Download
1 / 65
660 likes | 796 Views
West Vigo High School. Literacy Strategies In-service Four Square, KWL, Cloze, SQR3 Word of the Week, Zoom In – Zoom Out April 12 and 13, 2005. These are the strategies that strong readers and strong learners have:
E N D
West Vigo High School Literacy Strategies In-service Four Square, KWL, Cloze, SQR3 Word of the Week, Zoom In – Zoom Out April 12 and 13, 2005
These are the strategies that strong readers and strong learners have: Predicting - This encourages students to read with a purpose and to confirm or correct what they predicted. Self-questioning - Allows learners to actively check how much they understand while reading. Students can pose questions such as, "What is the main idea?" and "Are there examples to help me understand what I just read?" Students who ask their own questions show greater improvement in comprehension. Paraphrasing - By putting the concepts of a passage or section into their own words, or by summarizing the main points, students get a sense of how much they understand. Visual Representation - Creating visual models of ideas within a text provides a means of organizing information into understandable wholes, and promotes the visualization of relationships. Lookback - This strategy involves referring to what has already been read in order to increase understanding of the material. Changing Reading Speed - When students encounter obstacles like an unusual writing style or too many unknown words, they can modify their reading speed. Good readers are able to determine the appropriate pace for their purpose. For example, they can determine when it is best to quickly scan the material (such as newspapers) and when to read slowly and deliberately (such as a science textbook).
Four Square • Purpose • Analysis of content • Sorting and classifying • Emphasizing procedural thinking • Organization for writing • Organization for problem solving • Step-by-step skill building • Summaries • Use • during and after instruction
Four Square • Place the central concept, procedure, or problem in the center square • Place indicators of the desired action in the surrounding squares • Model a “practice” sequence for students • Provide timely checks for understanding as students practice.
Title Text Text Topic Text Text Four Square Model
Four Square for Math Story Problems Decide Operation (Explain choice) Computation (Show your work) Key Words: Data: Terms for Solution: Check your work (Use another strategy) Solution: ______ Why does that make sense?
Four Square for Longer Research Topics Subtopic Subtopic Main Topic Overall Conclusion Subtopic
Four Square for Lab Reports Hypothesis and Why? Materials and Procedure Question to Explore Observations and Data Conclusions
Four Square for Literature Conflict: poses a question for the story Rise in action: Things often get worse before they get better Exposition: Characters and Setting, before the action begins Climax: Question is answered Denouement: A sense of how life continues for the characters after this event
Four Square Book Review Description of Main Character Brief Summary Bibliographical Information A Noteworthy Scene Who may like a book like this?
Narrative Four Square What problem does the character have? How do things get even worse? ____________________________________________________________ ____________________________________________________________ Who? ____________ Where? __________ How does the problem get solved? What does the character learn? ____________________________________________________________ ____________________________________________________________
Processes in Technology or FCS Statement of the problem Hypotheses Problem Solving Models Testing and Revision Selection
Inquiry in the Fine Arts Composer/Creator Historical Context Composition Interpretation Aspects of the composition
Inquiry in the Fine Arts Vincent Van Gogh Impressionism Wheat Field With Crows Symbolic Interpretations Hidden Meanings
Softball Diamond • In slow-pitch softball, the distance between consecutive bases is 65 feet. The pitcher’s plate is located on a line between second base and home plate, 50 feet from home plate. How far is the pitcher’s plate from second base?
Four Square for Math Story Problems Decide Operation (Explain choice)Find distance from home to 2nd, and then subtract 50 from answer Computation (Show your work) 65²+ 65²= c² c²= 8450 c= 91.9 91.9 – 50= 41.9 Key Words: Distance Data: 65 feet, 50 feet Terms for Solution: Pythagorean Theorem Solution: 41.9 Why does that make sense? I know that the pitcher’s mound is not half way between home and 2nd. Also, I know that 65 is not the answer, because that would be too easy. Check your work (Use another strategy) Borrow DeGroote’s tape measure and physically measure a softball field.
Four Square for Lab Reports • Procedures • Obtain 1 coke can, empty. • Put a small amount of water in the bottom of the can. • Heat the can on a hot plate until the water boils. • 4. When the water boils, quickly remove the can from the burner, invert the can and submerse it in a bucket of ice water. Hypothesis When a small amount of water in a coke can is heated to boiling and then cooled quickly in ice water, the can will collapse. Charles’ Law Direct relationship between the temperature and volume of a gas. • Conclusions • When water is heated in a coke can, the water changes to steam and expands inside the can. • When the heated can is placed into the ice water, the water vapor contracts and as a result the can is crushed by the water pressure on the outside of the can. • Observations and Data • As the can gets hot, the water is changed to vapor. • The water boils, the can begins to make “crinkling and popping noises”. • When the can is taken off the hot plate and then placed into the ice water, the can very quickly crushes – Awesome!
K W L • Purpose • Stimulate prior knowledge • Establish relevancy for the topic • Summarize learning • Use • Before, during and after instruction as a means of ongoing understanding checks
KWL What I have learned What I want to know What I Know
Each country has an economic system Teacher prompt (hint) “What are the three basic economic questions?” Some one decides what to produce Someone decides for whom to produce Someone decides how to produce Teacher prompt “What about the factors of productions” Someone must own the factors of production: Land, Labor, Capital, and Entrepreneurship. What do we know about Economic Systems?
What do I want to know? • What are the names of the economic systems? • How many economic systems exist? • How does a country decide who makes the economic decisions? • Who owns the factors of production in each of the economic systems?
What I Learned • There are 3 basic economic systems • The 3 basic economic systems are: • Traditional – Economic system is determined by tradition and basic economic questions are answered through habit, ritual, and tradition. Tribal societies are known for their traditional economies. Everyone learns economic tasks from their parents, who learned them from their parents. • Command – This economic system is determined by the government. Communist countries have command economies. All basic economic questions are answered by one person or a few people, together. Government has control over most economic activity. • Market – The basic economic questions are answered by individuals and businesses. There is little government control over business and industry, except in a regulatory capacity and taxation. Democratic nations have market economies. • * None of the above economic systems are ‘pure’; they are mixtures of two or more economic systems.
Classroom form for ‘KWL’ Conceptions & Misconceptions
The Design Process • Define the Problem • Brainstorm • Pick and Try • Evaluate
What is Design Blueprints Sketching Who Designs Engineers Architects Where do we design Companies When do we design Beginning of a construction project Design cars How do we design Draw on paper What We Know about Design
What I We Want To Know About Design • How do I do it? • Design Process • Why would I do it? • Why is it so important? • Where can I do it?
What I Have Learned About Design • Design saves time and money • Design saves lives • The design process from start to end
Cloze • Purpose • Introduce the topic • Introduce vocabulary in context • Focuses attention on word recognition and speech to print match • Check for understanding before and after lesson • Use • Before and after instruction
Cloze • Determine the text to use – this could be an abstract or portion of the text. The form will be dictated by what you want to convey • Determine the key vocabulary you wish to emphasize • Determine whether to hide the vocabulary or words that help contextualize the vocabulary – depends on student needs and readiness to attack the content (extent of prior knowledge)
Let’s try it! http://www.quia.com/servlets/quia.activities.common.ActivityPlayer?AP_rand=1429182008&AP_activityType=16&AP_urlId=7851&AP_continuePlay=true&id=7851
SQR3 – Survey, Question, Read, Recite, Review • Purpose • Provides reader with a systematic means of approaching a textbook • Promotes meta-cognition about the text • Organizes information and answers questions • Repetition and thinking about applications moves content from short-term to long-term memory • Use • During instruction
SQRQCQ Solving word problems • Survey – survey the problem to get at general understanding • Question – question what the problem is asking for • Reread – reread to identify facts, relevant information, and details to help solve • Question – question what mathematical operations apply • Compute – solve the problem • Question – Is the solution accurate? Does it make sense?
Suppose that students are given the following problem: • Chris had some glass bears. He was given 8 more for his birthday. Now he has 15. How many glass bears did he have before? • Using SQRQCQ, students would: • SURVEYthe problem and notice that Chris has 8 items and receives some more to make a total of 15 items. • QUESTIONthe problem is asking would seem to be “How many items did he start out with?” • REREADINGwould cause students to think “8 plus some number equals 15.” • Students would QUESTIONthemselves: • When I know a sum and one of the two addends, how can I find the other addend? or If 8 + N = 15, the how can I find N? • The students would realize that they have to subtract the find the answer since subtraction is the inverse operation of addition. • Next, they would COMPUTE the solution to the equation as follows: • 8 + N = 15 • 8 - 8 + N = 15 - 8 • N = 7 • Finally, they would QUESTIONthemselves again: • Is it true that 7 + 8 = 15? or if Chris started with 7 glass bearsand received 8 more, would he have 15? The answer is “Yes”,so the computed answer is correct.
Here is another example: Each school T-shirt costs the same amount. Anita paid $15 for 3 T-shirts. What was the cost of each shirt? The following steps show student thinking: SURVEYI notice that Anita has 3 shirts and paid $15 total for the 3 of them. QUESTIONI’m looking for the cost of each of the 3 shirts Anita bought. REREADSince the problem says that each shirt costs the same amount, I know that the cost I find will be the same for each one. QUESTIONIf I know that 3 shirts cost $15, then what operation do I use to find the cost of one shirt?, or 3 times the cost equals $15, so I must divide $15 by 3 to find the cost of one shirt (since division is the inverse of multiplication). COMPUTE 3 X N = 15 (3 X N) divided by 3 = 15 divided by 3 N = 5 QUESTIONIf one shirt costs $5, would 3 shirts cost $15, or Is it true that 3 time $5 is $15? Yes it is, so the answer must be correct.
