School Board of Brevard County s1

MESH Vocabulary and

Comprehension Math Strategy Handbook SCHOOL BOARD OF BREVARD COUNTY Educational Services Facility 2700 Judge Fran Jamieson Way Viera, Florida 32940-6601

SCHOOL BOARD MEMBERS Robert Jordan, Chairman Dr. Barbara A. Murray, Vice-Chairman Amy Knessy Karen Henderson Andrew Ziegler

SUPERINTENDENT Brian Binggeli, Ed.D.

DIVISION OF CURRICULUM AND INSTRUCTION ASSOCIATE SUPERINTENDENT Brenda Blackburn

OFFICE OF SECONDARY PROGRAMS DIRECTOR Dr. Walter Christy Preface

The MESH Comprehension and Vocabulary Guide was written to provide tools and strategies for you to use in your specific content area. In fact, the examples provided illustrate your subject area content. The information contained in this guide serves several purposes:  Staff development in reading strategies  Ideas for your Individual Professional Development Plan (IPDP)  A differentiation “road-map”, and  Tier 2 and 3 Response to Intervention (RtI) strategies

This guide will be invaluable as you work to support all students in your classroom. Developing a common language as instructors and providing common strategies for students to use throughout their day will maximize student learning and achievement.

This guide was created during the summer of 2009 by the following literacy coaches:

Coordinator: Patty Adams, Secondary Literacy Facilitator Co-Coordinator: Lisa Rogers, ESE Resource Teacher

Beverly Austin, Johnson Middle School Lucy Casey, Satellite High School, DeLaura Middle School Annette Gutches, Merritt Island High School Diana Pittenger, Southwest Middle School Ann Rafferty, Madison Middle School Aretta Raines, Palm Bay High School Tina Rice (teacher), DeLaura Middle School Donna Spooner, Space Coast Junior/Senior High School

Many thanks to them for their hard work, expertise and dedication to the students of Brevard Public Schools. Table of Contents

ABC Chart Strategy…………………………………………………………………………….# Blackline Master…………………………………………………………………..# Example……………………………………………………………………………#

Admit/Exit Slips Strategy…………………………………………………………………………….# Blackline Master…………………………………………………………………..# Example……………………………………………………………………………#

Affinity

Strategy…………………………………………………………………………….#

Anticipation Guide

Strategy…………………………………………………………………………….# Blackline Master…………………………………………………………………..# Example……………………………………………………………………………#

Back to Your Roots

Strategy…………………………………………………………………………….# Blackline Masters………………………………………………………………..# - # Example……………………………………………………………………………#

Book Pass

Blackline Master…………………………………………………………………..#

Capsule Vocabulary

Strategy…………………………………………………………………………….#

Concept Definition Map

Strategy…………………………………………………………………………….# Blackline Masters………………………………………………………………..# - # Example……………………………………………………………………………# Concept Ladder

Double-Entry Journal

Frayer Model

Graphic Organizer

Jigsaw

Strategy…………………………………………………………………………….#

Password

Strategy…………………………………………………………………………….# Possible Sentences

Questions Game

Strategy…………………………………………………………………………….#

Quick Writes

Read-Aloud

Semantic Feature Analysis

Strategy…………………………………………………………………………….# Blackline Master…………………………………………………………………..# Example……………………………………………………………………………# Semantic Map

Strategy…………………………………………………………………………….# Blackline Master…………………………………………………………………..# Example……………………………………………………………………………# Q-Notes……………………………………………………………………………#

Text Connections

THIEVES

Think-Pair-Share

UNRAVEL

VIPER W?

Strategy…………………………………………………………………………….# Blackline Master…………………………………………………………………..# Example……………………………………………………………………………# Vocabulary Menu

What Happened? So What? What Next?

Write Around

Strategy…………………………………………………………………………….# Example……………………………………………………………………………#

Write to Learn

Strategy…………………………………………………………………………….# Example……………………………………………………………………………#

X Marks the Spot

Web Resources……………………………………………………………………………#

Reading Terms to Know………………………………………………………………….# Appendix A – Response to Intervention Flow Chart

OVERVIEW OF RESPONSE TO INTERVENTION

TIER 1 TIER 2 TIER 3  Research-based core curriculum  Strategic interventions  Intensive interventions  Includes all students  Research based supplemental  Increased time and/or intensity  Universal Screening 3 times yearly curriculum in addition to core  Adjusted group sizes  Additional small group instruction  Individually designed program based  Targeted to skill deficits on results of Tier 2 monitoring If < 80% are at or near benchmark; RTI  Progress monitoring two times each  Weekly progress monitoring Team reviews and evaluates month (every other week)  Ongoing parent communication effectiveness of core curriculum and  Ongoing parent communication regarding progress fidelity of instructional practices. If > regarding progress. 80%, proceed to review of individual at- risk students. RTI Team reviews RTI Team reviews RTI Team RTI Team progress data. If progress data. If reviews reviews progress adequate rate of learning is progress data. If data. If available If student at or If student falling progress towards slow or adequate interventions are near short of grade meeting inadequate to progress unsuccessful (i.e., benchmarks level benchmarks, benchmarks, RTI reach towards meeting student will not continue with RTI Team meets Team may decide benchmarks, RTI benchmarks, meet benchmark Tier 1 to conduct a to continue Team may decide RTI Team may at present rate of instruction. comprehensive interventions or to to add Tier 3 decide to learning) OR review. discontinue Tier 2. interventions. continue Intensity of interventions or instruction cannot be sustained RTI Team to discontinue RTI Team indefinitely; considers the need Tier 3. includes consider referral for Strategic Tier 2 Specialists and/or to Child Study interventions. ESOL Staff Team.

Notify parent in Teacher Child Study Team writing and completes will consider ESE include RTI Communication referral. brochure. Screening Checklist

1 RESPONSE TO INTERVENTION DELIVERY SYSTEM MIDDLE SCHOOLS – READING PROGRAMS

Classroom Assignments/ Curricular Options

Undifferentiated Classroom Classroom Assignment by Assignment Educational Need

Content Area Program(s) Developmental Reading Intensive Intervention implementing Reading Program and Targeted Reading Program Strategies Supplemental (2 periods) (1 period)

Instructional Intervention Support Continuum

SBRR Differentiated Targeted Small Individual Intensive Best Practices Small Group Group Accommodations/ Intervention Instruction Instruction Modifications Strategies (Tier 1) (Tiers 1 and 2) (Tier 2) (Tiers 2 and 3) (Tier 3)

2 3 RESPONSE TO INTERVENTION DELIVERY SYSTEM HIGH SCHOOLS – READING PROGRAMS

Classroom Assignments/ Curricular Options

Undifferentiated Classroom Classroom Assignment by Assignment Educational Need

Content Area Program(s) Intensive Reading Intensive Intervention implementing Reading Program Program Strategies (1 period) (2 periods)

Instructional Intervention Support Continuum

SBRR Differentiated Targeted Small Individual Intensive Best Practices Small Group Group Accommodations/ Intervention Instruction Instruction Modifications Strategies (Tier 1) (Tiers 1 and 2) (Tier 2) (Tiers 2 and 3) (Tier 3)

4 Three to Four Screenings per Year to Monitor Student Progress FAIR, CBA

5 6 Differentiation Continuum

Not Differentiated Fully Differentiated

Comprehension assessment is at the end Comprehension assessment is ongoing A single form of assessment is used Diagnostic comprehension assessment is used Teacher directs student behavior Teacher scaffolds self-reliant learning Comprehension instruction is whole class Flexible grouping is practiced Coverage of texts and curriculum drive curriculum Materials are varied instruction Multiple forms of intelligence are valued Intelligence is viewed narrowly Assignments offer multiple options Single option assignments Time is flexible in terms of student needs Time is inflexible Teacher facilitates student problem solving Teacher solves problems Grading is determined by learning goals Grading is based on teacher-set, inflexible objectives

Formal definition of differentiation: A teacher recognizes those academic differences and modifies classroom instruction in order to help each student reach his or her academic potential.

Informal definition of differentiation: Classroom practice that looks eyeball to eyeball with the reality that students differ and with the most effective teachers doing whatever it takes to hook the whole range of students on learning.

“Differentiating is first and foremost good instruction. Many current understandings about learning provide strong support for classrooms that recognize, honor and cultivate individuality.” – Carol Ann Tomlinson

Adapted from Carol Tomlinson, 1999 and FLaRE’s K-12 Reading Endorsement Differentiation Course

7 8 Principles of Differentiation

 Students differ in experiences, readiness, interest, intelligences, language, culture, gender, and mode of learning.  Educators must meet each student at his or her starting point and ensure substantial growth during each school term.  Classrooms that ignore student differences are unlikely to maximize potential in any student who differs significantly from the “norm”.  Teachers need to make modifications for students rather than assume students must modify themselves to fit the curriculum.  Classroom practices should always keep in mind that human brains learn best when curriculum is highly interesting and highly relevant. Adapted from Tomlinson, 1999

Adapted from FLaRE’s K-12 Reading Endorsement Differentiation Course

9 Brevard Public Schools

The Lexile Framework for Reading An informational page for all teachers

Q: What is the Lexile Framework for Reading? A: The Lexile Framework measures both text difficulty and the current reading ability of students. Since Lexiles measure students and text on the same scale, they can be used to match your students to appropriate text inside the classroom, at the library, and at home.

Q. Why is this important to me as an elementary teacher? A secondary content area teacher? A: Your students are likely to read more if they are able to read books that match their current reading level. You will help students achieve a higher level of comprehension if you match Lexiled texts to student Lexile measures. If a passage must be used that is higher than most students’ Lexile measures, significant scaffolding must take place before, during, and after the lesson.

Q: How can I easily find an individual student’s Lexile measure? A: All students who take the Scholastic Reading Inventory (SRI) will receive a Lexile measure from 200L (developing reader) to 1700L (advanced, highly proficient reader). Beginning in September 2007, all students in grades 2-10+ will have documented Lexile measures.

Q: How can I easily find the Lexile level of a text or find articles that are Lexiled? A: For databases of Lexiled books and articles, as well as other tools to help match your students to Lexiled texts, link to the MetaMetrics website at the following address: http://www/lexiles.com

Q: How does the Lexile Framework for Reading Work? A: Your students can be appropriately matched with books that can be both engaging and challenging. Implementation of Lexiles will be useful in managing instructional programs and resources for individual student success.

Lexile Scale: A developmental Lexile Measure: A numeric Lexile Range: The suggested scale for reading that ranges from representation of a reader’s = range of Lexiled texts that a reader 200L for beginning readers to ability and of a text’s difficulty; should be reading. above 1700L for advanced texts. both followed by an ‘L’ (for Instructional: +50L to 150L Lexile Scale) i.e. 850L. Independent: +50L to -100L

The optimal level of reading comprehension is not a “one-size-fits-all notion.” This optimal level is also dependent on the characteristics of the reader (such as prior knowledge), the motivation of the reader, (how interesting the subject is to the reader), and the characteristics of the text (such as structure and illustrations).

When reader and text are appropriately matched, a reader can enjoy a comprehension rate of about 75%-85%. The 75 percent comprehension level corresponds to that balance of skill and difficulty that allows reading to be both a positive and a challenging experience-a combination that encourages the reader to grow in proficiency and motivation.

10 6/26/09 Typical Text Demand Lexile Ranges of Text by Grade (from Lexile Research & Map)

Grade in School Typical Text Demand

1st Grade 200L to 400L 2nd Grade 300L to 500L 3rd Grade 500L to 700L 4th Grade 650L to 850L 5th Grade 750L to 950L 6th Grade 850L to 1050L 7th Grade 950L to 1075L 8th Grade 1000L to 1100L 9th Grade 1050L to 1150L 10th Grade 1100L to 1200L 11th and 12th Grade 1100L to 1300L

Beyond High School Average Text Demand (from Lexile Research)

Military (training/field manuals) 1180L Citizenship (newspapers, voting, jury) 1230L Workplace (workplace study materials) 1260L Postsecondary - first two yrs (textbooks) 1355L

Note: See Lexile Map and Book Database (www.lexile.com) for specific text measures

11 What is Scaffolding?

Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students.

What is its purpose?

Scaffolding essentially means modifying some of the work for the student who isn't quite ready to accomplish a task independently. Like the supports that construction workers use on buildings, scaffolding is intended to be temporary. It is there to aid the completion of a task and it is eventually removed. Think of how children learn to swim (or ride a bike). You support them through the learning process, arms ready to keep them from sinking (or falling). As they gain ability and confidence, they can swim further with less support from you. Eventually you aren’t needed at all and children try more difficult strokes, swimming in the deep end and even jumping off the high dive.

Scaffolding in the classroom is analogous to teaching swimming. Provide students with much support during initial instruction, give assistance during guided practice, and encourage independence in applying the strategies in a variety of situations, but be ready to help if they start sinking. Just as learning to swim takes a long time with a great deal of teaching, modeling and coaching, learning to successfully apply comprehension strategies takes many lessons and the learning curve will vary from student to student.

Some guidelines for scaffolding include:

 Give assistance before, during and after reading.  Make invisible cognitive skills visible (think aloud).  Remember that support is needed and given on a continuum, with the greatest need and support occurring during initial instruction.  Understand that to help students become more proficient, many lessons and guided practice experiences will be needed.  Encourage students to consider how they know what they know.  Pair advanced learners with developing ones.  Engage students in cooperative learning. In this type of environment students help students in small group settings but still have some teacher assistance. This can serve as a step in the process of decreasing the scaffolds provided by the educator and needed by students.  Use an apprenticeship model whereby an expert models an activity, provides the learner with advice and examples, guides the student in practice and then tapers off support until the student can do the task alone.

12 Assessment & Evaluation Considerations:

 Teacher observation - includes anecdotal notes, class records, and classroom circulation  Student self-assessment - students rate their own behavior and the behavior of their peers using a rubric  Graphic Organizers - A graphic organizer is a specific type of scaffolding tool. It is a way to visually represent an idea—to use a drawing to organize one's thinking. Graphic organizers include cycles, webs (e.g., cluster, network, org chart, family tree, chain of events), maps (e.g., spider, fishbone, concept), continua (e.g., timelines, degree scales), matrices (e.g., compare/contrast, storyboard), Venn diagrams, and charts (e.g., flow, KWL, SQ3R).

Teacher Resource:

 Scaffolding for Success by James MacKenzie

13 Supporting Students in Comprehension

Before Reading: Assess prior knowledge Preview text Set purpose for reading Predict and anticipate (frontload)

During Reading: Monitor comprehension Think about and connect with the text Question text, author and self Note important details and summarize Predict and infer Revise and confirm predictions and inferences

After Reading: Review and evaluate text and information learned Apply ideas learned Share content in various ways and formats (e.g., discussions, visual representations, group project, lab report, chart or diagram, Thinking Map, other graphic organizers)

Other: Model, model, model and scaffold support Provide appropriate initial instruction and practice Provide a variety of text for guided practice Provide opportunities to discuss and write about content

Adapted from FLaRE’s K-12 Reading Endorsement Differentiation Course

14 What Proficient Readers do before, during and after Reading Before Reading During Reading After Reading Good readers… Good readers… Good readers… Access prior knowledge and Access prior knowledge and Synthesize information experiences experiences  Connect ideas from several different  Think about what they already know  Combine text information with sources about the topic background information to learn new o Text-to-text  Think about what ideas and words information o Text-to-self might appear in the text  Use schema to enhance o Text-to-world  Relate text to their world knowledge, understanding and to store information  Sequence ideas and story events text knowledge and personal in long-term memory  Summarize information experiences  Draw logical conclusions based on text Determine importance in text Determine importance in text and other knowledge  Set a purpose for reading  Identify main ideas or theme  Make generalizations  Make decisions based on the genre of  Use text features to determine  Form and support opinions the text: importance (bold or italicized print,  Classify and categorize information o Is it a story? How should I figures, photographs, heading, insets)  Sort and prioritize information in long- read it? term memory o Is it science? How should I  Retell events or key facts read it?  Consider author’s viewpoint, purpose o Is it an article? How should I and style read it?  Create personal interpretations o Is it directions? How should I read it? Draw inferences Utilize text structure to determine  Make initial prediction using title, importance cover, illustrations, knowledge of topic,  Recognize cause and effect or preview of the text and illustrations  Compare and contrast information  Anticipate what the story may be about  Recognize story structure  Form an initial hypothesis or an  Recognize chronological order opinion about the text.  Recognize problem/solution

15 Draw inferences  Make confirm and alter predictions  Form and support opinions  Create personal interpretations Ask questions to confirm understandings  Question to clarify meaning (words & ideas)  Question the author and the key theme Use sensory images  Create or use images from all senses  Visualize information from text, illustrations and diagrams, etc.  Adapt images based on others’ responses and incorporate new information while reading

16 Prompting Questions to Help Students become Better Learners

Before Reading Questions During Reading Questions After Reading Questions

These questions help students prepare their These questions help students understand It’s important for students to check how much minds for learning. what they are reading at the level of the word, they understand and remember. Encourage sentence, section and whole text. students to think about which questions help them learn. Encourage them to use them again and/or try other ones. Why are you reading? Where will you pause to think about What did you learn?  For enjoyment? what you have read?  What new information did you  To get information?  Pause at the end of the sentence, discover? paragraph, or section to see which  What was the story about? helps you to remember what you have  How will you use this information? read.  How has this information changed  If you lose the meaning of what you you? are reading, go back and reread. If you have to get information, what How do you figure out a new word? How did the author help make will you be expected to do with it?  Listen to yourself read in your mind as reading easier?  Answer comprehension questions? though you were reading aloud.  How were the facts presented to you  Note the main points and/or  Use punctuation and text clues to work to help you learn? summarize? out the meaning of a sentence.  How was the text organized? Did it help you learn?  What was the author’s background? Was he/she biased? Persuasive?  What clues in the story helped you understand the plot? What is the text about? Do you form mind pictures as you What reading strategies helped you  Use titles, headings, subheadings, or read? learn? skim the first few pages to help find out  The picture can change with new  Visualizing? what the text will be about. information.  Summarizing?  Make a prediction about what you  It helps to describe the picture to  Predicting and confirming? think the text is about. others.  What others?

17 Adapted from FLaRE’s K-12 Reading Endorsement Differentiation Course What do you already know about the Do you imagine yourself in the story Did you learn anything new or topic? or using the information you are unusual?  It helps to add new information to what reading about? is already known.  Ask yourself how you would feel or  It is like adding flesh to a skeleton. The what you would see and do. skeleton is made up of all the bits of  Imagine yourself using the information information you pull from memory. The you are reading about. flesh is the new information you get from reading. How will you go about reading? Do you ask questions while Why did the author write this  Listen to yourself read and make a reading? material? picture of the information in your mind.  What will happen next?  To entertain you?  Change the mind picture as you read  What has told me this?  To inform you? and learn more information.  How could this information be used?  To persuade you?  Try to work out the meaning of new  How does this new information change words or guess and read on. what I already knew about this topic?  Reread sections that do not make sense. Do you remind yourself why you are How will you remember this reading and how you are reading? information? Try these memory  This helps you focus when you lose strategies: concentration  Describe the main ideas briefly.  Connect new information to what you already know.  Draw a picture of the ideas.  Think about when the ideas could be used.  What new words were found in the text?  When might you use the new words in the future?  What words did you find hard to read? Adapted from FLaRE’s K-12 Reading Endorsement Differentiation Course

18 Teacher Directed Lesson Classroom Routine

Activity Purpose Recommended Time 1. Student Triads Groups are collecting homework, forms, 5 minutes organizing materials and books. Question: As the teacher, what could you be doing during this student-led time?

2. Content Review/ Teacher-led or student-led discussion/activity of 5 minutes Summary prior content covered. Question: What types of activities could you utilize for prior knowledge review?

3. New Content New information is taught 20 minutes Question: What strategies can you use to introduce new concepts/content? What would the model; “I do it, we do it, you do it” look like in your content area?

4. Self-evaluation Students have opportunities to check their own understanding of the new content/concept. You 5 minutes know who understands and what content needs reframing. Question: Brainstorm and list strategies that can be used in your content area. Will the strategies listed ensure 100% of students self- evaluating their own learning?

5. Clarification/ Teacher provides additional information to Wrap-up correct misinformation generated by students 5 minutes self-evaluation. Question: What resources do you have in your classroom to support student learning?

6. Student Triads/ Students are responsible for helping their group 5 minutes Exit Slips with homework, test, materials organization. Question: What could you be doing during this time? Developed by Lisa Rogers, Brevard Public Schools 2008

19 Vocabulary Comprehension Strategy Before During After X ABC Chart X X X Admit/Exit Slips X X X Affinity X Anticipation X X X X Guides Back to Your X X X X Roots X Book Pass X Concept X X X X Definition Map X Concept Ladder X Double Entry X X X Journal X X Frayer Model X Graphic X X X X X Organizers X Jigsaw X X X X X KWL Chart X X X X Password X Possible X X Sentences QAR/Levels of X X X Questions X X Question Game X X X X X Quick Writes X X RAFT X X X Read Aloud X Semantic Feature X X Analysis Semantic X X X X X Mapping X SQ3R X X X X Text Connections X X THIEVES X X X Think-Pair-Share X X X X UNRAVEL X X X VIPERW X X Vocabulary Menu X X X Capsule X X X Vocabulary What Happens, X X X So What X Write Around X X Write to Learn X X X X X Marks the Spot X

20 21 Strategy Name: ABC Chart

Strategy Explanation: ABC chart is a brainstorming activity used to activate prior knowledge using each letter of the alphabet. Students fill in the chart with terms or words that relate to the topic under the appropriate letter (every letter may not be used).

RtI Target Tier: Tier 1

Materials: paper, chart paper, markers, pencils, blackline master

Estimated Time for Strategy: 10-15 minutes

Steps for Strategy:

 select topic I do…  create or pass out blackline (see appendix)  explain activity

 model one alphabet letter (if needed) We do…

 students complete chart individually, pairs or small groups You do…

22 Support and Extension: ABC

Support: To differentiate for struggling learners, teacher  assigns work with partner or team  allows verbal responses  provides one or two answers  allows picture representation

Extension: To challenge students, teacher  requires students to generate more words  allows students to compete to see who writes the most words

My Notes and Ideas:

23 Name ______Topic______ABC Brainstorm Activity

A G M S

B H N T

C I O U

D J P V

E K Q W

F L R XYZ

24 Name ______Topic______ABC Brainstorm Activity Geometry A G M S area graph matrix symmetry

B H N T base height theorem

C I O U circumference isosceles ordered pair

D J P V diameter Pythagorean vector Theorem

E K Q W equilateral quadrant width

F L R XYZ formula lattice point radius zero angle

25 Strategy Name: Admit/Exit Slips

Strategy Explanation: Admit/Exit Slips are written student responses to questions posed – for admit slips, prior to class; for exit slips, at the end of class. It is an effective way to informally assess student understanding of new and old concepts. They are also useful in stimulating critical thinking and can be used as a springboard for new learning.

Materials: copy slips (blackline master) or index cards, pens/pencils

Steps for Strategy:

I do…  pose a pre-lesson or post-lesson question for the students to respond

We do…

 students respond on index card or printed You do… slip

26 Support and Extension: Admit/Exit Slips

Support: To differentiate for struggling learners, teacher  provides more modeling  assigns peer partners  allows verbal responses  allows picture representation

Extension: To challenge students, teacher  can use admit slips as a warm-up/bell ringer  uses exit slip as a homework assignment

My Notes and Ideas:

27 Name:______Date:______

EXIT SLIP

Briefly summarize what you learned today: ______

During today’s lesson I did not understand: ______

One question that I have about today’s lesson is: ______

28 Admit/Exit Slip Math Example

Admit Slips

1. Write one (or more) things that you already know about____ . (Useful to begin a unit or lesson) 2. Write one question that you still have about the activity that we did yesterday. 3. Write an explanation of the process you used to solve one problem you did for homework last night.

Exit Slips

1. One thing I learned today is.... 2. One thing I am not sure about today's lesson is.... 3. I can use this knowledge or process again when I....

Example 1 You are to write about the following things. Your completed work should be about one page long.

1. Tell me about at least three things you like in math class. Be specific about why you like these things. 2. Tell me about at least three things you dislike in math class. Be specific about why you dislike these things. 3. Tell me how a math teacher can help you learn. Is there something specific I should know about teaching you math? 4. Complete the following sentence. Be sure to tell me how you felt about it. One time in math class...

Example 2

Which is greater, the sum of -219 and 327 or the sum of 219 and -327? Explain

29 Strategy Name: Affinity

Strategy Explanation: Affinity, (finding similarities) is one way to help students organize their reading. Students find main ideas and details and then categorize them according to their similarities. Skills used as a result of the affinity strategy include brainstorming, piggybacking, presenting, referencing text for proof, or categorizing. All learning modalities are addressed.

Materials: chart paper, sticky notes, markers

Estimated Time for Strategy: 40 – 50 minutes

Steps for Strategy:

 assign text selection for 3-4 teams of I do… students to read  assign one fluent reader in each team to read the selection aloud  teacher facilitates groups during their independent work

 tell students that they will be recording details on sticky notes, one detailed We do… phrase per note; then place note on chart paper

 students silently go to chart, read notes, and organize notes for similarities until all have been grouped together  students validate their placement of the notes You do…  once consensus is reached students write category titles at the top of each group  after teacher feedback, students share their chart with class

30 Support and Extension: Affinity

Support: To differentiate for struggling learners, teacher  assigns peer partner(s)

Extension: To challenge students, teacher  may have students create a power point presentation as an end product

My Notes and Ideas:

31 Strategy Name: Anticipation Guide (Smith, 1978)

Strategy Explanation: Anticipation guides are used to effectively build background knowledge, clarify students’ thinking, identify misconceptions, and provoke curiosity through the use of statements related to a topic and upcoming lesson.

Materials: whiteboard, overhead projector/document camera, blackline master, or chart paper

Steps for Strategy:

 identify key ideas and concepts in the text that students will be reading  create statements that students can I do… answer without having read the text  develop three to six statements that challenge or modify students pre- existing knowledge  statements should elicit student opinion and motivate discussion

 model one statement (if needed) We do…

 students should be prepared to defend their opinions  have students read the text and revisit You do… the anticipation guide to see if their opinions have changed or stayed the same

32 Support and Extension: Anticipation Guide

Support: To differentiate for struggling learners, teacher  provides more modeling  assigns peer partner(s)  limits the number of statements

Extension: To challenge students, teacher  has students explain why they agree or disagree  requires students to support their statements with examples from the text

My Notes and Ideas:

33 34 Anticipation Guides: Solving Quadratic Equations in One Variable

Select the chapter or section in any Algebra II text that discusses solving quadratic equations in one variable. Follow the directions in the anticipation guide below.

Directions: In the column labeled ME, place a check next to any statement with which you agree. After reading the section, consider the column labeled TEXT, and place a check next to any statement with which the text agrees.

Me Text ______1. Quadratic equations have at most two solutions.

______2. The quadratic formula can be used to solve any quadratic equation.

______3. If x2 = 25, then the solution set for x is {5}.

______4. Completing the square is a valid method for solving quadratic equations.

______5. When using the factoring method to solve a quadratic equation, you must set the equation equal to zero before you factor.

35 Strategy Name: Back to Our Roots

Strategy Explanation: Back to Our Roots builds an awareness of Greek/Latin word roots to help students understand the origin of words, especially math and science vocabulary. Students use a Greek or Latin root word lists to create a map. Students can access new words through knowledge of these roots.

Materials: a word root list, web blackline master, thesaurus, dictionaries, sample word web, notebook paper, chart paper, overhead/document camera, or whiteboard, pens/pencils, text and/or textbook

Estimated Time for Strategy: time varies

Steps for Strategy:

I do…  model word web using Greek/Latin root  divide class into groups of 4 – 6 students  pass out Greek/Latin word list

 within each group, each student chooses 2 different word roots We do…  direct students to use their text, dictionaries and other resources to find 4 words that contain their chosen word root

 students create a word web for each word with a minimum of 4 outer rays with related You do… words and their meanings  students share their web with the class

36 Support and Extension: Back to Your Roots

Support: To differentiate for struggling learners, teacher  provides more modeling  allows work with partner or team  allows verbal responses  assigns more basic roots  provides one or two answers  allows picture representation

Extension: To challenge students, teacher  requires students to generate more words  has students compete to see who makes the most words  has students create morpheme word wall with examples  has students self select roots  challenges students to create another organizer for the other word part (ie graph is the root which would be in original organizer, geo could be used in another organizer)  asks students to analyze other word parts like prefixes and suffixes

My Notes and Ideas:

37 Back To Your Roots

______Subject/topic

38 Math Terms Prefix Root Suffix Greek/Latin Definition

diameter di- Greek through, across meter Greek measure

perimeter peri- Greek around, enclosing meter Greek measure

symmetry sym- Greek similar metry Greek measure

similarity simil- Latin same, alike circumference circum- Latin in a circle fer Latin produce

inequality in- not equ- Latin same, similar

exponent ex- out of, from ponent Latin put, place

radical radic- Latin root al Latin relating to, belonging to

altitude alti- Latin high tude Latin state, quality

capacity cap- Latin contain, hold acity Latin quality of

*coordinate co- (com-) Latin together ordinate Latin order, row, series

extrapolate ex- out of, from tra- Latin beyond, out of

polygon poly- Greek many, much gon Greek corner, bend, angle

quadrant quad- Latin four

variable vari- Latin change, different

parallel para- Greek by the side of, beside allel- Greek the other

sequence sequ- Latin follow

39 Greek Combining Forms astro stars, heavens astronaut, astrology, astronomer bio life biography, biosphere, biology geo earth, rocks geology, geographer, geothermal therm heat, warm thermostat, thermal, exothermic auto self automatic, autoimmune, autograph homo same, alike, (or man) homonym, homogenize, homicide hydro water hydrogen, hydrology, hydroelectric micro small microscope, microclimate, microcosm macro large macroclimate, macroevolution phon sound, speech telephone, phonics, symphony scope instrument used to telescope, microscope, kaleidoscope observe, see graph, written autograph, telegraph, geographer, gram telegram, electrocardiogram, grammar photo light photograph, photon, photobiotic tele distant, far telescope, television, telecommunications chron time chronic, chronological, synchronized path suffering, disease psychopath, pathogen, sympathy psych mind, mental psychology, psychic, psychosocial pan all, whole panorama, panacea, pantomime zoo animal zoology, zootoxin, zoogeography

-meter instrument used to thermometer, barometric, chronometer (metric) measure, a type of measurement

-phobia fear, intense dislike claustrophobia, xenophobic, acrophobia

-ology study of geology, morphology, etymology

40 Greek Combining Forms astro stars, heavens astronaut, astrology, astronomer bio life biography, biosphere, biology geo earth, rocks geology, geographer, geothermal therm heat, warm thermostat, thermal, exothermic auto self automatic, autoimmune, autograph homo same, alike, (or man) homonym, homogenize, homicide hydro water hydrogen, hydrology, hydroelectric micro small microscope, microclimate, microcosm macro large macroclimate, macroevolution phon sound, speech telephone, phonics, symphony scope instrument used to observe, telescope, microscope, kaleidoscope see graph, written autograph, telegraph, geographer, gram telegram, electrocardiogram, grammar photo light photograph, photon, photobiotic tele distant, far telescope, television, telecommunications chron time chronic, chronological, synchronized path suffering, disease psychopath, pathogen, sympathy psych mind, mental psychology, psychic, psychosocial pan all, whole panorama, panacea, pantomime zoo animal zoology, zootoxin, zoogeography

-meter instrument used to thermometer, barometric, chronometer (metric) measure, a type of measurement

-phobia fear, intense dislike claustrophobia, xenophobic, acrophobia

-ology study of geology, morphology, etymology 41 Latin Roots port to carry transport, export, porter, portal, reporter form to shape formation, reform, conform, formulation tract to pull tractor, subtract, detract, traction, retractable rupt to break disrupt, interrupt, rupture, corrupt spect, to see, to watch inspect, suspect, spectator, specimen, respect spec struct, stru to build construct, structure, instruct, instruction dic, dict to tell, to say dictionary, dictate, predict, edict, dictator, indict flec, flex to bend flexible, reflector, genuflect, inflection cred to believe credentials, credulous, discredit, incredible aqua water aquatic, aquarium, aquamarine pels, puls to drive, push propel, compel, impel, repel, impulse, pulsate fact, fac to make, to do factory, facilitate, factor, faction, factotum ject to throw, to lie inject, projectile, reject, subject, conjecture vert to turn reverse, convert, revert, divert, diversify mit, mis to send missile, admission, emit, remit, transmit mort to die mortal, mortician, mortuary, mortify, immortal script, to write scribble, script, scripture, prescription scrib junct to join conjunction, junction, adjunct, juncture cide to kill suicide, genocide, ecocide, regicide press to force, squeeze press, impress, express, compress, repress spire, spir to breathe respire, conspire, inspire, perspire, expire, spirit grad, to step grade, graduate, gradual, transgress, regress, gress egress cept, capt take, receive capture, captivity, intercept, exception 42 Back To Your Roots Math Example

polynomial polycentric

43 Strategy Name: Book Pass

Strategy Explanation: Book Pass provides students the opportunity to briefly preview a wide variety of books in a short time.

RtI Target Tier: all tiers

Materials: enough books for each student to have one book, book pass blackline master, pencil/pen

Estimated Time for Strategy: varies

Steps for Strategy:

 teacher models previewing book I do… including blurb on the back, reading the first pages, examining illustrations, and chapter titles  make sure each student has a book and a book pass form

 teacher and students discuss how to rate the books either using comments, numbers 1-5, or 1-5 stars with five being We do… the highest rating  After perusing 1-2 minutes, teacher says “book pass” and students pass books to the left until everyone has a new book

You do…  students peruse the book for 1-2 minutes  students write comments or rate the book using the numbers 1-5 or stars

44 45 Support and Extension: Book Pass

Support: To differentiate for struggling learners, teacher  provides more modeling  assigns work with partner  allows students to use stars for rating

Extension: To challenge students, teacher  will allow students who read quickly to review multiple books during time period

My Notes and Ideas:

46 Title Author Comments Rating

47 Strategy Name: Capsule Vocabulary (Crist, 1975; Irvin, 1990)

Strategy Explanation: Capsule Vocabulary is a strategy in which students are given key concept words with definitions (less than 10) from an upcoming topic, article, chapter or unit of study. It is used to generate student discussion and lead to a written paragraph incorporating these vocabulary words.

Materials: chart paper, white board, overhead/document camera, blackline master, key concept vocabulary, pens/pencils, paper

Steps for Strategy:

 select key concept words I do…

 teacher provides definition of the word  class discusses experiences they have We do… had with the word (where they have seen it, heard it, context they have heard it in, connections to the word…)

 partners hold a conversation focused on using the key concept words in context  students individually write a summary or You do… brief paper on the topic using each of the vocabulary words

48 Support and Extension: Capsule Vocabulary

Support: To differentiate for struggling learners, teacher  allows students to work in pairs or small groups to write summaries  provides students with a paragraph frame or story starter  allows picture representation  allows verbal response

Extension: To challenge students, teacher  has students self-select words that are central to the theme prior to the assignment  allows students to choose their own article

My Notes and Ideas:

49 Strategy Name: Concept Definition Mapping (Schwartz, 1988)

Strategy Explanation: Concept definition mapping is a graphic organizer used to teach the meaning of key concepts. Students describe what the concept is and is not by giving examples/nonexamples.

Materials: flip chart, overhead transparency, document camera, markers, blackline master, pens/pencils

Steps for Strategy:

 display example  discuss questions I do… - what is it? (broader category/classification) - what is it like? (important characteristics, qualities that make it different) - examples/non-examples

 model by choosing a familiar vocabulary We do… word and map its features (if needed)

 students work in pairs to complete a map (encourage students to use their background knowledge prior to a glossary or dictionary) You do…  after map is complete, students write a definition using their map  students will revisit their map through out the unit to add or change their map as new information is presented

50 51 Support & Extensions: Concept Definition Mapping

Support: To differentiate for struggling learners, teacher  discusses students’ prior knowledge concerning the subject/topic to be mapped  determines if students can make connections with information they have already covered in the class

Extension: To challenge students, teacher  assigns higher level vocabulary words and/or concepts to the students, who will have more complex maps as an end product.

My Notes and Ideas:

52 53 54 55 Strategy Name: Concept Ladder (Gillet and Temple, 1982)

Strategy Explanation: Concept Ladders help students set a purpose for reading, therefore increasing understanding. Each student develops questions for each rung of the ladder using their background knowledge and/or familiar reading experience around a concept.

Materials: text, chart paper, blackline master, pens/paper

Steps for Strategy:

 give students the topic  read introductory text to students I do…

 model sample question through think aloud (When I read this, I wondered…)  ask students to generate questions We do… using blackline master, prior to reading full text

 students write the questions then record You do… answers as they are revealed in their reading

56 Support & Extensions: Concept Ladder

Support: To differentiate for struggling learners, teacher  gives students the questions for the ladder for the concept they are teaching

Extension: To challenge students, teacher  requires students to use higher level questions (from Bloom’s taxonomy)

My Notes and Ideas:

57 CONCEPT LADDER

______Topic

58 CONCEPT LADDER for MATH

Algebra

How do you write and simplify equivalent expressions?

What are ways we can multiply and divide real numbers?

How do we add and subtract real numbers and is it different than the Order of Operations?

What are real numbers?

Why do you need to even need to have an Order of Operations?

What are variables?

How can we use the tools of Algebra?

59 Strategy Name: Double Entry Journal (Tovani, 2000)

Strategy Explanation: Double Entry Journals provide an avenue in which students think critically while reading. Students connect to the text by responding to “lifted phrases”.

Materials: notebook paper, pens/pencils, blackline master, text

Steps for Strategy:

 Suggest a topic or ask a question.  Provide suggested thinking prompts for I do… reflection side This reminds me of… I predict… I am confused because… I will help myself by… I think this means… I wonder…

 Fold the notebook paper lengthwise We do…  Label the left side “Quote w/ page #”  Label the right side “Reflection”

 Lift quotes, comments, or summary statements from reading materials and write on left side  Record thoughts about the lifted You do… statements on the reflection side  Select one prompt and reflection to discuss connections with partner, group, or whole class

60 Support & Extensions: Double Entry Journal

Support: To differentiate for struggling learners, teacher  provides quotes for students and completes a few reflection examples  allows students to work in pairs

Extension: To challenge students, teacher  uses as a prewriting strategy  requires students to generate question or topic

My Notes and Ideas:

61 62 63 Strategy Name: Frayer Model (Frayer, Frederick, & Klausmeier, 1969)

Strategy Explanation: Frayer Model allows students to categorize words, using definitions, characteristics, examples and non-examples in their own words.

Steps for Strategy:

 explain Frayer Model using blackline I do… master

 using an easy word, complete a model We do… with the class

 students work in pairs to complete their Frayer Model with their assigned word/concept You do…  have students share their words with others

64 Support & Extensions: Frayer Model

Support: To differentiate for struggling learners, teacher  models several class-developed Frayer examples. These can be collected into notebooks for each student.

Extension: To challenge students, teacher  has students create word games with the vocabulary words (wordsearch, create word wall, crossword puzzle, taboo cards, BINGO, etc.)

My Notes and Ideas:

65 66 67 Strategy Name: Graphic Organizers

Strategy Explanation: Graphic Organizers instill active comprehension and dynamic discussion by having students visually connect concepts and information from a variety of sources. Information is condensed and classified to assist students in organizing important details.

RtI Target Tier: All

Materials: Text selection, graphic organizer blackline master example (can be from TE), document camera/overhead

Estimated Time for Strategy: 10-45 minutes (warm-up to whole class period)

Steps for Strategy:

I do…  Introduce concept for graphic organizer  Introduce specific organizer and set-up  Introduce the reading selection  Display graphic organizer example

 Begin completing the graphic organizer We do… as a whole class

 Read text to gather information You do…  Complete graphic organizer

68 Support and Extension: Graphic Organizer

Support: To differentiate for struggling learners, teacher  has students work in pairs or small groups to complete graphic organizers  provides a prompt or starter for each box in the graphic organizer

Extension: To challenge students, teacher  assigns a graphic organizer as a starting point for a writing assignment or research project  has students come up with their own individual design for a graphic organizer on a different skill or concept

Examples of different types of Graphic Organizers:  Thinking Maps  Venn Diagram  Concept Definition Map  Semantic Mapping  Semantic Feature Analysis  KWL  ABC Chart  Two Column Notes  Frayer Model  Brainstorming Web  Somebody… Wanted… But… So strategy

My Notes and Ideas:

69 GRAPHIC ORGANIZER Math

PREVIEWING VOCABULARY KEY TERM KNOW IT NOT SURE DON’T KNOW DEFINITION

70 PREVIEWING VOCABULARY KEY TERM KNOW IT NOT SURE DON’T KNOW DEFINITION Rotation X The composite of two reflections over intersecting lines Vector X A quantity that can be characterized by its direction and magnitude Transformation X A correspondence between two sets of points Reflection X Set of reflection Image of a images of all Figure the points in the figure Translation X The composite of two reflections over parallel lines

Geometry, Scott Foresman Addison Wesley, 1998 Chapter 4, pg. 191-236

71 Strategy Name: Jigsaw (Aronson, 1971)

Strategy Explanation: Jigsaw is a cooperative learning technique that covers a large section of text interactively through group participation and sharing.

Materials: paper, pen/pencils, text

Steps for Strategy:

 students are divided into small groups of 5-6 students  assign one student from each group as the leader  divide the day's assignment into 5-6 sections I do…  assign each student to learn one section, making sure students have direct access only to their own section  bring the students back into their original groups (after expert groups are finished)

 no modeling We do…

You do…  students read over their section at least twice and become familiar with it  form temporary "expert groups" by having one student from each original group join other students assigned to the same section  give students in these expert groups time to discuss the main points of their section and to rehearse the

72 presentations they will make to their original group  ask each student to present her or his section to the group  encourage others in the group to ask questions for clarification

Support & Extensions: Jigsaw

Support: To differentiate for struggling learners, teacher  assigns a leveled, lexiled text on the topic to jigsaw  assigns supplemental material that goes with your adopted text in many instances

Extension: To challenge students, teacher  can have students represent their assigned parts in maps, charts or graphs and share with the class

My Notes and Ideas:

73 Strategy Name: KWL (What I know; Want to Learn; Learned) (Ogle, 1986)

Strategy Explanation: KWL can be used to assist students with making predictions, crtitical thinking, and reflection that can become the students’ study guide. KWL begins prior to reading and extends through post reading of topic.

Materials: whiteboard, overhead projector/document camera, blackline master, or chart paper, informational text, markers, pen/pencils

Estimated Time for Strategy: varies with topic

Steps for Strategy:

I do…  choose reading selection from class materials

 ask students to contribute what they We do… think they know about the topic  record their ideas under the “K” column

 students generate questions they would like answered concerning the topic under the “W” column  students read selection and look for You do… answers to their questions  after reading, students discuss/write what they learned in the “L” column

74 Support & Extensions: KWL

Support: To differentiate for struggling learners, teacher  should fill in part of the chart to start the discussion  encourages students to work in pairs or small groups if the KWL is not done as a whole group.

Extension: To challenge students, teacher  can Google® K-W-L to locate subject-specific examples of K-W-L charts

My Notes and Ideas:

75 76 77 Name: ______Subject: Math Teacher Name: Date: ______Algebra

What I Know What I Want To Learn What I Have Learned

The Egyptians started developing algebra in 1850 BC. Greeks, Babylonians, and Hindus also studied algebra. Who started algebra in the Algebra is part of The Arabs named it. first place? mathematics. In the mid-1500s during the What do equations look like? Equations are math problems. Renaissance, scholars at How do you solve Oxford and Cambridge equations? Universities

in England improved the symbols. The modern period of algebra began in the 1700s. Equations are like a balanced scale. Constants are the numbers in the equations. Variables are represented by the letters of the alphabet. Variables are the unknowns that you solve for.

Equations have constants and variables and an equal sign. The same operation must be done to both sides of the equal sign. The best way to solve word problems in math is to write them as equations.

Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com) Strategy Name: Password

Strategy Explanation: Password is a game that helps students develop vocabulary awareness and connects the words into the concepts.

78 RtI Target Tier: Tier 1

Materials: 8-10 vocabulary words for the lesson, overhead/doc cam, whiteboard

Steps for Strategy:

I do…  display all the words  if needed, read each word quickly without revealing too much of the definition

 if needed, model the process We do… with a word not being used

 students break into pairs – one student faces board the other faces opposite way  student 1 gives student 2 clues for each vocabulary word based on concepts and You ideas from the lesson do…  student 2 then has to guess what vocabulary word student 1 is describing  this should take no more than 1-2 minutes per pair

79 Strategy Name: Password

Support: To differentiate for struggling learners, teacher  assigns groups of four students instead of pairs – two students give clues and two students try to guess the word  uses as a review activity and not to introduce new vocabulary

Extension: To challenge students, teacher  includes higher level words for more points  sets a time limit

My Notes and Ideas:

80 Strategy Name: Possible Sentences

Strategy Explanation: Possible Sentences is a strategy to help students make predictions about a text by using key concepts and vocabulary. Students write sentences they think will appear in the text.

Materials: passage, whiteboard, overhead/doc cam, notebook paper, chart paper

Steps for Strategy:

 select 10-15 key concepts and/or I do… vocabulary words from the passage (a mix of familiar/unfamiliar)  provide definition and explanations for new vocabulary and concepts

 model creating possible sentences with the familiar words and We do… concepts using two key concepts/vocabulary words per sentence

 students work individually or in pairs to create sentences that may possibly occur in the text  students must use two key concepts/vocabulary words per You do… sentence  after reading the passage, students should revisit their possible sentences and check them for accuracy and revise if necessary

81 82 Strategy Name: Possible Sentences

Support: To differentiate for struggling learners, teacher  asks for one key concept/vocabulary word per sentence  does this activity as a whole class/groups of 3 – 4 students

Extension: To challenge students, teacher  asks for paragraphs using as many concepts/vocabulary words as possible  asks that sentences include part of the definition (creating context clues)

My Notes and Ideas:

83 Possible Sentences for ______Name of Topic

Word Box

_____ 1. ______

_____ 2. ______

_____ 3. ______

_____ 4. ______

_____ 5. ______

Instructional Strategies for Engaging Learners Guilford County Schools TF, 2002

84 Possible Sentences for

_____ Perimeters and Areas _____ Name of Topic

Word Box

perimeter of a polygon lattice point circumference pi square root hypotenuse Pythagorean Theorem formula

_____ 1. There is not a set formula to determine the perimeter of a polygon.

_____ 2. You can find the hypotenuse of a triangle by using the Pythagorean Theorem.

_____ 3. To find the circumference of a circle, multiply the diameter by pi.

__X__ 4. Lattice points can be found by taking the square root of the area.

85 Chapter 8 (pages 434 - 493)

86 Strategy Name: QAR (Question-Answer-Relationships) (Raphael, 1982; 1986)

Strategy Explanation: QAR is a strategy used to clarify the questioning process with a common language for discussing types of questions. QAR allows students to understand the type of answer necessary based on the type of question. Students should be able to generate their own QAR questions as an end result.

Materials: short passage or text, QAR blackline guide

Steps for Strategy:

I do…  introduce the strategy by describing the different question/answer relationships (use guide sheet)

 students read passage/text and as they finish, teacher asks 1 question from We do… each QAR category  repeat as necessary

You do…  assign another short passage with questions and answers and students determine which QAR category they belong to  assign longer passage/text, assign more questions (more than one from each category), students answer questions and determine QAR category *continue as needed for practice  eventually, passages are assigned in which students generate QAR questions of their own

87 88 Support & Extensions: QAR

Support: To differentiate for struggling learners, teacher  provides additional QAR examples for students to classify with modeling, partner work, groups, etc.

Extension: To challenge students, teacher  has students write their own QAR questions for classmates to determine what kind they are  can also use student generated questions for tests

My Notes and Ideas:

89 90 Applied Math Problems: Using Question-Answer View an

91 Steps to Implementing This Intervention

Teachers use a 4-step instructional sequence to teach students to use Question- Answer Relationships (QARs) to better interpret math graphics:

1. Distinguishing Among Different Kinds of Graphics

Students are first taught to differentiate between five common types of math graphics: table (grid with information contained in cells), chart (boxes with possible connecting lines or arrows), picture (figure with labels), line graph, bar graph.

Students note significant differences between the various types of graphics, while the teacher records those observations on a wall chart. Next students are shown examples of graphics and directed to identify the general graphic type (table, chart, picture, line graph, bar graph) that each sample represents.

As homework, students are assigned to go on a 'graphics hunt', locating graphics in magazines and newspapers, labeling them, and bringing them to class to review.

2. Interpreting Information in Graphics

Over several instructional sessions, students learn to interpret information contained in various types of math graphics. For these activities, students are paired off, with stronger students matched with less strong ones.

The teacher sets aside a separate session to introduce each of the graphics categories. The presentation sequence is ordered so that students begin with examples of the most concrete graphics and move toward the more abstract. The graphics sequence in order of increasing difficulty is: Pictures > tables > bar graphs > charts > line graphs.

At each session, student pairs examine examples of graphics from the category being explored that day and discuss questions such as: "What information does this graphic present? What are strengths of this type of graphic for presenting data? What are possible weaknesses?" Student pairs record their findings and share them with the large group at the end of the session.

3. Linking the Use of Question-Answer Relations (QARs) to Graphics

In advance of this lesson, the teacher prepares a series of data questions and correct answers. Each question and answer is paired with a math graphic that contains information essential for finding the answer.

92 At the start of the lesson, students are each given a set of 4 index cards with titles and descriptions of each of the 4 QAR questions: RIGHT THERE, THINK AND SEARCH, AUTHOR AND YOU, ON MY OWN. (TMESAVING TIP: Students can create their own copies of these QAR review cards as an in-class activity.)

Working first in small groups and then individually, students read each teacher- prepared question, study the matching graphic, and 'verify' the provided answer as correct. They then identify the type of question being posed in that applied problem, using their QAR index cards as a reference.

4. Using Question-Answer Relationships (QARs) Independently to Interpret Math Graphics

Students are now ready to use the QAR strategy independently to interpret graphics. They are given a laminated card as a reference with 6 steps to follow whenever they attempt to solve an applied problem that includes a math graphic:

o Read the question,

o Review the graphic,

o Reread the question,

o Choose the appropriate QAR,

o Answer the question, and

o Locate the answer derived from the graphic in the answer choices offered.

Students are strongly encouraged NOT to read the answer choices offered on a multiple-choice item until they have first derived their own answer-to prevent those choices from short-circuiting their inquiry.

References

Mesmer, H.A.E., & Hutchins, E.J. (2002). Using QARs with charts and graphs. The Reading Teacher, 56, 21-27.

Raphael, T. (1982). Question-answering strategies for children. The Reading Teacher, 36, 186-190.

Raphael, T. (1986). Teaching question answer relationships, revisited. The Reading Teacher, 39, 516- 522.

93 Strategy Name: Question Game (McTeague, 1996)

Strategy Explanation: The Question Game teaches students through several close readings of any type of text. Students develop text, self, and world based questions related to an assigned reading, then share in discussion with peers. This strategy ensures all students will participate in discussion of the assigned reading

Materials: index cards, text, pens/pencils

Steps for Strategy:

 decide if you want to assign student I do... pairs or let students choose partners

 once groups of four create their one question, use those questions as a whole-class discussion of the reading We do…  discussion can be led by the teacher or the students that created it

You do…  student reads the text and writes down three questions that they want to know more about and/or need help answering  student trades cards with a partner, reads the other’s questions, and makes notes as to the answer  pairs of students use those 6 questions as basis for a discussion about what they read  students then create 3 new questions based on their discussions

 each pair of students then trades their 3 questions with another pair of students

94 and attempts to answer the new questions  the two paired teams then get together as a group of four, discuss the text, and use the 6 questions as the basis for their discussion  each group of four then creates one new question that is still unanswered or thought-provoking for a whole class discussion

Support & Extensions: Question Game

Support: To differentiate for struggling learners, teacher  should create questions for students to use for their discussions  should pay special attention to groupings as well; pair two students with teacher created questions with another group that created their own questions to encourage more discussion

Extension: To challenge students, teacher  has students lead the discussion from the beginning taking on the role of the teacher  has students create the model questions for the struggling readers to answer, working more closely with those groups (like teacher assistants)

My Notes and Ideas:

95 Strategy Name: Quick Writes (Moore, Moore, Cunningham & Cunningham, 1998; also called Write Now by Rillero, Zambo, Cleland, & Ryan, 1996 )

Strategy Explanation: Quick Writes involve a short written response to a portion of text that causes a reaction in the reader. Quick Writes allow the student to create a framework for writing and thinking critically about a topic, develop writing fluency, and help build confidence as a reader.

Materials: Text selection, notebook paper/journal, pens/pencils, timer

Steps for Strategy:

 select text (poem, quote, or short story)  read the text aloud to students I do…  provide 2-3 minutes of uninterrupted free writing time (should not be a prompt)  after free writing, teacher should model written response with whole class

 teacher models how to write a response We do… to a borrowed line or thought related to the text

You do…  listen to teacher’s response  student writes their response focused on text-to-text, text-to-self, and text-to world connections (see text connection strategy)  share responses with a partner  if time allows, allow students to volunteer to share whole class

96 97 Support & Extensions: Quick Writes

Support: To differentiate for struggling learners, teacher  provides a sentence starter prompt for the responses  discusses text, reads the text a second time, and then allows 2-3 minutes for either verbal or written responses

Extension: To challenge students, teacher  increases writing time from 2-3 minutes to 5-6 minutes  extends previously written Quick Write into formal writing

My Notes and Ideas:

98 99 Strategy: Quick Write MESH Subject: Math Text title: N/A Author(s): K. Dewdney Page #: N/A Publisher: N/A Year published: N/A

Example

Quote: "The most powerful single idea in mathematics is the notion of a variable." -– K. Dewdney

Student Quick Write Example:

I know that a variable is a letter the represents a number in Algebra. So, maybe this means that variables are very important. They are like substitutes for numbers. Sometimes they’re in math equations. For example, when 4x=8, x is the variable. It represents the number 2, so 4 times 2 would be equal to 8. Therefore, a variable is used to solve a mystery in math! A variable can be any letter that stands for any number. Some variables are easy to figure out and some are very difficult. My cousin says that a variable can also be a symbol. That’s all I know.

100 Strategy Name: RAFT (Role/Audience/Format/Topic) (Santa, 1988)

Strategy Explanation: RAFT is used with informational text. Students show understanding through creative writing and it forces students to process the information rather than simply answering questions.

R: Role of the writer: What’s the writer’s role? A: Audience: Who is going to be reading the writing? F: Format: What is the best layout for this writing? (letter, article, poem, etc) T: Topic: Who or what is the subject of this writing?

Materials: informational material, textbook, paper, pencil

Steps for Strategy:

I do…  decide what your major focus or idea is that you want students to understand  this becomes their topic for writing

 brainstorm possible roles students could assume  decide on the audience  determine format We do…  model (if needed) **once students become comfortable with this strategy, allow them to come up with their own roles, audience and format

 students write their RAFT paper You do…

101 Support & Extensions: RAFT

Support: To differentiate for struggling learners, teacher  assigns roles, audience, format and topic to students  gives paragraph frames for students to use for RAFT paper  gives students a written model for an example to follow

Extension: To challenge students, teacher  gradually releases the RAFT components for students to come up with their own RAFT papers based on the text students are working with

My Notes and Ideas:

102 103 104 RAFT Assignments

Topic or Text: Fractions

Objectives:

Role Audience Format Topic

Fractions Whole Number Children’s book Do you want a piece of me?

Fractions Its equivalents Invitation and a Come to the mask Masquerade Ball!

Warning! This Fraction disguised The public Wanted poster/ dangerous fraction is as a decimal warning ad disguised as a decimal

Fraction Other students Paper people, What to wear when wardrobe changes you are a fraction, decimal, etc.

105 Strategy Name: Read Aloud (Trelease, 1982)

Strategy Explanation: Read Aloud is a strategy that promotes engaged listening, increases vocabulary, and assists comprehension through modeled fluent reading of a particular topic, genre or author.

Materials: Teacher chosen text selection related to the topic.

Steps for Strategy:

 select high-interest text to be read to spark interest in a topic or build I do… background knowledge  read aloud text selection using modeled prosody (inflection) and fluency  allow time for student discussion of text (optional) .

 students listen quietly as teacher reads We do… aloud the text

 discuss text with partner or in group You do… (optional)

106 Support & Extensions: Read Aloud

Support: To differentiate for struggling learners, teacher  provides a copy for students to follow along while you read aloud (which then makes this strategy “shared reading”)  provides pictures to create a visual  allows students to draw as they listen which assists with comprehension and focus

Extension: To challenge students, teacher  has students write a new ending for the read aloud story  has students use critical thinking skills to make interpretations of the story to discuss later  asks students to draw illustrations to show comprehension of the story

My Notes and Ideas:

107 Strategy: Read Aloud MESH Subject: Math

Directions:

1. select a high-interest text to be read to spark interest in a topic or build background knowledge 2. read aloud text selection using modeled prosody (inflection) and fluency 3. allow time for student discussion of text (optional)

Math Read Aloud Book List

A Cloak for the Dreamer by Aileen Friedman, Kim Howard (Tessellations) A Fly on the Ceiling by Julie Glass, Richard Walz (Cartesian coordinate system) All of the Above by Shelley Pearsall A chapter book about a group of unlikely students’ quest to build the world’s largest tetrahedron, G is for Googol: A Math Alphabet Book by David Schwartz, Marissa Moss (math terms and concepts) Grandfather Tang’s Story by Ann Tompert (Tangrams) Is a Blue Whale the Biggest Thing There Is? by Robert E. Wells (Scientific Notation) Mummy Math: An Adventure in Geometry by Cindy Neuschwander (Geometric Solids) On Beyond a Million: An Amazing Math Journey by David M. Schwartz, Paul Meisel (Exponents, Powers of Ten) Sir Cumference and the First Round Table: A Math Adventure by Cindy Neuschwander, Wayne Geehan Sir Cumference and the Great Knight of Angleland: A Math Adventure by Cindy Neuschwander, Wayne Geehan Sir Cumference and the Dragon of Pi: A Math Adventure by Cindy Neuschwander, Wayne Geehan Sir Cumference and the Sword in the Cone: A Math Adventure by Cindy Neuschwander, Wayne Geehan Spaghetti and Meatballs for All by Marilyn Burns, Gordon Silveria (Perimeter and Area) The Greedy Triangle by Marilyn Burns, Gordon Silveria (Polygons) What’s Your Angle, Pythagoras by Julie Ellis, Phyllis Hornung (Pythagorean Theorem)

108 MathStart Series Stuart J. Murphy

Computation and Estimation Betcha! (Estimating) Divide and Ride (Dividing) Ready, Set, Hop! (Building Equations) Too Many Kangaroo Things to Do! (Multiplying) Shark Swimathon (Subtracting Two-Digit Numbers)

Geometry Captain Invincible and the Space Shapes (Three-Dimensional Shapes) Let’s Fly a Kite (Symmetry) Treasure Map (Mapping)

Measurement Bigger, Better, Best! (Area) Racing Around (Perimeter)

Data and Probability The Best Vacation Ever! (Collecting Data) Probably Pistachio (Probability) The Sundae Scoop (Combinations) Tally O’Malley (Tallying) Dave’s Down-to-Earth Rock Shop (Classifying) Lemonade for Sale (Bar Graphs)

Fractions, Decimals and Percents Jump, Kangaroo, Jump! (Fractions) The Grizzly Gazette (Percentage)

Algebra Dinosaur Deals (Equivalent Values) Safari Park (Finding Unknowns)

109 Strategy Name: Semantic Feature Analysis (SFA) (Baldwin, Ford, & Readance, 1981; Johnson & Pearson, 1984)

Strategy Explanation: Semantic Feature Analysis is a comparison chart for classifying features of terms that fall into similar categories. The matrix is a visual summary of similarities and differences within a unit of study.

Materials: whiteboard, overhead projector/document camera, chart paper, blackline master

Steps for Strategy:

 select a unit of study I do…  create matrix -left side: key vocabulary or concepts -top: features that the words/concepts share

 model (if needed) We do…

 students use an “x” to show if the feature applies to a word or concept  students will share with other students their reasons behind their choices You do…  as the unit progresses, they can add terms to the matrix

110 111 Support & Extensions: Semantic Feature Analysis

Support: To differentiate for struggling learners, teacher  provides categories for students  may need to have the matrix partially filled in to better explain to the students why you are making the choices you are

Extension: To challenge students, teacher  requires students to complete entire SFA matrix independently, including the categories on top as well as the left side categories of the matrix

112 113 114 Strategy Name: Semantic Mapping (Johnson & Pearson, 1984)

Strategy Explanation: Semantic Mapping depicts the relationship through key thoughts and related technical terms in text.

Materials: whiteboard, overhead projector/document camera, or chart paper, blackline master

Steps for Strategy:

 write key concepts or technical terms on the board from a unit you have just I do… finished  list related concepts and terms  explain why those concepts and terms were chosen, ie: what are the connections?

 create a web or map of all the words you have chosen (classify, group, We do… categorize)  model your choices out loud

 students work together in small groups to come up with related concepts or terms from the unit of study on their own  share whole group to create one You do… cohesive map as a class  students may revisit the map and add information when they have finished reading

115 Support & Extensions: Semantic Mapping

Support: To differentiate for struggling learners, teacher  models additional maps as needed  assigns categories to students and gives students list of possibilities (word bank) for the map

Extension: To challenge students, teacher  assigns more difficult concepts and vocabulary for the students to complete entire map on their own  assigns students to work in pairs (instead of groups)

My Notes and Ideas:

116 117 118 Strategy Name: Survey, Question, Read, Recite, Review (SQ3R) (Robinson, 1946)

Strategy Explanation: SQ3R: Survey, Question, Read, Recite, Review is a strategy designed to help the student preview text. It enhances the students’ understanding and retention of the material.

RtI Target Tier: All tiers

Materials: whiteboard, overhead projector/document camera, student notebook or chart paper, blackline master

Estimated Time for Strategy: Used throughout lesson

Steps for Strategy:

I do…  choose text  point out how the author uses text features to organize the text  using a different, short text, teacher models SQ3R method

 preview the original text We do… features(survey)  formulate questions

 students read the text and answer their questions when they are finished (recite) You do…  review answers with class

119 Support and Extension: Survey, Question, Read, Recite, Review (SQ3R)

Support: To differentiate for struggling learners, teacher  provides more modeling  assigns students to work with partner  allows verbal responses  uses the blackline Q Note master, instead of regular notebook paper  turns titles and sub-headings into questions  adds bold-faced words in question column

Extension: Q Notes (Jim Burke 2000)

Q Notes combines SQ3R and Cornell Notes. Burke calls it “Q Notes” because you can only write Q-uestions in the left-hand margin; when you prepare for a Q-uiz, the Q-uestions serve as CUES to remind the student what they need to know.  when you get to the Q-part of the SQ3R, you turn the subtitles and titles into Q-uestions which you note in the left-hand column of Cornell form  when using these notes to study, fold the paper so that only the questions in the left column are showing Use these to Q-uiz yourself

My Notes and Ideas:

120 SQ3R Study Strategy

SKILLS: focused reading, asking questions, summarizing

TOPIC:

SURVEY: Look at titles, headings, pictures, graphs, charts, maps, and boldfaced words in text. Predict three to four things you think you will learn.

1. ______

2. ______

3. ______

4. ______

QUESTION: Turning the title into a question creates your purpose for reading. Write down any questions that come to mind during the survey. Be sure to include any unfamiliar vocabulary.

Question or key word Answer

121 SQ3R READING STRATEGY (Continued)

READ: Search for answers to questions while reading and respond. May need to jot down more questions or note unclear parts.

RECITE: Recite answers to questions aloud or in writing. May need to reread text to answer questions.

REVIEW: Answer questions without looking at text. May be asked to write a summary, a reflection, or to organize main idea and details in a graphic organizer.

122 SQ3R Study Strategy: Math Example

SKILLS: Focused reading, asking questions, summarizing

TOPIC: Graphing in the Coordinate Plane p. 116 Ch. Preview (Mathematics, course 3, Prentice Hall

SURVEY: Look at titles, headings, pictures, graphs, charts, maps, and boldfaced words in text. Predict three to four things you think you will learn.

1. How to identify and graph points in a coordinate plane

2. How to use ordered pairs to solve equations

3. How to graph a group of points

4. How to locate places on a map

QUESTION: Turning the title into a question creates your purpose for reading. Write down any questions that come to mind during the survey. Be sure to include any unfamiliar vocabulary.

Question or key word Answer(after reading)

What is a coordinate plane? A grid formed by the intersection of 2 number lines

How do you use ordered pairs to graph Ordered pairs are used to locate points in points and lines? the coordinate plane

How to find ordered pair solutions? The first number in a pair is the “x” coordinate, the second number is the “y” coordinate. (x comes before y in alphabet) The first coordinate = horizontal units, the second coordinate tells the vertical units a point is from the origin (point o)

123 SQ3R READING STRATEGY MATH EXAMPLE (Continued)

READ: Search for answers to questions while reading and respond. May need to jot down more questions or note unclear parts.

RECITE: Recite answers to questions aloud or in writing. May need to reread text to answer questions.

REVIEW: Answer questions without looking at text. May be asked to write a summary, a reflection, or to organize main idea and details in a graphic organizer.

SQ3R: Variation for Math Problem Solving SQRQCQ

SURVEY Read the problem rapidly, skimming to determine its nature

QUESTION Decide what the problem is, what is being asked

READ Read for details and interrelationships

QUESTION Decide which processes and strategies should be used

COMPUTE Do the math

QUESTION Ask whether the answer seems correct Check against the facts presented in the text

124 125 Strategy Name: Text Connections (Keene & Zimmerman, 1997).

Strategy Explanation: Text Connections (text-to-text, text-to-self, and text-to-world) encourages students to connect current reading to prior knowledge and experiences.

Materials: fiction or informational text, blackline master, overhead/doc cam

Estimated Time for Strategy:

Steps for Strategy:

 select text to use I do…  explain the 3 types of connections  read a text aloud and model making connections

 work with students to generate We do… connections, possibly focusing on a prior unit of study or current event

 students read a text and make connections using blackline You do… master

126 Strategy Name: Text Connections

Support: To differentiate for struggling learners, teacher  provides background knowledge prior to reading so that students can make connections with the text you are about to introduce

Extension: To challenge students, teacher  encourages connections that are less obvious and have a deeper personal/conceptual meaning  asks students to explain how they made their connection

My Notes and Ideas:

127 Text Connections Text-to-self connections are highly personal connections that a reader makes between a piece of reading material and the reader’s own experiences or life. An example of a text-to-self connection might be, "This story reminds me of a vacation we took to my grandfather’s farm." Sometimes when reading, readers are reminded of other things that they have read, other books by the same author, stories from a similar genre, or perhaps on the same topic. These types of connections are text-to-text connections. Readers gain insight during reading by thinking about how the information they are reading connects to other familiar text. “This character has the same problem that I read about in a story last year,” would be an example of a text-to-text connection. Text-to-world connections are the larger connections that a reader brings to a reading situation. We all have ideas about how the world works that goes far beyond our own personal experiences. We learn about things through television, movies, magazines, and newspapers. Often it is the text-to-world connections that teachers are trying to enhance when they teach lessons in science, social studies, and literature. An example of a text-to-world connection would be when a reader says, "I saw a program on television that talked about things described in this article." Below are some examples of connecting statements to use as prompts... This part reminds me of.... I felt like...(character) when I.... If that happened to me I would.... This book reminds me of...(another text) because.... I can relate to...(part of text) because one time.... Something similar happened to me when.... Below are some examples of questions that can be used to facilitate connections: Text-to-self: What does this remind me of in my life? What is this similar to in my life? How is this different from my life? Has something like this ever happened to me? How does this relate to my life? What were my feelings when I read this?

Text-to-text: What does this remind me of in another book I’ve read? How is this text similar to other things I’ve read? How is this different from other books I’ve read? Have I read about something like this before?

Text-to-world: What does this remind me of in the real world? How is this text similar to things that happen in the real world? How is this different from things that happen in the real world? How did that part relate to the world around me?

Adapted from FORF-PD's Reading Strategy of the Month, Making Connections October 2004 http://forpd.ucf.edu/strategies/stratText.html

128 How Connecting Helps Comprehension

Text (Summary) Reminds me of... Helps me Type of understand... Connection

Adapted from Harvey and Goudvis, 2000

129 How Connecting Helps Comprehension

Text (Summary) Reminds me of... Helps me Type of understand... Connection Orientation when I went to that even Text-to-self depends on the the putt putt though the order in which golf. I couldn't orientation uses the vertices are use my club the same path, given. because it was a if you rotate left handed the path, it club. will be different, To set up the This reminds me how the boy Text-to-text shot, consider of the book was able to win the walls in Sticks. A kid all those games reverse order. used his – how to get knowledge of the ball when I angles to want it. dominate pool games and get money.

130 Properties of all the picture of that image will Text-to- figures are the the Taj Mahal be reflected in world same in both and it's the water the preimages and reflection in the opposite. images. pond.

Adapted from Harvey and Goudvis, 2000 Geometry: Integrated Mathematic – Scott Foresman – copyright 1998 Chapter 4, section 2,3 (pages 191 - 202) Strategy Name: THIEVES (Title Heading Introduction Every first sentence Visuals/Vocabulary End-of-chapter questions Summary) (Rinsky & Wassman, 1997)

Strategy Explanation: The THIEVES strategy is used to preview informational text, activate prior knowledge and set a purpose for reading by surveying the passage prior to reading.

Materials: THIEVES blackline master, overhead/doc cam, chart paper, informational passage

Steps for Strategy:

 identify informational text to be used I do…  provide students with handouts  review THIEVES acronym with students

131  model using THIEVES We do… strategy with a short informational text or a portion of assigned reading

 students complete the THIEVES handout as they preview the informational You do… text.

132 Strategy Name: THIEVES

Support: To differentiate for struggling learners, teacher  allows students to work in pairs to preview the text and complete the activity

My Notes and Ideas:

133 T itle What is the title? What do I already know about this topic? What does this topic have to do with the preceding chapter? Does the title express a point of view? What do I think I will be reading about?

H eadings What does this heading tell me I will be reading about? What is the topic of the paragraph beneath it? How can I turn this heading into a question that is likely to be answered in the text?

I ntroduction Is there an opening paragraph, perhaps italicized? Does the first paragraph introduce the chapter? What does the introduction tell me I will be reading about? Do I know anything about this topic already?

What do I think this chapter is going to be about based on the first E very first sentence in each paragraph? sentence

Does this chapter include photographs, drawings, maps, charts, or V isual and graphs? vocabulary What can I learn from the visuals in a chapter? How do captions help me better understand the meaning? Is there a list of key vocabulary terms and definitions? Are there important words in boldface type throughout the chapter? Can I tell the meaning of the boldfaced words from the sentences in which they are embedded?

E nd-of-chapter What do the questions ask? What information do they earmark as important? questions What information do I learn from the questions? Let me keep in mind the end-of-chapter questions so that I may annotate my text where pertinent information is located.

134 What do I understand and recall about the topics covered in the S ummary summary? Chapter/Article Title: ______

T itle

H eadings

I ntroduction

E very first sentence

V isual and vocabulary

E nd-of- chapter questions

S ummary

135 136 THIEVES Practice THIEVES Practice

T: From the title, predict what the text is T: From the title, predict what the text is about: about:

H: Look at all headings (& Table of H: Look at all headings (& Table of Contents) and then turn two of them into Contents) and then turn two of them into important questions that you think the text important questions that you think the text will answer. (Why, How...) will answer. (Why, How...)

I: Use the introduction and first paragraph I: Use the introduction and first paragraph to predict the main idea (or to create a big to predict the main idea (or to create a big question you think the text will answer): question you think the text will answer):

E: Write down everything you know about E: Write down everything you know about the topic. Use back of this paper, if the topic. Use back of this paper, if necessary. Circle any of your notes you necessary. Circle any of your notes you would like to know more about or write a would like to know more about or write a question about it. question about it.

V: List three important visuals and predict V: List three important visuals and predict how they will help you understand the text how they will help you understand the text

E: Guess the answers for the end-of-chapter E: Guess the answers for the end-of-chapter questions, read any summaries—and write questions, read any summaries—and write down every bold or italicized word. down every bold or italicized word.

S: So What? Why do you think the author S: So What? Why do you think the author wrote this? wrote this?

Its text structure tells me that: Its text structure tells me that:

Zwiers ‘02 Zwiers ‘02 Adapted 137 Chapter/Article Title: Chapter 5, Section 5.1 T itle Modeling Data with Quadratic Functions – “quad” means four, so I think I will learn about an equation that has 4 parts

H eadings Quadratic Functions and Their Graphs – How will I graph a quadratic function? Using Quadratic Models – What is a quadratic model? I ntroduction The lesson preview shows the skills I should already have and vocabulary I will learn. I can do all of the problems listed.

E very first Not usually applicable in math textbooks. sentence

V isual and The vocabulary is highlighted as it is introduced vocabulary The charts are part of the problems

E nd-of-chapter The questions go with each example in the section - questions challenge, FCAT style, and review questions

138 Strategy Name: Think-Pair-Share (Lyman, 1981)

Strategy Explanation: Think-Pair-Share is a discussion strategy that encourages active participation from every student. This strategy is best served as a pre-reading activity, problem-solving strategy, pause in a lecture, or post-reading activity.

Materials: Display device (overhead, dry erase board, document camera, question strips, or chart paper) for questions

Estimated Time for Strategy: 5 minutes

Steps for Strategy:

I do…  suggest a topic or ask a question

 “Think” about what you know or have We do… learned about the topic

 students write down what they know or have learned about the topic  students “Pair” with another student or You do… small group and share ideas  whole group “Share” discussion

139 Support & Extensions: Think-Pair-Share

Support: To differentiate for struggling learners, teacher  uses as a brainstorming activity for a writing assignment  includes a hint under each question to lead their thinking  includes a sentence starter for the responses

Extension: To challenge students, teacher  has students generate their own questions or topics and use them within cooperative groups or with the whole class  uses Think-Pair-Share in place of brainstorming

My Notes and Ideas:

140 141 Think-Pair-Share Template

Course Title: ______Name: ______

Directions Before we read this selection, think about the following question or problem:

Think Write three answers or ideas you have about this question or problem.

Pair Discuss your ideas with a partner. Check any ideas above that your partner also wrote down. Write down ideas your partner had that you did not have here.

Share Review all of your ideas and circle the one you think is most important. One of you will share this idea with the whole group.

As you listen to the ideas of the whole group, write down three you liked.

142 Think-Pair-Share Math Template

Course Title: Math Name: ______

Directions Place a complex problem on the overhead. Ask students to think about the steps they would use to solve the problem, but do not let them figure out the actual answer. Without telling the answer to the problem, have students discuss their strategies for solving the problem. Then let them work out the problem individually and compare answers.

Example

Think Write three strategies that you would use to solve this problem.

Share One of you will share this idea with the whole group.

As you listen to the strategies and solutions of the whole group, comment on their ideas using these prompts.

o I agree with [name's] answer..., o I don't agree with [name's] answer..., o I started the problem like [name] but then I...

143 Think-Pair-Share Template

Course Title: Math Name: ______

Directions Place a complex problem on the overhead. Ask students to think about the steps they would use to solve the problem, but do not let them figure out the actual answer. Without telling the answer to the problem, have students discuss their strategies for solving the problem. Then let them work out the problem individually and compare answers.

Example Brenden earns $8.25 per hour at his job. He also makes $12.38 per hour any number of hours over 40 that he works in one week. He worked 40 hours last week, plus some overtime, and he made $385.71. How many overtime hours did he work?

Think Write three strategies that you would use to solve this problem.

1. I would multiply Brenden’s hourly pay of $8.25 times 40 hours.

2. I would take the total earnings for 40 hours and subtract it from his overall gross pay of $385.71.

3. Once I figure out the difference between this, I would divide it by $12.38 and that would tell me the amount of overtime hours Brenden worked.

1. Take the gross pay of $385.71 and subtract from it (40 x $8.25)

2. Once I determine the answer, I will divide the remaining pay by $12.38

3. That will give me the number of overtime hours Brenden worked.

Share One of you will share this idea with the whole group.

As you listen to the strategies and solutions of the whole group, comment on their ideas using these prompts.

o I agree with [name's] answer...,

144 o I don't agree with [name's] answer...,

145 Strategy Name: UNRAVEL

Strategy Explanation: UNRAVEL is a comprehension strategy that helps students engage with text to better understand their reading.

Steps for Strategy:

I do…  make sure each student has a copy of sample abbreviated text  teacher models UNRAVEL with an abbreviated text

 students follow the steps as the teacher We do… is modeling with the abbreviated text on their sample

 Underline the title  Now predict what the passage is about  Run through and number the paragraphs  All the important words should be circled or underlined You do…  Venture through and read the passage  Eliminate the wrong answers  Let’s answer the questions  students fill out their handout using the above directions

146 Support and Extension: UNRAVEL

Support: To differentiate for struggling learners, teacher  provides more modeling

 assigns peer partner(s)

 reduces number of activities (letters of UNRAVEL) that students are expected to complete

Extension: To challenge students, teacher  provides different types of articles for students to UNRAVEL

FYI:  this activity requires two components: an informational article and multiple choice questions

 this activity is particularly beneficial for review prior to test taking

My Notes and Ideas:

147 UNRAVEL YOUR READING U nderline the title N ow predict what the passage is about R un through and number the paragraphs A ll the important words should be circled or underlined  the first sentence in each paragraph  bold or italicized words  words that answer who, what, where, when, why, and how  underlined words  big words  any of the 12 words  words in parentheses  transition words  words in quotation marks  words in different colors  number words and dates  words you don’t know  Proper Names  ANY WORDS THAT STAND OUT V enture through and read the passage E liminate the wrong answers L et’s answer the questions!

Remember to DOUBLE CHECK your work!

148 U N R A V E L example

FCAT Reading Released Test Book

Read the article “Cutting Off the World’s Roof” before answering Numbers 31 through 38.

(U) Cutting Off the World’s Roof (N)(It will talk about our atmosphere)

BY KEN HOWARD

(R) # the paragraphs (V) venture through and read the passage 1 The tremendous heights of mountains have fascinated humankind for ages. (A)Geologists, however, wonder why mountains aren’t even taller, and they have formulated theories to explain why peaks have not reached greater heights.

2 The mighty Himalaya would be higher were it not for a buzz saw made of ice.

3 Now that everybody is climbing peaks in the Himalaya, this so-called (A)Roof of the World is starting to seem a lot closer to the ground. After all, Ramaposhi, Nanda Devi, and Nanga Parbat (mountains) are just five miles up. K2 and Everest reach five and a half, give or take a few hundred yards. You probably drive farther than that to your local multiplex. Jaded thrill seekers must be wondering why there are so few really tall mountain ranges on Earth, and why the ones we have aren’t even taller.

Three Theories

4 Geologists wonder about that, too. Some of them think that the problem lies on the supply side—that tall peaks are fast-rising peaks, and to make more of them Earth would have to shove its crust skyward faster than it actually does. Others say the important thing is how fast mountains are coming down: as mountains rise, they scrunch down under their own weight. Or perhaps they get their tops (A) lopped off by (A) erosion. So far, however, no one has had good numbers to support any of the various theories.

5 Now a team of California geologists say they do. And the numbers favor erosion. As the Himalayan mountains come up, (A) glaciers shear off their tops like a buzz saw. In a younger, warmer, less glacier-friendly world, these peaks may have been much taller.

Evidence for the Erosion Theory

6 The geologists took five million satellite measurements of elevations in the northwest Himalaya and Karakoram ranges, where summits soar to heights of more than twenty- six thousand feet above sea level, and fed the numbers into computer programs

149 designed to (A) tease out slope angles, the amount of land at every elevation, and other features. The results showed that the snowcapped Himalayan peaks, the mountains that launched a thousand wall calendars, make up only a small percentage of the total ground area—like pins sticking up through a piece of paper. The landscape as a whole lies thousands of feet closer to sea level. The average elevation varies from place to place, but the statistics show that it corresponds to the elevation at which glaciers start to form. That’s also where the sheer mountainsides start to level off. In other words, the rocks stop where the ice begins. In the Himalayan Mountains, at least, it looks as if it’s glaciers that are wearing the heights down. “Landscape is trying to get higher, but surface processes are trying to erode it,” says one of the researchers, Nicholas Brozovic, a (A) geomorphologist at the University of California, Berkeley. “Glaciers effectively form a limit.”

Evidence Against the Other Two Theories

7 Of course, a statistical match between glaciers and elevations doesn’t prove that glaciers are controlling the elevations. To strengthen their case, the researchers had to deal with the other possibilities .The faster-is-higher hypothesis was easy to eliminate. Because rocks of similar ages appear at different heights in different mountains, geologists know that some of these mountains are rising faster than others. In the area Brozovi´c and his colleagues studied, the rate of rise changes from east to west. If speed were king, the sizes and shapes of mountains ought to vary from east to west, too. But the numbers showed that was not the case. So much for the supply side.

8 What about trickle down—the possibility that the mountains are collapsing under the force of gravity? When rock piles up so high that its weight exceeds its strength, the rock cracks, forming (A) faults. Along those faults (which can be as much as forty miles long and several miles deep) huge blocks of rock may slide back toward the sea.

9 Faults like that are known to exist in the mountain-and-valley regions of the Himalaya, but they have been inactive for about twenty million years. That’s too long to have affected the heights of the mountains today. And in any case, Brozovi´c points out, it’s unlikely that faults would turn up in just the right places to make terrain taper off right above the snow line.

How Glacial Erosion Works

10 Glaciers, however, are in the right place. They start to form after a mountaintop pokes up past the snow line. The faster the mountain rises, the more of its surface there is for the ice to cover; the more ice, the more erosion. High peaks are especially prone to glacial erosion, because they tend to catch clouds that might otherwise drop snow onto lower mountains nearby. That turns the peaks into what Brozovi´c calls “topographic lightning rods”— (A) catalysts

150 for their own destruction. But if that’s so, how can snowcapped peaks exist at all? Because glacial scouring isn’t perfect, Brozovi´c says. It’s bound to miss a few parts of a few mountaintops, or at least work too slowly to keep them down. When it does, the survivors may grow so steep that ice slides off their sides before it builds up enough weight to do any damage. Or they may get so cold that they freeze to the rocks and stop sliding altogether. Motionless glaciers don’t wear down ountains. The tallest, pointiest peaks, then, can become glacier-proof. Their height really does depend on the strength of the rock.

11 If Brozovi´c and his colleagues are right, it may be no coincidence that the highest mountains in the world lie within thirty degrees of the equator. At higher latitudes (for example, in Alaska) the air is colder, so glaciers form at lower elevations, and mountains can’t get as tall. It may also be true that mountains rise and fall along with long-term global temperatures. For most of the past two million years, Himalayan glaciers probably formed more than a thousand feet lower than they do today and may have covered almost twice as much area. If the “glacier buzz saw” theory is correct, mountains should have been wearing away faster during the cold spells.

12 Warmer, drier climates, on the other hand, ought to produce fewer glaciers and taller mountains. If so, the Himalaya should have been taller fifteen to twenty million years ago, when Earth was hotter, and it could grow again if the planet heats up for a million years or so in the future.

FCAT Reading Released Test Book Answer Numbers 31 through 38. Base your answers on the article “Cutting Off the World’s Roof.”

(E) Eliminate the wrong answers (L) Let’s answer the questions!

31 From reading the article, the reader can infer that the “world’s roof” will

F. be avoided by adventure seekers. G. increase in elevation in the future. H. continue to be studied by geologists. I. be affected by major fault movements.

151 32 According to the article, why have faults not affected the heights of the mountains in the Himalaya range?

A. The faults run from east to west. B. The faults are in the wrong places. C. The faults are too deep and too wide. D. The faults have been inactive too long.

33 Describe the glacier erosion theory and explain how erosion helps determine the altitude of mountain ranges. Use details and information from the article to support your answer. (use lined paper)34 According to the article and the diagram, the highest mountains are affected by erosion because F. large glaciers form and move down the inclines. G. large faults occur and weaken exposed surfaces. H. tall peaks are heaviest and thus have the greatest faults. I. tall peaks are formed quickly and thus are the least stable.

35 Read this sentence from the article.

High peaks are especially prone to glacial erosion, because they tend to catch clouds that might otherwise drop snow onto lower mountains nearby.

What does prone to mean?

A. altered by B. inclined to C. resistant to D. weakened by

36 How can snowcapped mountain peaks exist despite glacial erosion? F. Glacial scouring may miss a few parts of a mountaintop. G. Glacial formation occurs below the snow line of a mountain. H. Glacial force is not strong enough to remove all the snow from a mountaintop. I. Glacial movement is very rapid and leaves some snow behind on the mountain.

152 37 According to the article, why would a mountain range closer to the equator probably be more challenging to a mountain climber than one farther away?

A. The highest mountains exist within thirty degrees of the equator. B. The climbers cannot tolerate climbing mountains in higher latitudes. C. The air on mountains is uncomfortable for breathing at high altitudes. D. The climate on mountains close to the equator is too unstable for climbers.

38 The author of this article would most likely make the statement that mountains must F. move with Earth’s crust.

G. crumble when faults occur. H. yield to the forces of nature. I. sink under their own weight.

FCAT 2006 Reading Released Test � 2006 Florida Department of Education

153 Strategy Name: VIPER W?

Strategy Explanation: VIPER W? (Visualize, Infer, Predict, Emotion, Remind, I Wonder, and ? I’m totally confused about …) VIPER W? helps engage the student to make connections to any content area text or novel.

RtI Target Tier: All tiers

Materials: whiteboard, overhead projector/document camera, VIPER W? blackline master, or chart paper

Estimated Time for Strategy: Used throughout lesson

Steps for Strategy:

 explain and discuss what each letter stands for and means I do…  read aloud a section of text and model how a connection is made and noted on the blackline master using phrases or pictorial representations

 teacher continues reading aloud, We do… students make their own connections and record on blackline master

 students continue reading and noting connections on their blackline master

You do…  students share their personal connections with rest of the class

154 Support and Extension: VIPER W?

Support: To differentiate for struggling learners, teacher  provides more modeling  assigns work with partner  allows for verbal responses  provides one or two answers  allows picture representation

Extension: To challenge students, teacher  changes V to represent Vocabulary  assigns students to write a summary of their different connections  assigns students to give a detailed explanation of their personal connections

My Notes and Ideas:

155 Visualize

Predict

Emotion

Reminds

IWonder

?(I am totally confused)

156 VIPER W? Math Example

Armadillos are always born in groups of 4. If you count 32 babies, what is the number of mother armadillos?

Visualize xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx Infer unknown (m) is the number of mothers

Predict 4m = 32 Emotion confident that I can answer the problem or frustrated because I do not know what to do

Reminds 4m means 4 x m How many mothers I Wonder are there?

? (questions I still Do I know what to do next? have)

157 Strategy Name: Vocabulary Menu (Langston, et al, 2004)

Strategy Explanation: Vocabulary Menus are used to increase student understanding of word meanings through student chosen activities with varied and multiple interactions with the words.

Materials: notebook paper and writing utensils

Estimated Time for Strategy: Three to five days/5-10 minutes daily

Steps for Strategy:

 display vocabulary words (no more than 10), give example of word in a sentence I do… (optional), and show picture of word (optional)  direct instruction of vocabulary word meanings  daily review of vocabulary (if extra time available)

 write definitions of vocabulary words We do…  write an example related to the vocabulary word meaning

 activity 1: Choose an appetizer activity from the menu and complete using all vocabulary words  activity 2: Choose a main course activity from the menu and complete using all vocabulary words You do…  activity 3: Choose a dessert activity from the menu and complete using all vocabulary words  activity 4: Review words for assessment, and turn in all activities for the week

158 Support & Extensions: Vocabulary Menu

Support: To differentiate for struggling learners, teacher  provides visual examples for each strategy that are available to students  modifies choices on menu to meet individual needs of students  allows extended time as needed

Extension: To challenge students, teacher  changes the menu choices every nine weeks  allows students to create menu options  provides more challenging options

My Notes and Ideas:

159 Vocabulary Menu

Evening Specials: Monday—Teacher explains the word directly, THEN write your vocabulary words in your notebook. Tuesday—Choose an appetizer Wednesday—Choose a main course Thursday—Choose a dessert/STUDY the words Friday—Turn in your Menu from the whole week!

Appetizers Choose One… 1. Write each of your vocabulary words and then use a dictionary or thesaurus to write a synonym OR antonym for each word. 2. Choose seven of your words and draw a cartoon to help you remember what they mean. 3. Locate your words in the newspaper or a magazine, cut them out and paste them on a sheet of paper. 4. Write each of your vocabulary words and then use a dictionary or thesaurus to write an antonym for each word. 5. Write each of your words on your paper and then rearrange the letters to make at least four new words.

Main Courses Choose One… 1. Use each of your words in a sentence so that the meaning is in the context of the sentence. 2. Write a short story which includes at least seven of your words. 3. Create a crossword puzzle using the definitions of your words as clues (NOT a word search puzzle!!!) 4. Write a poem or song with includes at least seven of your vocabulary words. Be sure to use them correctly and write using poem format.

160 5. Draw a cartoon strip and include at least seven of your vocabulary words in the conversations between the characters.

Desserts Choose One… 1. Write a news report of a recent accident OR a recent sporting event. Use at least seven of your vocabulary words in the report. 2. Choose four of your vocabulary words and write a “knock, knock” joke with each word. (Knock, Knock. Who’s there? Igneous. Igneous who? Igneous rock concert great?) 3. Look up all your words in the dictionary and write the part of speech and origin for each word. 4. Write your words and divide them into word parts. Use a space to separate each word parts. Then write another word that has the same beginning part as your word. (lib er ty) 5. Draw a picture and disguise your words in the picture.

161 Strategy: Vocabulary Menu MESH Subject: Math Text title: Algebra 1-Prentice Hall Mathematics Author(s): Bellman, Allan E., et al Page #: 73, Chapter 2- Solving Equations Publisher: McGraw Hill Glencoe Year published: 2004

Teacher will introduce vocabulary with a student friendly definition (see below)

Day 1: Definition Day

1. Consecutive integers: two numbers that vary by 1 such as 50 and 51 2. Equivalent equations: two equations with the same solution or equal the same amount 3. Inverse Operations: operations that undo one another or do opposite functions such as addition/subtraction and multiplication/division 4. Mean: the average of a group of numbers 5. Median: middle value when a set of numbers are in numeric order 6. Mode: data item or number that occurs the most in a set of numbers 7. Range: the difference between the largest and smallest number in a group of numbers

Day 2: Appetizer

1. Consecutive integers: 18, 19 2. Equivalent equations: 7+1= 4+4, 7+1=8 and 4+4= 8 3. Inverse operations: x-3= 8 which is x-3+3= 8+3=11 +3 is the inverse of -3 4. Mean: 74+ 78= 76(mean) 5. Median: 10+12+ 12+ 14/ 12 is the median 6. Mode: 7, 10, 7, 13, 14/ 7 is the mode 7. Range: 3, 5, 9, 2, 1, 17/ the range is 16.

Day 3: Main Course

1. Consecutive integers are two numbers that are in numeric order such as 99 and 100. 2. Equivalent equations are two math problems that equal the same amount. 3. In order to solve algebraic equations, you have to use inverse operations. 4. The average and mean of numbers are synonyms. 5. Just like a median in the middle of a highway, the median in math is the number in the middle of a group of numbers arranged in order. 6. The number which appears the most in a group of numbers is known as the mode. 7. When you look at range in math, you subtract the smallest number from the largest in a set of numbers.

162 Day 4: Dessert

1. consecutive integers (con se cu tive/ in te gers) (congruent/integral) 2. equivalent equations (e quiv a lent/ e qua tion) (equalize) 3. inverse operations (in verse/op er a tion) (invert/operative) 4. mean (mean) (meant) 5. median (me di an) (mediocre) 6. mode (mode) (modality) 7. range (range) (ranging)

163 Strategy Name: What Happened? So What? What Next?

Strategy Explanation: The What Happened?, So What?, What Next? strategy is used to summarize or reflect on a passage or an activity. The “what happened?” portion should be a paragraph summary; the “so what?” portion focuses on what the reading/activity means to the student; and “what next?” focuses on how the student can use the information.

Materials: text or planned activity, blackline master

Steps for Strategy:

 select text or plan an I do… activity

 use a familiar or short We do… reading passage to model the strategy

 after completing the reading or activity, students summarize what You do… happened, tell the impact in the so what portion, and reflect on the impact in the what next portion

164 Strategy Name: What Happened? So What? What Next?

Support: To differentiate for struggling learners, teacher  provides the summary for students and only has them complete the “So What?” and “What Next?” portion  allows students to complete the activity in pairs or small groups

Extension: To challenge students, teacher  has students read two related passages, completing the activity for both, and compare and contrast each part of the activity

FYI:  Students examine how the passages are similar/different using the “What happened” part. Then they examine the impact of the information in the passage by comparing/contrasting the “So What” part. The last part is to compare/contrast how they can use the information from each passage.

My Notes and Ideas:

165 What Happened? So What? What Now?

Topic/Chapter/Title What Happened? Write a paragraph summary here:

So What? What does this mean to me?

What Next? How can I use this information?

166 What Happened? So What? What Now? Math Topic/Chapter/Title What Write a paragraph summary here: Happened?

So What? What does this mean to me?

What Next? How can I use this information?

167 Strategy Name: Write Around

Strategy Explanation: Write Around is a strategy in which students write to learn and develop comprehension of text using a string of silent conversation about the text or topic – similar to passing notes.

Materials: Text selection, notebook paper, pens/pencils, and timer

Steps for Strategy:

 select text for students to read silently  divide students into groups of 3-5 I do…  give students a question that will test their inference skills  model Write Around strategy with an example  allow students 1-2 minutes to respond in writing to the text

 discuss Write Around example We do…

 in their groups, students pass responses to the right after time is called  students read what the other students have written  students have 1-2 minutes to respond to the previous student’s idea You do…  pass notebooks again (continue responding to each students’ writing until each group member ends up with original paper)  group discusses and shares after they read the responses that were written on their paper

168 Support & Extensions: Write Around

Support: To differentiate for struggling learners, teacher  reads text aloud to students  uses pairs of students to answer each question  includes a hint under each question to lead their thinking  includes a sentence starter for the responses

Extension: To challenge students, teacher  uses activity to springboard discussion  uses this activity as a prewriting activity  extends the writing time to 5-6 minutes

My Notes and Ideas:

169 Strategy: Write Around MESH Subject: Math Text title: Mathematics Course 2 Author(s): Biggs, Alton, et al Page #: 71, Chapter 2-1 “Order of Operations” Publisher: Prentice Hall Year published: 2005

Question: Explain how you would solve the following equation:

26 + 8 – 4 – 8(12-5) + 6 =

Student 1: I would use PEMDAS which is the order of operations to solve this problem. The first thing I would do is the part in parenthesis which is 12 – 5 = 7

26 + 8 – 4 – 8(7) + 6 =

Then I would do the exponents 26 = 64

64 + 8 – 4 -8 (7) + 6 =

Student 2: The next step to solve this problem is the multiplication and division.

64 + 8- 4-56 + 6=

Student 3: The next step is to do the addition and subtraction. Like this:

72 – 4 – 62 =

72- 4= 68 – 62 = 6

The solution would be 6.

170 Strategy Name: Write to Learn (Daniels, 2007)

Strategy Explanation: Write to Learn is a way to keep students engaged while reading a large chunk of text, using writing as a tool for thinking.

Materials: pens/pencils, text, paper

Steps for Strategy:

 select text, activity, film, etc  determine when students will stop and write (should be every 10-12 minutes)  decide what topics students should explore in their writing - what does this remind you of? I do… - a question specific to the content  in beginning, make your prompts specific so students can narrow their writing  teacher walks the room during writing times

 model (if needed) We do…

 students write at designated times  students can pair/share with partner You do…

171 Support & Extensions: Write to Learn

Support: To differentiate for struggling learners, teacher  has questions ready for students to answer  provides additional modeling as required.

Extension: To challenge students, teacher  has students determine their own topics to explore in their writing to increase comprehension  allows additional discussion with peers to clarify/confirm.

My Notes and Ideas:

172 Write To Learn Example: The Learning Log

The learning log serves many of the functions of an ongoing laboratory notebook. During most class sessions, students write for about five minutes, often summarizing the class lecture material, noting the key points of a lab session, raising unanswered questions from a preceding class. Sometimes, students write for just one or two minutes both at the beginning and end of a class session. At the beginning, they might summarize the key points from the preceding class (so that the teacher doesn't have to remind them about the previous day's class). At the end of class students might write briefly about a question such as:

 What one idea that we talked about today most interested you and why?  What was the clearest point we made today? What was the foggiest point?  What do you still not understand about the concept we've been discussing?  If you had to restate the concept in your own terms, how would you do that?  How does today's discussion build on yesterday's?

Such questions can provide continuity from class to class, but they can also give teachers a quick glimpse into how well the class materials is being comprehended. Some teachers pick up the complete learning logs every other week to skim through them, and others pick up a single response, particularly after introducing a key concept. These occasional snapshots of student’s comprehension help teachers quickly gauge just how well students understand the material. Teachers can then tailor the following class to clarify and elaborate most helpfully for students.

http://wac.colostate.edu/intro/pop5h.cfm Strategy Name: X – Marks the Spot (Brown & Stephens, 1987)

Strategy Explanation: X – Marks the Spot is a strategy where students use symbols to interact with their reading. This strategy helps students identify significant information, new information, and unclear information. Response Codes: X = “I’ve found a key point.” ! = “I’ve found something interesting, new information.” ? = “I’m confused; I have a question about what this means.”

RtI Target Tier: Tier 1 and 2

173 Materials: any article or textbook, sticky notes, highlighters, highlighter tape or journal

Estimated Time for Strategy: used throughout lesson

Steps for Strategy:

 model the strategy before having I do… students try it on their own  be sure to include an example of each code you want the students to use

 students respond to teacher modeling We do…

 students read text and use the response You do… codes

174 Support and Extension: X Marks the Spot

Support: To differentiate for struggling learners, teacher  provides more modeling  assigns work with partner  allows for verbal responses  provides one or two answers

Extension: To challenge students, teacher  has students organize important details (X) into a summary  has students give an explanation of their interesting details (!)  has students reread to clear up confusions (?)

My Notes and Ideas:

175 176 X Marks the Spot Mathematics Course 3, Prentice Hall page 182P Skating the Net – Measure the slope of a skateboarding ramp Engineers and construction workers have long used a variety of simple machines to make their jobs easier. These devices include levers, pulleys, and inclined planes. (X)A ramp is a kind of inclined plane. (!)Skateboarders use this kind of simple machine to help lift their weight off the ground. (?)The more gradual the slope of the ramp, the easier it is to raise an object, such as a skater, to a certain height. (!)The skater has to adjust the slope of the ramp so that it is not too steep or too shallow. In the first case, the skater will have difficulty getting to the top. In the second case, the skater will not get high enough to make an exciting move. Skateboarding is an outdoor sport that first became popular in the 1970s. (?)When skateboarders wanted to increase the excitement and make more complex movements, they used the sloping wall of an empty swimming pool as a launch ramp. (!)Today, skateboarders build their own ramps to increase their “shredding,” or skating possibilities. (X)Magazines, books, and the Internet are good resources for people who want to build their own skateboarding ramps. Searching on-line, with skateboarding as a topic, will take you to web sites with ramp plans, material lists, instructions, helpful hints, and suggestions for more places to look for ramp plans.

177 possible sentences  http://www.stenhouse.com/assets/pdfs/Allen0399%20pp81-86.pdf – an excerpt from a Janet Allen book, describes the strategy  http://www.ohiorc.org/adlit/strategy/strategy_each.aspx?id=9 – a web-site that focuses on how predictions impact student learning – includes possible sentences as well as other strategies  http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=816 – a lesson plan for The Story of Ruby Bridges by Robert Coles – includes possible sentences anticipation guide  http://english.byu.edu/novelinks/reading%20strategies/Brave%20New %20World/anticipation%20guide.pdf – an anticipation guide plan for Brave New World by Aldous Huxley – includes teacher notes for possible discussion  http://www.readwritethink.org/lesson_images/lesson226/anticipation.pdf – another template for anticipation guides – more in depth for after reading  http://www.learnnc.org/reference/anticipation%20guide – a description of anticipation guides – the column on the right side has content area lesson plans for anticipation guides abc chart  kwl  http://olc.spsd.sk.ca/DE/PD/instr/strats/kwl/ - describes the strategy – includes suggestions for adaptation and additional web resources  voc capsule  voc menu  concept map  frayer model  http://oame.on.ca/main/files/thinklit/FrayerModel.pdf – a description of the strategy – focuses on use in math classes – contains examples and adaptation ideas  http://www.tantasqua.org/superintendent/Profdevelopment/etfrayermodel.html – a description of the strategy – includes several examples on different topics sq3r  http://www.teach-nology.com/web_tools/graphic_org/sq3r/ - SQ3R generator  http://www.litandlearn.lpb.org/strategies/strat_sqrqcq.pdf – a strategy similar to SQ3R – for math word problems book pass  concept ladder  http://www.usatoday.com/educate/et/2008/jul/IUSAT07.16.2008.pdf – a concept ladder from USA Today – uses articles from the paper and includes a small vocabulary focus

178 quick writes  http://teachers.net/lessons/posts/1337.html – a description of using quick writes for vocabulary sem feat analysis  http://162.127.6.150/esu6/Gems/lvermaas/SemanticFeatureAnalysis.doc – brief explanation and two math examples read aloud  http://www.readaloudamerica.org/booklist.htm – lists recommended read alouds for different grade levels  http://www.seeds-ia.org/pages/uploaded_files/unalteredContent%20Area%20Read.pdf – planning guide for using read aloud during a lesson thieves  sematic mapping  password  word study/back to your roots  http://searchlight.utexas.org/content/study-guide-second-grade/study-guide-second- pdf/2.2_SemanticMapping.pdf viperw?  q notes  turn and talk  think pair share  http://olc.spsd.sk.ca/DE/pd/instr/strats/think/index.html – describes the strategy and lists was to adapt and manage write to learn  http://wac.colostate.edu/intro/pop5.cfm – lists examples of write to learn activities – explore the other areas of the site too  http://iteslj.org/Lessons/Peng-Geography.html – examples of write to learn in geography unravel  double entry journal  http://www.teachervision.fen.com/writing/letters-and-journals/48536.html? page=2&detoured=1 – this article has suggestions for how to use in each subject area graphic organizers  http://www.edhelper.com/teachers/General_graphic_organizers.htm – printable graphic organizers  http://www.writedesignonline.com/organizers/ - explanations of various graphic organizers, printable  http://www.brideys.com/GraphicOrganizers.pdf – has many, many graphic organizers to choose from

179 text connections  http://www.greece.k12.ny.us/instruction/ela/6-12/tools/Text%20Connections2.PDF – shows how to use text connections with a 3 circle Venn diagram exit slips  http://www.wku.edu/3kinds/dmaesexamples.html – has examples of exit slips for various content areas – includes student samples What Happened, So What, What Next  write around  qar  http://www.jimwrightonline.com/pdfdocs/math_QAR.pdf – using QAR to interpret math graphics raft  http://writingfix.com/WAC/RAFT.htm – description of the strategy – include “RAFT builder” for content areas affinity  questions game guided practice

180 READING TERMS TO KNOW

1. Authentic assessment uses actual literacy tasks for the purpose of determining student performance, as opposed to relying solely on traditional forms of testing.

2. Balanced reading is a reading program which includes phonemic awareness, decoding, fluency, calling on prior knowledge, vocabulary-building, comprehension, and motivation.

3. Clustering is grouping information to help children remember it better; a form of brainstorming.

4. Critical listening is listening for a specific purpose (e.g., evaluation, information, entertainment).

5. Critical reading is reading “text in such a way as to question assumptions, explore perspectives, and critique underlying social and political values or stances.” (IRA and NCTE, 1996, p.71)

6. Experience stories are teacher-directed stories written by the teacher and the students to reflect a group experience.

7. Expository writing refers to a precise, factual, informational writing style.

8. Implied meaning is meaning which cannot be cited from the text but which may be drawn from the reading; reading “between the lines.”

9. Letter-sound correspondence means recognizing the corresponding sound of a specific letter when that letter is seen or heard.

10. Metacognition is the awareness and knowledge of one’s mental processes such that one can monitor, regulate, and direct them to a desired end; self-mediation; thoughts about thinking (cognition); for example, thinking about how to understand a reading selection.

11. Non-print text means visual media other than printed material (e.g., photographs, movies, symbols).

12. Paired reading means partners reading aloud to each other for the purpose of practicing, sharing, developing fluency, communicating information, or modeling oral reading technique.

13. Paired writing refers to two students collaborating to create one piece.

14. Phoneme is the smallest unit of sound; for example, the word “cat” has three phonemes.

181 15. Phoneme awareness is an understanding that speech consists of a series of small sound parts.

16. Phonics is the association of speech sounds with printed symbols.

17. Print text is a written, typed, or printed version of a piece of prose or poetry.

18. Reading process is a process in which we construct meaning from print. The reading process is made up of the following areas: oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension.

19. Reflection (1) The process or result of seriously thinking over one’s experiences, especially those valued. (2) An approach to problem solving that emphasizes the careful consideration of the nature of the problem, the thorough planning of procedures to solve the problem, and the monitoring of the processes used in reaching a solution. (3)In Rosenblatt’s (1978) transactional theory of reading, a late or final phase of the reading process in which the significance of the reader’s evocation of the text is reviewed and evaluated. (4)A sign. (5)Introspection.

20. Schema is a unit of organized knowledge. It includes how a person thinks and acts when planning and executing and evaluating performance on a task and its outcomes.

21. Shared reading is all reading that is not individual; this can include paired reading, read-alouds, literacy circles, small groups, and choral reading.

22. Visual message refers to non-print texts (e.g., cartoons, posters, pictures).

23. Word families are groups of words having similar roots or stems: --ight, --oon.

24. Word play consists of addressing words through games, rhymes, tongue twisters; any method that increases students’ awareness of the meaning and value of individual words.

25. Word walls consist of words posted on classroom walls as a means of immersing students in language. Students add new words as they come in contact with them. Word walls can be used to teach vocabulary, pronunciation, word families, categorization, and spelling.