Using Visual Patterns to Facilitate Learning
|
|
|
- Dayna Gardner
- 7 years ago
- Views:
Transcription
1 Using Visual Patterns to Facilitate Learning
2
3 Developed in 1988 by Dr. David Hyerle. A common visual language for learning. They have a consistent design and are used at all grade levels. Non linguistic representation of 8 thinking skills: defining describing sequencing classifying comparing and contrasting analogies recognizing part whole relationships With consistent use, the brain develops a pattern that connects the process to a specific Thinking Map. 8 Maps that are used by teachers and students for reading comprehension, writing process, problem solving and thinking skills
4 Consistent. The maps are a visual for thinking skills Flexible. The learner and the content determines the complexity of the ma Developmental. Based on primitive graphics Integrative. 1 topic + multiple perspectives= different maps. Reflective. Think about your thinking. Maps become life-long tools.
5 Why use Thinking Maps?
6 Thinking Process: Defining in Context Key Question: How are you defining this thing or idea? Key Words and Phrases: List, define, tell everything you know, brainstorm, identify, relate prior knowledge, describe, explore the meaning Common Uses: Brainstorm for writing, used as a starting point during the prewriting stage, defining words, identifying audience and author s point of view
7
8 Thinking Process: Describing Qualities; Characterization Key Question: How are you describing this thing? What adjectives best describe it? Key Words and Phrases: Describe, use vivid language, describe feelings, observe using the five senses
9
10 Thinking Process: Comparing and Contrasting Key Question: What are the similar and different qualities of these things? Key Words and Phrases: Compare/contrast, discuss similarities and differences, prioritize essential characteristics, distinguish between, differentiate
11
12 A bubble map show helps the student use adjectives. Evidence is written outside the bubble.
13 Thinking Process: Classifying Key Question: What are the main ideas, supporting ideas, and details in information? Key Words and Phrases: Classify, sort, group, categorize, give sufficient and related details
14
15
16 Thinking Process: Part to whole relationship Key Question: What are the parts and subparts of this whole physical object? Key Words and Phrases: Part of, take apart, show structure It is for parts only, for types of things, a Tree Map should be used.
17
18
19 Thinking Process: Sequencing Key Question: What happened? What is the sequence of events? What are the sub-stages? Key Words and Phrases: Sequence, put in order, order, recount, retell, what happens next, cycles, patterns, describe processes, describe change, solve multi-step problems
20
21 Thinking Process: Cause and Effect; Problem-Solution Key Question: What are the causes and effects of this event? What might happen next? Key Words and Phrases: Causes and effects, discuss consequences, what would happen if, predict, describe change, identify motives, discuss strategies Common Uses: Used to show and analyze cause and effect relationships. It can also be used with only part of the map showing, such as predicting outcomes.
22 What caused you to do it?
23
24 Thinking Process: analogies Key Question: What is the analogy being used? Key Words and Phrases: Identify the relationship, guess the rule, interpret symbols Relating Factor: How are they connected? Identifies similarities between relationships. The relating factor answers How are they related? The Bridge Map should be able to be read as a complete sentence.
25
26
27 Directions: Compare and contrast Thinking Maps with other graphic organizers. I ask myself, what map helps me compare and contrast?
28
29 What is the Frame of Reference? The Frame of Reference can be used with any of the eight maps. It provides an area for students to synthesis information think more deeply support their reasoning (evidence)
30 Elaborating with the Extras (The E s) Interpreting Information (The I s) Include your own personal experiences. Use supporting examples from the text. Incorporate evidence from text/world. What historical/literary events support your ideas? Include further explanation on the subject. Elaborate on your thinking and reasoning. What is the importance of this information? What inferences can be made? What influences affect this information? What expert opinions can you find as support? Include excitement or personal feelings about the topic.
31 Assignment: Think about your favorite food. Write a paragraph explaining why you like it.
32
33 Examples of each map grades K-6 Newsletters devoted to each Thinking Map Chippewa Valley ELA Website
34
ESL I English as a Second Language I Curriculum
ESL I English as a Second Language I Curriculum ESL Curriculum alignment with NJ English Language Proficiency Standards (Incorporating NJCCCS and WIDA Standards) Revised November, 2011 The ESL program
How To Write The English Language Learner Can Do Booklet
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English
Grade Level: 2 nd Grade
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.
The English Language Learner CAN DO Booklet
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 1-2 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English
Strand: Writing. Grade Level: 1 st Grade
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1.1. Write opinion pieces in which they introduce the topic
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Reading is the process in which the reader constructs meaning by interacting with the text.
Part 1 Reading is the process in which the reader constructs meaning by interacting with the text. This interactive process involves the reader s prior knowledge, the text, and the reading situation. Literal
Expository Reading and Writing By Grade Level
Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or
Teacher Development Workshop ACCOUNTING GRADE 11
Teacher Development Workshop ACCOUNTING GRADE 11 CONTENTS PAGE CONTENTS PAGE... 2 PROGRAMME OF ASSESSMENT FOR GRADE 11... 4 EXAMINATION REQUIREMENTS FOR GRADE 11... 5 TEACHING ACCOUNTING GRADE 11... 6
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within
Bellringer and Grammar Link to the Bellringer, TWE p. 110 Motivating Activity, TWE p. 110
Unit 3 Media Connection: Writing in the Real World SE/TWE pp. 110 113 Objectives: To practice descriptive writing; to describe a subject using clear, appropriate details Skills: experimenting with words;
Theme 9. THEME 9: Spring Is Here
Theme 9 64 CHALLENGE ACTIVITIES FOR Spring Is Here 65 WEEK 1 THEME 9/Week 1 1. What Season Is It? Think of some ways you can tell what season it is. You will make a picture riddle about a season. Choosing
KINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
Grade 6 English Language Arts Performance Level Descriptors
Limited Grade 6 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 English Language Arts.
TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS. Melissa McGavock Director of Bilingual Education
TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS Melissa McGavock Director of Bilingual Education Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers Making Content Comprehensible
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
Strategies for Struggling Readers
Strategies for Struggling Readers Meet the Word-Caller The word-caller reads orally with accuracy and fluency. Silent reading appears rapid, attentive and purposeful. These students can respond to right-there
Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The
I. Title of Lesson: Learning from Artifacts and What Artifacts Tell Us
Lesson Plan Class: Seventh Grade Subject: World History Ancient Civilizations Topic: Unit One Investigating the Past: How are social scientists like detectives? I. Title of Lesson: Learning from Artifacts
Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
Virginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
Reading: Text level guide
Reading: Text level guide Text level guide for seen text and accompanying background information. As teachers we provide the range of experiences and the instruction necessary to help children become good
No Evidence. 8.9 f X
Section I. Correlation with the 2010 English Standards of Learning and Curriculum Framework- Grade 8 Writing Summary Adequate Rating Limited No Evidence Section I. Correlation with the 2010 English Standards
Section III Guided Oral Practice 10/2. 34-36 T Graph for Social Skills. 37-40 Chants 41-44 Sentence Pattern Chart.. 45-49
1 Section I Focus and Motivation Section II Input G.L.A.D. Resource Book (Guided Language Acquisition Design) Table of Contents Pages Cognitive Content Dictionary 3-4 Exploration Report. 5-7 Observation
Principles of Data-Driven Instruction
Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion. Allan
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting
3rd Grade - ELA Writing
3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5!
1 27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5! - These activities and graphic organizers can be: - used by teachers
Growing Thinking Schools From the Inside Out
TM Growing Thinking Schools From the Inside Out Transformational Professional Development for Schools Thinking models, processes, skills, strategies and tools for transforming the whole school environment.
Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist
Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening
Grade 2 Life Science Unit (2.L.2)
Grade 2 Life Science Unit (2.L.2) Decision 1: What will students learn in this unit? Standards Addressed: 1. Science 2.L.2 Remember that organisms differ from or are similar to their parents based on the
Lesson Plan Template + ++ +++++
Lesson Plan Template + ++ +++++ Title : Goldilocks and the Three Bears: A Fairy Tale Author : Linda New Levine Proficiency level X Beginning X Intermediate X Advanced Grade level K-2 Skills _X Reading
Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks
Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed
Common Core Writing Rubrics, Grade 3
Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major
Reading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
Published on www.standards.dcsf.gov.uk/nationalstrategies
Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units
Expanding Expression Tool
Expanding Expression Tool Teacher Guide 1 Table of Contents Contents What is EET?... 3 Objectives & Clusters... 4 Lesson Plan... 5 Prerequisite Assessment... 7 Pre-Instructional Assessment... 10 List of
Reading Standards for Literature
Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
MStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
Chapter 8: Critical and Creative Thinking Skills
Chapter 8: Critical and Creative Thinking Skills THINKING SKILLS A thinking skill is any cognitive process that is broken down into steps and explicitly taught (Johnson, 2000). It is different from high-level
Language Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Kindergarten Social Studies Unit 10 Exemplar Lesson 01: How Families Meet Their Basic Needs
Kindergarten Unit 10 Exemplar Lesson 01: How Families Meet Their Basic Needs This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize
MADE to ORDER: Instant Content Area Vocabulary
MADE to ORDER: Instant Content Area Vocabulary Northern Illinois University Zoe A. Cassady Streator Township High School zcassady@streatorhs.org The Presentation Plan: Vocabulary across the Curriculum
DARTS Directed Activities Related to Texts
DARTS Directed Activities Related to Texts What are DARTS? DARTS are activities that are designed to challenge pupils to engage with texts. They ask them to read closely and to interpret the information
Lisa Lizak and Beth Wright
Lisa Lizak and Beth Wright Visualizing pgs. 4-10 Setting Circle Map 5 Events Circle Map 6 Character Circle Map 7 Setting Brace Map 8 Visualizing using a Bridge Map 9 Visualizing using a Multi Flow 10 Predicting/Inferring
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT June 2012 This document is a working draft. The information in this document is subject to change, and any changes will
Webb s Depth of Knowledge Guide
Webb Webb s Depth of Knowledge Guide Career and Technical Education Definitions 2009 1 H T T P : / / WWW. MDE. K 12.MS. US H T T P : / / R E D E S I G N. R C U. M S S T A T E. EDU 2 TABLE OF CONTENTS Overview...
The Virginia Company of London Wants You!
The Virginia Company of London Wants You! Background: The Virginia Company of London has hired you to recruit new settlers to travel to Jamestown. You will need to have a good working knowledge about why
How To Write An Essay
Essay Writing Mapping for Success for middle and high school students Written by Nicole Welding and Donna Herold 1 Dear Educator: The stakes have risen for students to demonstrate competence in writing.
Differentiated Instruction Strategies
Miss Taylor Brooke Stancil s Differentiated Instruction Strategies Choral Response: Choral response is a very simple technique in which the teacher asks questions to the class as a whole and the students
Determining Importance
Determining Importance How do you The modern world is inundated by Facts. Television, the Internet-more information than your grandparents every imagined-is at your fingertips with the click of a button.
Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts, and answers. Key Words
The Six Levels of Questioning Level 1 Knowledge Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts, and answers. who what why when where which omit choose find how
Grade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
Science Notebooks. a tool for increasing student understanding of inquiry and science content a tool for enhancing literacy skills
Science Notebooks a tool for increasing student understanding of inquiry and science content a tool for enhancing literacy skills s Table of Contents Investigation/Activity Page Advantages of Science Notebooks
Fifth Grade English Language Arts Learning Goals for 3 rd 9- Weeks
Skills students should demonstrate by the end of the 2 nd 9- weeks of school: Unit 4A- Making Connections Across Literary Genres Learning Goal: Student will understand that authors use point of view to
Implementation Date Fall 2008. Marketing Pathways
PROGRAM CONCENTRATION: CAREER PATHWAY: COURSE TITLE: Marketing, Sales & Service Optional Course for All Marketing Pathways Marketing Research In this course, high school students will gain an understanding
Reading Timeline 2nd Nine Weeks
Reading Timeline 2nd Nine Weeks Task Focus Standard Essential Questions 1 *Elements of Fables 2 *Story structure (beginning) *Characters, setting, plot 3 *Characters 4 *Story Structure (problem/solution)
Grade 3 Reading Comprehension Sample Selections and Items Test Information Document
Grade 3 Reading Comprehension Sample Selections and Items Test Information Document Copyright 2005 by the North Carolina Department of Public Instruction This publication and the information contained
Helping English Language Learners Understand Content Area Texts
Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency
Bloom s Taxonomy. List the main characteristics of one of the main characters in a WANTED poster.
Bloom s Taxonomy Bloom s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing
Minnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6
Pre-K Differentiated Resources Animals Around Us English Language Learners.......... 2 Three-Year-Olds...................3-4 Small Groups......................5-6 Visit www.macmillanmh.com for online games
& Sample Lesson. Before Reading. Sight Word Review (1 minute)
Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in
Ms Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
Lesson Plan. Date(s)... M Tu W Th F
Grade...Class(es)... Unit 5 Media Connection: Writing in the Real World SE/TWE pp. 198 201 Objectives: To develop an understanding of expository writing and to recognize its many diverse applications Skills:
Science Rocks Grade Six
Ohio Standards Connections: Earth and Space Sciences Benchmark D Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or
5th Grade MELD Lessons Aligned to CCSS 10 Days Start Smart
5th Grade MELD Lessons Aligned to CCSS 10 Days Start Smart Overview Overview Collaboration across the curriculum is a required skill! On their way to becoming college prepared and career ready, students
What is your name? Do you think it reveals something about your identity and where you come from? If so, what does it reveal?
Red Dog Identity Regardless of who we are, or where we come from, we all have our own identity. Your name, the school you go to, the suburb you live in, the country in which you were raised in are just
Teaching Reading with Nonfiction - Just the facts, Ma am
Teaching Reading with Nonfiction - Just the facts, Ma am The Facts About What our Students are Reading The average child spends less than 4 minutes a day of his/her leisure time reading nonfiction materials
PERSUASION CHECKLIST PERSUASION CHECKLIST
RECOUNT CHECKLIST The purpose of a recount is to retell an event in chronological order First sentence sets the scene Written in the order in which the events happened Written in the past tense Uses specific
Intended Use of the document: Teachers who are using standards based reporting in their classrooms.
Standards Based Grading reports a student s ability to demonstrate mastery of a given standard. This Excel spread sheet is designed to support this method of assessing and reporting student learning. Purpose
Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences
Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Up Close with Close Reading: Principal Professional Development Session
Up Close with Close Reading: Principal Professional Development Session Michele Carpinteri Presented to Santa Fe Public Schools September 19, 2013 Session Objective Principals will develop an understanding
English Language Proficiency Standards: At A Glance February 19, 2014
English Language Proficiency Standards: At A Glance February 19, 2014 These English Language Proficiency (ELP) Standards were collaboratively developed with CCSSO, West Ed, Stanford University Understanding
Indiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
Reading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
Using Graphic Organizers to Aid Comprehension Grade Two
Ohio Standards Connections Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring Strategies Benchmark A Establish a purpose for reading and use a range of reading comprehension
Preproduction STUDENTS
Preproduction In this stage, students may not respond orally in the second language but there is receptive processing (listening). Students should be ACTIVELY included in ALL class activities but not forced
Writing Simple Stories Grade One
Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details. Indicator 1 Write simple stories with a beginning, middle and end
PTE Academic Preparation Course Outline
PTE Academic Preparation Course Outline August 2011 V2 Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Introduction The
Language Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Problem of the Month: Perfect Pair
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
Reading Comprehension Graphic Organizers for
Sequence Make a connection Make a prediction Map a Story Analyze Retell Re-read Ask a Question Visualize Reflect in Writing Reading Comprehension Graphic Organizers for Title: Setting: Characters: Problem:
Compare/Contrast Essay
Academic Support Center Writing Center Compare/Contrast Essay Resource: The LB Brief Handbook, 5th edition Defined: A compare and contrast essay has two parts: compare and contrast. 1. Compare: shows how
Nancy Rubino, PhD Senior Director, Office of Academic Initiatives The College Board
Nancy Rubino, PhD Senior Director, Office of Academic Initiatives The College Board Amy Charleroy Director of Arts, Office of Academic Initiatives The College Board Two approaches to alignment: Identifying
READING THE NEWSPAPER
READING THE NEWSPAPER Outcome (lesson objective) Students will comprehend and critically evaluate text as they read to find the main idea. They will construct meaning as they analyze news articles and
Resources for Writing Program Learning Outcomes
Resources for Writing Program Learning Outcomes Supplementary Materials for Writing and Revising Learning Outcomes Workshop Presented Jointly by TLA and Student Affairs LEVEL OF SPECIFICITY AND REACH Learning
Critical Components of Lesson Design Guide
Critical Components of Lesson Design Guide There are a variety of lesson plan formats available as many districts have different ways to showcase each lesson plan component. In the 1980 s Madeline Hunter
Third Grade Language Arts Learning Targets - Common Core
Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1
Teacher Workbooks. Graphic Organizer Series Science Organizers Vol. 1. Copyright 2003 Teachnology Publishing Company A Division of Teachnology, Inc.
Teacher Workbooks Graphic Organizer Series Science Organizers Vol. 1 Copyright 2003 Teachnology Publishing Company A Division of Teachnology, Inc. For additional information, visit us at www.teach-nology.com/publishing
Common Core State Standards Speaking and Listening
Comprehension and Collaboration. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly
Main Idea in Informational Text Grade Three
Ohio Standards Connection Informational, Technical and Persuasive Text Benchmark C Identify the central ideas and supporting details of informational text. Indicator 3 Identify and list the important central
NAME OF ASSESSMENT: Reading Informational Texts and Opinion Writing Performance Assessment
GRADE: Third Grade NAME OF ASSESSMENT: Reading Informational Texts and Opinion Writing Performance Assessment STANDARDS ASSESSED: Students will ask and answer questions to demonstrate understanding of
Penguin Facts. Standards for the 21st-Century Learner. Published on AASL Learning4Life Lesson Plan Database
Published on AASL Learning4Life Lesson Plan Database Penguin Facts Created by: Neely Swygert Title/Role: Teacher Librarian Organization/School Name: Gadsden Elementary Location: South Carolina Grade Level:
Pre-A Lesson Plan. Students: Date: Lesson # Working with Letters. Letter Activity: Letter formation: Working with Names (Circle 1) Name puzzles.
Pre-A Lesson Plan Students: Date: Lesson # Activity Options * Working with Letters Observations/Notes Letter Activity: Letter formation: # Working with Names (Circle 1) Name puzzles. Make names out of
Monitoring for Meaning
Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice
eday Lessons KAP Political Science
KAP Political Science Standards Topic: Basic Principles of the U.S. Constitution Principles related to representative democracy are reflected in the articles and amendments of the U.S. Constitution and
Vocabulary. Building Academic. For. Six Step Process. Marzano s. What Research Has Found. http://innovativocab.wikispaces.com
Marzano s Six Step Process For Building Academic Vocabulary http://innovativocab.wikispaces.com What Research Has Found Over the last five years, I have been involved in more than 50 studies that involve