ways to use it in my class:
DESCRIPTION
Before During After. Before During After. . X. X. X. 4S Brainstorming. Picture It. Students read the text, focusing on picturing a setting or situation in their minds. Students list details from the text that help them create a mental picture. - PowerPoint PPT PresentationTRANSCRIPT
Ways to use it in my class:
Ways to use it in my class:
4S Brainstorming• Every student is given scraps of paper, or
sticky notes.• Topic is announced.• Students write an idea related to the topic on
a sticky note, say it out loud, then place it in the middle of the table.
• This continues until time is called.• Then students work together to categorize
ideas.• Roles: Super supporter, Speed captain,
Synergy guru (combine ideas), chief of Silly (encourages crazy ideas)
Picture It Before During After
X Before During After
• Students read the text, focusing on picturing a setting or situation in their minds.• Students list details from the text that help
them create a mental picture.• Students make a drawing from the list of
details.Person or Setting: ____________________________
Details from the Text My Mental Picture
XX
Ways to use it in my class:
Ways to use it in my class:
What’s Up?• Pick a short text• Allow students time to scan the reading• Ask students about genre (fiction or
nonfiction) indirectly• Students begin by describing content; make
them prove each statement (by opening text & telling others where to go)• Continue proving “What’s up” for reading
until students have surveyed all pictures, charts, graphs, maps, questions, indexes, & table of contents
Book Look Before During After
X Before During After
X
• Give students 1-4 min. to survey the text• Look at text in whole group, then in pairs
Discuss pictures/captionsRead bold faced words/definitions in
marginsRead charts, graphs, maps, diagramsListen & discuss inner voice
conversationsMake connections to prior knowledgeDiscuss predictionsRecord questions
• Students choose graphic organizer (individually)• Choose a during-reading strategy that fits• Gather materials to apply that strategy• If surveyed in pairs, share summaries whole
group before reading
Ways to use it in my class: Ways to use it in my class:
What’s It All About? Catalog of Ideas Before During After
X Before During AfterXX
X
• Students write the topic in the center.• Have students randomly pick four items from
a catalog and write one in each space.• After students reflect on the similarities &
differences of the topic with each catalog item, have them write their comparisons in each box.
Item 1:____________ Item 2:____________
Item 3:____________ Item 4:____________
Topic:
Before During After
X
Ways to use it in my class: Ways to use it in my class:
Concept Definition Map Pre-Reading Organizer
Before During After
X
Prereading Organizer
My predictions about the reading…
Picture Clues Clues from the Title & Headlines
Other Clues & Ideas
Concept Definition Map
New Definition:_____________________________ _________ _________ __________________________________________________________
What is it?
What is it like?
What are some examples?
(catego ry )
(p roperty )
(p roperty )
(p roperty )
(p roperty )
(illu stration)(illustration )
(illu stration )
(concep t)
What is it NOT?
Ways to use it in my class: Ways to use it in my class:
Frayer Vocab Model Prediction Chart Before During After
X
WORD:
Definition (in own words) Characteristics
Examples (from own life) Non-examples (from own life)
X
Before During After
XX
Chapter
What I predict will happen
What actually happened
Everyone Read To…
Read to find out…
We found out…
Read to find out…
We found out…
Read to figure out…
We figured out...
Ways to use it in my class:
Ways to use it in my class:
Everyone Read To…• Students look at the title, pictures, &/or
headings in the reading. • Then they generate questions that they have
that might be answered in the text.• Students read to find the answers.
RIVET/Guess My Word Before During After
X
• Choose 3-4 key terms from the reading.• In a “hang-man” fashion, write the word
using dashes. One by one (or as blends), add a letter until the students can guess the word.
• Students guess & spell. Confirm or add more letters until the correct word is identified.
• Discuss its meaning.• Continue until all key words are revealed.• Students read to find these words in the
passage.
X
Before During After
XX
BR_ _ _ _
Ways to use it in my class:
Ways to use it in my class:
Anticipation Guide• Identify major concepts you want students to
learn from reading.• Determine ways they might support or
challenge the students’ beliefs.• Create 4-6 statements that address
important points of reading.• Ask students to react to each statement (true
or false)• Students read to find evidence that supports
or disconfirms their responses.
Word Sorts Before During After
X
VOCABULARY• Students copy vocabulary terms on 3 x 5
cards, one word per card.• Students sort the words into categories
(made by teacher or generated by themselves)
PREREADING & SUMMARY• Choose important & interesting words from
the reading, write each word or phrase on a small piece of paper
• Give students a baggy full of these words/phrases & have them order them so that they make sense
• As they read the text, they check & correct their prediction
• Then, they can mix up the words & reorder them, using them as a basis for an oral or written summary
X
Before During After
XX
XX
Ways to use it in my class:
Ways to use it in my class:
Semantic Map• Write the subject in the middle• Students think of as many words that relate
(what they already know, then what they learn/infer from the reading)• Categorize words that relate after they read• Discuss map: students listen & share,
becoming aware of new words, gather new meanings for familiar terms, & see relationships among numerous words associated with the lesson.
KWL Before During After
X
Help students predict & connect new information with prior knowledge.
X
Before During After
XX
XX
Ways to use it in my class:
Ways to use it in my class:
SQ3R• Survey what you are about to read (title,
headings, illustrations, read first paragraph, read summary)
• Question (turn the title into a question= major purpose for reading, write down questions that come to mind, turn headings into questions, turn illustrations into questions, write unfamiliar vocabulary)
• Read actively (search for answers to your questions, generate additional questions)
• Recite (look away from book to recall what you read, reread text for unanswered questions)
• Review (answer the major purpose for reading, look over answers to organize information, create a graphic organizer or write a summary or have a discussion to summarize the information)
Language to Literacy(LtL) Chart
Before During After
X
Help students predict & connect new information with prior knowledge.
X
Before During After
XX
XX
Prediction Words
I notice
d
Something I learne
d
This remind
s me of…
Graphic
organizer that
shows main ideas
Ways to use it in my class:
Ways to use it in my class:
PINE Chart Fix-Up Strategies Before During After
X
Teach your students how to get “unstuck” when they come across text that they do not understand.
1. Make a connection between the text and your life, your knowledge of the world, or another text.
2. Make a prediction3. Ask a question and try to answer it.4. Visualize.5. Retell what you’ve read.6. Reread.7. Slow down (when confused) or speed up
(when familiar or boring)8. Read aloud.9. Draw a picture or diagram of the
information.
X
Before During After
XX
XX
Prior Knowledge Inquiries New
KnowledgeEnsure
with Proof
Ways to use it in my class: Ways to use it in my class:
Think-Abouts Problem-Solution Chart Before During AfterX
Before During AfterX
ThinkAboutsBook or chapter title: ______________________________________
1. Stop at page ______, paragraph ______.
2. Stop at page ______, paragraph ______.
3. Stop at page ______, paragraph ______.
What I’m thinking about...
What I’m thinking about...
What I’m thinking about...
The text told me...
The text told me...
The text told me...
Ways to use it in my class:
Ways to use it in my class:
Crystal Ball Coding Before During AfterX
Before During AfterX
• Stop the lesson at a key juncture,• Have students predict in writing what they
think will happen next.
For Nonfiction:• I already knew this• This is new information to me• ? I have a question about this• ! Wow…this is interesting
For Fiction:• Something that made me feel…• ? I have a question• ! This surprised me• Connection: this reminds me of...
Ways to use it in my class:
Ways to use it in my class:
Think-Alouds Sense Chart Before During AfterX
Before During AfterX
• Select a passage to read aloud.• Model good reading skills for the students &
then have students do the same. Unpacking Vocabulary: A few key vocabulary
words in this reading & their meaning are…______________ ______________________________________________________________________________
Connection to Prior Knowledge: A few things I already knew about his are…________________________ ______________________________________________________________________________
Summary: One way of saying what has happened thus far is… _________________________________ ______________________________________________________________________________
Mental Image: In my mind, I see…______________ ______________________________________________________________________________
Prediction: In the next part of the reading, I predict that… __________________________________ ______________________________________________________________________________
Question: In the next part of the reading, , a question I will try to answer is… _______________________ ______________________________________________________________________________
Plan: As I approach the next part of the reading, I believe I will need to…_______________________ ______________________________________________________________________________
• List details for each sense in its column.
Ways to use it in my class:
Ways to use it in my class:
Mark-It-Up Access My Knowledge/Whip-Around
Before During AfterX
Before During AfterX
• Use pencils, highlighters, highlight tape, sticky arrows to mark text• Divide reading into manageable sections• Ask students to read silently & work as word
watchers• Students circle “sparkling” words• Students box unknown words, & underline
context clues that help them predict the meaning of the word (show which clue you used by numbering the boxes)
1 Appositives, 2 Synonyms, 3 Antonyms, 4 Greek & Latin roots, 5 Prefixes & suffixes, 6 Back track, 7 Forge ahead, 8 Restate, 9 Graphic clues
• Share those words with their reading partner & aloud• Complete the entire text in this manner
• Everyone in the room will stand up and share one thing he/she learned about (or already knows about)…
• You may sit as soon as you’ve contributed a new idea.
X
Ways to use it in my class:
Ways to use it in my class:
Partner Reading/ “SURFING” Semantic Feature Map
Before During AfterX
Before During AfterX
• Set the tone (music, comfy seating, etc.)• OPTION 1:
Text: _____________________ Pages: _____Chunk of Reading from _____ to _____.Partner A reads a paragraph out loud. Partner B summarizes what Partner A read. “What I
think I heard you say was…”Partner B reads the next paragraphPartner A summarizes it.Continue this process until the whole article has been
read and all questions have been answered.• VARIATION:
Text: ______________________ Pages: _____Chunk of Reading from _____ to _____.
Person A—Summary: Person B—Question or Confusion:Person A—Answer, Solution, or Clarification:Person B—Prediction:
Chunk of Reading from _____ to _____.Person B—Summary: Person A—Question or Confusion:Person B—Answer, Solution, or Clarification:Person A—Prediction:
Helps students discern a term’s meaning by comparing its features to those of other terms
that fall into the same category or class.
XX
President Dem. Rep. War Econ. Decline
Reagan - + - +
Bush - + + -
Clinton + - - -
GW Bush - + + +
Ways to use it in my class:
Final Reduction Getting Into Character Map
Before During AfterX
Before During AfterXX
X
Ways to use it in my class:
• Students record the most important ideas about the event in the graphic organizer.
Book or chapter title: ___________________________________
CauseEffect
CauseEffect
CauseEffect
Ways to use it in my class: Ways to use it in my class:
Compare/ContrastDiagram Cause & Effect
Before During AfterX
Before During AfterXX
X
• Identify three causes (actions that produce a result) and three effects (results) that occur because of these actions.
Ways to use it in my class:
Ways to use it in my class:
QAR Capturing Context Clues Before During AfterX
Before During AfterX
This is a way to help students realize that the answers they seek are related to the type of
question that is asked; it encourages them to be strategic about their search for answers based
on an awareness of what different types of questions look for.
XX
• Students use clues from the passage to help them figure out two unfamiliar words. • Then they write a definition in their own words.
• Students make a “movie” in their mind as they read by thinking about 4-6 important parts of the text. • In each clip, they sketch the scene that shows
the important aspect (include details you see, feel, taste, & hear.)• Students write a short title for each scene on
the top of each clip.
Ways to use it in my class: Ways to use it in my class:
Main Idea Making Movies Before During AfterX
Before During AfterXX
X
Ways to use it in my class:Ways to use it in my class:
Summary Pyramid Puzzling Before During After
Before During AfterXXX
X
• Students complete the reading assignment & then select words to complete the graphic organizer.
One word to describe the topic
Two words to describe subheadings of the topic
Three words to describe what you already knew about the topic
Four words to describe what you learned
Five words to describe other knowledge that connects to this new knowledge
Reading: ______________________________________
• Students use the graphic organizer to record important ideas about the event.
• List at least one idea in each of the puzzle pieces.
Reading: ______________________________________
Ways to use it in my class:
Ways to use it in my class:
History Frame Event/Story Pyramid Before During AfterX
Before During AfterXX
X
Ways to use it in my class: Ways to use it in my class:
Thesis-Proof Thesis-Proof-Refute Before During AfterX
Before During AfterXX
X
Ways to use it in my class:
Ways to use it in my class:
Circle Organizer Write About It Before During AfterX
Before During AfterXX
X
• Knowledge is not owned until new communication is synthesized with that knowledge, so write lists, charts, paragraphs, summaries, timelines, graphic organizers, new reports, scientific evidence summaries, etc.
• Notes: Never assign the after-reading activity before the reading if you want students to read the material.
• If you want students to scan & skim for information, assign the after-reading activity before reading.
Ways to use it in my class:
Setting, Events, & Actions Sticky Notes
Before During AfterX
Before During AfterXX
X
• Use post-it notes to mark stopping points• Forces students to minimize thoughts into
post-it note sized summaries.• Use summary record to create graphic
organizers, write summaries, & prioritize information.
• Over time assign a specific # of sticky notes for longer reads.
• Over time allow students to record their inner voice thoughts.
• Require students to label the types of thought.
• Acknowledge the use of sticky notes in reading where it is not assigned.
• Students fill in the chart, describing the setting using details from the text.
• Then they summarize an event & explain how the setting influenced the characters’ actions.
Ways to use it in my class:
Ways to use it in my class:
Ways to use it in my class:
2 Word Strategy Fan N Pick Before During AfterX
Before During AfterXX
• As students read a passage, each looks for two words in the passage that capture the “essence” of the reading.
• Students then share their words with a partner and tell why they chose them.
• Students may then share with the whole class.
• Students write a paragraph explaining why they chose their words.
• VARIATION: students choose 2 words that are NOT in the text that capture the “essence” of the reading.
1. Student One fans cards.2. Student Two picks a card & reads it aloud
to the team.3. Student Three gives an answer after 5+
seconds of think time.4. After another 5+ seconds of think time,
student Four paraphrases, praises, or adds to the answer given.
5. Student rotate roles.
Ways to use it in my class: Ways to use it in my class:
Sum it Up 3 - 2 - 1 Before During After
Before During AfterXX
• You have students imagine they are placing a classified ad or sending a telegram, for which every word used costs them money.
• Tell them each word costs 10 cents, and then tell them they can spend "so much."
Ways to use it in my class:
Ways to use it in my class:
Character Diamante Read, Cover, Remember, Retell
Before During After
Before During AfterXX
• Read: only as much as you can cover with one hand
• Cover: the part of the text that you just read• Remember: take time to think about what
you read• Retell: tell your partner what you just read
• Students choose a character that interests them & complete the steps below to write a character diamante poem
Ways to use it in my class:
Ways to use it in my class:
Character Sketch Compare Chart Before During After
Before During AfterXX
• Students choose an important character & select three traits that fit him/her.
• Give evidence from the text (character’s words, thoughts, actions) to justify the choices.
Ways to use it in my class: Ways to use it in my class:
Similarities& Differences Point of View
Before During After
Before During AfterXX
• Students select 2 items to compare.• In each box labeled Similar, write one
point of comparison & in each box labeled Different, write one point of contrast.
• In the support column, list evidence from the text that support the similarities or differences.
• Summarize 2 important passages from the text: explain how the information would be different if the passages were written from another point of view.
Ways to use it in my class:
Ways to use it in my class:
Reporting the Story Identifying the Theme Before During After
Before During AfterX
Students identify the “5 Ws & H” of the text.WHO are the main characters?
WHAT happened? (plot) WHEN (time frame) & WHERE (location) did it
happen?
WHY did it happen? (cause) HOW did it end? (resolution)
XX
• Explain to students that a theme is a generalization about life, the world, or the universe. Themes focus on big, important ideas; they are often inspirational. Ex. Treat all people fairly & kindly.
• Students create a bumper sticker that depicts the theme of the text.
Ways to use it in my class:
Ways to use it in my class:
- Summary Everybody Stop Here Before During After
Before During AfterXX
SettingConflict
Character(s) 4 importantJunctures
in the reading
Summary(Wrap it up)
• Assign like-reading partners• Choose & use an appropriate before-reading
strategy• Ask students to read silently to the end of
the first section by saying “everyone stop here.” (Note: only needs to be a couple paragraphs)• Note: You may set a purpose for the reading:
“Find words that create a picture in your brain,”
“Find words that make you think of a question,”
“Find a passage that initiates a memory of yours.”
• Students write down their thoughts on index cards/paper• Share thoughts with reading partners &
then with class
Ways to use it in my class:
? Picture Perfect Before During After
Before During AfterXX
Ways to use it in my class:
• Students draw what they visualize is happening at a certain point in the text.
• Then, they write two to three sentences about what is happening in the picture, describing any important action or setting details, and explaining how the characters are feeling.
• …
Ways to use it in my class:
Ways to use it in my class:
Share it Aloud Cubing Before During After
Before During AfterXX
• Assign short reading piece & allow silent reading time (3 min)
• Pose question (thick = use all steps, thin = use 1,2,3,6)
• Allow “think” & “look-back” time for all• Allow quick write time• Share with pair• Allow pairs to share with whole group &
require their proofFrom page ___, I inferred ______ because
________.From page ___, I concluded_____ because
________.From page ___, I found the explicit
statement, ______.From the passage on page ___, I
envision _____.
• Players take turns rolling the cube. • The player who rolls the cube begins by
discussing the “thinking question” that is face up.• While the TQ is discussed by all members
of the group, the person who rolled the dice acts as the facilitator & summarizes the conversation before the next player rolls the cube.• Variation: Use Fan N Pick rules
Ways to use it in my class:
Ways to use it in my class:
Prioritize It (Z) Agree/Disagree Before During After
Before During AfterX
Main Idea
Transition Words
Detail
Detail
Detail
Summary Words
X
• Present students with a statement about a controversial topic. Write the statement in the diamond in the center of the graphic.• Instruct students to use facts &
information from the reading, as well as their own knowledge base, to list the reasons that a person with each perspective might give for his/her opinion. Have them note these reasons in the appropriate box.Strongly Agree
Support/ReasonsAgree
Support/Reasons
DisagreeSupport/Reasons
Strongly DisagreeSupport/Reasons
Statement:
X
X
Ways to use it in my class:
Ways to use it in my class:
Alphabet Soup Comparison Matrix Before During After
Before During AfterXX
• Identify a topic for the activity.• Using Scrabble tiles, have students draw up
to 10 letters (it’s ok to have duplicates.)Do this individually, in small groups, or as
a whole-class• Each student writes the letters in the
column 1 boxes (1 letter in each box.)• During and after they read, students create
sentences that summarize a main idea. Each sentence must begin with the letter in the box.
• Select several items, concepts, or people to compare (students write these in column 1)• Student select the characteristics (most
important aspects) that will be used to compare the items (students write these under “Characteristics.”)• Students complete the chart as they read.
X
Letter
Sentence
X
Items to Compare
Characteristics
Conclusions
Person/Group 1:
Person/Group 4:
Person/Group 3:
Person/Group 2:
Topic:
Ways to use it in my class:
Ways to use it in my class:
Episodic Summary From the Way I See It Before During After
Before During AfterXX
Summarize an event by identifying each piece of the graphic.
• Select a topic that can be viewed differently by various people or groups.• Select (or students can do this)
people/groups.• Students make notes in the eyes of the
different groups.
X X
Event:Cause: Reflect:
Where?
When? How lo
ng?
Sequence
Who? Who? Who?
Ways to use it in my class:
Ways to use it in my class:
noTes for Both Sides of the Brain Height of the Action
Before During After
Before During AfterX
•Students create a T-chart:On the right side, they record notes in words
On the left side, they draw a picture or write an important word to cue their understanding.
• On the left side of the diagram, students list events that lead to a climax/major decision point (in chronological order.)• The top layer are the events that are the
most critical turning points in the conflict.• On the right side, students list events or
results of how the conflict was resolved.
X
Topic:
In PicturesIn Words
Summary:
Climax/Turning Point
Event:
Ways to use it in my class: Ways to use it in my class:
5-Step Process Getting to the Root of it Before During After
Before During After
X
• Provide students with a word or phrase, explain it using student-friendly language, & provide a picture/non-linguistic representation.
• Students write their own definitions & draw their own pictures to represent their understanding.
• Students add examples or info that helps them extend their understanding.
• Introduce the new Greek or Latin root, prefix, or suffix. Share the meaning as well as examples of words that use it. Talk about words students use in their everyday lives.• Students collect words with the new
root/prefix/suffix & define them.
X
Teacher explanation: Teacher picture:
My own explanation: My own picture:
Additional examples or information that increases my understanding:
___________________Root/prefix/suffix
______________________________________________________
meaning
Ways to use it in my class:
Ways to use it in my class:
Main Idea & Support Personal Vocab List Before During After
Before During After
X
• Identify the resource & page #s of the material to be read.
• Students identify the main idea of the reading.• Students select examples & support for the
main idea & then write a summary based on the information in the graphic organizer.
• Student scan the reading, looking for unfamiliar words. List them in the left-hand column.• Students make a prediction about the
meaning of the word.• Students read the entire selection & then
rewrite the definitions based on context clues…if they still don’t know the meaning, they can use the glossary or dictionary.
X
Main Idea:
Example: Example: Example:
Text: ___________________________________ Pages: ___________
X
Unfamiliar Word
My Guess About Its Meaning
What It Really Means
X
Ways to use it in my class:
Ways to use it in my class:
Predictions Questions & Answers Before During After
Before During After
X
• Students predict what they believe they will learn in the reading based on text features.
• Students read the material & write the key learning based on each of the features.
• Students develop a question & the answer for each DOK level, focusing on the objective.• Student can exchange questions with a
classmate for practice.
XX
What I will Learn On the Basis of Text
StructuresAfter I Read, I Learned…
Confirmation of
Learning
Title/Heading:
Subheadings:1._________________
___________2._________________
___________3._________________
___________4._________________
___________5._________________
___________
Bold:
Italics:
Charts:
Pictures:
Reflection: What were the text structures & cues that helped you the most? Why?
Knowledge & Recall: (Who? What? When? Where?)• Question:• Answer:
Comprehension: (paraphrase, explain, summarize, discuss)
Question: Answer:
Application: (classify, solve, use, or put together?)• Question:• Answer:
Analysis: (compare, analyze, simplify, or contrast?)• Question:• Answer:
Synthesis: (imagine, develop, hypothesize, or design?)
• Question:• Answer:
Evaluation: (conclude, justify, evaluate, or generalize?)
• Question:• Answer:
XX
Ways to use it in my class:Ways to use it in my class:
Question Matrix Nicknames/Mottos Before During After
Before During After
X
• Students scan the reading for headings & subheadings & write them at the top of each column.
• Students frame the 4 types of questions for each subheading after they read each section.
• Share.
• Students list major historical figures or characters from the text in the left-hand column.• Students focus their reading on
information about those people, with the goal of identifying an original nickname or motto for each (that reflect their most prominent characteristics)• Students support the nickname/motto by
listing reasons from the text in the right-hand column.
XX X
X
Level of Question Heading 1: Heading 2: Heading 3: Heading 4:
Recall: The answers to these questions can be found directly in the text. The answers are generally either correct or incorrect.
Compare: These questions ask how one thing is like something else. The answers require finding similarities & differences.
Infer: These questions ask for a prediction or conclusion based on the facts presented. The answer is not directly stated in the text.
Evaluate: These questions ask for a judgment about something. The answer cannot be found in the text but is based on the facts presented in the text.
Historical Figure/Character
Nickname/Motto
Reasons for Selecting Nickname/Motto
Ways to use it in my class: Ways to use it in my class:
So, That’s a Word? Multiple Resources Before During After
Before During After
•Give students a list of 3-12 critical vocab terms or phrases for the upcoming unit.•Students mark an X in the appropriate column. (Check for a clear understanding of those that marked column 2.)•Teach the terms, focusing on the ones they do not understand.
• Students pick 3 resources that provide information about the assigned topic (Internet, text, primary/secondary sources, etc.)• Students read, then summarize key
information (& vocab) from each source.• Emphasize reflection/questioning &
making connections between sources.
XXX
Word List I know this word & it means…
I’ve seen this word,
but I can’t
remember what it means.
You have to be
kidding! This is a word?
Text: _________________ __________________________________
Text: _________________ __________________________________
Text: _________________ __________________________________
Key Points: Key Points: Key Points:
Key Vocabulary: Key Vocabulary: Key Vocabulary:
A question I still have is…
A question I still have is…
A question I still have is…
Highlight commonalitiesUnderline new learning (differences)Write a summary paragraph of what you learned from the three
sources.
Highlight
Ways to use it in my class:
Ways to use it in my class:
Sound Like, Looks Like, Feels Like? Figurative Language
Before During After
Before During After
X
•Model: Identify a critical word & determine a student-friendly definition or description.•Practice: Students work through chart with feedback from teacher &/or peers.
• Students find terms, phrases, titles, or idioms that might be misinterpreted if the reader didn’t clearly understand them.• Student write the term & the page #, then
explain how the term might be misinterpreted, & finally what it actually means.
XX X
Looks like… Sounds like… Feels like…
Word:
Definition/Description:
Text: _____________________________ Pages: _________
Idiom, Phrase, Title, or Term
If I didn’t know the language, I might
think…
But my experience and knowledge tells
me…
1. p.___
2. p. ___
3. p.___
4. p.___
5. p.___
6. p.___
7. p.___
Reflection: How does a limited vocabulary hinder learning for students? How do multiple experiences or reading multiple sources help a student’s understanding of the English language?
Ways to use it in my class:Ways to use it in my class:
Four Quadrants Putting it Together Before During After
Before During AfterX
•Explain the kind of thinking that students should do as they answer each question in each of the quadrants.•Students make notes to answer the questions.
• Students identify the most important points from the reading assignment.• Students combine the first 2 points into
one statement, then the next 2 points, and so on.• Students then combine the those
statements until they arrive at a single summary statement.
X X
X
What are the most important points?
How does this information match what I already
knew?
Why should I learn this? What is important about learning this?
What questions do I still have about the topic?
Topic:
Important Points
Summary Statement
Ways to use it in my class: Ways to use it in my class:
Remember This! 2 x 2 Thinking Before During After
Before During After
•Students list important information that needs to be remembered for later use.•For each piece of info, students identify a tool or method to remember it (mnemonics, visuals, graphic organizer, rhyming, senses, muscle memory/action, linking tools, emotions, etc.)
• Individual students identify the 3 most important things they learned from the text.• Pair students to share their most
important info & agree on their 3 most important pieces of learning.• Have two pairs meet to share their
learning & agree on their 3 most important pieces…provide reasons for their choices.
X X
X
Important InformationTools/Methods I Can
Use to Help Me Remember Step 1: My 3 most important
pieces of learning:
1.
2.
3.
Step 2: Our pair’s most important 3:
1.
2.
3.
Step 3: Our group’s most important 3:
1.
2.
3.
Step 4: The reasons for our choices:
1.
2.
3.
Ways to use it in my class:
Ways to use it in my class:
? ? Before During After
Before During After
•… • …
X X
X