Teaching Tools

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Teaching Tools

• For Increasing Comprehension and Expanding
  Vocabulary

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Essential Questions

• What are effective comprehension and vocabulary
  tools in the KCLM?
• How do these tools relate to the reading
  strategies outlined in the model?
• How can these tools help struggling students?
• How can I use these tools in my daily teaching
  practice?

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Learning Targets

• I can explain the comprehension and vocabulary
  tools of the KCLM.
• I can explain the reading strategy that each tool
  supports.
• I am able to embed the tools in unit and lesson
  planning to aid student learning.

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Most Word
Important

• Understanding is one of the most cherished goals
  of education. Teaching for understanding can
  bring knowledge to life by requiring students to
  manipulate knowledge in various ways. For
  instance, understanding a historical event means
  going beyond the facts to explain them, explore
  the remote causes, discuss the incident as
  different people might see it from their own
  perspectives, and skeptically critique what
  various sources say.

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Seven Reading Strategies for Highly Effective
Thinkers and Readers

• Connect to Prior Knowledge and Develop Schema
• Draw Inferences and Predict
• Ask Questions Before, During and After Reading
• Determine Importance and Summarize Text
• Visualize and Create Sensory Images
• Synthesize and Retell
• Monitor/Clarify Understanding of Text

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Proficient Thinkers and Readers Connect to Prior
Knowledge and Develop Schema

• They use their unique background knowledge to
  understand the text as they read..

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Connecting to Prior Knowledge/Developing Schema

• Comprehension Tools
• Anticipation/Reaction guide
• Question/Answer/Relationship
• Skimming
• Pictograph
• Comparison Matrix Chart
• Comparison Guide Map
• Note-taking Using Both Sides of the Brain

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Connecting to Prior Knowledge/Developing Schema

• Vocabulary Tools
• Wordstorm
• Word Sorts
• Three Way Tie
• Connect the Word
• LitFig
• Four Square Vocabulary Map/Frayer Model
• Word Questioning

• Text Impressions
• Cinquain
• Rate Your knowledge
• Vocabulary Tree
• Password
• Memory
• Most Important Word

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Wordstorm

• Effective pre-teaching activity
• Students predict how words will be used in
  context
• Enhances students connections with technical or
  specialized vocabulary

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• What is the word? Combustion
• Write the sentence from the text in which the
  word is used.
• Combustion includes many chemical reactions.
• What are some words that you think of when you
  see this word?
• explosion fire heat
• Do you know any other forms of this word?
• combustible combustibility combustive
• Name three people who would use this word.
• firemen chemist rocket builder
• Can you think of any other words that mean the
  same thing?
• flaming burning visible oxidation
• Write a sentence using this word appropriately.
  Make sure your
• sentence tells us what the word means.
• Combustion is a chemical reaction that gives off
  heat and light.
• Klemp, R.M The Reading Teacher(1994)

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Application

• Find the article 7 Traits for a Winning Life
• Choose a word from the article
• With a partner, complete the Wordstorm template
• Be ready to share out

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Proficient Thinkers/Readers Draw Inferences and
Predict

• Inferring is the process of creating meaning by
  connecting what is in the readers head with what
  is in the text.

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Inferring and Predicting

• Questions/Answer/Relationships (QAR)
• Skimming
• Graphic Organizers for Analogies and Metaphors
• Classification Graphic Organizer

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Inferring and Predicting

• Vocabulary Tools
• Wordstorm
• Three Way Tie
• Connect the Words
• LitFig
• Word Questioning
• Text Impressions
• Rate Your Knowledge
• Password
• Most Important Word

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QAR- Question/Answer/ Relationships
QAR is a framework that offers an approach to
reading comprehension instruction. It clarifies
for students where to find information needed to
answer questions.
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Two core sources of information
In My Head Background knowledge comes into
play.
In the Book (or video, photo, text) The
answer is there.

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Author and You Making Inferences
Question It Says I Say And So
1. Read the question. 2. Find information from the text to help you. 3. What do you know about it? 4. Combine what you know with what the text says.
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Proficient Thinkers/Readers Ask Questions
They generate questions BEFORE, DURING, and
AFTER reading.
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Asking Questions

• Anticipation/Reaction Guide
• QAR
• Mind Mapping
• Cornell Notes
• Rule-based Strategy

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Asking Questions

• Vocabulary Tools
• Word Sort
• Three Way Tie
• Connect the Words
• LitFig
• Word Questioning
• Text Impressions
• Rate Your Knowledge
• Most Important Word

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WordQuestioning
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people who dig up things to show how people lived
in the past
finding things to show what the past was like.
-ology appears in biology-the study of life
The class trip they took to the cave dwellings
made the students feel like archaeologists.
burying or hiding things.
So when I hear the word-because someone found
rare stuff like jewels Ill know what it is.
Caves, deserts ruins. In magazines, Indiana
Jones, titanic, Disc. Channel
An archaeologist is like a human shovel.
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Application

• With a partner, choose one word or concept from
  the article
• Complete the word questioning graphic organizer
• Be prepared to share with the group
• Discuss implementation uses

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Proficient Thinkers/Readers Determine Importance
and Summarize Text
I found it!
And can support their ideas with evidence from
the text..
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Determining Important Ideas and Summarizing

• QAR
• Pattern Organizers
• Comparison Matrix Chart
• Comparison Guide Map
• Graphic Organizer for Analogies Metaphors
• Cornell Notes
• Note-taking Using Both Sides of the Brain
• Summary Frame
• Rule-based Strategy

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Determining Importance Ideas and Summarizing

• Vocabulary Tools
• Word Sort
• Word Questioning
• Cinquain
• Most Important Word

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Summary Frames

• 1 Narrative Frame, p. 35
• 2 Topic/Restriction-Illustration Frame, p. 37
• Definition Frame, p. 38
• 3 Argumentation Frame, p. 39
• 4 Problem-Solution Frame, p. 40
• 5 Conversation Frame, p. 41

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Definition Frame

1. What is being defined?
2. To which general category does the item belong?
3. What characteristics separate the item from other
   things in the general category?
4. What are some different types or classes of the
   item being defined?

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Proficient Thinkers/Readers..
Visualize and create sensory images as
they read.
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Ways to Visualize

• Create graphic representations
• Draw pictures or pictographs
• Generate mental images
• Make physical models
• Engage in kinesthetic activities

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Visualizing/Creating Sensory Images

• Skimming
• Pattern Organizers
• Mind Mapping
• Pictograph
• Comparison Guide Map
• Graphic Organizer for Analogy
• and Metaphors
• Note-taking Using Both Sides
• of the Brain

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Visualizing/Creating Sensory Images

• Vocabulary Activities
• Word Sort
• Three Way Tie
• Connect the Words
• LitFig
• Four Square Vocabulary Map/Frayer Model
• Word Questioning
• Cinquain
• Password

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Visualize
Draw pictures or pictographs to represent knowledge
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Create a Pictograph

• The Principle of Sowing and Reaping
• Sow a thought, and you reap an act
• Sow an act, and you reap a habit
• Sow a habit, and you reap a character
• Sow a character, and you reap a destiny.
• --Samuel Smiles

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• Visualizing
• Use Pattern Graphic Organizers to Represent
  Knowledge

Type Purpose
Compare/Contrast Identifying similarities and differences
Descriptive Vocabulary terms or facts
Time-Sequence Organize events in chronological order
Process/Cause-Effect Organize information into a causal network leading to a specific outcome or into a sequence of steps leading to a specific product
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Pattern Organizer
Type Purpose
Episode Organize a large quantity of information about a specific event
Generalization/Principle Organize information into general statements with supporting examples and details
Problem/Solution Organize ideas by identifying a problem and offering/evaluating solutions to the problem
Concept Organize information about a word or phrase that represents an entire class or category
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Example Descriptive Pattern Organizer
Eyewall
Categorized by wind speed

• Hurricanes

Spin counterclockwise In Northern Hemisphere
Spin clockwise In Southern Hemisphere
Seasonal
Move heat from equatorial region to higher
latitudes
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Example Time-Sequence Pattern Organizer

• Space Shuttle Program

NASA returned to flight on with successful launch
and re-entry of Discovery. Shuttle Discovery was
also the first orbiter to fly after the
Challenger accident.
President Richard M. Nixon announced NASA would
proceed with development of reusable low cost
space shuttle system.
Vision of a reusable space craft to service
International Space Station
Challenger was lost during launch. The Shuttle
program was grounded until.
Columbia was lost during re-entry, once again
grounding the shuttle program
First fully functional orbiter, Columbia launched.
1960s
January 2, 1972
April 12, 1981
January 28, 1986
February 1, 2003
July 26, 2005
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Example Process/Cause-Effect Pattern Organizer

• Vietnam split into North (Communist) and South
  (Non-Communist)

US Troops moved in to fight Vietnam Conflict
Gulf of Tonkin Resolution
Civil War in Vietnam
U.S Support of South Vietnam
U.S. Destroyer Maddox attacked in Gulf of Tonkin
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ExampleEpisode Pattern Organizer
Santa Maria
Pinta
Atlantic Ocean
Nina
Aug. 3, 1492 Oct. 12, 1492
Aug. 1492
Colonization of the New World
Discovery of New World
Seek a shorter, Western Route to India
Christopher Columbus
Queen Isabella Of Spain
King Ferdinand of Spain
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ExampleProblem/Solution Pattern Organizer
PROBLEM AIR POLLUTION
Solution Positive Negative
A Anti-pollution laws Makes it illegal Public votes Court costs Lose jobs
B Boycott products Conform to rules to survive Some may not boycott
C
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ExampleGeneralization/Principle Pattern
Organizer

Characteristics of Mammals
Have hair
Warm-blooded
Nourish young with milk
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ExampleConcept Pattern Organizer

June 1 Nov. 30
Wind Speed Classification
Seasonal
Category One Winds 74-95 mph
Hurricanes
Category Two Winds 96-110 mph
Category Three 111-130 Winds mph
Weather Terms
Category Four 131-155 Winds mph
Category Five greater than 155 Winds mph
Hurricane Watch Hurricane Force Winds expected
within 36 hours
Hurricane Warning Hurricane Force Winds expected
within 24 hours
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Proficient Thinkers/Readers Also
Synthesize and Retell
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Synthesizing and Retelling

• Skimming
• Mind Mapping
• Comparison Guide Map

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Synthesizing and Retelling

• Vocabulary Activities
• Word Sort
• Connect the Words
• Word Questioning
• Cinquain
• Password

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Application

• Find the articles 7 Traits for a Winning Life
  The Seven Habits of Highly Effective Teens.
• Complete the Comparison Guide Map organizer
  individually or with a partner.
• Be prepared to share with the group.
• Discuss implementation uses.

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Proficient Thinkers/Readers..
Monitor/Clarify understanding of text
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Monitor/Clarify Understanding of Text

• Anticipation/Reaction guide
• QAR
• Mind Mapping
• Comparison Guide Map
• Cornell Notes
• Note-taking Using Both Sides of the Brain
• Rule-based Strategy
• Summary Frame

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Monitor/Clarify Understanding of Text

• Vocabulary Tools
• Three Way Tie
• Connect the Words
• LitFig
• Four Square Vocabulary/Frayer Model
• Word Questioning
• Cinquain
• Rate Your Knowledge
• Vocabulary Tree
• Memory

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• "Life Is A Highway"Life's like a road that
  you travel onWhen there's one day here and the
  next day goneSometimes you bend, sometimes you
  standSometimes you turn your back to the
  windThere's a world outside ev'ry darkened
  doorWhere blues won't haunt you anymoreWhere
  brave are free and lovers soarCome ride with me
  to the distant shoreWe won't hesitateTo break
  down the garden gateThere's not much time left
  todayChorusLife is a highwayI wanna ride it
  all night longIf you're going my wayI wanna
  drive it all night long

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Application

• Use your LitFig graphic organizer and the article
  called The 7 Habits of Highly Effective Teens
  by Sean Covey.
• With a partner, read the first paragraph and
  identify any example of figurative language.
• Use the LitFig strategy to interpret your chosen
  example.
• Be ready to share out with the whole group and
• discuss implementation uses

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Reflective Journal

• If we want our students to become literate,
  we must analyze our own literacy. We must be
  aware of our own processing, make that processing
  explicit, recognize the unique developmental
  needs of our students, use learning activities
  that meet those needs, and create an environment
  that nurtures learning. In this way, we stack
  the deck in favor of literacy learning for
  secondary students. (Rozzelle Scearce, p.
  178)

• LEARNING TARGETS
• I can explain the comprehension and vocabulary
  tools of the KCLM.
• I can explain the strategies that each tool
  supports.
• I am able to embed the tools in unit and lesson
  planning to aid student learning.

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Resources

• 7 Traits for a Winning Life Mark Hansen
• http//www.success101forteens.com/
• 7 Habits of Highly Effective Teens Sean Covey
• www.7habits4teens.com

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Bibliography

• Allen, Janet. Words, Words, Words. Stenhouse
  Publishers 1999.
• Beers, Kylene. When Kids Cant Read, What
  Teachers Can Do. Heinemann 2002.
• Klemp, R. M. (1994). Word storm Connecting
  vocabulary to the students database. The
  Reading Teacher, 48, 282.
• Marzano, Robert. Classroom Instruction That
  Works. Association for Supervision and Curriculum
  Development January 2002.
• Marzano, Robert, Barbara B. Gaddy Ceri Dean.
  What Works in Classroom Instruction. McRel
  August 2000.
• McLaughlin, M., Allen, M.B. (2002). Guided
  Comprehension A teaching model for grades 38.
  Newark, DE International Reading Association.
• MCEwan, Elaine. 7 Strategies of Highly Effective
  Readers. Corwin Press 2004.
• Perkins, David. Teaching For Meaning. ASCD
  Educational Leadership September 2004. Volume
  62.
• Smiles, Samuel. The Principles of Sowing and
  Reaping. 1887.
• Zwiers, Jeff. Building Reading Comprehension
  Habits in Grades 6-12 A Toolkit of Classroom
  Activities. International Reading Association
  2010.