West Vigo High School

1
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

2
Metacognitive Strategies
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-ques
tioning - 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).
3
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

4
Four Square

1. Place the central concept, procedure, or problem
   in the center square
2. Place indicators of the desired action in the
   surrounding squares
3. Model a practice sequence for students
4. Provide timely checks for understanding as
   students practice.

5
Four Square Model
6
(No Transcript)
7
(No Transcript)
8
(No Transcript)
9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
Lou Brackall
15
(No Transcript)
16
Tonya Pfaff
17
Softball Diamond

• In slow-pitch softball, the distance between
  consecutive bases is 65 feet. The pitchers plate
  is located on a line between second base and home
  plate, 50 feet from home plate. How far is the
  pitchers plate from second base?

18
(No Transcript)
19
Bob Jackson
20
(No Transcript)
21
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

22
K What I KNOW Establish CONCEPTIONS and MISCONCEPTIONS W What I WANT to Know Establish RELEVANCY and PURPOSE L What I LEARNED SUMMARIZE learning and establish goals for FUTURE learning
Brainstorm prior knowledge what I know or think I know about this topic Teacher generates categories from this list that help the reader Organize their conceptions Identify what is unknown Compare and contrast with other issues/systems Anticipate cause and effect Anticipate organization of the texts to be used to explore what is unknown how will topics be organized and information be presented? Teacher uses this information to identify misconceptions Determine the importance of the topic Determine what topics should be addressed from what I know and do not know about this topic Generate inquiry questions about the topic Select texts to supplement inquiry Summarize learning by providing Answers to inquiry questions Posing key questions for future inquiry Teacher uses this information to remediate and extend learning
Beyond being used at the beginning and end of a unit, this strategy is for use at multiple points within a unit to provide ongoing checks for understanding. Beyond being used at the beginning and end of a unit, this strategy is for use at multiple points within a unit to provide ongoing checks for understanding. Beyond being used at the beginning and end of a unit, this strategy is for use at multiple points within a unit to provide ongoing checks for understanding.
23
K What I KNOW W What I WANT to Know L What I LEARNED

24
Three Economic SystemsCheryl Irwin
25
KWL
What I have learned
What I want to know
What I Know
26
What do we know about Economic Systems?

• 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.

27
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?

28
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.

29
Classroom form for KWL
K What I KNOW W What I WANT to Know L What I LEARNED
Relevancy Purpose Summarize Learning
Conceptions Misconceptions
30
John Newport
31
The Design Process

• Define the Problem
• Brainstorm
• Pick and Try
• Evaluate

32
What We Know about Design

• 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

33
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?

34
What I Have Learned About Design

• Design saves time and money
• Design saves lives
• The design process from start to end

35
Trudy Longest
36
s Lo que se Q Lo que quiero saber A Lo que aprendi
El Camino Real Los tres caminos el restaraunte el taco burrito comar beber Pinos Il Sonata quesadillas cuantos ---------------------------------------------------- They eat They eat tacos and chimichangas All the foods are spicy How much is it? Whats your phone number? artichoke Beer ________________________________________ What do they eat? Are all the foods spicy? las frutas los vegetales las bebidas ________________________________________ Eating times Variety of foods Importance of food Origin of foods Not all Spanish speakers look alike
37
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

38
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)

39
(No Transcript)
40
Lets try it!

• http//www.quia.com/servlets/quia.activities.commo
  n.ActivityPlayer?AP_rand1429182008AP_activityTyp
  e16AP_urlId7851AP_continuePlaytrueid7851

41
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

42
SQR3
Step One Survey Step One Survey
Survey the chapter read the introduction look over section headings and figures skim the summary and end of chapter exercises create a context for remembering by writing what you already know about the topic in the space to the right following that, write questions about what you hope to discover through the reading What I already know Questions I have Now plan your study time length of time before breaks and a reward at the end.
Step Two Question (apply to each section) Step Two Question (apply to each section)
What is the main point? What evidence supports the main point? What are the applications or examples? How is this related to the rest of the reading, book, world, what I already know, or me? What is the main point? What evidence supports the main point? What are the applications or examples? How is this related to the rest of the reading, book, world, what I already know, or me?
Step Three Read (apply to each section) Step Three Read (apply to each section)
Search for answers to the questions above. Mark the text with post-its (see right) to simplify for review. How to mark the book with post-its Do not mark until AFTER you finish reading the section or paragraph. On the post-it, indicate the main idea, then write an example (steps of a process or proof) and connections to other points, definitions and your own thoughts.
43
Step Four Recite (the main points for each section)
Look up from the book and verbalize the answers to your questions. Listen to your answers as you recite them because this helps you remember!
Step Five Review
Go back and review the main points in the section, revise your post-it notes as needed. Repeat for each section of the text. Create a summary of the chapter in the space below
Summary
Now do any homework assignments use your summary first, then the text. Reward yourself for good work!
44
Cheryl Dean
45
(No Transcript)
46
(No Transcript)
47
(No Transcript)
48
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?

49
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 SURVEY the problem and
notice that Chris has 8 items and receives some
more to make a total of 15 items. QUESTION the
problem is asking would seem to be How many
items did he start out with? REREADING would
cause students to think 8 plus some number
equals 15. Students would QUESTION
themselves 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
QUESTION themselves again Is it true that 7
8 15? or if Chris started with 7 glass bears
and received 8 more, would he have 15? The answer
is Yes, so the computed answer is correct.
50
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 SURVEY I
notice that Anita has 3 shirts and paid 15 total
for the 3 of them. QUESTION Im looking for the
cost of each of the 3 shirts Anita bought. REREAD
Since the problem says that each shirt costs the
same amount, I know that the cost I find will be
the same for each one. QUESTION If 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 QUESTION If
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.
51
Word of the Week (WOW)

• Purpose
• Encourage development and use of vocabulary in
  context
• May be used as a school-wide effort to pursue
  value-laden concepts that reinforce social
  conduct
• Use
• Before, during and after instruction

52
Word of the Week (WoW) This strategy is designed
to encourage students to develop their
vocabulary. Each week students select an
unfamiliar word whose meaning and use they want
to know. They add the word to their vocabulary
notebooks. They also use the word regularly
during the week. In addition, each week one
class member presents the class word of the week.
All class members use the class word as well as
their own word in their assignments during the
week. This process of making new words their own
helps students to construct an ever-widening
vocabulary. Class word of the week (parallel
structure for individual WoW) Loyalty Writing
Suggestions Day One      Define loyalty as a
class.   Individuals write a summary of the
meaning of loyalty. Day Two      Describe
someone in your life who is loyal. Include
facts/evidence to show how he or she has been
loyal. (Personal Connection) Day Three    Think
about _________. ( A character in a poem, story
or supplemental reading.) Compare this character
to the summary you wrote on Monday.  Is she or he
loyal?  Why or why not? (Text Connection) Day
Four     Think about _______. (A person in the
community or in the news) Compare this character
to the summary you wrote on Monday.  Is she or he
loyal?  Why or why not? (World Connection) Extens
ion To enhance this activity for multiple
learning styles, students may also engage in
further discussion (small group or whole class),
create an illustration, or engage in
dramatization prior to writing.
53
Mike Buske
54
DETERMINATION

• Day One     We will define determination as a
  class. Write a summary of the meaning of
  determination and how you can apply it to
  achieving your own physical fitness goals.

• Day Two      Describe someone in your life who
  has demonstrated determination. Include
  facts/evidence to show how he or she is determined

55
DETERMINATION

• Day Three   Think about the tortoise in the
  story of The Tortoise and The Hare. Compare the
  tortoise to the summary you wrote on Monday.  Is
  she or he determined?  Why or why not?

• Day Four     Think about Lance Armstrong.
  Compare Lance to the summary you wrote on
  Monday.  Has he shown determination?  Why or why
  not?

56

• Before day four I will allow the students to
  use laptops to research Lance Armstrong and his
  accomplishments and how it applies to the WOW. I
  have to know everyone is familiar with Lance
  before they can write about him.

• Before day three I will engage the students in a
  class discussion about The Tortoise and The Hare
  story so that I know everyone is familiar with
  the story and how it would apply to the slow,
  steady approach to attaining physical fitness.

57
Zooming In - Zooming Out

• Purpose
• Introduce and reinforce vocabulary and concepts
  through a single or multiple texts
• Allows students to test and integrate prior
  knowledge
• Promotes analysis through comparisons and
  development of related ideas
• Zooming in to specific traits and characteristics
• Zooming out to the big picture (contextualizing
  information)
• Use
• Before, during and after instruction

58
Zooming In and Zooming Out Information Sheet
Phase One Introduction

Topic

Teacher Introduces the concept and situates
concept in the big picture Focuses on key
understandings and key vocabulary within context

Brainstorming notes
Teacher Conducts a brainstorming session Records
students comments (board, paper, word-processing
document, Inspiration)
Students Brainstorm revealing prior
knowledge Record outcomes of brainstorming (this
may be done through paper/pencil work or
importing a word-processing or Inspiration file)
59
Phase Two Text Interactions

Class notes from reading
Teacher Selects and assigns several sources
(texts) for students or student groups to
read Bring students together to record facts
found record on a Fact Chart (paper, board,
word-processing document) Lead students to refine
the original brainstorming
Students Read and take notes on assigned texts
Participate in discussion to identify found
facts Refine original brainstorming correcting
errors and misperceptions
60
Phase Three Zooming In

Zoom In
Teacher Direct students individually or in small
groups to review the fact chart and brainstorming
chart to identify X most important facts and X
least important facts Have students vote on the
top X facts for each category and record these on
a mapping chart have students record
individually Ask students to identify
non-examples in the form of I would not expect .
. . Record on the mapping chart
Most important Least important Would not expect
61
Phase Four Zooming Out

Zoom Out
Teacher Continue whole class discussion by
asking students to think of ideas similar to the
concept. Write these ideas on the mapping
chart Prompt You cannot talk about X without
talking about Y. Write these ideas on the
mapping chart
Similar to Related ideas
62
Phase Five Summary Statement

Summary statement
Teacher Once the mapping is complete, model how
to construct a summary statement and then have
students construct a individually Have students
share summary statements devise one that best
represents the conclusions found by the class
63
Mapping and Summary Statement Chart
Zooming In
Related ideas Idea 1 Idea 2 Idea 3
Most Important Idea 1 Idea 2 Idea 3
Least Important Idea 1 Idea 2 Idea 3


Topic
Zooming Out
Not Expected Idea 1 Idea 2 Idea 3
Similar to Idea 1 Idea 2 Idea 3
Summary Statement
64
Zooming In and Zooming Out Information Sheet
Topic Topic Topic Topic
Brainstorming notes Brainstorming notes Brainstorming notes Brainstorming notes
Class notes from reading Class notes from reading Class notes from reading Class notes from reading
Zoom In Zoom In Zoom In Zoom In
Most important Least important Least important Would not expect
Zoom Out Zoom Out Zoom Out Zoom Out
Similar to Similar to Related ideas Related ideas
Summary statement Summary statement Summary statement Summary statement
65
Resources

• Resources
• Four Square
• http//www.peninsula.wednet.edu/learningteaching/c
  urriculum/staff_dev.asp
• Cloze
• http//www.quia.com/servlets/quia.activities.commo
  n.ActivityPlayer?AP_rand1429182008AP_activityTyp
  e16AP_urlId7851AP_continuePlaytrueid7851
• KWL
• http//www.litandlearn.lpb.org/strategies.html
• SQR3
• http//www.litandlearn.lpb.org/strategies.html
• SQRQC (Mathematics)
• http//www.litandlearn.lpb.org/strategies/strat_sq
  rqcq.pdf
• Word of the Week
• http//webpages.acs.ttu.edu/thouse/Word20of20the
  20Week.htm
• General
• Wood, Karen D. and Harmon, Janis M. (2003).
  Strategies for Integrating Reading and Writing in
  Middle and High School Classrooms. Westerville,
  OH NMSA.
• Gillet, Jean W. (2005). Teach It! Boston, MA
  Allyn and Bacon.