WICR ACTIVITIES. Page

WICR ACTIVITIES Page 1. Writing: 2 a. Quick write: This process takes a variety of forms including: Brainstorming, (create a list of ideas that come to mind as they relates to the topic) KWL charts..3 Graphic organizers.4-8 T-Charts 9 Paragraph writing..10-12 (what would you do if, how do you, What would happen ) b. Cornell Notes.13-15 c. D-I-L-Q Activity (and Learning Logs) 16-20 d. TABB form 21 2. Inquiry And Collaboration: 22 a. Jigsaw...23 b. Group poster/presentation c. Carousel Brainstorming....24 d. Pair-Share & Elbow Partners....25 e. Take Five.. 26 f. Issue Bin..27 g. Round Robin..27 h. Mini Logs..27 i. 4-corners.28 j. Helping Trios..29 k. Brainstorm and Pass...30 l. Tutorials m. Socratic Seminar n. Costa s Three Levels of Questioning House..31 3. Reading: 32 a. Purpose and Strategies.33-35 b. SQ3R:..36-37 (A method of reading informational text that assists in increasing retention of material and can be used to prepare for tests. ) c. Text Rendering.38 c. 3-2-1.39 1

WRITING STRATEGIES 2

Name Date Brainstorm and enter information in the columns indicating what you know and want/need to know. Once the lesson is completed, finish the chart with What I LEARNED. Subject K=What I already KNOW W=What I WANT to know L=What I LEARNED 3

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Name A T-Chart is a graphic organizer used to compare and contrast two concepts, processes, etc. Directions: Compare versus. 9

OUTLINE FOR PARAGRAPH WRITING Topic Sentence Supporting Details: Concluding sentence: 10

OUTLINE FOR PARAGRAPH WRITING USING EXAMPLES Topic Sentence: Supporting Details: Example: Example: Example: Concluding Sentence: 11

STUDENT CHECKLIST FOR PARAGRAPH WRITING Paragraph has a stated or implied topic sentence; underline it. Paragraph is focused on one idea or purpose; identify it. All support sentences focus on the main idea or purpose. Details are in a logical order and transition one to the other. Paragraph ends with a concluding statement. Remember that When an idea, setting, or speaker changes, begin a new paragraph. Paragraphs are usually more than one sentence. Do not skip lines between paragraphs. 12

DIRECTIONS FOR TAKING NOTES Set up your paper. Know your Notes. When did you take them? Which class are they for? What are they about? Save 1/3 of the left hand side of the page for later use. Leave space at the bottom of the page to summarize. Take the notes. While the teacher lectures, while you watch a film, or while you read a text. Write on the right had side of the page Abbreviate. Paraphrase Use symbols to highlight what is important, or unclear, or to make connections Skip lines between ideas. Apply your thinking to the notes. Alone or with a Study Buddy: Study your notes, clarifying and completing them. Within 24 hours, use the left hand column to: Identify main ideas by writing headers. Develop questions for study or clarification. Connect your notes to what you have learned before in that class, in previous years and in other classes. Reflect on and Review your notes. Before a test or quiz, alone or with a Study Buddy: Review the main points, Summarize what is important o Explain why that is important, o Suggest how you will use this information, o Assess your learning 13

Questions about Taking Notes What can I do to keep from being bored during lectures and keep focused on what s being said? What format should I use to take notes? How can I take down all that s being said? How to Take Class Notes Be Active! Sit toward the front of the class. Sit away from friends who are distracting Sit up. Make an effort to concentrate to understand what is being said Listen first before writing Reflect and think about what is being said. Respond to what is being said, Always be thinking of questions: How does this relate to other points in the lecture, in the book? When you don t understand something, stop the teacher and ask. Cornell Notes format. Use lined paper and mark a wide left margin. At the top of the page note the date, class, and topic of the lecture in pen During the lecture, write in the right column. After the lecture, develop questions in left column. Use abbreviations and clues Write notes in your own words. Develop an abbreviation system. Write in phrases Write quickly but legibly; your notes do not have to be immaculate. Take down new vocabulary and definitions. Try to write down the outline the teacher is using, looking for organization. Leave plenty of room to go back and add details. Sometimes there is no organization. Take down what you can and sort it out later with a friend, the teacher, or your textbook. 14

Class Notes If there was no class lecture this week, write a paragraph about what you learned and/or questions about what you didn t understand. Topic: Questions/Main Ideas: Be selective: Too many notes destroy the value of note-taking. If you find you are not writing fast enough, it really means you are writing too much. Name: Class: Period: Date: Notes: Summary: 15

Name Date D-L-I-Q Using the strategy D-L-I-Q, reflect on your work and complete the following. Be prepared to discuss with your Table group. D (Did) What activity did you do yesterday? L(Learned) What did you learn? I (Interesting) What did you find interesting? Q (Question) What question do you still have? 16

LEARNING LOGS Like notes, learning logs record knowledge about a given subject. Students make regular entries, reflecting on their learning. Some focus questions for learning logs include: What did I do in class today? What did I learn? What did I find interesting? What questions do I have about what I learned? What was the point of today s lesson? What connections did I make to previous ideas or lessons? Example Learning Log Topics 1. Writing about Mathematics Students write a detailed explanation to other student of how to solve a math problem. Students create similar problems to those they are studying in class, including the steps to the solution and the solution itself. Your friend believes that if you double the length of the sides of a rectangle, then the area of the rectangle will also double. Draw a diagram and carefully explain why he may be wrong. How would you explain to an eight-year-old which fraction 2/3 or ¾ is larger? Draw a picture of 5 x 4 and writ in words exactly why your picture describes this multiplication. 2. Writing about History Students place themselves in an historical period or event and write about it from the point of view of a person involved in the event. Students should focus on the what, when, where, why, how and what if of the situation. Students write a conversation between themselves and a historical person, focusing on details of an event. Students examine events and speculate about the long-term effects resulting from the events. Students write a letter to the editor about a current event issue. Students select a political cartoon from the newspaper and identify the problem. Analyze the cartoon s message. 17

3. Writing about Science Students describe a lab activity that they did in class. They should Include what question the lab was designed to answer or conclusion they reached upon completion of the activity, and a description of the data they collected that supports their conclusion. Students summarize the main points of a lecture, making connections to their textbook reading. Students conduct and report in writing an interview of a scientist or an individual in a science-related career. Students build a device, write down the steps in the construction process, and give the materials and directions to another student group to complete and build the same task. Students research, plan and discuss a controversial science-related issue. They write a position statement based on their research and the discussion. 4. Writing About English Students write a short summary of a story, demonstrating understanding of plot structure Students compare and contrast a pair of characters from a single piece of literature or two different pieces. Students create a double-entry journal with important passages form a story or novel on the left side and personal responses on the right side. These work well for making thematic connections and for studying character development Students writ an autobiographical incident as an introductory piece early in the year. Students writ a fictional story demonstrating understanding of plot and character elements. 18

What did you learn today? (content and strategies) LEARNING LOG How can you use these strategies or information? What questions do you have? 19

LEARNING LOG Week of What did you learn this week? (content and strategies) How can you use these strategies or information? What questions do you have? 20

TABB Form One of the most difficult things to do in any learning situation is to implement the new ideas that were presented or discussed. Often this is because so many ideas are presented that it is nearly impossible to do something about each one- or even remember what all of them were. This form can be a first step in taking action and achieving your goals. The key is to focus on the most important idea or thing presented and to decide to act on it. T: The most valuable THING being taken from the meeting/training A: The ACTION you will take on that thing because of the meeting/training B: The BARRIER that may need to be overcome in achieving the action B: The BENEFIT that will occur from overcoming the barrier and achieving the goal T: What is the most important THING you learned? A: What ACTION are you going to take on that thing? B: What BARRIER may stand in the way of your taking action on that thing? B: What are the results, rewards, and BENEFITS you will receive by taking action on that thing? Make a commitment to take the action. Write yourself a promise as positive statements. 21

INQUIRY AND COLLABORATION 22

Jigsaw: When discussion of new information is desired but time is limited: Break a series of reading assignments into groups. Have each group read one assignment, then report back in the following ways: 1. Students number off 1-4 (or however many reading passages there are) and create a group with other students with the same number. 2. Within the number groups, students read only their assigned passage, then within the group, they discuss or take notes or do some activity to synthesize the information. 3. New groups are formed with members from each of the numbered groups, (i.e. there is one student for each of the reading assignments in the new group). 4. Members report out to the group. OR Students form groups and each group is given a reading assignment Each group makes a presentation to the class about their reading assignment. 23

Carousel Brainstorming To take advantage of synergy to gather much information in a very short time, try this: 1. Select 3-5 subtopics under a major topic for which you need data. Example: The major topic: How do you gather ideas for writing? Subtopics: people, places, objects, definitions, events 2. Write subtopic headings on chart papers. Place easels or taped chart paper around the room 3. Divide the class into equal-sized groups. The number of groups should match the number of subtopics. 4. Give each group a different-colored pen or marker and send each group to a chart. Allow five minutes of brainstorming at each chart, moving groups clockwise from chart to chart. 5. After all groups have written on each chart, do a Gallery Walk to allow all groups to see what was added after they wrote. This not only allows you to collect a large amount of information in an active and invigorating manner, but it also allows the entire group to see immediately all the information that has been generated. 24

Pair-Share When small-group discussion of individual issues on a single topic would be helpful, try this: 1. Instruct each student to find a partner (can be their elbow partner ). 2. One partner at a time takes 3-4 minutes to outline the problems or issues. The other partner listens silently. 3. The silent partner now responds either with questions needing clarification or with suggestions for resolving issues. Allow only 3-4 minutes for responding. 4. Now repeat the process, as the second partner describes the problems or issues. The same time limits apply. 5. The large group reassembles and creates a chart of the issues related to the topic. This process is especially helpful for two reasons. First, it focuses each student on how the topic at hand is personally relevant to him or her and it provides a list of issues to be resolved by the end of the session. It is an effective process for achieving each student s engagement in the objectives of the class, and therefore makes a great opener. Variation: Create a Think-Pair-Share: Students are arranged in groups of two or three. They begin by reading information or contemplating a specific topic and taking notes. Next, student THINK about what they read or contemplated. They then decide how they can best share this information with another person (PAIR). Finally, students SHARE relevant information with the other members or members of the group. 25

Take Five (5) This activity, From Strategies for Success, is used with large groups in consensus decision-making and processing information. 1. Divide the large group into smaller groups of 4 or 5 participants. 2. Each participant reads a brief description about the problem/exercise and writes silently on the ideas s/he feels will are the best. 3. The small group shares the responses, one at a time. Then they begin to look for similarities and come to consensus on the top 5 ideas. 4. The small groups chart their top 5 and prioritize them. They post their charts to share with the large group. 5. The large group looks for similarities (and differences) and compiles a list of major findings, as appropriate. 26

ISSUE BIN (Parking Lot) To keep a discussion from jumping the track while at the same time ensuring that all issues are recognized, institute an Issue Bin (or Parking Lot). Post a piece of chart paper, and provide students with pads of sticky notes on which to write their concerns or unanswered questions. These notes can be placed on the Issue Bin chart at any time throughout the day. Check the Bin at breaks or before the class ends and respond to all slips placed thereon. ROUND ROBIN To warm up a group with a shared interest whose members have not met before (or who have not met for a while), go around the room and have each student provide one success and one concern related to the topic of the meeting. The success gives everyone a chance to be positive and proud. The concern breaks the ice and opens discussion. MINI LOGS This is a quick and comfortable way to gather information about student comprehension. Each student writes his or her mini log on a 3 x 5 card and hands it to the teacher. 27

FOUR CORNERS Give students something to read. Divide them up into four groups. Each group must come up with a persuasive presentation that uses evidence from the reading materials to convince the judge of their perspective. Example: At the Summer Institute, we read an article about WICR, then each group was assigned one aspect of WICR (writing, inquiry, collaboration, reading) and had to develop a presentation to convince a theoretical school board that they should spend their money on only that one strategy. A variation would be to ask each group to read an article from the perspective of a different profession, from a different group of people (children, teens, adults, elderly, etc). Example: At the Summer Institute, we discussed the responsibilities of AVID from the perspective of the classroom teacher, elective teacher, coordinator and administrator and made a presentation about which job was most important. 28

HELPING TRIOS Form Trios Within each group, members choose a role: A, B, or C. Person A describes his/her concern or challenge to Persons B and C. (3 min) B and C ask A clarifying questions. (3 min) B and C suggest solutions/ strategies to A. (2 min) A asks B and C clarifying questions. (2 min) Repeat the process for B and C (Each person will take only 10 minutes.) 29

BRAINSTORM AND PASS Brainstorm and Pass is an effective way to increase participation and prevent individuals from dominating the session. 1. Discuss brainstorm norms (establish or review) 2. Choose a recorder to capture the group s ideas on chart paper 3. Start at the right of the recorder (Round 1) 4. Each member will contribute (or pass momentarily) ideas. 5. Return to those who passed the first round before beginning Round 2 (5 min) 6. After the small group brainstorming, each group will share out its list. 7. The full group will categorize the ideas presented. 30

Name: Period: Costa s Definitions Level Three Apply to put into practice. Imagine to picture to oneself, think. Plan to make a design, arrange beforehand. Evaluate to determine the value of. Hypothesize to make an educated guess. Judge to estimate or decide. Predict foretell, to tell in advance what you think will happen. Extrapolate interpret, determine the meaning of. Invent to devise a plan. Speculate to make theories of or guesses. Level Two Analyze to examine critically. Categorize to divide in some sort of order. Explain to make clear or give details of. Classify to divide, order, or sort. Compare to notice or point out the likenesses of. Contrast to notice or point out the differences of. Group to be placed or classified together. Infer to make a conclusion or guess on something based on past knowledge or experiences. Organize to arrange or give a definite structure. Sequence to put in order. Synthesize a putting together of a combination of ideas. Level One Complete to finish something. Count to calculate the number of. Match to join or put together. Name to appoint, mention, or give a name. Define to state the contents or the meaning of. Observe to follow or watch. Recite to repeat aloud. Describe to give a detailed account of. List to catalog or write down. Identify to establish the identity of. 31 Recall to remember. Scan to look carefully.

READING STRATEGIES 32

READING The fourth principal of WICR is Reading. Reading is the key to understanding in all content areas. Keeping reading as a focus in AVID develops reading comprehension, awareness of the different reasons for reading, and understanding of the different structures of texts. While developing different reading skills, it is important to stress that readers read for three purposes. The Three Purposes of Reading 1. For information, commonly used texts include Dictionaries/Thesauruses Encyclopedias Almanacs Atlases Maps Calendars Schedules (bus, class, etc.) Advertisements Other technical items. 2. For problem solving, commonly used texts include How-to-books Medical materials Other technical handbooks 3. For recreation or enjoyment, commonly used texts include Books Magazines Journals Essays Comics Types of Reading In addition to understanding why readers read, students need to recognize the differences between the texts they read. Furthermore, they need to understand that texts are structured differently, depending on the type. In the different subject areas, students may be required to read expository, narrative, descriptive and persuasive texts. Expository texts are often essays, nonfiction, and are typically read for information. Narrative and descriptive pieces are usually read for enjoyment and tell a story. In contrast, persuasive texts attempt to convince a reader to adopt the writer s beliefs about a topic or solve a problem. 33

READING STRATEGIES Many different reading strategies can be used in all content areas. By teaching students a variety of strategies for attacking texts, teachers encourage them to be strong independent readers. The following is a list of strategies to get students into, through and beyond various texts. Pre-Reading Strategies (Getting into a text) Examine the Text How is the text structured? Look at the title, table of contents, index, chapter and section headings, bolded or italicized words. Identify Key Terms Look at bolded or italicized vocabulary within a given section. Review footnotes. Provide students with a list of essential vocabulary words. Ask student to define words to the best of their ability before reading. Discuss definitions before reading. Understand Historical Context Provide historical context for the text before reading it. Provide historical context in the form of another text. Make Predictions Tell the students a little about a text and ask them to make predictions about what they think will happen. Relate Prior Knowledge Ask students for information they already know about the subjects(s) involved in the text. Reading Strategies (Getting through a text) Chart the text Break down a text according to the function of different sections. Identify the author s purpose. Understand how a text is structured. Summarize the Text Write a summary of what is read. This can be done for a section or chapter, as well as an entire story or book. 34

Focus on who, what, when, where, why, and how of the text, eliminating unnecessary details. Determine the Main Point Track details of a story that lead to the main idea the author is trying to convey. Write one sentence to define this purpose or idea. Make Connections Individually make connections to events, characters, lessons of the text. Question a Text Compose questions about confusing or interesting parts. Compose questions that dig deeper into a text. For example, they might write questions that try to pinpoint a character s motivation for his/her actions. Make Inferences/Draw Conclusions Use prior knowledge and experiences, as well as information in the text, to determine an outcome. EXTENSION STRATEGIES (Getting Beyond the Text) Determine the Significance of the Title Students offer suggestions as to why an author chose a particular title for the piece. Order Events Sequentially Students order the events of a text using any type of graphic organizer Relate cause and effect. Draw a Plot Diagram Students order events of a story or novel using a traditional plot diagram structure. Highlight events that lead to the climax and resolution within a story or novel. Clarify cause and effect. 35

Name: Period: SQ3R Survey, Question, Read, Record, Review Five steps in Reading-to-Learn Title pg # s 1. SURVEY: Look at the titles, headings, pictures, graphs, charts, maps, and boldfaced words in the text. Predict four things you think you will learn. 2. QUESTION: Use the headings and subheadings to design five level 2 or 3 Costa s style questions / tasks. Write them on the back of this paper. 3. READ: Read the text. 4. RECORD: Stop at the end of each section to record detailed answers to the questions you wrote on the back of this paper. 5. REVIEW/SUMMARY: Write a summary of the main ideas covered in this section (at least 1-2 sentences for each heading). IN YOUR OWN WORDS! 36

QUIZ TIME: Check your answers with a partner. Make sure they are detailed and complete. Cover your answers. Practice answering the questions. Step 2 & 4 (question/answer): Be sure you include ALL the details and facts in your answers to help Prepare you for the test. Costa s question/task Answer 37

Text Rendering Set Up 1. Form groups of 3 to 5. 2. Review the document by reading and marking the sentences, phrases and words each person thinks are particularly significant. 3. There will be three rounds of sharing before discussion. Steps: 1. First Round: Each person shares ONE sentence from the document s/he feels is particularly significant. 2. Second Round: Each person shares ONE phrase. 3. Third Round: Each person shares ONE word. 4. Group discusses what they heard and what it says about the document. 38

ACTIVITY 3-2-1 Directions: Using the 3-2-1 reading strategy, fill in the following chart as you discuss your site teamwork form yesterday. Each person records: 3-2-1. 3- Record Three ideas from 2 Questions you have about or what you have learned. 1 Insights relative to what you have learned. Share with your table group. Be prepared to report out common themes to the full group. 39