Session 3Wednesday, March 9, 2011Lumberton High PLC

Literacy Training: Reading Strategies to Attain Meaning

Strategies for Assisting Struggling

Readers

Frayer Model

LITERACY STRATEGY Presented by: Sherry OdomMarch 9, 2011 LSHS Curriculum Specialist

Frayer Models: different versions with similar

outcomesCharacteristic

Version:Essential

characteristics of the word

Essential Non Characteristics of the word

Examples Non-examples

Definition Version: Word’s

definitionA list of

characteristics about the concept

A list of examples

A list of non examples

Definition Frayer Model

This provides students with the opportunity to understand what a concept is and what it is not.

The examples gives students the chance to elaborate on what they know and their

understanding.

Essential Characteristics Frayer ModelThis allows student the chance to show the special characteristics that make a concept what it is and non essential or unimportant characteristics of a

concept.

Your Foldable Frayer

Fold Construction paper in half

Then fold that half in half again

Now take scissors and cut connected corner

Take different colored small construction paper and tape onto back: Write word/concept in different colored diamond In upper left hand write definition In upper right hand write characteristics In lower left hand write examples (from own life) In lower right hand write non-examples

Frayer Extension Activity: “The Way I See It”

How to use:

Select topic or event that can be viewed differently by various people or groups

Determine four people or groups who hold different opinions or perspectives

As students read the selection, have them make notes about how each group or person would view the event or issue.

Tips:

Consider leading a discussion on "perspective" before beginning the activity. Can be used to solve a problem and how different people or groups might solve a problem.

ThinkDots

LITERACY STRATEGY Presented by: Aaron LocklearMarch 9, 2011 LSHS Curriculum Specialist

Why use ThinkDots?

To engage your students in ideas and information processing activities

To match your students learning profiles and current needs

To engage your students forward on many learning continuums.

To identify the students’ readiness levels, interests, and learning styles

To use ongoing formative assessment

When to use ThinkDots? After presenting a unit and

once students are familiar with the concepts, ThinkDots helps students THINK about and make SENSE of the unit and CONCEPTS

The teacher first defines readiness levels, interests, and learning styles with the students.

Decide what you want your students to know, understand, and do.

Directions Teacher designs a template with six

questions of various levels based on the lesson taught.

Each question is cut out, pasted to a 3 by 5 index card and numbered 1-6.

These activity cards (index cards) are now binded together…for ex.-hole punch w/ring

Teacher can create an “Activity Sheet” to correspond to the activity card questions to collect from the group to grade.

Directions Student sit with a group of 2 or 3

students using activity cards of the same color.

Students take turns rolling a die and then answers the activity on the card that corresponds to the dots thrown on the die.

If the roll is an activity that the student has already did , another roll is allowed.

Each student may continue to answer all six activities or teacher can make modifications.

Suggestions Use colored paper to indicate different

readiness levels, interests, and learning styles

Have students work in small groups. Let students choose which activities (for

example, choose any three or have students choose just one to work on over a number of days)

After completing activities individually, have them come together in groups by levels, interest, or learning styles to synthesize