Seven Literacy Strategies that Work. Kingsley Area Schools. Courtesy of Pam Ciganick, TBAISD

Transcription

1 Seven Literacy Strategies that Work Courtesy of Pam Ciganick, TBAISD re=playlist&p=87f4a14df67a81fb&index= JIGSAW Assign 1 strategy to each set of partners: Read the paragraph regarding that strategy Prepare a concise explanation of the strategy to share with the group Prepare an example of how you actually use the strategy in one of the units you are currently teaching (model it if desired) 1

2 Read-Alouds Seven Essential Components The text is appropriate to students interests and matched to their developmental, emotional, and social levels. Selection has been previewed and practiced by the teacher. A clear purpose for the read-aloud is established. Teachers model fluent oral reading when they read the text. Teachers stop periodically and thoughtfully question the students to focus them on specifics of the text. Connections are made to independent reading and writing. K-W-L L Charts What do I think I know? What do I wonder? What did I learn? 2

3 Graphic Organizers Four main types Concept Maps Flow diagrams Tree diagrams Matrices T Charts Venn Diagrams Spider diagrams (web) Resources 3

4 Vocabulary Instruction Selecting Vocabulary Words Considerations for Selecting Vocabulary to Teach Representativeness Repeatability Transportability Contextual Analysis Structural Analysis Cognitive Load Questions to Ask Is the concept represented by the word critical to understanding the lesson, activity, or text? Will the word be used again during the school year in this class? Will the word be used in other subject areas or classes? Can students use context clues to determine meaning? Can students use structural analysis to determine meaning? Have I identified too many words? Vocabulary Strategies Frayer Model 4

5 Read any article Ten Important Words Record the 10 most important words on sticky notes, building a class bar graph. Write a one sentence summary of the content of the article. Writing to Learn Allows students an opportunity to think and reflect on the content. Not intended to go through multiple refinements, but rather an informal glimpse into student thinking. 5

6 Tear Share (W-t-L) Arrange students in groups of four. Provide students with four-squared worksheet with predetermined numbered questions. Groups read text independently. Write brief answers to questions. Fold, open, and tear squares. Redistribute 1 s, 2 s, 3 s and 4 s so one student has all like numbered squares. Write a synthesis statement that summarizes all statements. Share with whole group. Post on large chart paper if time permits. Ink Share (W-t-L) Students write their thoughts about a topic and share with three other students. Highly engaging activity. Low teacher preparation needed! Turn it into a physical blog? 6

7 Exit Slips (W-t-L) Used to gather information on student learning. Using index cards, students respond to a prompt and turn in their exit cards at the end of the class period. Exit cards offer students a chance to reflect on the lesson or material and provide the teacher with an opportunity to assess their learning. Example of Formative Assessment R.A.F.T. (W-t-L) PURPOSE: Incorporates writing and encourages creativity, motivation, and active processing by students. R= Role of the writer (Who are you?) A= Audience for the writer (To whom are you writing?) F= Format of the writing (What form will your writing take?) T= Topic of the writing (What is your topic?) 7

8 Math Example Structured Note taking The key is to have a system that everyone at the school agrees to use. Instructional focus shifts from the process of note taking to the products of note taking. 8

9 Note taking is one of the most useful study skills a student can cultivate, but it is often not explicitly taught. Cornell Notes Purpose: Improve understanding of content and increase responsibility for learning. Reciprocal Teaching Relies on the four following comprehension skills: predicting, questioning, clarifying, and summarizing. Students will teach information to a group. Each group member has an assigned role. Reciprocal Teaching is an example of Marzano s Cooperative Learning strategy. 9

10 WORK TIME! Work independently or in teams using the computers to plan ways to incorporate these strategies into upcoming lessons, create activities, templates, etc. (This work could be followed up on in an open lab later in the day if they have one scheduled) Please make a CHOICE: Before you go Go ONLINE to the Teachers & Staff page Find the Seven Strategies section, select an answer to the choice prompt (you must be logged into Moodle to do this) 10