1. Display the words or phrase you would like the students to memorize (on chart or overhead projector)

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1 Acronyms Strategy Reading Study Skills: Memorization Grade Level Uses: K-20 Special Population: No Cognitive Process: Assistance- During Reading Researched, Field Tested: Yes Author/Creator: 1. Display the words or phrase you would like the students to memorize (on chart or overhead projector) Differentiation: 1. Ask the students to write down the words or phrase you would like them memorize. 2. Then ask students to underline the first letter of every word. 3. Students should write these letters separately from the initial words or phrase. 4. Ask them to rearrange the words to try and create a new word or the acronym. 5. Once the students have created acronyms that work ask them to share with the class. 6. Display the acronym where it is clearly visible. Try to show the students examples of acronyms they have heard or seen and tell what they stand for (e.g. FBI, DVD, NFL). With ELL students ask for any example of acronyms in their language, this will allow them to understand the concept of creating acronyms. Remind students that acronyms may differ from student to students because they are created to help that particular student memorize. Things to watch out for: Try to ensure that the formation of an acronym from the selected word or phrase is possible. This will prevent students from creating jumbled letters that have no relevance to the selected material. Make sure students understand the words you want them to memorize. These may be new vocabulary words for some students. This strategy is best used after information has been introduced. This ensures that students understand the meaning of the words they are trying to memorize. This strategy could be used with any material that needs to be memorized and applied in any content area. Once the

2 acronym is created it can be continually used a mnemonic device to help study.

3 Chunking Strategy reading Study Skills Grade Level Uses: 1-12 Special Population: Poor or low-ability readers Cognitive Process: Comprehension Assistance during reading and review for test Researched, Field Tested: yes Author/Creator: 1. Determine how to chunk the reading assignment prior to teaching the material. 2. Determine comprehension questions to ask students after they have finished reading. 1. Prior to reading give students a statement of purpose to guide them. 2. Break the reading material up into chunks. 3. Repeat until passage is completed. 4. Check student s comprehension by asking questions. Differentiation: This is primarily for students that have a difficult time reading. It is more successful when used with the Questioning Aloud Strategy (where students, after completing a passage) close their books and pretend they are the teachers. The students ask questions relating to what they have read. Then the teacher swaps roles with the students and asks them to answer comprehension questions. Things to watch out for: Excessive chunking may hinder text comprehension. If misapplied the strategy causes slower reading and can disrupt the rhythm of eye movements. Chunking is designed to encourage children to: (a) improve their comprehension of text material; (b) improve categorization skills; and (c) enhances learning by connecting prior knowledge to new knowledge. The rationale behind this strategy is based on the notion that categorizing words (chunking) can help children organize new knowledge with prior knowledge. Chunking is the grouping of words in a sentence into short meaningful phrases. It is used to prevent word-by-word reading, which can cause a lack comprehension, since children forget the beginning before they reach the end. This strategy may also be used to construct hierarchies of mnemonics to learn 15 to 50 items.

4 Grade Level Uses: Special Population: Cognitive Process: Researched, Field Tested: Author/Creator: Concept Mapping Strategy All instruction Reflecting on Learning Middle-High School NA Comprehension Reflection yes 1. Create a handout of a concept map that the students will fill out. Make sure the main idea is in the center and the subordinate subjects are branched from the main idea. 2. Demonstrate what a bubble map looks like and how this will apply to the assignment. Pre-Read a different passage from the one that will be used in the lesson, and make the corresponding concept map. 3. Read the passage aloud to the class and model the concept map for the class. Entertainment Church Music Home 1. Instruct the students to complete the reading and the concept map handout with proper descriptions according to what they ve read. 2. Stress to the students that it is important for them to summarize the reading according to what they think is important in the reading.

5 Differentiation: For ELL and special needs students, allow them to write in their portfolio what they think is important about the selection read. Read with those students if possible and walk them through the entire concept map process. Things to watch out for: Make sure students understand the main idea and the subjects that branch off from that main idea and how the concept map can help them recall the chapter or reading later. This is just one way to have students summarize in groups and develop a concept map based on the ideas they believe to be important in a chapter or given reading. The concept map is a strategy that is taught to students so that they will have a different way to summarize what they have read. When it is time to study, as opposed to conventional note-taking, the map is a detailed short-hand of the material.

6 PQR2 ST+ (Preview, Question, Read, Remember, Scan, Touch up, Plus) Study System Study Skills Comprehension while studying Grade Level Uses: 3-20 (grades that require reading study) Preparation (preview and question), and Reflection (remember, scan, touch up, and plus) Researched, Field Tested: Yes Author/Creator: Morgan, Forget, and Antinarella, 1996 on objective about closed, In much as possible details. important return they Students Differentiation 1. Show the students the steps. They do everything else their own since this is a study skill strategy. 1. Preview: Students quickly skim the material before they start reading. They are to look for the title, introduction, subtitles, pictures, charts, maps, graphs, bold print and italicized words, summaries, and review questions. 2.Question: in the left column of a page formatted for two-column notes, students write the question or to be achieved. 3.Read: Students read the subsection silently, thinking how to express the information in personal terms. 4. Remember: In the right column of notes, with book students write down the details of what they read. students own words. Students recall as but do not worry about missing some 5. Scan: Students rapidly scan the same subsection of text to see whether they missed any details that were or got anything wrong in their notes. 6. Touch-Up: Students add any important details to notes. 7. Plus: Done within 24 hours of the reading, students to notes by looking at the questions and seeing if remember the details written in the other column. review one more time before the test. Younger grades do not have to read and study material for a test from a text book or trade book as much as the grades in Junior High and High School do. Therefore this strategy would probably best be used for students in grades that require more reading to study, rather than just reading in class. Younger grades could still use this strategy, but it might be better as a homework assignment to prepare them for future study, rather than it being their form of study for a test in their 1st grade class. PQR2ST+ is a variation on the SQ3R study system. They feel that this approach adds touches that improve the SQ3R system.

7 SQRC Strategy Reading Study Skills Grade Level Uses: 3-12 Special Population: N/A Cognitive Process: Defining in Context Assistance Researched, Field Tested: YES Author/Creator: C.G. Sakta, 1999 Differentiation: 1. Teacher needs a reading that includes a topic students can refute or support. 2. Teacher will need to have a guide sheet prepared. 3. Teacher cannot be biased and must be prepared to not offer any opinions. 1. Teacher introduces the topic and activates prior knowledge. 2. Students get guide sheet and write whether they are for or against position statement given by the teacher and why. 3. Students rewrite their position statement in question form. 4. Students read the text to find information that supports their position. 5. Immediately after reading, students review their notes and write a brief conclusion. 6. The class is divided into two groups, each representing a position 7. Teacher acts as consultant but does not offer opinions and some students will act as judges, while other students representing each position present arguments. 8. After debate, the judges render a decision as to which side presented the stronger case. When helping younger children who may not have enough knowledge you may want to simplify the topic and reading. The strategy can be used for any area of study and it would work the same way. Things to watch out for: The students may not know how to disagree, so make sure to emphasize respect of everyone s opinions. Not all students will want to participate, so devise ways to include all the students and try to get those not participating more involved. This strategy is used to assist students when studying new material. The students state their position on a topic,

8 create a question, read a piece of text to support their view, and then come to a conclusion regarding the topic as a whole. It is a great way to teach students how to form ideas and how to support those ideas. The strategy helps students concentrate and maintain information.

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