Slide 1

Slide 2 Column #1 In the left column, they can write their predictions. Especially when you first use this organizer, have students focus on some of the basic questions of when, where, who, and what. Strategy #1: Three Column Prediction List (Introduction to Predicting) Slide 3 Column #2 In the middle column, they can jot down what clues in the text prompted them to make their predictions. In order to do this, they will need to skim the text including pictures, maps, tables, headings, and other text features. You might have them discuss their ideas in small groups or with a partner. Then, while they are reading, they can list the facts they find that supportor refute, if that is the casetheir predictions. Slide 4 Column #3 Finally, in the after-reading phase, they can fill in the right- hand column, confirming or refining their predictions using the information they found in the text. As part of the after-reading strategy, you might have students share their ideas so they can learn from one anothers train of thought. Slide 5 In this interactive activity (Forsten, Grant, & Hollas, 2003), students use their background knowledge to make predictions about what they are going to read, or topic they are going to learn about. Steps: 1. Divide the students into groups. 2. Give each student one index card on which you have written a different phrase or sentence from the textbook passage the students are about to read. 3. Ask the students to circulate around the room and read their cards to as many of their classmates as possible but not to discuss them. 4. After five minutes, have them return to their home group and jointly write a prediction about what they think the passage will discuss. 5. Call on each group to read its prediction and explain the groups reasoning. Strategy #2: Around the Room (Getting the students interested) Slide 6 I lived in an attic for 2 years. I was forced to leave my home. I stole art from people. There was a terrible war being fought. Holocaust Social Studies Example Slide 7 The Directed Reading Thinking Activity (DRTA) is a comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. The DRTA process encourages students to be active and thoughtful readers, enhancing their comprehension. Strategy #3: Directed Reading Thinking Activity (DRTA) (Before/During/After Reading) Slide 8 Teachers should follow the steps below when creating a DRTA. Determine the text to be used and pre-select points for students to pause during the reading process. Introduce the text, the purpose of the DRTA, and provide examples of how to make predictions. Create your own hypothesis/predictions for students and have them take a stance. Slide 9 Teachers direct and activate students' thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other materials. Teachers should use open-ended questions to direct students as they make predictions about the content or perspective of the text (e.g., "Given this title, what do you think the passage will be about?"). D=Directed Slide 10 Students read up to the first pre-selected stopping point. The teacher then prompts the students with questions about specific information and asks them to evaluate their predictions and refine them if necessary. This process should be continued until students have read each section of the passage. R=Reading Slide 11 At the end of each section, students go back through the text and think about their predictions. Students should verify or modify their predictions by finding supporting statements in the text. The teacher asks questions such as: What do you think about your predictions now? What did you find in the text to prove your predictions? What did you we read in the text that made you change your predictions? T=Thinking Slide 12 Gather three to six images directly related to and relevant to the content and arrange them in the desired order. Options: Whole group brainstorm (pictures presented on the white board), create a worksheet with the pictures to be based out to small groups or individual students. As students view the images, ask them to consider how the images are related to one another and predict the content of the reading, topic, or experiment. Place students in small groups, or have them write down individually and ask them to generate a list of words or concepts associated with the pictures and inferred topic of study. As an extended activity students can write a reflection about their predictions and what they think they will be learning or the outcome of an event or experiment. Strategy #4: Picture Prediction (Before) Slide 13 Pictures Example: Social Studies Slide 14 Show students part of movie clip, read the introduction to a story or nonfiction text, read part of a poem, act out part of a scene, begin an experiment. Stop suddenly freeze and ask students what will happen next, what topic they will learn about, or any other predicting question. Strategy #5: Freeze Frame (During) Slide 15 Slide 16 Students create a chart where they record which statements are fact and which are opinion from a reading. Strategy #1- Fact/Opinion Organizer Slide 17 A concept map is a type of graphic organizer used to help students organize and represent knowledge of a subject. Concept maps being with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics. Strategy #2 Concept Maps Slide 18 Example Slide 19 Social Studies Example Slide 20 Read a selection together. Then as a whole class, recall information youve read. List the information on the board. Reread the piece to check for the accuracy of recalled information. Cluster the recalled material into logical groupings using a concept map. Delete any unimportant ideas from this information. Write the summary together. Strategy #3 Read-Recall-Summarize Slide 21 On chart paper (or sticky notes, or notebook paper), ask small groups of students (3-4) to respond to a question or statement on the paper. After a short period of time, students groups move on to another piece of chart paper and read what has been written about that topics and add to or respond to the group before them. Strategy #4- Carousal Brainstorming Slide 22 Things to remember: Strategy #5- 2 Column Notes Slide 23