FCS Strategies Notebooks

Miranda Fillips Reading 351-030 Spring 2012

PRE-READING STRATEGIES

Anticipation Guide

Reading Rocket. (2012). Anticipation guide. Retrieved from http://www.readingrockets.org/strategies/anticipation_guide/

Anticipation Guide
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Construct the anticipation guide. Construction of the anticipation guide should be as simple as possible for younger students. Write four to six statements about key ideas in the text; some true and some false. Include columns following each statement, which can be left blank or can be labeled Yes, or No (Maybe can also be used). NOTE: Teachers may wish to create an additional column for revisiting the guide after the material has been read. Model the process. Introduce the text or reading material and share the guide with the students. Model the process of responding to the statements and marking the columns. Read each of the statements and ask the students if they agree or disagree with it. Provide the opportunity for discussion. The emphasis is not on right answers but to share what they know and to make predictions. Read the text aloud or have students read the selection individually. If reading aloud, teachers should read slowly and stop at places in the text that correspond to each of the statements. Bring closure to the reading by revisiting each of the statements.

The anticipation guide seems to work well with younger students but I feel that a positive of this strategy, as I will be looking for in most of my strategies obviously is that it works well with older students as well. With younger students, teachers just simplify the statements and make it easier, but with older students I could easily relate this to our subject area and have students predict what happens when you take sugar out of cake batter or other things. This strategy can be used in small groups, individually, or with the entire class.

Anticipation Guide

Story Sequence

Reading Rocket. (2012). Story sequence. Retrieved from http://www.readingrockets.org/strategies/story_sequen ce/ Story sequence
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Create a sequence page for an activity around your house. Use any blank sheet of paper. Fold the paper into squares. Start with 4 large squares, for older students create more squares. Ask your child to draw the steps they know in the order in which the steps occur. For example, ask your child to draw each step it takes to make a peanut butter and jelly sandwich or to brush their teeth. The story sequence strategy doesnt have to be used with just reading stories. This can be used in many ways such as having middle school home economics students put photos or paragraphs in order of which steps come first and continue on to last with anything from child development to planning a meal. This strategy also helps build comprehension and helps students of different abilities organize information efficiently.

Story Sequence
This is a very basic example, but could be modified for older students to be more challenged as to what order the steps in the meal management process come.

First Lines

Reading Rocket. (2012). First lines. Retrieved from http://www.readingrockets.org/strategies/first_lines/ First Lines 1. Choose the assigned reading and introduce the text to the students. Ask students read only the first line of the assigned text, or if using your read aloud, read aloud only the first line. 2. Ask students to make predictions for the reading based on the first sentence. 3. Engage the class in discussion about the predictions. 4. Encourage students to return to their original predictions after reading the text, assessing their original predictions and building evidence to support those predictions which are accurate. Students can create new predictions as well. This is a great way to help students learn to make predictions about the content of what they're about to read or what is about to be read to them. It also helps students focus their attention on what they can tell from the first lines of a story, play, poem, or other text. This would be useful in FCS classrooms when reading about nutrition and wellness. Students could make predictions about what they think the text will say about these topics and then later see if their predictions were correct.

LRD

Reading Rocket. (2012). Listen-read-discuss. Retrieved from http://www.readingrockets.org/strategies/listen_read_discuss/ Listen-Read-Discuss (LRD)

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LRD helps students comprehend material presented orally and builds students' prior knowledge before they read a text. It also engages struggling readers in classroom discussions. Even at the high school level there will be students who dont comprehend certain aspects of nutrition, meal management, wellness, or any other topic we may be covering. In order to make sure my students have a clear understanding, this is a great strategy to discuss topics as a class and help students even more.

Listen: Present information to students about the book they will be reading. This can be in the form of a short lecture on the topic, using a graphic organizer to guide the lecture. Read: Ask students to read a text selection. The content should be similar to the material presented during the "listen" portion of the lesson. Discuss: Lead a classroom discussion of the material. Encourage students to reflect on any differences between their reading of the content and your presentation.

PLAN

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Reading Educator. (2012).Predict/locate/add/note. Retrieved from http://www.readingeducator.com/strategies/plan.htm Predict/Locate/Add/Note (PLAN)

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The PLAN strategy helps students read strategically and helps the students be able to grasp and understand more and make more connections to what they are reading. The con to this strategy is that research shows that students who tend to have more trouble than others take more time to catch on to this strategy.

Select a reading passage with a well-defined central concept and distribute copies to students. Have students quickly scan the document and make predictions about its content from titles and key words. Provide students with a graphical organizer (see below) and ask them to create a "map" of their predictions. The top of the map should contain a prediction of the overall content of the document. Each "arm" of the map should contain predictions about specific content items and "evidence" supporting these predictions (key words or phrases from the selection). Have students place an identification mark (an asterisk or question mark) by any unfamilar or unknown information listed in their predictions. At this point, the "map" should clearly distinguish between known and unknown information. Next, have students carefully read the selection and evaluate their predictions. Students should "adjust" their "map" to better reflect their close reading of the document. Special care should be taken to add new information learned while reading. Finally, challenge the students to describe specific applications for this newly gathered information in "real world" tasks.

PLAN STRATEGY EXAMPLE

DURING READING

Jigsaw

Reading Rocket. (2012). Jigsaw. Retrieved from http://www.readingrockets.org/strategies/jigsaw/ Jigsaw

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The jigsaw strategy is great because it helps build comprehension & encourages cooperative learning among students. It also helps improve listening, communication, and problem-solving skills. This could work with any topic on any grade level, and I personally could use this strategy with FCS by having students in different sub groups research different styles of houses and find information and teach one another about what they learned.

Introduce the strategy and the topic to be studied. Assign each student to a "home group" of 3-5 students who reflect a range of reading abilities. Determine a set of reading selections and assign one selection to each student. Create "expert groups" that consist of students across "home groups" who will read the same selection. Give all students a framework for managing their time on the various parts of the jigsaw task. Provide key questions to help the "expert groups" gather information in their particular area. Provide materials and resources necessary for all students to learn about their topics and become "experts." Note: It is important that the reading material assigned is at appropriate instructional levels (9095% reading accuracy). Discuss the rules for reconvening into "home groups" and provide guidelines as each "expert" reports the information learned. Prepare a summary chart or graphic organizer for each "home group" as a guide for organizing the experts' information report. Remind students that "home group" members are responsible to learn all content from one another.

Semantic Gradients

Reading Rocket. (2012). Semantic gradients. Retrieved from http://www.readingrockets.org/strategies/semantic_gradients/ Semantic Gradients
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Select a pair of polar opposite words. Generate at least five synonyms for each of the opposite words. Arrange the words in a way that makes a bridge from one opposite word to the other. Continuums can be done horizontal or vertical, in a ladder-like fashion. Have students discuss their rationale for placing certain words in certain locations. Encourage a conversation about the subtle differences among the words.

This is a great strategy because it encourages vocabulary and critical thinking. It can be used in many situations, including FCS. I could use this by having students read about the process of how to cook a certain complex meal and have them place photos of the process on the line chart to show me that they comprehend what we discussed.

Jot Charting

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Reading Educator. (2012). Jot-charting. Retrieved from http://www.readingeducator.com/strategies/jot.htm Jot Charting

Create a Jot Chart on the chalkboard or on an overhead transparency or produce a print copy for each student. The chart/matrix should be structured as follows:

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This is a great way for students to take notes while reading text and organize the information they have learned. I think its a great tool for students who get easily confused because I am one of those students who needs notes organized so I can look back later and not remember what we discussed in class.

Discuss the purpose of the chart with students before the reading assignment. Give an example of a completed chart to help clarify its functions. Have students read the selection and complete the Jot Chart. Discuss the students' findings and compile the results into a group Jot Chart. Stress the relationships between the data in the chart.

Main ideas/items for description or analysis are listed across the top of ther chart. Question/characteristics of the main ideas/items are listed down the left side of the chart.

Jot Charting Example

The Collaborative Listening-Viewing Guide

London, J. (2008). Teaching and learning strategies. Retrieved from www.sdb.k12.wi.us/curriculum/standards/state/.../SocStud ies_14.pdf
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This is a great strategy because its hard for students to take successful notes when information is being thrown at them at such a fast pace. By using this strategy, the students can quickly jot things they feel are important and go back and elaborate with their peers. The con to this might be that they could get distracted or not write down things the teacher intended for them to hear.

Preview and review information During the preview the teacher helps students examine the information to come. Any of the hook strategies previously mentioned could be used. The teacher also uses this opportunity to review ideas from previous lessons that will be important. The teacher also uses a transparency to introduce the guide. Record While listening to the guest speaker or viewing the video, students use the lefthand side of the organizer to jot down the key points and significant ideas. It is important that the points they write down be very brief so the process of transcribing the information does not interfere with the process of listening. Elaborate In this phase the students work in pairs or small groups to discuss their key points and significant ideas. In addition to comparing these details, they discuss and elaborate on them. These elaborations are written on the right-hand side. Extend This phase is conducted during a whole-class discussion of the elaborated points made by the various pairs or groups. Use the reflective discussion strategy to go into their ideas. The extension activity ends with a closure such as write a summary or a frame. In the extend box students are to individually summarize what they have learned.

The Collaborative Listening-Viewing Guide

Inquiry Chart

Reading Rocket. (2012). Inquiry chart. Retrieved from http://www.readingrockets.org/strategies/inquiry_chart/ Inquiry Chart
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This is the strategy my partner and I taught the class and I thought it was an all around great strategy because you can use it in any content area and it allows the teacher to see what the student knows before even getting started on the lesson. The chart could be picked up before the lesson so the teacher has an idea of where he/she needs to go with the lesson and then the students can fill in what theyve learned and any questions they may have at the end. I dont see anything wrong with this strategy in particular!

The teacher provides each student with a blank I-chart and assists with topic selection OR provides the pre-selected topic. The students engage in forming questions about the topic. Those questions are placed at the top of each individual column. The rows are for recording any information students already know and the key ideas pulled from several different sources of information. The last row gives students the opportunity to pull together the ideas into a general summary. Teachers may ask students to resolve competing ideas found in the separate sources or develop new questions to explore based on any conflicting or incomplete information.

Inquiry Chart (Example)

AFTER READING

Save the last word for me

Facing History and Ourselves. (2012). Save the Last Word for Me. Retrieved from http://www.facinghistory.org/resources/strategies/save-last-word-me Save the last word for me
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Each student individually reads the text As the students read, they write on the first side of the 3X5 cards (or slips of paper) any segments of the text, words, phrases, or sentences that catch their attention. These segments can be quotes or ideas they find interesting and want to discuss later. Students should record the page number of that segment. On the other side of the card, the students writes out what they want to say about each quote or phrase they selected. This can be questions, points of agreement or disagreement. Once they have completed the reading, put students in small groups to share their cards. Before the group discussion students go through their cards and put them in order from most important to least important in terms of their desire to discuss them. (If in the process of sharing someone else uses the same quote, the person who has not yet share will choose the next quote on his/her list. Each student reads the quote to the group. The other members of the group react to what was read. The student who read the quote then has the last word about why that segment was chosen basing the remarks on what he/she wrote on the back of the 3x5 card or on classroom discussion. I feel as if a pro of this strategy would be that with older FCS students, I would be able to have students look at photos of different interiors and choose the photos he/she thought were the best or the worst and ask the other students in the group what they thought. At the end the first student would tell them why he/she thought the interior was well thought out or not so well thought out.

Rivet

Reading Educator. (2012). Rivet. Retrieved from http://www.readingeducator.com/strategies/rivet.htm Rivet

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Rivet is a variation of the childhood game, HangMan. This game introduces vocabulary terms and encourages better spelling. A variation of this game adds features of the "Wheel of Fortune" television show. Here, the class is divided into teams, each taking turns calling out a letter. The teacher fills in all of the blanks corresponding to this letter. Each team suggests letters until one team can identify the vocabulary word. This is a great way to have fun with students while also helping them learn vocabulary. I always learned vocabulary by strategies like these so I could definitely see myself using this in my classroom.

Choose 6 to 8 important words from the reading selection. Draw lines for each letter in the first word. Have students follow along with their own personal white board. For example, _ _ _ _ _ _ _ _ _ . Fill in the letters to the word one at a time. Encourage students to guess the word at any point. For example, v o l _ _ _ _ _ _. When someone guesses the correct word, have that student help spell it and write the remaining letters on the board. Such as, v o l u n t a r y. Repeat the above steps for each of the vocabulary words.

Muddiest Point

Center for Instructional Innovation and Assessment. (2010). Classroom assessment technique: muddiest point. Retrieved from http://pandora.cii.wwu.edu/cii/resources/modules/muddiestpoint/defa ult.asp Muddiest Point
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Muddiest point helps students reflect on what they have learned, analyze and retain information, and helps builds new knowledge. This is also a great tool for teachers to get a sense of where students are having difficulty and is more effective than asking for questions because most students are embarrassed to ask questions, even in private. It also identifies the next steps needed to help students master difficult information or skills and helps in planning revisions for future versions of the class. A con to Muddiest Point would be that some students are still shy about asking questions, even when their name isn't on the card. Also, some students aren't motivated enough to ask questions.

At the end of your class, hand out blank 3x5 cards. Instruct the students not to write their names on the cards anonymity is important here. Ask your students to write down the answer to this question: What was the "muddiest" point so far in this session? (In other words, what was least clear to you? Or, what questions do you still have about todays lecture?) Collect the cards. Review the cards and decide on a format for addressing the "muddy points," that your students have identified. You then might: Post questions and answers on course web page Answer questions at start of next class meeting Prepare a handout Slightly revise course content to address frequently occurring questions Send an email response to the class

Think-Pair-Share

Jones, R. (2006). Think-pair-share. Retrieved from http://www.readingquest.org/strat/tps.html Think-Pair-Share

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I like this idea because its universal to all grade levels and content areas. I feel that I could easily use this in my FCS classes. The con I have about this strategy would be that some students, like myself are shy and dont want to share their answers out loud because they are afraid they have it wrong, therefore I may find a different way to share answers that encourages students to open up more.

Think. The teacher provokes students' thinking with a question or prompt or observation. The students should take a few moments (probably not minutes) just to THINK about the question. Pair. Using designated partners, nearby neighbors, or a desk mate, students PAIR up to talk about the answer each came up with. They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique. Share. After students talk in pairs for a few moments (again, usually not minutes), the teacher calls for pairs to SHARE their thinking with the rest of the class. She can do this by going around in round-robin fashion, calling on each pair; or she can take answers as they are called out (or as hands are raised). Often, the teacher or a designated helper will record these responses on the board or on the overhead.

Very Important Points

Sunshine Online's Literacy Hour. (2010). Guided Reading. Retrieved from http://www.oe.k12.mi.us/balanced_literacy/guided_reading.htm Very Important Points 1. Students are given sticky notes that they cut into three to six equal strips. 2. Every time they find a sentence that expresses a main idea, students flag it with a sticky note strip. 3. Since the notes are easily removable, as readers find more important pieces of information, they can change their minds without the permanent consequences of other forms of annotating (ex. highlighter, bookmark). 4. With a limited number of strips, the reader is limited in choices. This keeps students from marking the entire text and from feeling overwhelmed. 5. Students take the identified main ideas to compose a summary or synthesis of the text.

PROS: Distinguishing between main ideas and details when reading helps students navigate information for comprehension. This strategy asks students to identify the most important points in the reading and limits choices through the use of strips.

VOCABULARY

Semantic Webbing

Reading Educator. (2012). Semantic webbing. Retrieved from http://www.readingeducator.com/strategies/webbing.htm Semantic Webbing
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PROS: Revives & reactivates students' prior knowledge and experience, helping students organize both their prior knowledge and new information confronted in reading, and allows students to discover relationships between their prior and new knowledge.

Write a key word or phrase from a reading selection on the chalkboard. Have students think of as many words as they know that relate to this key idea. Write these words to the side on the chalkboard. Ask students to group these words into logical categories and label each category with a descriptive title. Encourage students to discuss/debate the choice of the category for each word. Write the students' conclusions (the categories and their component words) on the chalkboard. Finally, have the students read the text selection and repeat the process above. After reading, have students add new words and categories related to the key idea.

Word Hunts

Reading Rocket. (2012). Word hunts. Retrieved from http://www.readingrockets.org/strategies/word_hunts/ Word Hunts
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CONS: I listed cons first to make the point that this seems to be more of a strategy for younger grade levels. PROS: Although this is used more for younger ages, it can be used in my classroom in that I could have students use the word hunt strategy to find target vocabulary words from their FCS reading and use them to write short sentences in a journal.

Introduce the book or topic to be read and provide students with written material (i.e., newspapers, magazines, dictionaries, books, and/or news articles on the Internet). Model word hunting by using a portion of text copied onto chart paper, overhead transparencies, or a familiar book Ask the students to read and reread a text to find words that fit a particular pattern.

Cloze

Saskatoon Public Schools. (2009). Title of document. Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/cloze/index.html Cloze Procedure 1. Select a self-contained passage of a length appropriate for the grade level of the students being assessed. Use materials easily read by the students. 2. Leave the first and last sentences and all punctuation intact. 3. Carefully select the words for omission using a word-count formula, such as every fifth word or other criteria. To assess students' knowledge of the topic or their abilities to use semantic cues, delete content words which carry meaning, such as nouns, main verbs, adjectives and adverbs. To assess students' use of syntactic cues, delete some conjunctions, prepositions and auxiliary words. 4. When preparing the final draft of the passage, make all blanks of equal length to avoid including visual clues about the lengths of omitted words. 5. Have the students read the entire passage before they fill in the blanks. 6. Encourage the students to fill each blank if possible. 7. Although there should be no time limit for this exercise, the time necessary for completion should be noted. 8. Suggest that students reread the completed passage.
This is a great way to assess the extent of students' vocabularies and knowledge of a subject, to encourage students to think critically and analytically about text and content and to also identify students' knowledge and understanding of the reading process

Cloze Example

Word Sort

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Reading Educator. (2012). Word sort. Retrieved from http://www.readingeducator.com/strategies/sort.htm Word Sort

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PROS: I think I would enjoy both versions of this game because students are very creative and can help think of categories for words that I may not have thought of. This encourages critical thinking and creativity as well while also teaching important vocabulary from the lesson. CONS: Some students may be better at thinking of categories than others, so working in groups is a good idea for this game.

List between 10 and 20 key vocabulary words from a reading selection on the chalkboard or on index cards. Divide the class into small groups of 4 or 5 students. (Distribute the index cards if this method is used.) For a Closed Word Sort, provide students with the categories into which they will sort the vocabulary words. For an Open Word Sort, instruct the student teams to suggest categories for organizing the words. Allow 10 to 15 minutes for the student teams to assign the words to the appropriate categories. Conduct a class discussion with each group presenting their word list for one of the categories. Require the students to defend their sorting of terms by asking about the common features of the categories and how each specific word meets these criteria. Closed Word Sort The teacher provides the categories (and the specific features of each) to the students. The students then match the words with the features to create the word collections. Open Word Sort The teacher provides only the list of words. Students work together to discern the common features and to describe the categories for collecting the word groups.

The Pyramid Game

Technology & Innovation In Education. (2012). Strategies to build student vocabularies. Retrieved from http://www.sdesa6.org/content/docs/StrategiesVocabulary-080808.pdf Name That Category The Pyramid Game
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As high school can be tedious and long, some students need motivation and encouragement to keep going and even sometimes just stay awake and keep learning. I feel that games that engage students in vocabulary in the content area and work together as a team will help students feel that the pressure is somewhat taken off, while still getting the teaching concepts across to them.

Divide a triangular template into six sections. Assign points to each section. Identify pairs of students and select one student in each pair to begin as the clue giver. Explain that the clue giver is the only one able to see the pyramid template with the categories listed. Cover categories at the beginning of the game. Uncover categories, one at a time, as they are guessed. Explain that as the clue giver gives clues associated with the category listed on the pyramid, the guesser attempts to correctly identify the category. When the guesser is correct, the clue giver moves on to another section of the triangle and repeats the procedure. A time frame of 30 seconds is given to guess each category. Award the guesser the number of points labeled on each section. Award bonus points if all categories are correctly identified. Switch clue giver and guesser roles for each round played.

The Pyramid Game Example

ENGLISH LANGUAGE LEARNERS

Readers Theatre

Reading Rocket. (2012). Readers theatre. Retrieved from http://www.readingrockets.org/strategies/readers_thea ter/ Readers Theatre
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PROS: It promotes fluency, helps readers learn to read aloud with expression and helps build reading confidence. This strategy is used in small groups, which is great for ELL and also helps with guided interaction. These are all great ways to help ELL. CONS: If the student isn't fluent enough he/she may feel uncomfortable reading aloud.

Choose a story that can be divided into parts (such as characters) Assign reading parts to each child. Ask students to read their scripts orally for practice. Have students read assigned parts to the audience.

RAFT

Reading Rocket. (2012). Raft. Retrieved from http://www.readingrockets.org/strategies/raft/ Raft

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Display a completed RAFT example on the overhead. Describe each of these using simple examples: role, audience, format, and topic. (It may be helpful to write the elements on chart paper or a bulletin board for future reference). Model how to write responses to the prompts, and discuss the key elements as a class. Teachers should keep this as simple and concise as possible for younger students. Have students practice responding to prompts individually, or in small groups. At first, it may be best to have all students react to the same prompt so the class can learn from varied responses.

I feel that using this strategy would be great for ELL because writing can enhance vocabulary and background knowledge and get the student thinking. This is also a great strategy to help students understand how to write, such as knowing the roles, audience, format, and topic. These are highly important elements in writing that should be clearly understood. I would like to use this strategy, even in my FCS classes because since I will be working with middle school and high school students, I feel these are the students that need to be writing the most, since college is consumed of writing multiple papers.

Role:

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RAFT RAFT

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Story Maps

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Reading Rocket. (2012). Story maps. Retrieved from http://www.readingrockets.org/strategies/story_maps/ Story Maps

PROS: This strategy helps improve students' comprehension and provides students with a framework for identifying the elements of a story. It also helps students of varying abilities organize information and ideas efficiently. The use of a variety of visual aids, including pictures, diagrams, and charts, helps all studentsand especially ELL students easily recognize essential information and its relationship to supporting ideas. Visuals make both the language and the content more accessible to students.

Discuss the main components of a story (e.g., characters, setting, plot and theme OR beginning, middle, end). Provide each student with a blank story map organizer and model how to complete it. As students read, have them complete the story map. After reading, they should fill in any missing parts.

KWL Chart

Reading Rocket. (2012). Strategies that promote comprehension. Retrieved from http://www.readingrockets.org/article/29202/ What I know-What I want to learn-What I learned (KWL)
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PROS: This strategy helps with metacognition and authentic assessment. Rather than having students simply memorize information, teachers model and explicitly teach thinking skills (metacognition) crucial to learning new concepts. Research shows that metacognition is a critical skill for learning a second language and a skill used by highly proficient readers of any language. In addition to the KWL chart, teachers should provide enough time to complete tasks, appropriate feedback, rubrics, & models to guide students self-assessment.

A. "Know" Step: Initiate discussion with the students about what they already know about the topic of the text. Start by using a brainstorm procedure. Ask the students to provide information about where and how they learned the information. Help them organize the brainstormed ideas into general categories. B. "Want to Learn" Step: Discuss with the students what they want to learn from reading an article. Ask them to write down the specific questions in which they are more interested. C. "What I Learned" Step: Ask the students to write down what they learned from the reading. Ask them to check the questions they had generated in the "Want to Learn" Step.

KWL Chart Explained

Numbered Heads Together

Teacher Vision. (2012). Numbered heads together. Retrieved from http://www.teachervision.fen.com/group-work/cooperativelearning/48538.html Numbered Heads Together
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PROS: This cooperative learning strategy promotes discussion and both individual and group accountability. This strategy is beneficial for reviewing and integrating subject matter. Students with special needs often benefit when this strategy is used. After direct instruction of the material, the group supports each member and provides opportunities for practice, rehearsal, and discussion of content material. Group learning methods encourage students to take greater responsibility for their own learning and to learn from one another, as well as from the instructor (Terenzini & Pascarella, 1994). Cooperative learning has been shown to increase student achievement, race relations, acceptance of special needs students, and self-esteem (Slavin, 1995).

Divide the students into groups of four and give each one a number from one to four. Pose a question or a problem to the class. Have students gather to think about the question and to make sure everyone in their group understands and can give an answer. Ask the question and call out a number randomly. The students with that number raise their hands, and when called on, the student answers for his or her team.