?

• Each country has an economic system• Teacher prompt (hint) “What are the three basic economic questions?”

• Some one decides what to produce• Someone decides for whom to produce• Someone decides how to produce• Teacher prompt “What about the factors of productions”

• Someone must own the factors of production: Land, Labor, Capital, and Entrepreneurship.

What do I want to know?

• What are the names of the economic systems?

• How many economic systems exist?

• How does a country decide who makes the economic decisions?

• Who owns the factors of production in each of the economic systems?

What I Learned• There are 3 basic economic systems• The 3 basic economic systems are:

– Traditional – Economic system is determined by tradition and basic economic questions are answered through habit, ritual, and tradition. Tribal societies are known for their traditional economies. Everyone learns economic tasks from their parents, who learned them from their parents.

– Command – This economic system is determined by the government. Communist countries have command economies. All basic economic questions are answered by one person or a few people, together. Government has control over most economic activity.

– Market – The basic economic questions are answered by individuals and businesses. There is little government control over business and industry, except in a regulatory capacity and taxation. Democratic nations have market economies.

– * None of the above economic systems are ‘pure’; they are mixtures of two or more economic systems.

Classroom form for ‘KWL’

KWhat I KNOW

WWhat I WANT to Know

LWhat I LEARNED

Relevancy & Purpose

Summarize Learning

Conceptions&

Misconceptions

John Newport

The Design Process

• Define the Problem• Brainstorm• Pick and Try• Evaluate

What We Know about Design

• What is Design– Blueprints– Sketching

• Who Designs– Engineers– Architects

• Where do we design– Companies

• When do we design– Beginning of a

construction project– Design cars

• How do we design– Draw on paper

What I We Want To Know About Design

• How do I do it?– Design Process

• Why would I do it?• Why is it so important?• Where can I do it?

What I Have Learned About Design

• Design saves time and money• Design saves lives• The design process from start to end

Trudy Longest

sLo que se

QLo que quiero saber

ALo que aprendi

El Camino RealLos tres caminos el restaraunteel tacoburritocomar beberPino’s Il Sonataquesadillascuantos--------------------------------------------------

--They eatThey eat tacos and chimichangasAll the foods are spicy

How much is it?What’s your phone number?artichokeBeer

________________________________________What do they eat?Are all the foods spicy?

las frutaslos vegetaleslas bebidas

________________________________________Eating timesVariety of foodsImportance of foodOrigin of foodsNot all Spanish speakers look alike

Cloze• Purpose

– Introduce the topic– Introduce vocabulary in context– Focuses attention on word recognition and

speech to print match– Check for understanding before and after

lesson

• Use– Before and after instruction

Cloze

• Determine the text to use – this could be an abstract or portion of the text. The form will be dictated by what you want to convey

• Determine the key vocabulary you wish to emphasize

• Determine whether to hide the vocabulary or words that help contextualize the vocabulary – depends on student needs and readiness to attack the content (extent of prior knowledge)

Let’s try it!

http://www.quia.com/servlets/quia.activities.common.ActivityPlayer?AP_rand

=1429182008&AP_activityType=16&AP_urlId=7851&AP_continuePlay=true&id=7851

SQR3 – Survey, Question, Read, Recite, Review

• Purpose– Provides reader with a systematic means of

approaching a textbook– Promotes meta-cognition about the text

• Organizes information and answers questions– Repetition and thinking about applications

moves content from short-term to long-term memory

• Use – During instruction

SQR3Step One: Survey

Survey the chapter:1.read the introduction2.look over section headings and figures3.skim the summary and end of chapter exercises4.create a context for remembering by writing what you already know about the topic in the space to the right5.following that, write questions about what you hope to discover through the reading

What I already know:Questions I have:Now plan your study time – length of time before breaks and a reward at the end.

Step Two: Question (apply to each section)

1.What is the main point?2.What evidence supports the main point?3.What are the applications or examples?4.How is this related to the rest of the reading, book, world, what I already know, or me?

Step Three: Read (apply to each section)

1.Search for answers to the questions above.2.Mark the text with post-its (see right) to simplify for review.

How to mark the book with post-its1.Do not mark until AFTER you finish reading the section or paragraph.2.On the post-it, indicate the main idea, then write an example (steps of a process or proof) and connections to other points, definitions and your own thoughts.

Step Four: Recite (the main points for each section)

1.Look up from the book and verbalize the answers to your questions.2.Listen to your answers as you recite them because this helps you remember!

Step Five: Review

1.Go back and review the main points in the section, revise your post-it notes as needed.2.Repeat for each section of the text.3.Create a summary of the chapter in the space below:

Summary:

Now do any homework assignments – use your summary first, then the text. Reward yourself for good work!

Cheryl Dean

SQRQCQ Solving word problems

• Survey – survey the problem to get at general understanding

• Question – question what the problem is asking for

• Reread – reread to identify facts, relevant information, and details to help solve

• Question – question what mathematical operations apply

• Compute – solve the problem• Question – Is the solution accurate? Does it

make sense?

Suppose that students are given the following problem:

Chris had some glass bears. He was given 8 more for his birthday. Now he has 15. How many glass bears did he have before?

Using SQRQCQ, students would:

SURVEY the problem and notice that Chris has 8 items and receives some more to make a total of 15 items.QUESTION the problem is asking would seem to be “How many items did he start out with?”REREADING would cause students to think “8 plus some number equals 15.”Students would QUESTION themselves:

When I know a sum and one of the two addends, how can I find the other addend? or If 8 + N = 15, the how can I find N?

The students would realize that they have to subtract the find the answer since subtraction is the inverse operation of addition.Next, they would COMPUTE the solution to the equation as follows:

8 + N = 158 - 8 + N = 15 - 8

N = 7Finally, they would QUESTION themselves again:

Is it true that 7 + 8 = 15? or if Chris started with 7 glass bears and received 8 more, would he have 15? The answer is “Yes”, so the computed answer is

correct.

Here is another example:

Each school T-shirt costs the same amount. Anita paid $15 for 3 T-shirts. What was the cost of each shirt?

The following steps show student thinking:

SURVEY I notice that Anita has 3 shirts and paid $15 total for the 3 of them.QUESTION I’m looking for the cost of each of the 3 shirts Anita bought.REREAD Since the problem says that each shirt costs the same amount, I know that the cost I find will be the same for each one.QUESTION If I know that 3 shirts cost $15, then what operation do I use to find the cost of one shirt?, or 3 times the cost equals $15, so I must divide $15 by 3 to find the cost of one shirt (since division is the inverse of multiplication).COMPUTE

3 X N = 15(3 X N) divided by 3 = 15 divided by 3

N = 5

QUESTION If one shirt costs $5, would 3 shirts cost $15, or Is it true that 3 time $5 is $15? Yes it is, so the answer must be correct.

Word of the Week (WOW)

• Purpose– Encourage development and use of

vocabulary in context– May be used as a school-wide effort to pursue

value-laden concepts that reinforce social conduct

• Use– Before, during and after instruction

Word of the Week (WoW)This strategy is designed to encourage students to develop their vocabulary. Each week students select an unfamiliar word whose meaning and use they want to know. They add the word to their vocabulary notebooks. They also use the word regularly during the week.

In addition, each week one class member presents the class word of the week. All class members use the class word as well as their own word in their assignments during the week. This process of making new words their own helps students to construct an ever-widening vocabulary.

Class word of the week (parallel structure for individual WoW): LoyaltyWriting Suggestions:

Day One:      Define loyalty as a class.   Individuals write a summary of the meaning of loyalty.Day Two:      Describe someone in your life who is loyal. Include facts/evidence to show how he or she has been loyal. (Personal Connection)Day Three:    Think about _________. ( A character in a poem, story or supplemental reading.) Compare this character to the summary you wrote on Monday.  Is she or he loyal?  Why or why not? (Text Connection)Day Four:     Think about _______. (A person in the community or in the news) Compare this character to the summary you wrote on Monday.  Is she or he loyal?  Why or why not? (World Connection)

Extension: To enhance this activity for multiple learning styles, students may also engage in further discussion (small group or whole class), create an illustration, or engage in dramatization prior to writing.

Mike Buske

DETERMINATION

• Day One:     We will define determination as a class. Write a summary of the meaning of determination and how you can apply it to achieving your own physical fitness goals.

• Day Two:      Describe someone in your life who has demonstrated determination. Include facts/evidence to show how he or she is determined

DETERMINATION

• Day Three:   Think about the tortoise in the story of The Tortoise and The Hare. Compare the tortoise to the summary you wrote on Monday.  Is she or he determined?  Why or why not?

• Day Four:     Think about Lance Armstrong. Compare Lance to the summary you wrote on Monday.  Has he shown determination?  Why or why not?

• Before day four I will allow the students to use laptops to research Lance Armstrong and his accomplishments and how it applies to the WOW. I have to know everyone is familiar with Lance before they can write about him.

• Before day three I will engage the students in a class discussion about The Tortoise and The Hare story so that I know everyone is familiar with the story and how it would apply to the slow, steady approach to attaining physical fitness.

Zooming In - Zooming Out

• Purpose– Introduce and reinforce vocabulary and concepts

through a single or multiple texts– Allows students to test and integrate prior knowledge– Promotes analysis through comparisons and

development of related ideas• Zooming in to specific traits and characteristics• Zooming out to the big picture (contextualizing information)

• Use– Before, during and after instruction

Zooming In and Zooming Out Information Sheet

Phase One: Introduction

Topic:

Teacher: Introduces the concept and “situates” concept in the “big picture”Focuses on key understandings and key vocabulary within context

Teacher:Conducts a brainstorming sessionRecords students’ comments (board, paper, word-processing document, Inspiration)

Students: Brainstorm revealing prior knowledgeRecord outcomes of brainstorming (this may be done through paper/pencil work or importing a word-processing or Inspiration file)

Brainstorming notes:

Phase Two: Text Interactions

Teacher:Selects and assigns several sources (texts) for students or student groups to readBring students together to record facts found – record on a “Fact Chart” (paper, board, word-processing document)Lead students to refine the original brainstorming

Students:Read and take notes on assigned texts Participate in discussion to identify found factsRefine original brainstorming correcting errors and misperceptions

Class notes from reading:

Phase Three: Zooming In

Zoom In

Teacher:Direct students individually or in small groups to review the fact chart and brainstorming chart to identify X most important facts and X least important facts

Have students vote on the top X facts for each category and record these on a mapping chart; have students record individually

Ask students to identify non-examples in the form of “I would not expect . . .” Record on the mapping chart

Most important: Least important: Would not expect:

Phase Four: Zooming Out

Zoom Out

Teacher:

Continue whole class discussion by asking students to think of ideas similar to the concept. Write these ideas on the mapping chart

Prompt: “You cannot talk about X without talking about Y.” Write these ideas on the mapping chart

Similar to: Related ideas:

Phase Five: Summary Statement

Summary statement:

Teacher:Once the mapping is complete, model how to construct a summary statement and then have students construct a individually

Have students share summary statements; devise one that best represents the conclusions found by the class

Mapping and Summary Statement Chart

Most Important: Idea 1 Idea 2 Idea 3

Least Important: Idea 1 Idea 2 Idea 3

Not Expected Idea 1 Idea 2 Idea 3

Similar to: Idea 1 Idea 2 Idea 3

Related ideas: Idea 1 Idea 2 Idea 3

Topic

Zooming In

Zooming Out

Summary Statement

Zooming In and Zooming Out Information Sheet

Topic:

Brainstorming notes:

Class notes from reading:

Zoom In

Most important: Least important: Would not expect:

Zoom Out

Similar to: Related ideas:

Summary statement:

Resources• Resources:• Four Square:• http://www.peninsula.wednet.edu/learningteaching/curriculum/staff_dev.asp• Cloze:• http://www.quia.com/servlets/quia.activities.common.ActivityPlayer?

AP_rand=1429182008&AP_activityType=16&AP_urlId=7851&AP_continuePlay=true&id=7851

• KWL: • http://www.litandlearn.lpb.org/strategies.html• SQR3:• http://www.litandlearn.lpb.org/strategies.html• SQRQC (Mathematics):• http://www.litandlearn.lpb.org/strategies/strat_sqrqcq.pdf• Word of the Week:• http://webpages.acs.ttu.edu/thouse/Word%20of%20the%20Week.htm• General: • Wood, Karen D. and Harmon, Janis M. (2003). Strategies for Integrating Reading and

Writing in Middle and High School Classrooms. Westerville, OH: NMSA.• Gillet, Jean W. (2005). Teach It! Boston, MA: Allyn and Bacon.