MAPS-It Strategy

Map It Strategy Lesson

Appendix E

Map-It Strategy Lesson Map It Strategy Lesson Maps It

A Series of Graphic Organizers that make visible the Conceptual Relationships of How Texts are Structured  Compare/contrast  Timeline/Sequence of Events  Problem/Solution  Cause/Effect  Main Ideas/Details  Argumentation  Take a Position  Narrative

Purpose: Used for Guided Note Taking  Used for Organizing Information Used for Guiding Composition of a Particular Type of Writing Map It Strategy Lesson

MAPS-It Strategy: Notetaking

Objectives  Take notes on key information  Decide whether a graphic organizer will be of benefit in the notetaking process  Identify main ideas and related details  Generate categories and category headings  Use prereading strategies (prediction, activating background knowledge)

Materials  Text  Cue Cards  Notetaking scheme  Any textbook

MAPs- IT  M: What are the Main Ideas  A: Add Related Details that support the category  Put It Down in the map in your own words  Self-Check Yourself by asking questions. Check the Map. o Ask Questions to evaluate your understanding. . Questions that are answered by the text; . Questions that are answered by background knowledge . Questions that require further clarification and explanation o Ask questions to evaluate the structure of the map and text.

General Lesson Framework: 1. Assess prior knowledge 2. Provide rationale for the strategy (tell what, when, why, & how) 3. Explain/describe the steps of the strategy (show cuecard) 4. Present examples/nonexamples 5. Model the strategy with Think-Alouds using textbook or unit materials 6. Provide guided practice (collaborative peer practice) – Pair share/compare; Class share/compare 7. Provide independent practice a. Ask Students to self-evaluate their strategy & content performance b. Review the strategy (daily) 8. Prompt Generalization 9. Post-assessment (review performance) Map It Strategy Lesson

1. ASSESS PRIOR KNOWLEDGE

To assess prior knowledge, you may want to ask questions like: When we read expository text, what can good readers do to help themselves? Why are these important?

1. Mapping Task: Read a 3-paragraph section from the textbook aloud, and then ask students to prepare to represent the information using a map or notes for that section, using a 15-minute task to assess mapping skills, instructing them to: “make a map or write notes about the important information in this passage so that you can remember and study the information for a test”. [Scoresheet/rubric in Appendix 1]

2. Retelling Task: Ask students to write everything that they can remember on notebook paper with numbered lines that have been numbered by students. Ask them to tell everything they can remember, recording each new fact or idea on a separate line. Tell them to count the total number of ideas that they have remembered and record this number in the right –hand corner of their paper.

DESIGN EXPERIMENT One purpose of a design experiment is to test the efficacy of specific instructional components and scaffolds on students’ performance. The teacher actually conducts instruction by teaching or offering different supports, and determining how those supports or instructions benefit students. Presumably, students benefit from different scaffolds, and design experiments allow teachers and students to study how specific tools affect performance. This might help teachers add or dismantle scaffolds as they help or interfere with different students’ performance.

Questions that might be answered in such studies, include: Does the provision of text structure and organizational scaffolds influence the learning, writing and comprehension performance of students with and without learning difficulties? For students who already possess organizational and learning-to-learn strategies, the instruction might not advance their performance, whereas students who lack the learning- to-learn strategies might be positively influenced.

PRETEST 1. Pretest on strategy in conjunction with text (15 minute read and take notes) 2. Pretest on retelling/content (on same passage) – different fact on different lines 3. Regular instruction on the content 4. Retelling – Knowledge Test 5. Unit test

INSTRUCTED GROUPS/UNIT 1. Pretest on strategy in conjunction with text 2. Pretest on retelling/content 3. Strategy instruction embedded in the content – Notetaking during the unit 4. Retelling – Knowledge test 5. Unit test Map It Strategy Lesson

INTRODUCE MAPS-It LOG

Preview the Lesson Today I’m going to explain and model a MAPs-It think-sheet and show you how to use it. Effective readers and writers use a variety of strategies during and after the learning process. We are going to a during and after-reading strategy that will help us use effective strategies during, and after the learning process.

The Map It strategy sheet is designed to help you use reading strategies while you read and study. After today, you can use the MAPs-IT think-sheet regularly when you read or write informational text. It will help you organize the information in the text by helping you identify what is important to learn and know. You can also use this tool to help you synthesize the information from more than one text. Using the MAP-IT strategy can help you become a better reader and writer. This is another think-sheet that you can put in the learning log for each chapter unit.

Purpose Statement: Introduce MAPS-IT Sheet Today we’re going to learn how to outline a text by creating a map or web. To map a text, we’re going to identify the main idea and 2-3 details related to the text. There are five strategies on the plan think-sheet. The Maps-It Log is designed to help you take good notes as you (Put overhead up for students to see): (a) M: What are the main idea categories? Think about the Main Idea or Text Structure Categories; (b) A: Add Details to support and flesh out Main Ideas and Categories; (c) P: Put down the Main Ideas and Details in the MAP using your own words. (d) S: Self-Check yourself by asking questions; and

State Your Expectations Please listen carefully and participate. We will work as a class to identify the important information in the text, summarize the information with your partners, and then record that information. As a class, we’ll share our summaries and the information that we recorded in our maps.

Introduce and Describe Mapping Strategy We are going to use a text structure map to help us take notes on the important information in a text. There are two steps that we are going to perform as we read the text. First, you identify the main idea or subtopic by asking yourself: “What is this part of the text or paragraph mostly about?”. Second, you identify 2-3 details that support each main idea by asking yourself: “What are the details that explain, support, or prove that main idea?”. We’re going to record the ideas in the Maps-It learning log. This log will help us understand and organize the information that we find in a text by labeling, sorting and storing the information that’s important. Map It Strategy Lesson

Introduce Metaphor of Well-organized Storage System: dresser or closet Have you ever looked into a messy closet or a messy drawer and you couldn’t find anything? Did you find yourself looking under things, pulling things out of drawers, and turning things inside out to find the item? Did you find that, when things weren’t where they were supposed to be, it took a lot of time just hunting and searching?

When you organize your room or desk, you put related things together. You might put all your socks in one drawer to help you organize your things; or in the case of your desk, you might put related papers in a folder or notebook to help you organize and find your work. [Overhead 4]

Good Readers are Organized and Use Organizational Storage Systems In a similar way, good readers are organized. In their minds or in written notes, they put related ideas together to make it easier to store and retrieve things. Sometimes they do this mentally, and sometimes they make notes to help them store, organize and remember the information. They Organize the information. We’ll use a tool to help us organize information. This tool is the MAPS-It strategy. It can help you remember and learn information. It can help you study for a test, such as in social studies and science. It is a system for labeling, storing, and putting related ideas together. I’m going to add that strategy name to our Strategy Board.

Rationale: Why This will help you do a number of study and learning strategies when you are presented with an expository passage. It will help you:  summarize the important ideas a passage,  retell and remember the information in the passage,  take notes,  highlight,  map,  comprehend  study  ask or answer questions Map It Strategy Lesson

3. DESCRIBE AND NAME the STEPS OF THE MAPS-It Strategy

MAPS-It Strategy We are going to look for the organization in the passage by searching for the main ideas and details when we take make a map that represents the information in the unit. I’m going to help you learn to use a strategy called MAPS-It when you read. We’re going to use MAPS-It log in Science/Social Studies, but you can use it in other classes, too, like English. It’s also a good strategy to use when you are reading at home for a test or a report, because it will help you organize and remember the important parts of your textbook.

WHEN: When do you construct maps or take notes? [Discuss situations in which this strategy can be used in and out of school]

WHY: Why would a map help you? [discuss benefits of using the strategy and the results that students might expect].

HOW: How do you make a map? What are kinds of maps that you can make? (timeline of process; venn diagram; problem solution, etc.)

Discuss why visual representations are important. [You may want to share a story from your college experiences, when you made a web of the ideas from your textbooks helped you to pass a test.. You can even share a personal example]

What is my point? Check understanding.

Put the MAPS-It Strategy Overhead Transparency up. The MAPS-It Strategy is designed to help you organize the information by making a good map or web of the information. Let’s look at this type of map. What’s the ‘M’ stand for? What do you think that means? How can we do it? Continue to review the MAPS-IT Strategy. (Depending on your students’ memories, you may need to be more or less thorough.)

OVERVIEW OF THE MAPS-IT STRATEGY (a) M – Main Ideas. “What is this about?” What are the Main Idea Categories? (b) A – Add details that support the category -- [“The details that support this idea are…”] (c) P – Put down the main ideas and details in the Map in your own words. (d) S – Self-check yourself by asking questions.

So there are 4 steps in our strategy. 1. Find or infer the main idea when you are reading or listening 2. Search for and Add details that support the category. 3. Put the ideas down in your own words 4. Check yourself by asking questions Map It Strategy Lesson

Here’s the hard thing about making a visual representation. Even though this is a guide, there’s not one single right way to visually represent the ideas. Sometimes you might want to organize by making a sequence chart. When would that be a good idea? (Show sequence chart). Other times you might want to make a compare-contrast table or venn diagram. When would you choose that type of organizer?. In the next few weeks, we’re going to practice some different ways, and I hope you’ll find the way that works best for you. The most important thing is that, like clean dresser drawers or paper-clipped cards, the organization helps you easily find information and see the relationships among the ideas.

Main Ideas – Details Map In this first week, we are going to web the ideas using the main ideas and details. The main ideas or category title goes in the circle. On the lines coming out from the circle, you will put the details.

What if you were someplace and you didn’t have this log? What could you do if you didn’t have this printed form? (make your own web.)

When might you want to make a web of the informational ideas?  To synthesize the information for a report  To help you study or take notes  To show the relationships and connections among the ideas  To develop a map of the text structure as part of reading or to prepare to write Map It Strategy Lesson

4. PRESENT STUDENT EXAMPLES AND NONEXAMPLES

Student Example #1 [Organized and labeled notes with details] First, though, I’m going to show you some notes taken by students. Put up Student Notes Transparency #1. Lead students in identifying the different columns and defining what information goes in each column. When you look at his notes, what do you notice anything about the amount of information in each box? What about the form? Call on students and summarize their responses. If this hasn’t been mentioned, point out to students that he put one main idea in each Main Idea Box and 2 or 3 details in each Details Box; that he wrote phrases.

Student Example #2_1 [Map has one level of ideas -- too brief and unlabeled] Put Student Notes Transparency #2 on the overhead. Here’s another students’ notes. In your mind, compare it to the one we just looked at. What do you notice? How is hers different? Call on students and summarize their responses. When I look, here’s what I notice: she wrote a lot less than the first student did. Just like the first student, she put the ideas are all in circles. They are not grouped or named. They aren’t organized, and there is only one level of ideas. I’m not sure that these notes will help me very much when I try to remember and use what I read to study and learn; I think I would be missing important information.. I like to write 2 or more facts for each main idea.

Student Example #2_2 [ESSAY] Put Student Notes Transparency #3 on the overhead. Let me show you one more student’s notes. What do you notice about this? How is it different from the other ones? Call on students and summarize their responses. When I look at this, here’s what I notice: It looks like he copied directly from the text. All of the information is in complete sentences, and they sound just like the textbook. I bet that took a lot of time to do. It’s certainly taking me a long time to read. Again, I’m not sure that these notes will help me very much when I try to remember what I read; there’s too many words for me to go through to get the information I need. It’s like reading the original textbook, when the student should summarize and paraphrase the ideas. Plus, if I use it in a report, I would be breaking the copyright laws, because they are not my own words.

Summary of Mapping Criteria Based on Examples and Nonexamples Note-taking can be tricky, because too much or too little information makes your notes less helpful. The point is that good notes have two things in common. What do you think they are? Call on and summarize the students’ answers. If no one volunteers this information, tell students that good notes …  ORGANIZE. Generate labels and main ideas for sets of facts. Create 2 levels of ideas  SELECT important details and ideas. Omit trivial or redundant details  REPHRASE. State the ideas in your own words.  ELABORATE and CONNECT. Elaborate & label the connection between the ideas; and connect to self, text, world.

People use visual representations to help them remember important things from their readings, which they can use later to answer questions, to study or remember the facts, or make arguments. You can use notes to study for tests, to gather information to write reports, or to learn the information. Map It Strategy Lesson

5. MODELING THE STRATEGY WITH TEXTBOOK

Before you start, you will need to take out a graphic organizer that you select because of 3 possibilities: 1) the organizer corresponds to the purpose (explain, persuade, compare/contrast, construct a chronology), 2) the organizers matches the type of text structure that is in the article, or 3) you start with a blank piece of paper on which you intend to draw or create a visual representation of the information in the article.

I you are drawing your own concept map, you might put a center circle that contains the topic of the unit. From that inner circle, you will draw multiple circles or boxes that contain the main ideas; and then from each main idea box, you will put the related details on lines that connect to that box. Your map might look like this one (show Student Sample 1 and/or MAP-It log).

MAPS-It Strategy – REVIEW/MODEL Let’s go back to the MAPS-It Strategy. What’s the M stand for again? Call on a student. Noticing is the first step in doing anything. What do you think we should notice as we start to read a section? Call on students.

That’s right. We organize by looking for main ideas and details. Sometimes you have to read the paragraph, and ask yourself: What is this all about?” That helps lead you to identify the main idea. Let’s talk further about main ideas and details.

CUECARD M A I N I D E A S What the paragraph or text chunk is mostly about, like the dresser drawer label, index card, What? or sticky note. It names or labels what a group of related ideas have in common. When you read, ask yourself: What is this about? Explicit Main Ideas: Like reading detectives, identify and use author's clues (see next How? section). Implicit Main Ideas: Read and ask yourself how the details are related. if it is not explicitly stated, infer or construct the main idea. Part of reading comprehension is understanding the "big picture." Main ideas help you see Why? and remember the author's primary points. You should always be searching for the big ideas.

D E T A I L S Pieces of information that give specific and important facts about the main idea. Details What? support main ideas. Ask yourself: "Does this tell me more about the main idea? Is it an example, fact, or detail How? supports the author's point? Is it merely interesting, or does knowing it actually help me better understand the main idea?" Examining and recording details helps good readers better remember and understand the Why? "big picture" and each main idea.

The question is how do you identify main ideas and details? Like detectives, good readers looks for clues about what the text is about, about what the author is trying to say. These will point toward the main ideas and the details. What kind of clues do you think these authors might use to help you find the main ideas and details? Lead a discussion with the students. Important points to touch upon include cue words and phrases [e.g., classifying words (e.g., kinds, types)] and print clues [e.g., bolded, italicized, Map It Strategy Lesson or enlarged type; underlined or colored words; bullets or numbers] for main ideas and words that are listed in a series, come after cue words, or are printed differently for details. You may want to list their thoughts on the board or on a blank transparency. It may look like this:

AUTHOR’S CLUES  Subheadings  Bolded/italicized/underlined words  Colored print  Bullets/Lists  Repeated phrases  Signal words – numbers, parts, What if the author doesn’t give you clues? What kinds of questions can you ask yourself to identify the main ideas? Discuss this with your students. Questions could include, “What is this mostly about? What’s the big idea or theme? Are there two or more details about that idea? Does this main idea represent the most important idea? Is this main idea supported by several details? What main idea label or category best describes these details?”

What kinds of questions can you ask to find the details? Discuss this with students. Questions could include, “Does the idea provide more information about the main idea? Is it an example, fact, or detail that gives supporting information or evidence about the main idea? Is it just interesting, or is it crucial to understand the reading?”

TEACHER - STRATEGY MODEL FOR 2-3 PARAGRAPHS IN TEXTBOOK Let’s apply the MAPS-It strategy to our textbook/passage. When you notice the meaning of what you are reading, you are doing two things. First, you identify the main idea or subtopic of each paragraph by asking yourself: “What is this part of the text or paragraph mostly about?” That is the main idea. Second, you identify 2-3 details that support each main idea by asking yourself: “What are the details that explain, support, give evidence, or prove that main idea?” Once you’ve done those two things, it’s time to organize and tell, which means writing down each main idea and detail on your Think Sheet. Today, I’m going to show you how I do this. Then you are going to help me Notice, Organize, and Tell. Afterward, I’m going to expect you to try these three steps with a partner.

I’m going to show you how to carry out the steps of this strategy in a science/social studies lesson. I will be thinking aloud so you can hear what I think about as I perform this strategy. I want you to listen and watch carefully. I will start by modeling, but later in the lesson, I will be calling on you to help me demonstrate some of the steps of the strategy.

Key Teaching Behaviors Model note-taking strategy from start to finish. 1. Use think-aloud: “I’m thinking that…. “Im wondering …. “I noticed ….: “I’m asking myself…. “What can we call these ideas?” “What details support the main idea…?” “I can summarize and retell the information from this passage by … recalling the groups of main ideas and details…. Let me try… This tells all about…. Map It Strategy Lesson

2. Describe the mental (what you think) and physical (what you do) actions of notetaking 3. Instruct self in the steps of the strategy 4. Ask students to help you perform the steps – have them follow along on their own log 5. Monitor your progress in using the steps. (e.g., “how am I doing? Am I getting the main ideas? I’ll check myself by rereading my notes. Does it all make sense? 6. Check your understanding of the content. Let me check my understanding of the content by asking a question about the main idea. I’ll see if the details in the middle column answer the question. Then I’ll know if my notes will help me study.

1. M: IDENTIFY THE MAIN IDEAS – What is this text all about? The “M” on the MAPS-It think-sheet stands for main ideas. The main ideas are what a portion of the text is mostly about. It’s the topic of a small section of text, such as a paragraph. If we were thinking about the example of the dresser drawer, the main idea is the label that we would put on front of the drawer to tell us what is in the drawer – and what we can put in the drawer. That label tells what’s inside or what all the objects have in common. The main idea is a label for a set of related ideas.

Strategy Rationale for Main Idea Strategy: Good readers are always looking for clues in the passage that help them know what the text is about. Good readers try to identify the important information and figure out the label that should go on the paragraph. This is the main idea or category label. Sometimes the author will give you a clue in a subheading. The author might put words in bold. At other times, you might find several words in a paragraph that refer to the same thing. Good readers are always searching for clues and asking themselves: “What is this passage or paragraph mostly about?” “What is the category that tells what this is about?” When we read, we act like reading detectives who sift through the sets of ideas to identify the label for the ideas in each paragraph. We search for the organization by reading and rereading the details and figuring out the main ideas and categories that the author has used. We’re uncovering the author’s map of main ideas and details. If we don’t find one, we’ll use the clues to invent our own. We can use our knowledge of text structures to find or create the text organization and categories.

Discuss HOW to identify main idea/category

 Sometimes the author gives you a clue to help you identify the main idea category. The author will repeat words or statement. That help tells you that it is important.

 Sometimes the author will use words like ‘types’, ‘parts’, ‘topics’, or ‘numbers’ to help you know what it is important to know. For example, an author might say there are four parts … Then you listen for the four parts or the details related to those parts. As an example, the author might say Map It Strategy Lesson

‘types’ of clouds’, or ‘types of storms’. Or the author might say that a person accomplished ‘four outcomes’ during their presidency. Then you read or listen for those things. The category would be called “Types of _____” or “Parts of a ______”. The details would be the instances, types of parts.

 Sometimes the author puts several important ideas in a piece of text rather than a single main idea. For example, a social studies textbook author might talk about a particular country’s climate and provide several details about the climate in the same paragraph where he provides several details about plants and trees. Then you record both ideas, ‘climate’ and ‘plant life’ as main ideas in separate categories. So if a category is too big, we break it into two smaller main ideas.

 Sometimes the author doesn’t provide any clues but just lists details. Then you read through the clues and ask what do all the details have in common? What are the details mostly about?

 Sometimes we can be very clever and read between the lines to create a category that answers a particular set of text structure questions. For example, you might see a problem-solution type of pattern as you read through a section of text about how people responded to an environmental hazard; or you might see a series of steps in the ways that people set up a new government. Knowing the text structures can help you make new relationships and help you understand the material in a different and deeper way.

Model. Make an overhead of a section of the text. Model and think-aloud as you guide students in identifying the main idea for sections of the text. Think aloud as you identify topics based on headings, subheadings, repeated words, bold or italicized texts, and captions. Point out the clues you use to identify possible main ideas and topics. Read through the details in the paragraph, and think-aloud about how you infer the main idea category from the details. Articulate your thinking by making your thoughts and mental actions visible. Show students how to identify and search for the main idea in your think-aloud. You can highlight the main ideas and later transfer the main ideas to the MAPS-It sheet (overhead), or transfer the main ideas immediately. Discuss types of clues you use to identify the main ideas, including the following tactics.

1. Think aloud as you look for and point out cue words and phrases that identify main ideas  Numbered ideas  Words such as kinds, types, sections, parts  Note the big ideas around key words, e.g., “Parts of an ant”. “Types of storms” Map It Strategy Lesson

2. Look for fonts and print clues that signal important ideas  Bold-faced type  Italicized type  Underlined words  Color print  Bullets

3. Invent a main idea or category when none is provided or identify two main ideas when the information in a section of text is too broad and has too many details. Ask yourself – What is this mostly about?  What’s the big idea or theme?  Are there two or more details about that idea?

4. Model the self-questions that you ask yourself  Does this main idea represent the most important idea?  Is this main idea supported by several details?  What main idea label or category best describes these details?

2. A: Add 2-5 Details that Support the Main Idea ?

Strategy Rationale for Adding Details Strategy: Good readers are also looking for details that support the main idea. This helps them comprehend by remembering the important information. Good readers are always searching for details by asking themselves: “What is this passage or paragraph mostly about? What details provide information about this subtopic or main idea”

 Related details give specific and important facts about the main idea or subtopic. They support the main idea. They provide bits or pieces of information that are related to the main idea or text structure category.  To identify details, listen or read. Ask yourself, does the idea provide more information about the main idea? Is it an example, fact, or detail that gives supporting information about the main idea?  Distinguish important details from what’s interesting. Is it an important or critical idea to remember? Does it provide additional information that helps me understand the main idea? Record interesting ideas on another sheet of paper.  Details may include:  Words in a list or series  Different print styles (bolded, italicized, underlined text)  Words that follow cue words, e.g., If it says “parts of ….”, then the details are the parts that follow.  Map It Strategy Lesson

Model. Make an overhead of a section of the text. Model and think-aloud as you guide students in identifying the details related to main ideas for specific sections of the text. Think aloud as you identify main ideas and 2-6 details that support the main ideas. Point out the clues you use to identify details. Articulate your thinking. You can underline the details in a different color and highlight main ideas or record main ideas in the margins. If students have a copy of the text, they can underline and highlight too. Later they can dictate the ideas as you transfer the main ideas and details to the MAPS-It sheet (overhead).

3. P: Put It Down. Record the main ideas and details in the MAPS-IT Log ? Strategy Rationale for Putting it Down Strategy: Good readers know how to take notes. This helps them study, remember and learn the important information. Good readers record the ideas they have found in a text by recording them in a map or outline. In the map or outline, they record the main ideas that answer the question: “What is this passage or paragraph mostly about? They also record the 2-6 details provide information about this subtopic or main idea”

Put it down in ways that …  Write it down in a way that makes sense  Put it down in your own words  Do not copy or use too many words  Put down only the necessary words and phrases, not entire sentences  Distinguish what’s important from what’s interesting

Model. Model and think-aloud as you generate main idea categories and details based on the MAPS-It Think-Sheet. Think aloud about how you identify categories. Explain how you come up with details. List the 3-4 related details that provide the clues and information that support that category below the main idea or category label. Remind students that they don’t need to write complete sentences, just the critical words, phrases, or ideas that are the important details. Tell them to strip away the unnecessary words or details by writing just the essential words and clues.

Cue. Ask students to generate categories for short segments of text that you read aloud and put on an overhead. Circle main ideas and underline details on the overhead as students record ideas in their copy of the map. Ask students to identify related details for the categories. Repeat for several categories and discuss their answers. Map It Strategy Lesson

6. GUIDED PRACTICE - SHARE/COMPARE with Peers We practiced the first steps of the MAPS-It strategy together. Now it’s your turn. When I say, “Begin,” you will work with the person directly to your right. (You may want to elaborate here on who is partners with whom, or you may want to rearrange a few pairs. If your class is an odd number, you may want to make a group of three at this point.) Together, you and your partner will work together to use MAPS-It for the next three paragraphs. Here’s a couple of points to remember as you work. Not everything that the author writes is worth taking notes about; good readers only note down main ideas and details that directly relate to the main ideas, as guided by section headings and subheadings. There’s no easy right answers here; it depends on your judgments. However, some notes are better than others, and our goal is to learn how to write the best notes we can. I’m going to walk around, listen in, and help groups while you are working.

When you work together, these are my expectations. (Review these rules briefly. You may want to consider posting them on the chalkboard or on a transparency:

WORKING TOGETHER 1. Be polite and respectful. 2. Listen without interrupting. 3. Accept different opinions. 4. Keep an open mind. 5. Ask for evidence. 6. Ask good questions. 7. Record each other’s ideas. 8. Help others – Listen, show, demonstrate, talk and compare. 9. Ask each other for help

Are there any questions? (Answer any questions.) You’ve got five minutes. I’m going to be looking for you to be on-task. Begin. (Circulate and guide as necessary. When most of the pairs are done, call the class back together to share their results. Give the class general feedback about their behavior. If you noted some outstanding thinking, recognize it publicly. Then lead the students in a discussion of the main ideas and details on page 83. Complete your transparency Think Sheet during the discussion. It may look something like the example below with bulleted details that correspond to each main idea.)

Main Idea Details

*elements combine in certain proportions *atoms cause combinations *All substances - made of atoms Dalton - atomic theory *Atoms - can't be created, divided, destroyed *Atoms in same element - exactly alike (but different from Dalton- other elements) atomic *Atoms - join together - make new substances theory

Pairs – share/compare with class REPORT-OUT – POST AND DISCUSS Map It Strategy Lesson

7. INDEPENDENT PRACTICE

During this step in the apprenticeship cycle, students try to use the NOTES-It strategy by themselves. This may take many forms. If most haven’t finished the 3 pages with partners, they could complete the rest on their own. Alternatively, you could hand out a short informational passage (on a similar topic) and have students practice NOTES-It independently. This segment could also feature an independent homework assignment (from the book or a short informational passage).

8. ASSESS STUDENT PROGRESS

Pass out the Rubric. As you are doing this, explain the following: While we learned about Atomic Theory, we were really studying how to use NOTES-It. Eventually, you expect them to use this strategy without your help and without your prompting. Self-evaluations are one way to figure out how you are progressing in your strategy-learning without worrying about a teacher’s grades or a classmate’s comments. Then direct students in filling out the rubric, and have them hand both the Think Sheet and the Rubric in together.

As you collect papers, informally check the students’ learning. You may want to ask the following questions: REVIEW QUESTIONS What are the strategies in the MAPS-It think-sheet? What do you think is the purpose of MAPS-It? What are the advantages of constructing a MAPS -It log? How can you use the MAPS-It log when you are reading? How does the MAPS-It log help you while you read? How does the MAPS-It log help you think about the topic(s)? How might you use the MAPS-It Think-Sheet when you are writing? In what other classes might you use the MAPS-It Think-Sheet? Are there particular strategies that might be useful in classes? When would you not use the MAPS-It Think-Sheet? Where can you keep your MAPS-It Think-Sheet? Do you have any questions?

End the lesson with a preview of future learning. Today, we reviewed and practiced the MAPS-It strategy. I spent a lot of time talking and showing you how to do this, and you spent a little time trying it out. Next time, we’re going to try this again, except that we’re not going to do as much together. You’re going to be working mostly with your partner, on a different section of text.

If time remains, ask the questions in the Section Review on page 87, and have students provide verbal answers.

Pass out the rubric and have thePair-Share. Ask students to read and identify their own main idea categories and related details. Ask them to share their category and details with a partner and compare. Invite the pairs fill out the notetaking tool for 3-4 paragraphs. Map It Strategy Lesson

Class-Share. Ask partners (or individuals) to share some of their categories and details. Record their responses in the class’ MAPS-It think sheet.  What are some main ideas or categories?  What details did you find related to that category?  Did you notice that identifying a category, can help you generate more details or generate new questions (Model)  Why is Identifying categories a good strategy to use while you read?  How can you use this strategy during reading or writing?  How might you use this strategy to help you synthesize two passages about related topics Map It Strategy Lesson Map It Strategy Lesson

Overhead #2 Student Sample #1 Map It Strategy Lesson

Overhead #2. Student Sample #2 Map It Strategy Lesson

Overhead #2: Student Sample 3 Map It Strategy Lesson Map It Strategy Lesson

Teacher Rubric for Scoring Notes

Directions: Assign a rating to each of your students. Enter the corresponding data into the Excel file that was also attached in this email.

A. Organization. How organized are the notes? Mark 3, 2, 1, or 0.

4 – Highly 3 – 2-levels in map, table 2 – List-like 1 – essay-like, copied or sophisticated in or outline associative organization & quantity  Sophisticated notes,  Organized notes with 2-  List-like notes (e.g.,  Copies original text webs, table or levels that include the bulleted list)  Associative outline main ideas & details  No hierarchical (tangential, stream of  Excellent content (e.g., has headings or organizational (e.g., consciousness) style coverage and labels, and the associated missing main ideas, writing  Excellent facts): headings, labels, etc)  Narrative or essay- organization\ o Graphic organizer,  1-level - list of facts, like format (i.e.  Mature and adult- outline, table., or ideas paragraph format) like concept map (with with complete categories & details) sentences o Uses marks, spacing, or indentations to Note: Missing major Note: Notes are not indicate a hierarchy headings, category organized in a way that labels, & big ideas – helps student – like just a list of facts reading original text or worse (associative)

B. Content Coverage. How comprehensive are students in their coverage of the content? Mark 2, 1, or 0. 3 Excellent Mature, thorough and complete notes– Contains the accurate and important information to pass a quiz or test. 2 Average Average; the notes are adequate, but could be improved in quantity (e.g., in either breadth or depth). 1 Poor The notes do not reflect enough accurate information to pass a quiz or test. Map It Strategy Lesson

Class List/Target Students

Name Pretest Pretest Pretest Test Score Posttest Posttest Posttest Test Score Organization Content Retelling Organization of Content Retelling of Notes Coverage Notes Coverage Map It Strategy Lesson

Stages of Strategy Instruction Critical Teaching Behaviors observed? notes / comments 1. Assess student knowledge – Pretest.

2. Explain / describe the strategy

 Preview the lesson – connect to the pretest that students took and to the types of reading and writing skills that students need in this class.  Briefly explain the strategy that you will be teaching.  Discuss rationale for using the strategy - Why it is important  Discuss situations in which this strategy can be used (in and out of school)  Present information about the benefits of using the strategy and the results that students can expect  Describe the steps of the strategy from beginning to end. o Describe both the physical and mention actions associated with each step of the strategy o Ask questions to check for understanding o Explain (or elicit) purpose for each step o Use examples from both your course and other situations o Prompt students to take notes as you present the strategy steps. o Describe the mnemonic (if there is one) or name of the strategy o Compare this strategy to the students’ previous methods  Wrap up the lesson 3. Present Examples and Nonexamples  Presents concrete examples & discusses features that are effective  Presents nonexamples and discusses features that are not effective 4. Model the strategy from beginning to end  Explain the purpose of this lesson - “I am going to show you how to carry out the steps of this strategy in a social studies lesson. I will be thinking aloud so you can hear what I think about as I perform this strategy. I want you to listen and watch carefully. I will start by modeling, but later in the lesson, I will be calling on you to help me demonstrate some of the steps of the Map It Strategy Lesson

strategy.”  Model the strategy from start to finish. Perform the steps of the task while o Thinking aloud o Instructing yourself in the steps of the strategy o Guiding yourself through the strategy by asking appropriate questions o Verbalizing problem-solving o Monitoring your progress – with the task and with the steps of the strategy  Recruit student involvement in the demonstration after modeling all of the steps o Ask students to perform (or help you perform) one step o Check for understanding by asking students about what they observed o Ask students to name the next step that should be performed o Assist students as they perform a part of the strategy or explain a step of the strategy o Engineer success – some students won’t be ready to demonstrate a step at this point. Allow them to work with you to demonstrate the step prompting as necessary o Correct misconceptions or expand on student responses as needed  Review the lesson o Check student understanding about the strategy . What did they learn . What confused them . What other information do they need . How will this help them in the future  Preview the next lesson 5. Provide many opportunities for guided practice AND SHARING – I do it, we do it, ya’ll do it, you do it  Review the strategy  Briefly model the steps on a section of the material (I do it)  Guide the group in carrying out the steps of the strategy on the next section (We do it) o ask for strategy steps o call on a variety of students to explain how to perform steps o ask students to explain how they are thinking o shape student responses o encourage students with authentic praise Map It Strategy Lesson

o evaluate student understanding o re-instruct if necessary  Ask the students to work with a partner on the next section of material following the steps of the strategy. Mark sections of the text where they should stop and talk. o Ask them to share their thinking with their peer o Use a cuecard to support their strategy use and conversations o Ask them to share their thinking with the class  Debrief with students - How is the strategy working for them? Questions? Need for clarification?  Provide specific feedback to students on how they are doing on the strategy o What are they doing well o What do they need to work on o Provide additional instruction / clarification of steps if necessary 5. Independent practice - application of the strategy to course materials independently 6. Informally assess student progress – Are they increasing their skill in this strategy? How can you help those who are lagging behind? 7. Generalization  Ask students to commit to using strategies before an assignment, quiz, or project  Model over time the use of the strategies for different purposes and content  Link performance to strategy use  Cue students to generalize 8. Post-assessment  Ask students to self-evaluate and self-monitor their strategy use  Use data to show changes in performance and learning  Provides “places and spaces” for students to explain how they use strategies throughout an entire unit Map It Strategy Lesson Map It Strategy Lesson

Rubric

Name of project author:

Subject:

1. Categories have labels or titles that fit the details and 0 1 2 3 4 information.

2. Each category has 2-3 related 0 1 2 3 4 details that support the big idea.

3. Details provide important and 0 1 2 3 4 supporting information.

4. Author uses phrases and words 0 1 2 3 4 rather than sentences.