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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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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Graphic Organizers
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.
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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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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:
Events: 1.______2. ______3. ______4. ______
Solution:
Moral Point:
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Fish Bone (Cause / Effect)
Causes
Effect
Causes
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CAUSE
CAUSE EVENT CAUSE
CAUSE
Name______
Date______
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Cause and Effect
Cause
Cause
Effect
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
Concept 1 Concept 2
How Alike?
How Different?
With Regard To
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How Alike?
How Different?
With Regard To
Summarize:
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Describing An Event (Abstracting)
WHO? WHY?
WHEN? EVENT HOW?
WHERE? SIGNIFICANCE?
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Descriptive Organizer (Literary Element)
Topic
Details
Main Idea Sentence
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DETAILS (Literary Element)
MAIN IDEA
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STORY MAP (Literary Element)
Title:
Setting:
Characters:
Problem:
Event 1: Event 2: Event 3: Event 4: Event 5: Solution:
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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
Quality Example Example
Quality Quality
Character’s Name
Example Example
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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STORY WORM (Literary Elements)
Event
Event
Conclusion
Setting
Main Character
Story or Book
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Story Map Showing Character Change
Turning Point
Character at Beginning Events That Caused Change Character at End of Story of Story
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MATRIX (Compare / Contrast Several Items)
Top Category
Side Category
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Newspaper Model – 5W Model (Abstracting)
Topic:
Who What When Where Why
Using the information from this form write a paragraph.
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5W and How Model TOPIC: ______Who:
What:
When:
Where:
Why:
How:
Summary Statement:
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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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Topic
Problem Solution
Main Idea Sentence
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SKILLFULL DECISION MAKING OPTIONS What can I do?
OPTION CONSIDERED
CONSEQUENCES SUPPORT VALUE What will happen if Why do you think each How important is the You take this option? Consequence will occur? Consequence? Why?
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Prediction Tree Model (Deduction)
Details / Proof
Prediction
Details / Proof Details / Proof
Prediction Prediction
Conclusion or Final Prediction
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
Details
Patterns
Generalization
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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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Teacher / Team:______Subject / Grade:______Decision One: Content Map of Unit (See examples in Acceleration Section)
Unit Topic / Name
Key Understanding
Unit Essential Question
Main Concept:
Key Components / Issues / Concepts / Skills
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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
Scale 4 3 2 1 Criteria
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Decision 5: Launch Activities Develops 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)
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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