IRead 201

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I-Read 201

• Sophomore Team
• Beth Ann Ball-Mathematics
• Jeff Downing-Physics
• Craig Fallico-Spanish
• Melissa Groner-English
• Jennifer Roddick-Small-Health

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I-Read 201 Sophomore Team
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I-Read 201 Sophomore Team

• Literacy Strategies in English

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I-Read 201 Sophomore Team
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I-Read 201 Sophomore Team

• English Strategies
• Narrator Reliability
• Guess and Adjust
• Hotseat - character analysis
• QAR
• Discussion Clock
• Jigsaw and Cornell Notes

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I-Read 201 Sophomore Team

• Narrator Reliability
• Used with The Catcher in the Rye
• Developed to help students understand different
  perspectives in novels
• Getting inside characters minds

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I-Read 201 Sophomore Team

• Guess and Adjust
• Used for vocabulary in conjunction with Night
• Given a list of vocabulary words, students use
  prior knowledge to guess the meanings.
• Students adjust the definitions when the term is
  introduced in the unit.
• A great way to learn new vocabulary.

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I-Read 201 Sophomore Team

• Hotseat Character Analysis
• Involves students in character analysis
• Students make inferences in the text, make
  predictions and create connections
• Groups of three or four students analyze a
  character by answering specific questions, then
  create questions to ask this character.
• One student is selected from random to answer the
  questions in the hotseat
• As a result of this activity students demonstrate
  a true understanding of the characters, and
  really get into the roles.

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I-Read 201 Sophomore Team
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I-Read 201 Sophomore Team

• Q-A-R
• While reviewing the novel Night, students were
  given an article from a magazine about Holocaust
  survivors.
• Students needed to answer right there, putting
  it together, and on my own questions.
• This assignment introduced the students to Q-A-R.
• For homework, students needed to create two
  questions in each category about Night.
• Using Q-A-R encouraged the students to think
  deeply about the text on many levels.

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I Read 201 Sophomore Team
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I-Read 201 Sophomore Team

• Discussion Clock
• Students establish appointments with four other
  students in the classroom.
• Every five minutes the students will move around
  the room to work with another student on the next
  question.
• Students use their text as they discuss the
  questions with their classmates.
• Everyone was on task, and students benefited
  from working with several classmates.

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I-Read 201 Sophomore Team

• Jigsaw and Cornell Notes
• Used to help students learn information about the
  Guatemalan Civil War in conjunction with The Bean
  Trees.
• Students were divided into groups with each group
  reading a different nonfiction text. Each group
  prepared Cornell notes for their text.
• The groups were divided again so that each
  student taught the text he read to a student who
  read a different text.
• This strategy was both effective and efficient.

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I-Read 201 Sophomore Team

• Favorite Literacy Strategy in English
• Reciprocal Teaching
• Students learn to trust each other
• Students must offer their own interpretation

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I-Read 201 Sophomore Team

• Literacy Strategies in Physics

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I-Read 201 Sophomore team
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I-Read 201 Sophomore Team

• Literacy Strategies in Physics
• Anticipation Guide
• Jigsaw
• Question/Answer Relationship
• Reciprocal Teaching
• Text Set Activity

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I-Read 201 Sophomore Team

• Anticipation Guide
• Students agreed or disagreed to statements
  concerning circular motion.
• Students then read the text, clearing any
  previous misconceptions.
• This assignment was successful, because it
  reduced the misconceptions at the beginning of
  the unit.

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I-Read 201 Sophomore team
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I-Read 201 Sophomore Team

• Jigsaw Activity
• Text was divided into sections.
• Students were responsible for mastering their
  section of the text.
• Students taught their base groups the material
  they Students then read the text, clearing any
  previous misconceptions.
• Students were intrigued by the material and the
  application.

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I-Read 201 Sophomore Team
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I-Read 201 Sophomore Team

• Question/Answer Relationship
• Students read an article on Bat Sonar and
  answered questions of different varieties.
• Questions began with Think and Search items, led
  to questions connecting previously learned
  material, and finished with questions requiring
  them to relate the new material to their own
  background.
• The students were asked to integrate their
  understanding of other concepts with the new
  material.

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I-Read 201 Sophomore Team
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I-Read 201 Sophomore Team

• Reciprocal Teaching
• Used in conjunction with the conceptually
  challenging waves unit.
• Students read a section of the text and then
  discussed the section with their groups before
  moving on to the next section.
• In many cases the students did not have the
  background to be able to bridge the gap and
  process all the information.
• Would attempt this activity again with a less
  difficult topic.

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I-Read 201 Sophomore Team
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I-Read 201 Sophomore Team

• Literacy Strategies in Health

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I-Read 201 Sophomore Team
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I-Read 201 Sophomore Team

• Literacy Strategies in Health
• Guess and Adjust
• Act the Word
• Give One Get One
• Visualization/Mind Mapping
• Jigsaw

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I-Read 201 Sophomore Team

• Guess and Adjust
• Used in the Environmental Health Unit
• Students were given a list of terms and they
  wrote their initial guesses
• As the unit progressed, students corrected their
  definitions.
• This was a good motivator for the class.

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I-Read 201 Sophomore Team
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I-Read 201 Sophomore Team

• Act the Word
• Used with the circulatory and respiratory unit
• Students, in groups, were given two words they
  would act out for the class.
• Students who are visual learners really enjoyed
  the lesson.

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I-Read 201 Sophomore Team

• Give One Get One
• Students were given half a sheet of paper and
  were told to write down things they already knew
  about skin.
• Students proceeded to share these ideas with
  classmates, and received new thoughts from their
  peers.
• Students realized they had a good knowledge
  base on the topic, and therefore enabled us to
  move forward quickly.

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I-Read 201 Sophomore Team

• Visualization/Mind Mapping
• Used during the disease and infections unit.
• Students read a short section of the text, and
  then in base groups, drew what was happening to
  the body step by step as they read the section.
• Students were frustrated during certain parts,
  but this exercise helped solidify the bodys
  response to infection.

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I-Read 201 Sophomore Team
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I-Read 201 Sophomore Team

• Jigsaw
• Used in the Personal Health Unit, three
  different journal articles are divided amongst
  the students.
• Students read and become experts on their topics.
• Students return to their base groups and share
  their information with each other.
• Base groups complete a quiz that includes all
  three articles.
• Students are held highly accountable during a
  jigsaw activity.

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I-Read 201 Sophomore team
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I-Read 201 Sophomore Team

• Literacy Strategies in Mathematics

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I-Read 201 Sophomore team
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I-Read 201 Sophomore Team

• Literacy Strategies in Mathematics
• Word Wall
• Graphic Organizer
• Jigsaw
• KNWS
• Text Transformation

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I-Read 201 Sophomore Team

• Word Wall
• Teacher creates a vocabulary list for each
  chapter to put on the wall.
• Students exposed to vocabulary daily by looking
  at wall.
• During class discussions, if a student has
  difficulty remembering a word, the teacher
  prompts the student to look at the wall.

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I-Read 201 Sophomore team
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I-Read 201 Sophomore Team

• Graphic Organizer
• Lesson created as a companion to the Golden Ratio
  Project
• Students were given an excerpt from the DaVinci
  Code that involves the Divine Proportion
• Students placed the appropriate references on the
  graphic organizer
• The students were required to process the
  reading at a higher level, because they needed to
  sort and categorize the information.

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I-Read 201 Sophomore Team

• K-N-W-S (K-W-L for Word Problems)
• Lesson created in conjunction with solving
  trigonometry application problems.
• By using the K-N-W-S worksheet, the students have
  an organizer with which to classify and decode
  the information in the word problems.
• Working with partners encourages students to
  verbalize the information
• By listing the strategies available, the students
  were able to choose the most successful way to
  solve a problem.

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I-Read 201 Sophomore Team

• Jigsaw
• Finding the measures formed by chords, secants,
  and tangents to a circle is not difficult, but
  can be problematic.
• The class was divided into groups of three, with
  each group being assigned a section of the text.
• A summary guide was prepared for each student to
  become an expert on his or her topic.
• After the students mastered their specific
  topics, the students returned to their base group
  to teach their topic and learn the others.
• A jigsaw is a terrific way to get the students
  involved in the text, because it combines the
  social needs of the high school student with the
  expectations of their peers to perform.

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I-Read 201 Sophomore Team

• Text Transformation
• The text on theorems involving similar triangles
  was transformed into a poster.
• Each group was responsible for reading the
  section and answering the questions in the
  summary guide prepared for the lesson.
• Working in groups, the students were required to
  create a poster containing the content from their
  section.
• Each student in the group was required to
  transform a section of the text.
• Creation of the posters required the students to
  think about the text at a deeper level. Not only
  did it require the students to understand the
  material, the students needed to apply the
  reading in a way that could explain it to
  others.

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I-Read 201 Sophomore team
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I-Read 201 Sophomore Team

• Literacy Strategies in Spanish

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I-Read 201 Sophomore team
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I-Read 201 Sophomore team
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I-Read 201 Sophomore Team

• Literacy Strategies in Spanish
• Evolving the Main Idea
• Reciprocal Teaching
• Draw your thoughts
• Time to Discuss
• Give One Get One