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WCPSS AG Program Updated June 2009

Student Engagement

Strategies

That Promote Deeper Reading through Building Comprehension, Thinking, and Vocabulary Skills

Academically Gifted Program 2008-2009


Table of Contents

Introduction 1-1 How This Resource Supports Increased Student Achievement and Growth 1-2 How This Resource is Organized

Comprehension Strategies 2-1 Four – Two – One 2-2 The Text Rendering Protocol 2-3 Window Notes 2-4 Watching Your P‘s and Q‘s

2-5 Statement Reactions 2-6 Purposeful Reading 2-7 INSERT Strategy 2-8 Table Rally

Summarization Strategies 3-1 Summarization Pyramid 3-2 Predictable Summary 3-3 Sum It Up 3-4 Walk Around Survey 3-5 Final Countdown

3-6 Summarization by Learning Style 3-7 Rule-Based Summarizing 3-8 Main Idea Summarizing 3-9 Collaborative Summarizing 3-10 Etch-a-Sketch Summarizing

Learning and Review Strategies 4-1 Give One Get One 4-2 What I‘ve Learned 4-3 Way-y-y-y-y beyond Description! 4-4 Reciprocal Learning 4-5 Quotes from the Ages 4-6 Hooking Our Students with Style 4-7 Question Variation by Style 4-8 Engaging Memory 4-9 Four Box Synectics 4-10 Shaping Up Review 4-11 Boggle 4-12 Memory Box 1 4-13 Memory Box 2 4-14 Kindling a Fire: Effective Questioning

4-15 Metaphoric Expression 4-16 Success Analysis Protocol 4-17 Round Robin 4-18 Quiz Quiz 4-19 Ticket In 4-20 Exit Card 4-21 Associations 4-22 Quick Write 4-23 Think of a Time 4-24 Write to Learn 4-25 Learning Log 4-26 Questioning for All 4-27 Reviewing with Analogies

Vocabulary Strategies 5-1 Vocabulary Whirl 5-2 Three-Way Tie 5-3 Spider Vocabulary 5-4 Vocabulary Predictions

5-5 Cracking the Code 5-6 Groupthink 5-7 Key Word Strategy

Skillful Thinking Strategies 6-1 Open Compare and Contrast 6-5 Classification 6-2 Focused Compare and Contrast 6-6 Parts-Whole Relationships 6-3 Higher-Level Questioning 6-7 Skillful Prediction 6-4 Challenging All Student


Introduction

How This Resource Supports Increasing Student Engagement, Achievement, and Growth

Overview The strategies in this resource

Align with current WCPSS initiatives for improving learning and teaching

Provide appropriate levels of challenge to develop the knowledge, understanding, and skills specified in the content and learning goals

Are designed to be infused easily into existing lesson plans in order to ensure students are actively thinking and learning

Promote deeper reading in all content areas

Focus on increasing comprehension, thinking, vocabulary, retention, and mastery of skills

With regular use, foster increased performance and high growth for students

Are versatile and adaptable These strategies are aligned with and support research-based best practices in

Brain research

Effective classroom instruction

Differentiated curricula and instruction

Classroom management techniques Benefits Teachers benefit by

Having a wide variety of instructional strategies that are ready to implement and are adaptable and versatile

Having appropriate levels of challenge for various groups of students

Having opportunities for frequent informal formative assessment to inform instruction o Checking for understanding o Clarifying misunderstanding o Providing feedback

Facilitating the learning process by o Assessing prior knowledge o Increasing and varying content review o Introducing new content o Improving questioning techniques o Increasing student-centered and teacher-facilitated activities o Increasing rigor in content learning o Providing opportunities for varied learning experiences o Increasing coaching, classroom discussion, modeling, questioning, and

practice

Experiencing success and a renewed enthusiasm and excitement in the classroom WCPSS AG Program 2009 1-1-1 Student Engagement Strategies


Introduction

Students benefit by

Practicing deeper reading, comprehension, and vocabulary skills

Being more actively engaged

Having more opportunities for listening, reading, speaking, and writing

Improving comprehension, summarization, and vocabulary

Improving thinking

Improving performance

Increasing collaboration with other students

Receiving teacher recognition

Working in different learning styles

Developing their individual learning strengths

Enhancing their understanding through increased use of graphic organizers

Becoming more reflective and responsible for their own learning

Being more involved in appropriate classroom behavior

Having increased opportunities for success in the classroom Diverse needs of learners are met through opportunities for

Flexible grouping

Formative assessments

Higher-order thinking skills

Learning centers or stations

Learning styles

Multiple intelligences

Open-ended activities

Scaffolded support

Student interest

Student self assessment

Tiered activities and assignments

Varied questioning

Varied texts and materials

Tips

Most strategies require little further preparation before being ready to use.

Repeat strategies frequently to increase student and teacher familiarity and, therefore, improve the benefits.

Use a variety of strategies in order to enrich student experiences and increase correlation with content goals.

Experiment with adapting the strategies to different uses.

If a particular strategy isn‘t effective, try it again – perhaps with a different type of implementation.

WCPSS AG Program 2009 1-1-2 Student Engagement Strategies Introduction


How This Resource is Organized Structure of the modules Modules may have 3 parts: 1. The instructions for the teachers

Components: o Description of the engagement strategy o Preparation for using the strategy o Lesson plan

This part is labeled OVERVIEW in the upper right-hand corner. 2. The materials and handouts for the students

There may be several pages of handouts – or none.

They are each labeled HANDOUT in the upper right-hand corner. 3. Ideas for implementing the strategies in the classroom

Components: o Benefits o General applications o Meeting the diverse needs of students o Sample subject-area applications

This page is labeled APPLICATION in the upper right-hand corner. Page Numbers Each page has 3 numbers separated by hyphens in the lower right-hand corner. This system will help you keep your materials organized even as you rearrange modules and module parts to suit your needs.

The first number is the notebook section number: 1 – Introduction 2 – Comprehension Strategies 3 – Summarization Strategies 4 – Learning and Review Strategies 5 – Vocabulary Strategies 6 – Skillful Thinking

The second number is the module number. There is no implied order in the modules. They are numbered simply for organizational purposes.

The third number indicates the page number within the module. Modules are 1-4 pages long.

WCPSS AG Program 2009 1-2-1 Student Engagement Strategies Introduction


How This Resource is Organized (cont.) Strategy Groupings The strategies have been grouped into separate sections for comprehension, summarization, learning/review, vocabulary, and skillful thinking. However, many strategies fit in more than one category or can be easily adapted for a different use. Browse through all sections when you are looking for a strategy for a particular use. WCPSS AG Program 2009 1-2-2


Comprehension

Strategies


Student Engagement Strategies OVERVIEW Comprehension Strategies

Four – Two – One This strategy helps students focus on the most significant ideas in a passage. Teacher Preparation:

1. Select the reading passage. 2. Make a copy of the Four – Two – One graphic organizer (2-1-2) for each

student. Lesson Plan:

1. Students read the passage and individually generate four words that capture the most important aspects of the passage.

2. Each student shares with a partner. The pair then creates a common list of four words.

3. Each pair joins with another pair. The four students work together to narrow the list to two words.

4. Finally, determine the word that best represents the most important learning of the experience.

5. All final words are shared with the entire class. Each student then writes a summary with the words.

A variation of this activity: the students generate phrases or sentences instead of words. Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in April, 2006

WCPSS AG Program, 2009 2-1-1


Student Engagement Strategies HANDOUT Comprehension Strategies

Four – Two – One Tr Dan @aol.com Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in April, 2006 WCPSS AG Program, 2009 2-1-2

One

te

Four

Tw

o



The Text Rendering Protocol This strategy enables students to collaboratively construct meaning, clarify, and expand their thinking about a text or document. Teacher Preparation:

1. Select a text. 2. Determine a method for assigning roles. 3. Make a copy of the note-taking graphic (2-2-2) for each student.

Lesson Plan:

1. Have students prepare for the activity:

Read the text.

Mark a sentence, a phrase, and a word that you think is particularly significant to your understanding of this topic.

2. Assign roles:

A facilitator to guide the process.

A scribe to track the phrases and words that are shared. 3. First Round: Each person shares a sentence from the document that he/she

thinks/feels is particularly significant. 4. Second Round: Each person shares a phrase that he/she thinks/feels is

particularly significant. 5. Third Round: Each person shares the word that he/she thinks/feels is

particularly significant. 6. The group discusses what they learned about the text. 7. The group shares the words that emerged and any new insights about the

document. 8. The group debriefs the text rendering process.

Alternate activity; The text can be jigsawed and the activity done in groups. In this case, use the second handout (2-2-3) with the box for recording summary statements shared in the group. National School Reform Faculty 1/2003 WCPSS AG Program, 2009 2-2-1



Text Rendering Protocol Notes

Article: ______________________________________________________________

Sentence

Phrase

Word

Summary

Connections to personal experience or other knowledge




Text Rendering Protocol Notes

Article: ______________________________________________________________

Sentence

Phrase

Word

Summary

Connections to personal experience or other knowledge

Summary statements shared in group




Window Notes This strategy allows students to reflect their own interests and learning styles as they react to the material presented. Teacher Preparation:

1. Select the material to be studied. 2. Make a copy of the Window Notes chart (2-3-2) for each student.

Lesson Plan:

1. Hand out the Window Notes chart. 2. After studying the material assigned, students should make six to eight notes

that come to mind immediately, writing these notes in the appropriate section of the chart. Students need not fill in all sections nor attempt to make them even.

3. Have students meet with a partner and share/explain some of their notes. 4. Have students observe similarities and differences in the way people react to

material. 5. Have each student count the number of notes in each window and reflect on

what that might mean about his/her learning.

Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in April, 2006 WCPSS AG Program, 2009 2-3-1



Window Notes

Facts How many?

Feelings How many?

Questions How many?

Ideas How many?




Watching Your P’s and Q’s

This pre-reading strategy allows the student to

Set his/her own agenda

Embark on a quest to see if he/she is right or wrong. This strategy also gives the teacher a chance to unhook wrong assumptions before starting and thus avoid having the student build on these misconceptions. Teacher Preparation:

1. Select a text. 2. Make a copy of the graphic organizer (2-4-2) for each student.

Lesson Plan:

1. Distribute the graphic organizer. 2. Have students preview the text and fill in the organizer. 3. Conduct a class discussion and correct wrong assumptions that may interfere

with comprehension. 4. After students have read the text, conduct another discussion for clarification

and review. Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in April, 2006 WCPSS AG Program, 2009 2-4-1



Watching Your P’s and Q’s

Preview

Question:

What’s in the text?

Predict

Question:

What do I think I

will learn from the

text?

Prior Knowledge

Question:

What do I already

know about the

topic?

Purpose

Question:

What do I want to

learn from this

text?




Statement Reactions This strategy enables students to connect both intellectually and emotionally to the material being studied. Teacher Preparation:

1. Find eight statements from the reading selection or create eight statements that call for student reaction.

2. Insert the statements into the template provided (2-5-2).

3. Make one copy of the handout for each student.

Lesson Plan:

1. After the material has been studied, distribute the worksheet.

2. Have students circle the statements they relate to and scratch through the ones they do not care for.

3. On the back of the paper, have students write about why they circled the

ones they did.

4. On the lines at the bottom of the worksheet, have the students list any other statements that they would like to add.

5. Follow up with either small or large group discussion.

Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in April, 2006

WCPSS AG PROGRAM, 2009 2-5-1



Statement Reactions Eight Ideas about __________________________

1

2

3

4

5

6

7

8

Do you want to add other statements that you relate to or find important? Write them here:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in April, 2006 WCPSS AG PROGRAM, 2009 2-5-2



Purposeful Reading This strategy helps ensure success for students by focusing their attention on significant points, giving them opportunities to respond personally to the subject matter, and requiring them to interpret and evaluate. Teacher Preparation:

3. Select the text to be read. 4. Compose up to eight statements about the subject matter. 5. Prepare the worksheets (2-6-2 and 2-6-3) by writing a statement above each

pair of position blocks. At 2 pairs per page, you may need up to 4 pages per student.

6. Make the needed number of copies.

Lesson Plan:

6. Before reading the text, students read each statement and decide if they agree or disagree. In the position block they should check their position and give reasons why.

7. As students read the text, they should determine if the author would agree or disagree with each statement. They should fill in the position blocks and give evidence from the text.

8. Students meet in small groups to share evidence and reach a consensus on whether the author would agree or disagree with each statement. If the group cannot reach a consensus, it may revise the statement so that all members can agree.




Purposeful Reading 1.

My Position _____ Agree _____ Disagree

Author’s Position _____ Agree _____ Disagree

2.






Purposeful Reading 3.



4.






INSERT Strategy This strategy helps students to interact and make connections with the text during reading. It helps to

establish a purpose for reading

draw conclusions about the information in the text

practice note-taking strategies

enhance metacognition

improve reading comprehension using content area text Teacher Preparation:

7. Prepare text material students can write on (personal copy, laminated sheet, page with sheet protector).

8. Make a copy of the INSERT Symbols and INSERT Graphic Organizer (2-7-2) for each student.

Lesson Plan:

1. Hand out the text material. 2. Give each student the INSERT symbol key. Model how to use the INSERT

symbols while reading. 3. Have students read the text once and add the symbols as they read. 4. Have students reread the text and copy notes in the INSERT graphic

organizer. 5. Have each student compare his/her organizer with a partner‘s and modify the

organizer based on discussions with peers and the class. Adapted from Baker’s Dozen Part 1, created by Middle School Instructional Resource Teachers, Wake County Public School System WCPSS AG Program, 2009 2-7-1



Insert Strategy

SYMBOL Facts/Ideas

Adapted from Baker’s Dozen Part 1, created by Middle School Instructional Resource Teachers, Wake County Public School System WCPSS AG Program, 2009 2-7-2

INSERT SYMBOLS

This confirms what I already knew.

Wow! This is an interesting fact/idea.

I want more information about this.

This is confusing and unclear to me.

This is a new idea or word to me.



Table Rally This reading game encourages good listening skills and is an effective way to tackle a very long or complicated reading selection. Students read a text selection and recall important information in a group setting. The game enables students to:

summarize important information from a text

record needed information

reflect on recorded information

recall and refine knowledge

make personal connections with the text Teacher Preparation:

9. Select the text to be read. 10. Prepare to explain the game procedure.

Lesson Plan:

6. Hand out the text material. 7. All students read the text. 8. Divide the class into tables/groups of 4. 9. Each team numbers off from 1 to 4. 10. Person #1 shares with person #2 as much as he/she can remember from the

reading. At the same time, person #3 shares as much as he/she can remember with person #4.

11. Now person #2 shares all that he/she can remember with person #1, and person #4 shares with person #3.

12. Each person, 1-4, shares with the table what he/she learned from his/her partner.

13. The group now passes a sheet of paper clockwise around the table. Each person writes in a complete sentence something he/she learned about the topic. The group continues to pass the paper around until no more information can be recalled or until time is called.

14. The group with the most complete, original sentences wins. Adapted from Baker’s Dozen Part 1, created by Middle School Instructional Resource Teachers, Wake County Public School System WCPSS AG Program, 2009 2-8-1


Summarization

Strategies


Student Engagement Strategies OVERVIEW Summarization Strategies

Summarization Pyramid This strategy helps students look at different kinds of essential elements of the material to be summarized. Teacher Preparation:

1. Select the passage to be summarized. 2. Make a copy of the pyramid (3-1-2) for each student.

Lesson Plan:

1. Have students read the passage. 2. Distribute the handout and have students work individually to

fill in the blanks. 3. Have students share.

Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006. WCPSS AG Program, 2009 3-1-1


Student Engagement Strategies HANDOUT Summarization Strategies

Summarization Pyramid

Topic

____________

Synonym for the topic

_________________

Antonym for the topic

_________________

______ is to ______ as ______ is to ______

What interested me most about this topic

__________________________________________

One idea of my own about this topic

______________________________________________

Three important characteristics of this topic

_________________ _________________ _________________

One thing that is important to remember about this topic

____________________________________________________________________

A question I have about this topic

__________________________________________________________________________

What I learned about this topic ________________________________________________________________________________ Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006. WCPSS AG Program, 2009 3-1-2



Predictable Summary This Cloze-type exercise helps students focus on concepts selected by the teacher. Teacher Preparation:

1. Prepare a summary of the article to be read. 2. Select 20-30 significant words in the text. 3. Prepare a copy of the text with those words left out. 4. Prepare the handout (3-2-2) by adding:

o The word list in the top block o The text with the blanks in the bottom section

5. Make a copy of the handout for each student. Lesson Plan:

1. Provide each student with a copy of the handout. 2. Ask the students to read the list and arrange the words into categories. 3. Direct the students to fill in the probable text using the words provided. 4. Have students read the article. 5. Have students review their filled-in summary and make needed corrections.

Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006.




Predictable Summary Word List Categorize the words above into the following chart:

Setting Characters Action Objects

Use the words in the chart to fill in the summary below.

[Write the Cloze-type summary here.] Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006. WCPSS AG Program, 2009 3-2-2

[List the words here.]



Sum It Up This strategy helps students pick out essential elements of a passage and then evaluate the relative importance of the ideas they have selected. Teacher Preparation:

1. Select the passage to be summarized. 2. Make a copy of the worksheet (3-3-2) for each student.

Lesson Plan:

1. Distribute the handout. 2. Have students read the passage and complete the worksheet.





Sum It Up Read the selection and underline the key words and main ideas. Write these in the box below. Main Idea Words:

Now write a one-sentence summary of the article, using as many main idea words as you can. Imagine you only have $2.00, and each word you use will cost you 10 cents. See if you can ―sum it up‖ in twenty words. Sum It Up for $2.00: ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006. WCPSS AG Program, 2009 3-3-2



Walk Around Survey This strategy helps students gather and evaluate essential information in an article. Teacher Preparation:

1. Select the passage to be summarized. 2. Make a copy of the worksheet (3-4-2) for each student.

Lesson Plan:

1. Have students read the article. 2. Distribute the worksheet. 3. Have students mingle. Each student needs to find 3 informers, one at a time,

and get 3 facts from each informer. 4. Direct students back to the article and have them each check their facts. 5. Working individually, students summarize the facts they have gathered. 6. Students should then reflect on what they know and determine what more

information they need. Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006. WCPSS AG Program, 2009 3-4-1



Walk Around Survey Topic: __________________________________________________________

Informer Fact #1 Fact #2 Fact #3

Go back to the article and check the facts. About which topics do you still need more information?

Briefly summarize what you have learned from your student informers:

What questions do you have?




Final Countdown This strategy helps students identify a very few essential elements of a passage they have read. Teacher Preparation:

1. Select the passage to be read. 2. Make a copy of the graphic organizer (3-5-2) for each student.

Lesson Plan:

1. Have students read the selection. 2. Hand out the graphic organizer. 3. On the bottom row, students should write the 3 most important things they

learned about the topic. 4. On the second tier, they should write 2 questions they still have about the

topic as a result of the reading. 5. On the top tier, students should write one way the new content connects to

material previously learned. (Alternate option: Students write one way the new content connects to them personally.)

6. Have students share. Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006. WCPSS AG Program, 2009 3-5-1



Final Countdown




Summarization by Learning Style This strategy enables the teacher to be deliberate in the decision of whether to have students summarize in their own learning styles or practice in weaker styles. Teacher Preparation:

1. Determine which students will use which learning styles for this exercise: o Focus on content: Have each student summarize in his/her own

preferred learning style in order to increase the strength of the content. OR

o Focus on learning style: Have each student summarize in a less-preferred learning style, strengthening the ability to work in that style. OR

o Have all students use the same style and share strengths and weaknesses.

NOTE: The more strategies students learn, and the more strategies teachers use, the greater the long-term retention and understanding of information will be.

2. Select the passage to be summarized. 3. Make enough copies of the appropriate graphic organizer(s). 4. If different groups will be using different organizers, determine how to

communicate the appropriate instructions to each group. Lesson Plan:

1. Have students read the selection. 2. Distribute the graphic organizers and give the appropriate instructions.

NOTE: The graphic organizers and instructions for each style appear as separate strategies as follows:

3-7 Rule-Based Summarizing (Mastery) 3-8 Main Idea Summarizing (Understanding) 3-9 Collaborative Summarizing (Interpersonal) 3-10 Etch-a-Sketch Summarizing (Self-Expressive)

See the next page for an overview of these styles. Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in April, 2006 WCPSS AG Program, 2009 3-6-1



Summarization by Learning Style

Summarizing Strategies

Mastery Summaries Focus on the literal meaning of the text. Seek objectivity and are a restatement of the essential facts, details, or procedures. Mastery learners like Rule-Based summarizing.

Interpersonal Summaries Involve collaborative efforts and personal reactions. Interpersonal learners like Collaborative summarizing.

Understanding Summaries Pinpoint logical relationships between and among ideas and seek conceptual clarity. Focus on the analysis of causes and effects and the organization of evidence to explain and prove ideas. Understanding learners like Main Idea summarizing.

Self-Expressive Summaries Invite the use of imagination and creativity in summarizing. Utilize a variety of mediums to express ideas in a way that is original and provocative. Self-Expressive learners like Etch-A-Sketch summarizing.




Rule-Based Summarizing This strategy provides students with a specific set of rules for summarizing a text. The rules follow the cognitive processes involved in summarizing, deleting, substituting, and keeping. Teacher Preparation:

5. Select a passage for students to read.

Lesson Plan:

3. Present the steps in the Rule-Based Summarizing Strategy:

Delete trivial material that is unnecessary to understanding.

Delete redundant material.

Substitute super-ordinate ideas for lists (e.g. farm animals for chicken, cows, and pigs).

4. Model the process for students using a ―Think Aloud‖ with a sample passage. 5. Assign a text for students to summarize.

6. Have students first read the text, then apply the rules of summarizing.

7. After applying the rules, ask the students to rewrite their summary.

8. Have students read their summary and compare it to the text.

9. Have students reflect upon the summary‘s accuracy, completeness, clarity,

and coherence.

10. Have students pair up and compare summaries. How are they alike? How are they different? What rules in the Rule-Based Summarizing Strategy did each student apply?




Main Idea Summarizing This strategy provides students with a specific set of steps for creating and evaluating a main idea from a passage. It helps students to summarize the passage using details. Teacher Preparation:

6. Select a passage for students to read. 7. Prepare a Main Idea organizer (3-8-2). 8. Make a copy of the organizer for each student.

Lesson Plan:

11. Assign students the passage to read and distribute copies of the graphic organizer for analyzing the main idea.

12. As they read, have the students identify five to fifteen words or phrases they

feel are important.

13. Ask the students to look over the words and determine the topic of the passage. (What is the subject of the passage?) The topic should be a noun or phrase.

14. Have the students use the key words to establish a main idea and write a

sentence which explains what the passage is saying about the topic. The subject of the sentence should be the noun or noun phrase.

15. Have the students list the details in the passage that support the main idea. If

the students cannot find enough details, they should write another main idea or pick a new topic.

16. Discuss with students what they have written and have them evaluate and

refine the process.

17. Have students summarize the text, beginning with the main idea and using details to support it.





Main Idea Summarizing

Support Support Support

Summary


Key Words _______________ _______________ _______________ _______________ _______________ _______________ Topic: _______________ _______________ _________________________ _______________ _______________ _______________ _______________ _______________ _______________ _______________

Main Idea



Collaborative Summarizing This group writing structure teaches students how to create powerful summaries through collaboration and consensus negotiation. Teacher Preparation:

9. Select a passage for students to read or some other form of information input. 10. Make copies of the organizers (3-9-2 and 3-9-3) for each student.

Lesson Plan:

18. Assign students the passage to read (or other information to receive) and distribute copies of the graphic organizer for analyzing the main idea.

19. Have the students list, individually, the three to six most important ideas from

the material.

20. Instruct students to pair up and review the rules for consensus negotiation:

Avoid win-lose situations.

Avoid quick and simple solutions.

Make sure all positions use evidence and are logical.

21. Have partners create a negotiated list that reflects their combined agreement on the three to six most important ideas.

22. Have each pair meet with another pair. Now have the four students

renegotiate their lists and order the list so that it makes sense as a summary.

23. Each group should prepare a collaborative summary.

24. Have groups pair up again. Have each group of four share its summary with the other groups and then, together, have all eight students develop a set of criteria for powerful summaries.

25. Instruct the students to use these criteria throughout the year to develop

summaries. Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in April, 2006




Collaborative Summarizing

My Ideas

My Partner‘s Ideas

Our Ideas




Collaborative Summarizing

Our Group‘s Final Ideas

Our Group‘s Summary




Etch-a-Sketch Summarizing This is a tool used to present information and enhance student memory. Students draw symbols, icons, or pictures to represent ideas being presented in a lecture or other form of presentation. Teacher Preparation:

11. Select a passage for students to read or prepare a presentation.

12. Make copies of the 2 organizers (3-10-2 and 3-10-3) for each student. Lesson Plan:

26. Review the concept of stick figures, icons, and simple sketches and present examples.

27. Present an overview of the passage or presentation. 28. Distribute the handouts. 29. Assign the passage or make the presentation.

30. As they read or as you present, have students draw pictures or icons to

represent their understanding of the ideas.

31. Students meet with a partner to examine their pictures. Each student tries to guess what the symbols represent.

32. After the students review their pictures, have them record what they believe to

be the big ideas and important details.

33. Lead a discussion of the ideas presented.

34. Have students synthesize their ideas in writing, visual format, or a combination of both.





Etch-a-Sketch Summarizing

Sketch Big Ideas / Important Details

1

2

3

4

5




Etch-a-Sketch Summarizing

Summary

Reflection What made this task hard? What made it easy? What will I do next time to make this easier? Additional reflections . . .



Learning and

Review Strategies


Student Engagement Strategies OVERVIEW Learning and Review Strategies

Give One Get One

This strategy can quickly generate a lot of information for review. Teacher Preparation:

1. Select the topic(s) for review.

Lesson Plan:

1. Announce the topic. 2. Have students individually generate their own lists of everything they can

remember about the topic. 3. Have students mingle in the classroom and find partners. 4. Each student shares an idea or fact on the topic with his/her partner. The

partner shares one in return. 5. Instruct students to add the new facts obtained to their lists. 6. If both students have the same item to share, they must generate another

idea together. 7. After several rounds, students come back together and share with the class.

Students must follow the rules:

Work in pairs only

No huddling

No copying of whole lists Adapted from The Thoughtful Classroom: Making Students as Important as Standards -- The New American Lecture, presented by Daniel Moirao, Ed. D., at Fuquay-Varina High School, March 6, 2008. WCPSS AG Program, 2009 4-1-1



What I’ve Learned This is a way to have students relate new knowledge to real world issues. Teacher Preparation:

1. Determine a focus topic. 2. Make a copy of the handout (4-2-2) for each student.

Lesson Plan:

1. Have students fill in the worksheet relating the focus topic to the five categories.

2. Students do not need to respond in every category but should have a total of six statements distributed in any way they wish among the five categories.

3. Optional: Have students select one statement and extend it by illustrating it, creating a song about it, writing a poem or skit, or carrying out another creative task.

4. Follow up with small or large group discussion.

Growing Good Kids © 1996 Deb Delisle and Jim Delisle. Free Spirit Publishing Inc. Reproducible for classroom use only. Adapted from Meeting the Intellectual and Emotional Needs of Gifted Children in a School Setting, presented by Dr. James R. Delisle to the Academically Gifted Department of the Wake Country Public

School System on November 15, 2007. WCPSS AG PRGRAM, 2009 4-2-1


Student Engagement Strategies HANDOUT Learning and Review Strategies

What I’ve Learned Here are some life lessons related to _______________________________. …about family ...about friends …about school …about myself …about our world Growing Good Kids © 1996 Deb Delisle and Jim Delisle. Free Spirit Publishing Inc. Reproducible for classroom use only. Adapted from Meeting the Intellectual and Emotional Needs of Gifted Children in a School Setting, presented by Dr. James R. Delisle to the Academically Gifted Department of the Wake Country Public School System on November 15, 2007. WCPSS AG PROGRAM, 2009 4-2-2



Way-y-y-y-y beyond Description! This activity gives students an opportunity to examine themselves and showcase the aspects of themselves which they value. Teacher Preparation:

1. Have a thesaurus for each student. 2. Adjust instructions as needed. For example, the number of adjectives can

be reduced for young students. 3. Make a copy of the handout (4-3-2) for each student.

Lesson Plan:

1. Introduce the activity and distribute the materials. 2. Allow a large amount of work time for this activity. 3. The culminating activity should be a presentation from each student about any aspect of the assignment that he or she chooses to elaborate on.

Adapted from Meeting the Intellectual and Emotional Needs of Gifted Children in a School Setting, presented by Dr. James R. Delisle to the Academically Gifted Department of the Wake Country Public

School System on November 15, 2007. WCPSS AG PROGRAM, 2009 4-3-1



Way-y-y-y-y beyond Description! We know, we know – you are unique. No one in the world who has ever lived is exactly like you and, until cloning becomes popular, that is the way it will be. But there are qualities that each of us has that others share – athletic, kind-hearted, thoughtful, spirited – and maybe some that are truly individual to you – perspicacious, pedantic, or idiosyncratic (look them up). In fact, if you try real hard, we bet you can come up with 100 adjectives that describe the person you are.

… And that, dear students, will be the first of your three tasks to complete this

assignment: finding 100 adjectives that describe who you are, and listing them alphabetically for all to see (try to locate some words that no one knows – like perspicacious – as long as you learn what they mean!). But, as you know, you have become the person you are thanks to others with whom you have come into contact – family, friends, teachers, strangers, even book

characters! So, your second task is to complete a short essay (one page or so,

double spaced) describing both an individual and an incident that has made you the person you are – in effect, that explains the adjectives you chose to describe yourself.

Then comes the most revealing, creative, and interpretive part: for your third

activity you are going to take all 100 adjectives (or as many as you can fit) and create an illustration using only these adjectives that is connected, somehow, with the essay you just wrote (you are using the words, in all directions, as lines and shading in your drawing). Perhaps it will be the image of a tree, because the person whom you wrote about shared her love of nature with you. Maybe it will be a spiral, as the person you wrote about enters and re-enters your life occasionally and always teaches you something about yourself. Or, maybe the illustration will be a box of crayons, because the person you wrote about was in your life as a little kid and gave you some wisdom that you still possess today. Whatever … No drawing is wrong, because, after all, this is your life we‘re talking about. Think deep, find some big words in a thesaurus or dictionary, and start revealing your life! Have a good trip! Adapted from Meeting the Intellectual and Emotional Needs of Gifted Children in a School Setting, presented by Dr. James R. Delisle to the Academically Gifted Department of the Wake Country Public

School System on November 15, 2007. WCPSS AG PROGRAM, 2009 4-3-2



Reciprocal Learning This strategy is a learning and review tool that enables students to

Learn by coaching

Focus on accuracy by referencing coaching notes

Examine own thinking by talking through the process of finding the answer

Adjust thought processes as needed by being coached Teacher Preparation:

11. Prepare a worksheet with 5-6 multiple-choice questions on a topic or using a skill. Entitle the sheet ―Player‘s Questions.‖

12. Prepare a matching worksheet with the right answers and detailed explanations of why the right answers are right and the wrong ones not. Entitle this sheet ―Coach‘s Answers and Hints.‖

13. At the bottom of both sheets put the same ―Cooperative Challenge‖ question. 14. Prepare a second set of worksheets. 15. Make enough copies so that each pair of students will have a copy of both

sets. NOTES:

a. The worksheets take some time to develop. You can have students develop questions, then collect them and take the best.

b. To form the pairs: List your students in order of ability/performance. Divide the list in half, and pair the first student of the top half with the first of the second, then the second students of each half, etc. This keeps the range of performance within each pair similar.

Lesson Plan:

9. Arrange the students into working pairs. 10. Identify the roles of Player and Coach. Model each role. 11. Hand out the worksheets and allow time for each pair to work through the

exercise. a. Players work through the questions. b. Coaches help as needed without revealing the answers. Pairs who finish early should work together on the challenge question at the bottom of the page.

12. Reverse roles for the second set. 13. Students reflect on what they have learned.




Quotes from the Ages…Quotes from the Sages

This strategy helps students to see the underlying message in the few words of a quote or ―one-liner‖ and to examine their own thoughts, feelings, and aspirations. Teacher Preparation:

1. Gather a varied selection of famous quotes or provide materials for students to find the quotes themselves.

2. Preview websites providing quotations: www.quotationspage.com, www.quoteland.com, www.quoteworld.org, etc.

3. Make a copy of the handout (4-5-2) for each student. Lesson Plan:

1. Have students examine a few famous quotes from famous people, looking for the meaning underneath the words.

2. Have students examine lots of quotes until they find one that is personally meaningful to them.

3. Direct students to follow the activity instructions on the handout. Adapted from More Than a Test Score: Gifted and Teenage, Too, presented by Dr. James R. Delisle to the Academically Gifted Department of the Wake County Public School System on November 16, 2007. WCPSS AG Program, 2009 4-5-1

http://www.quotationspage.com/

http://www.quoteland.com/

http://www.quoteworld.org/



Quotes from the Ages…Quotes from the Sages

Books contain thousands of words, movies contain hundreds of lines of script, and songs contain dozens of lines of rhyme or verse. Yet, even in the best written book, movie, or song, a few ―one-liners‖ stand out. Consider these:

―To be or not to be. That is the question.‖

―My mom always said ‗life is like a box of chocolates—you never know what you‘re gonna get.‘‖

The reason that one-liners often leave an impact that is bigger and longer lasting than you might assume a few simple words can have is that there is an underlying message in those few words—something that makes us hope, or dream, or remember, or smile. Examine these quotes from famous people, looking for the meaning underneath the words:

I am not afraid of storms, for I am learning to sail my ship. –Helen Keller

Not all who wander are lost. –J.R.R. Tolkein

One person with courage is a majority. –Thomas Jefferson

No person is your friend who demands your silence or denies your right to grow. –Alice Walker

When you were born, everyone around you was smiling and you were the one crying. Live life so that when you die, everyone around you is crying and you are the one smiling. –Anonymous

The only thing worse than being denied opportunities is being forced to take them. –Eric Grevstad

Your assignment:

1. Examine lots of quotes until you find one that is personally meaningful to you. You can use one of the quotations above, browse through books of quotations, or visit one or more of these websites:

www.quotationspage.com

www.quoteland.com

www.quoteworld.org 2. Find a quote that educates or amuses you or relates in some way to your life (the one you have

already led, the one you are leading now, or the one you hope to lead in the future). 3. Copy the quote in large size font (36 point is a good choice) at the top of a sheet of paper. 4. Under the quote, write a two-paragraph explanation of why you chose this quote over all others:

The first paragraph: o Explain what you think the author meant by this quote.

The second paragraph: o Explain, in detail, what this quote means to you. o Give a specific example from your life where this quote came in handy or could

have come in handy to help you understand something that occurred.

Adapted from More Than a Test Score: Gifted and Teenage, Too, presented by Dr. James R. Delisle to the Academically Gifted Department of the Wake County Public School System on November 16, 2007. WCPSS AG Program, 2009 4-5-2

http://www.quotationspage.com/

http://www.quoteland.com/

http://www.quoteworld.org/



Hooking Our Students with Style A good hook for a lesson can favor any one of the four learning styles. Teacher Preparation: Use the chart below to create lesson hooks in the different learning styles. Rotate styles to address the different needs of your students. As students are repeatedly asked to think in different styles, they become more comfortable in using all of them.

Mastery Hooks Ask students to recall what they already know.

Interpersonal Hooks Ask students to use their own feelings and experiences to connect to and process new information.

Understanding Hooks Ask students to examine data and expand prior knowledge.

Self-Expressive Hooks Ask students to use metaphors or ―What If?‖ inquiries to harness the imagination in deep processing of content.

© Thoughtful Education Press, 2008 Adapted from The Thoughtful Classroom: Making Students as Important as Standards, The New American Lecture presented by Dr. Daniel Moirao, Ed. D., at Fuquay-Varina High School, Wake County Public School System, on March 6, 2008. WCPSS AG Program, 2009 4-6-1



Question Variation by Style The kinds of questions we pose determine the kind and depth of thinking our students do. Teacher Preparation: Prepare questions that connect to the different learning styles. Use the chart below for ideas. Vary your questions according to the thinking you are after and in order to give all students practice in the different styles.

Mastery (Recall)

Understanding (Reason)

Interpersonal (Relate)

Self-Expressive (Recreate)

Recall Who, what, when, where?

Compare / Contrast How are they similar and/or different?

Explore feelings How would you? How do you? How did you feel or think?

Imagine/ Suppose What if?

Describe/ Use a procedure How?

Prove/ Disprove Evidence and/or support and refute.

Empathize If you were ___, how would you feel and think about ___?

Design/ Create How would you?

Summarize Retell or restate

Explain how/ why Cause and/or effect

Evaluate Which is best? How do you rate? Or strength and weaknesses of …

Think in metaphors How is ___ like a ___?

© Thoughtful Education Press, 2008 Adapted from The Thoughtful Classroom: Making Students as Important as Standards, The New American Lecture presented by Dr. Daniel Moirao, Ed. D., at Fuquay-Varina High School, Wake County Public School System, on March 6, 2008, and from a workshop conducted by Dr. Moirao for the Academically Gifted Department of WCPSS in November, 2006. WCPSS AG Program, 2009 4-7-1



Engaging Memory This strategy sets the purpose for the lesson and helps students remember new material. Teacher Preparation:

1. Create 6 statements about interesting ideas related to the topic and enter them in the chart (4-8-2).

2. Make a copy of the handout for each student. Lesson Plan:

1. Distribute the handout. 2. Direct students to work individually, choosing to agree or disagree with each

statement. 3. Conduct the lesson. (Alternately: Have students read the text.) 4. Direct students to return to their charts and re-read the statements. They

may change any of their answers. 5. In pairs or small groups, students discuss their answers.

Adapted from The Thoughtful Classroom: Making Students as Important as Standards, The New American Lecture presented by Dr. Daniel Moirao, Ed. D., at Fuquay-Varina High School, Wake County Public School System, on March 6, 2008. WCPSS AG Program, 2009 4-8-1



Engaging Memory Work alone. Reflect on each of the statements below. Decide if you agree or disagree with each.

Agree Statements Disagree

1.

2.

3.

4.

5.

6.

Share your responses with a partner. Discuss your similarities and your differences. © Thoughtful Education Press, 2008 Adapted from The Thoughtful Classroom: Making Students as Important as Standards, The New American Lecture presented by Dr. Daniel Moirao, Ed. D., at Fuquay-Varina High School, Wake County Public School System, on March 6, 2008. WCPSS AG Program, 2009 4-8-2



Four Box Synectics This exercise encourages divergent thinking. Teacher Preparation:

1. Make enough copies of the handout (4-9-2) for each group of four students to have one.

Lesson Plan:

1. Have students get in groups of 4. 2. Distribute the handout (4-9-2), one to each group. 3. For each of the 4 boxes, call out a category (e.g., commonly found household

objects, animals, things found in a forest, recreational activities, foods, etc.) and have students write one item in that category in the box.

4. Give students 3 minutes to brainstorm 4 sentences using the topic of the lesson in the first blank and each item in the boxes in the second blank.

5. Have each group choose the 2 sentences they like best and share them with the class.





Four Box Synectics

A ____________________________ is like a ___________________________ because _________________________________________________________ A ____________________________ is like a ___________________________ because _________________________________________________________ A ____________________________ is like a ___________________________ because _________________________________________________________ A ____________________________ is like a ___________________________ because _________________________________________________________ Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006. WCPSS AG Program, 2009 4-9-2



Shaping Up Review This is a quick review strategy. Teacher Preparation:

1. Make a copy of the handout (4-10-2) for each student. Lesson Plan:

1. Have students fill in the worksheet. 2. Share in small groups.





Shaping Up Review Write 4 things that are important to be remembered. Write 1 thing that you enjoyed learning.

Write the 3 most important facts you learned.

Write 1 all-encompassing statement that summarizes the most important concepts learned.




Boggle

This strategy helps students to review material and to develop their own individualized study guides – created by students, not teachers. Teacher Preparation:

1. Make a copy of the Boggle graphic organizer (4-11-2) for each student. Lesson Plan:

1. Give students 2 minutes to review their notes. 2. Distribute the graphic organizer. Give students 2 minutes to list all the

information they can remember (sentences, phrases, drawings), including details, in the ―What I Remember‖ section.

3. Give them 2 minutes for ―Group Rehearsal‖: Students share in groups of four, adding any missing information in the ―Group Rehearsal‖ box.

4. Give them 2 minutes to compete. Students pair up with someone that is not in their group and compare notes. They star any information that they have that their peer does not. They write in the ―Missed Information‖ box any information that their peer has that they do not.

5. Give them 2 minutes to score: zero points for information they both had; one point for each detail the partner didn‘t have. If a student challenges the accuracy of a partner‘s fact, that partner must be able to defend the fact or he receives no points. Conflicts are resolved by the teacher.

6. The team of 4 reconvenes and totals the number of stars (points) for all members. Each team announces its total. Opposing teams may question high totals and request explanations. In the missed information box, students should put a special symbol next to the items that everyone in the group missed. These items need extra study time.

7. Students share the information in their ―Missed Information‖ boxes. As students call out the facts, the teacher comments on each (―That will be on the test.‖ Or ―That will not be on the test, but … [related info] will.‖ In addition, the teacher can comment ―I didn‘t hear anyone say _________. That is important and will be on the test. I suggest you write that in the missed information box.‖

Adapted from The Thoughtful Classroom: Making Students as Important as Standards The New American Lecture, Dan Moraio, Ed. D. presented at Fuquay-Varina High School, March 6, 2008. WCPSS AG Program, 2009 4-11-1



Boggle

What I remember… Group Rehearsal… Missed Information Adapted from The Thoughtful Classroom: Making Students as Important as Standards The New American Lecture, Dan Moraio, Ed. D. presented at Fuquay-Varina High School, March 6, 2008. WCPSS AG Program, 2009 4-11-2



Memory Box 1

This strategy helps students to review material, relearn material they have forgotten, and build their individualized study guides. Lesson Plan:

1. Have each student take out a piece of paper and draw a box that should be about the size of the paper.

2. Give the students approximately 90 seconds to look over the materials or notes that were covered in the lesson.

3. Have students put the materials and notes to the side (out of sight). 4. When you say to start, the students should do a memory release. They write

down everything they remember in their boxes (complete sentences, phrases, words, pictures, etc.)

5. Then have each student stand up and find another person to share with. Give students the following instructions:

If you have something that your partner doesn‘t, put a star beside it.

If your partner has something you don‘t, add it to your list and put a moon beside it.

6. Repeat this process several times, changing partners. 7. Have each student counts his/her stars. Every time you do the memory box,

each student should try to beat his/her previous score of stars. 8. Now have students get into small groups to

Share the notes that they mooned.

Determine the MVPs (most valuable points to remember). 9. Point out to students that they now have a study guide individualized to their

own needs. Adapted from The Thoughtful Classroom: Making Students as Important as Standards The New American Lecture, Dan Moraio, Ed. D. presented at Fuquay-Varina High School, March 6, 2008. WCPSS AG Program, 2009 4-12-1



Memory Box 2

This strategy helps students to review material and focus on essential elements. Teacher Preparation:

1. Make a copy of the graphic organizer (4-13-2) for each student.

Lesson Plan:

10. Distribute the graphic organizers. 11. Have students fill them in. 12. In small groups, have students check that essential elements have been

included. Adapted from The Thoughtful Classroom: Making Students as Important as Standards The New American Lecture, Dan Moraio, Ed. D. presented at Fuquay-Varina High School, March 6, 2008. WCPSS AG Program, 2009 4-13-1



Memory Box 2

Topic: ______________________________________________________________________

On this side, jot down ten things you can remember about this topic

On this side, for each thing you remember, explain why it is important

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Adapted from The Thoughtful Classroom: Making Students as Important as Standards The New American Lecture, Dan Moraio, Ed. D. presented at Fuquay-Varina High School, March 6, 2008. WCPSS AG Program, 2009 4-13-2



Kindling a Fire: Effective Questioning

This strategy increases the effectiveness of questioning by helping teachers to pose questions. Teacher Preparation:

1. Study the material on the following pages. 2. Prepare strong kindling questions to spark students‘ thinking on the material

to be discussed. Lesson Plan:

1. Pose a question. 2. Allow students to think about the question. 3. Have students record their ideas. 4. Have students share their responses in pairs or small groups. 5. Direct students to

seek similarities between or among their responses

critique ideas

generate new ideas

draw conclusions 6. As a large group, collect and record ideas so they can be examined and

explored further. Adapted from Rigor across the Curriculum, a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006.





There is a difference between asking and posing a question:

Kindling is a way to pose a question. FIRE Find a question that can be explored:

Create questions like these samples: Suppose the rivers in the United States flowed more east to west than north to south. How

would that have changed the period of colonization? Why are Frog and Toad such good friends? How would you explain finding a square root to your little sister?

Why? These questions can be explored because the whole point of posing a question is to help students understand and revise their own thinking processes. The emphasis is on developing the process of thoughtful answering, not just finding the right answer.

Internalize the question. Ask the question slowly; give a setting, a bit of background information.

Maybe ask the question in different ways. Always tell your students to stop and think, to ask themselves what the question is asking for, and to restate the question in their own words.

Why? Thoughtful questions need to be mulled over, thought about, even analyzed. Lots of students‘ answers are not productive because they are answering a different question than the one asked.

Record your thoughts. When posing a question, refrain from using the word ―answer.‖

Instead, ask for students‘ thinking. Encourage students to jot down their ideas, make some notes, and sketch out their thoughts.

Why? You want to develop your students‘ thinking, not secure a particular answer. In addition, you want them to know that what they say once they begin their discussion is provisional. These are only their first thoughts. Last, you want to remember that quality thinking takes time. Note-making slows their thinking down, gets it out in the open where they can see it, but doesn‘t commit them to a final answer.

Exchange ideas with a partner. Ask students to share their thoughts with a partner.

Have them look for similarities and differences and teach them to respond to each others‘ thoughts.

Why? Thought is internalized conversation, and conversation develops and nurtures thinking. Adapted from Rigor across the Curriculum, a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006. WCPSS AG Program, 2009 4-14-2

Asking When a question is asked, the questioner is generally looking for one right answer and wants it

quickly.

Posing When a question is posed, it is an invitation to the student to think along with the questioner, to venture into unknown territory, and to see what kinds of answers can be developed or discussed together.


Compare and contrast Frog and Toad as characters and as friends. What are the important differences in solving word problems where you are

looking for the rate and those where you are seeking the distance? How are igneous rocks similar to and different from metamorphic rocks. Are Columbus and an astronaut more similar to or more different from each

other?

How would you feel if you were Harry Truman and you had to decide whether to drop the atom bomb?

How have your feelings about Macbeth changed between the first act and the fifth?

What are some possible feelings people might have about a new chemical plant opening in their town?

What are your thoughts and feelings about our test on long division this Friday?

Evaluate Harry Truman‘s decision to use the atomic bomb at the end of World War II.

What are the advantages and disadvantages of building new industries in a small town?

Which is more convincing in geometry: a direct or an indirect proof? What are the strengths and weaknesses of Macbeth‘s character?

What words and ideas come to mind when I say the word, ―Friendship‖? How is Macbeth at the end of Act V like a ―sputtering candle‖? Is the earth‘s atmosphere more like a microwave or more like a quilt? Create a web showing ideas necessary to think about in solving time, rate,

and distance problems.

What are the principle steps in the development of the Roman Empire? How do you solve a long division problem? What should you do when you meet an unfamiliar word when you are

reading? How does your body digest the food you eat?

List the rules for maintaining good dental health. What are the five most important events in the Fall of the Roman Empire? What are six ways an author can attract a reader‘s interest at the beginning

of a story? List eight different ways we use rational numbers.



Adapted from Rigor across the Curriculum, a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006. WCPSS AG Program, 2009 4-14-3

C

R

E

A

T

E

Compare and Contrast

Relate Personally

Evaluate

Associate & Imagine

Trace & Sequence

Enumerate


Describe the important changes that occurred during your ―Tornado in a Bottle‖ lab.

Describe how Frances (in Best Friends for Frances) goes about deciding who her friend is.

Describe Lincoln‘s plan for Reconstruction. Describe what you observed while I was solving this problem on the area

of an irregular polygon.

Define division and give examples. Define the Monroe Doctrine. What makes a reptile a reptile? What makes a friend a friend?

What do you predict will happen when Frog and Toad go outside to test their courage?

What if we changed this element in your lab? How would your results differ?

What patterns do you see in the ways colonists adapted to their new environments?

Look over these multiplication and division of fractions problems without computing their answers. What predictions can you make about their products and quotients?

What evidence could you use to support or refute this statement: ―Toad is a better friend than Frog is.‖

How would Louis XIV justify his role as an absolute monarch? Find the three errors in these subtraction problems and explain what led to

each error. How would you explain why all life on earth depends on the sun?

Retell without looking one story from Arnold Lobel‘s Mouse Soup. Summarize Hamlet‘s ―To Be or Not to Be‖ monologue. What would be a good headline for what we have learned in our study of

penguins? How would you summarize what we have learned about polynomials?



Adapted from Rigor across the Curriculum, a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in November, 2006. WCPSS AG Program, 2009 4-14-4

Identify and Describe

Define

Explore & Predict

Argue & Explain

Summarize

I

D

E

A

S



Metaphoric Expression This exercise encourages divergent thinking. Lesson Plan: Remind students of the topic being reviewed. Give them the following instructions:

1. Choose a concept related to this topic.

2. Review what you know about the concept.

3. Establish an analogue to compare it to.

4. Ask yourself how the concept is like the analogue.

5. Think about how the two differ.

6. Establish a new, direct analogy.

7. Synthesize your new understanding in a product or performance.

Adapted from a workshop conducted by Daniel R. Moirao for the Academically Gifted Department of the Wake County Public School System in April, 2006.




Success Analysis Protocol This strategy enables students to focus on and share success. Teacher Preparation:

1. Make a copy of the handout (4-16-2) for each student. Lesson Plan

1. Have each student identify a success. ―Success‖ is defined as something that proved to be highly effective in achieving an outcome important to the presenter (National School Reform Faculty). It doesn‘t have to be a large success – we can learn a lot from small successes.

2. Have each student write a short description of the success, describing specifics. They should be sure to answer the question, ―What made this experience different (and more successful) from others I have had?‖ (2 min)

3. At each table, the first presenter tells the story of his or her success in as much detail as time allows. The group takes notes. (2 min)

4. The group asks clarifying questions about the details of the success in order to fill in any information the group needs in order to be able to be helpful to the presenter. (1 min)

5. Group members discuss what they heard the presenter say and offer additional insights and analysis of the success. The presenter is silent and takes notes. (2 min)

6. The presenter reflects on the group‘s discussion about what made this so successful. (1 min)

7. Repeat steps 3 through 6 for each member of the group. Keep the focus on the underlying principles or processes that made for success.

Adapted from ―Success Analysis Protocol,‖ National School Reform Faculty, CFG Institutes-2003-04 (mission: To foster student learning so that success is the only option). WCPSS AG Program, 2009 4-16-1



Success Analysis Protocol

1. Description of your success

2. Notes on _____________’s success



4. Notes on group discussion of my

success

5. Final personal reflection on my

success

Adapted from ―Success Analysis Protocol,‖ National School Reform Faculty, CFG Institutes, 2003-04 (mission: To foster student learning so that success is the only option). WCPSS AG Program, 2009 4-16-2



Round Robin This strategy enables students to review and correct missed and misunderstood information. Teacher Preparation:

1. Prepare sets of review cards with one question per card. Prepare one set for each group.

Lesson Plan:

1. Arrange the students in groups and give each group a set of review cards. 2. Have the students in each group number off. 3. Student #1 in each group draws a card and reads the question. 4. Everyone in the group writes out an answer. 5. The person to the right of #1 reads his/her answer. 6. If the group agrees with the answer, student #2 draws a card and repeats the

process. If the group does not agree, members should share alternative answers and see if they agree on one. If they cannot agree, the teacher resolves the issue.

7. Repeat. Adapted from a workshop conducted by Daniel R. Moirao for the Wake County Public School System. WCPSS AG Program, 2009 4-17-1



Quiz Quiz This strategy develops a student review and focuses attention on learning styles. Lesson Plan:

1. Give students 2 minutes to review notes. 2. Divide the class into teams of four. 3. Each team should formulate 8 questions, 2 in each learning style, based on

the content. 4. The team provides the answers to the questions on the back of the page. 5. The teacher uses these questions during a review session or as a bank of

test questions. Adapted from a workshop conducted by Daniel R. Moirao for the Wake County Public School System. WCPSS AG Program, 2009 4-18-1



Ticket In This strategy requires students to review recent information, reflect on it, and practice writing skills. Concepts are reviewed 3 times: (1) when writing down the answer, (2) when reading a fellow student‘s answer, and (3) when discussing it in class. Teacher Preparation:

1. Select focus or question(s) for the exercise. Lesson Plan:

1. Either for the previous night‘s homework or for the current day‘s warm-up activity, ask an open-ended question about the previous day‘s work or about the current unit and have students write a response on an index card. Allow enough time for students to write a thoughtful answer of several sentences.

2. Collect the cards and redistribute them randomly. 3. Call on one student at a time and ask, ―What is on your card?‖ 4. Use the answer as a basis for discussion and review. 5. Call on as many students as your time allows.

Adapted from a workshop conducted by Daniel R. Moirao at Fuquay-Varina High School, Wake County Public School System, on September 25, 2008. WCPSS AG Program, 2009 4-19-1



Exit Card This strategy requires students to review recent information, reflect on it, and practice writing skills. It provides the teacher with feedback useful for planning the next day‘s class. Teacher Preparation:

2. Select the prompt for the exercise. Lesson Plan:

6. A few minutes before the end of class, ask an open-ended question about that period‘s work. Allow enough time for students to write a thoughtful answer of several sentences. Sample prompts:

What did you learn today that you did not know yesterday?

What was the most difficult or confusing idea that we learned today? Why?

What are the three most important ideas you learned today? Why?

Pick one thing said today in class about our topic and comment on it.

What questions do you have about today‘s lesson?

Predict what we will learn next in class.

What would you like reviewed and why?

If you were going to teach today‘s concept to a student who is absent, what would be in your preparation notes?

What can I do to help you learn better in class? Please be specific. 7. Collect the cards as students leave the room (it is their ticket for leaving). 8. Use the feedback to plan for the next day.




Associations This questioning strategy activates students‘ prior knowledge by having students share whatever comes to mind in response to a stimulus, prompt, or provocative question. Teacher Preparation:

3. Select the stimulus (or stimuli) for the exercise. Lesson Plan:

9. Provide a prompt or provocative question. 10. Have students generate a list of ideas that come to mind. Responses can

include words, thoughts, pictures, feelings, etc. 11. Ask students to share. Encourage by indicating that there is no right or wrong

answer. 12. Lead the class in an examination of their collective thoughts to identify any

common ideas or patterns. Adapted from a workshop conducted by Daniel R. Moirao at Fuquay-Varina High School, Wake County Public School System, on September 25, 2008. WCPSS AG Program, 2009 4-21-1



Quick Write This strategy provides informal practice in writing and proofreading while reviewing a topic. Teacher Preparation:

4. Select the topic for the exercise. Lesson Plan:

1. Give the instructions for the exercise:

Write as much as you can on the topic in the time given.

Do not stop writing. Push yourself to think of additional things to write.

When you run out completely, write about why you are stuck. 2. Announce the topic. 3. Allow sufficient time, giving occasional reminders to students to keep writing. 4. Call a stop to the writing, and have students look over their writing in

preparation for sharing. [Note: With a purpose, even a quick look leads to some corrections and changes.]

5. Have students share. Adapted from a workshop conducted by Daniel R. Moirao at Fuquay-Varina High School, Wake County Public School System, on September 25, 2008. WCPSS AG Program, 2009 4-22-1



Think of a Time This strategy maximizes classroom participation by helping students explore a concept from multiple perspectives or different points of view based upon their prior knowledge and experiences. It also encourages self examination and metacognition. Teacher Preparation:

5. Select the issue or concept to be examined. Lesson Plan:

1. Group students into threes and assign each student a number (1, 2, 3). 2. Have students examine an issue from the point of view of a participant and

respond individually in writing. 3. Have the students in each group compare their writing products to look for

common elements important to the issue. The group lists these common elements.

4. Repeat steps 2 and 3 from the point of view of an observer. 5. Repeat steps 2 and 3 from the point of view of a supporter (or other

perspective appropriate to the issue). 6. Have one student from each group join a new group (1, 2, 3). These students

share the common elements of one perspective from the original groups. They evaluate the elements and generate a list of those most critical to the issue being examined.

7. Critical lists are shared and discussed. 8. Students reflect upon what new insights they have developed on the issue. 9. Students further reflect upon themselves as learners and establish a goal for

the next time that will help them deepen their engagement in the process. Adapted from a workshop conducted by Daniel R. Moirao at Fuquay-Varina High School, Wake County Public School System, on September 25, 2008. Source: Silver, H.R., Strong, R.W., & Perini, M.J. Tools for Promoting Active In-Depth Learning, Thoughtful Education Press, 2001 WCPSS AG Program, 2009 4-23-1



Think of a Time Round 1

Round 2 Adapted from a workshop conducted by Daniel R. Moirao at Fuquay-Varina High School, Wake County Public School System, on September 25, 2008. Source: Silver, H.R., Strong, R.W., & Perini, M.J. Tools for Promoting Active In-Depth Learning, Thoughtful Education Press, 2001 WCPSS AG Program, 2009 4-23-2

Preliminary Notes

Group Ideas

Preliminary Notes

Group Ideas



Think of a Time Round 3 Putting It All Together

Adapted from a workshop conducted by Daniel R. Moirao at Fuquay-Varina High School, Wake County Public School System, on September 25, 2008. Source: Silver, H.R., Strong, R.W., & Perini, M.J. Tools for Promoting Active In-Depth Learning, Thoughtful Education Press, 2001 WCPSS AG Program, 2009 4-23-3

Preliminary Notes

Group Ideas



Write to Learn This strategy makes students aware that writing is a reflection of who they are and how they think at the same time that they review a topic. Teacher Preparation:

6. Select a writing prompt that integrates thinking and content. Lesson Plan:

1. Have students generate an initial response to the prompt, writing on every other line.

2. Have students read their responses to themselves softly aloud and make initial revisions as necessary.

3. Have students conduct a ―knee to knee‖ conference in pairs. They exchange papers and listen to their own paper being read to them.. As they listen to their paper, they make notes of things they might want to add or clarify.

4. Students revise their initial pieces to make sure they ―look good and sound smart‖ using these criteria:

Does my paper look good? o Is my spelling correct? o Did I use proper mechanics? o Is my paper neat? o Is it well organized?

Does my paper sound smart? o Did I address the purpose for writing the piece? o Is my writing organized around big ideas? o Did I support my ideas? o Do I have an interesting beginning and ending?




Learning Log This strategy can be used to assess background knowledge when beginning a unit and as a means of assessing acquired learning at the end of the unit while providing writing practice. Teacher Preparation:

7. Select a writing topic that pertains to essential knowledge for the unit. Lesson Plan:

1. Have students write about the unit informally. The object is to write as much as possible in the time allotted.

2. Give students an opportunity to ―clean up‖ the writing. 3. Optional: Have students share. 4. Collect the products and use them to evaluate student knowledge.




Questioning for All This strategy promotes student participation in classroom questioning sessions and increases the quality of responses by considering the diverse ways students think and learn and by creating an environment where all learners feel that their ideas and contributions are valued and that they are able to succeed. Teacher Preparation:

1. Prescreen questions to be used in class. 2. Plan for using the Guidelines for Effective Questioning.

Lesson Plan:

1. Set the purpose for a question and answer session. Examples: o Activate prior knowledge o Extend current knowledge o Apply content knowledge o Deepen current understanding o Review previous lesson o Review for test

2. Provide needed materials for the response system(s) that will be used. 3. Conduct the question session according to the Guidelines for Effective

Questioning. WCPSS AG Program, 2009 4-26-1


Student Engagement Strategies OVERVIEW Learning and Review Strategies: Questioning for All

Guidelines for Effective Questioning ―The art of questioning is central to the practice of teaching.‖ ―[W]ell-crafted questions are a great way for teachers to determine what their students know, need to know, and misunderstand.‖

Douglas Fisher and Nancy Frey, Checking for Understanding, ASCD 2007, p. 36.

―It is probably safe to say that cueing and questioning are at the heart of classroom practice. In fact, research in classroom behavior indicates that cueing and questioning might account for as much as 80 percent of what occurs in a given classroom on a given day (see Davis, O.L., & Tinsley, 1967; Fillipone, 1998).‖ Marzano, Pickering, & Pollock, Classroom Instruction that Works, ASCD 2001, p. 113

Questions are effective when

- The questions are thoughtfully planned. - They activate prior knowledge. - The teacher‘s verbal and non-verbal behaviors indicate an interest in the responses

and the individual(s) responding. - Teachers are actively considering student responses in order to determine follow-up

and the next instructional steps. The Guidelines for Effective Questioning consist of 5 steps: 1. Plan ahead:

Determine appropriate opportunities for questioning.

Preview the questions to be used and prepare additional ones if needed. o Questions should align with the content objectives. o Questions should be purposeful. o Questions should engage students in deeper thinking, not merely prompt

students to recall information. o Include questions that elicit inferences. o Focus on what is important as opposed to what is unusual.

Match prepared questions to students. Consider student preparedness and need. Adapted from various sources, including: Douglas Fisher and Nancy Frey, Checking for Understanding, ASCD 2007 Robert J. Marzano, Debra Pickering, Jane Pollock, Classroom Instruction that Works, ASCD 2001 Summary documents WCPSS walkthrough training




Guidelines for Effective Questioning (cont.)

2. Promote student participation.

Provide ample wait time. o Before asking the question (to encourage focus and depth of answers) o After asking the question but before calling on a student (to engage all

students, enable them to digest the question and retrieve information) o After calling on a student to respond (to enable the responder to formulate a

response) o After the student finishes the response (to value the answer and to enable all

students to digest the response)

Provide non-verbal support. o Eye contact (look directly at the speaker, maintain eye contact) o Facial expressions (smile, express surprise, excitement) o Body posture (use gestures, express openness) o Physical distance (adjust your position in the classroom) o Silence (don‘t interrupt, honor wait time after student stops) o Withhold judgment

Provide brief verbal support. o Acknowledgments (i.e., ―go ahead,‖ ―yes,‖ ―I understand‖) o Sub-summaries (rephrase main ideas presented by students)

Practice various scaffolding methods to cue students. Note: Scaffolding directs a student to information necessary for formulating an answer.

o Prompt with key words, phrases, symbols o Reference the text, charts, or other sources of information

Utilize ―think-pair-share‖ as a support for students to develop responses. o Individual thinking time o Discussion with partner o Resulting response brought to class discussion

Vary the method of response. o One-at-a-time responses

- Students volunteer - Teacher calls on students

o Whole-class responses - Index cards - Hand signals - Signs or boards (dry-erase, magnetic) simultaneously held up - Audience response systems (hand-held devices) - Entry and exit cards (strategies 4-19 and 4-20)

Adapted from various sources, including: Douglas Fisher and Nancy Frey, Checking for Understanding, ASCD 2007 Robert J. Marzano, Debra Pickering, Jane Pollock, Classroom Instruction that Works, ASCD 2001 Summary documents WCPSS walkthrough training WCPSS AG Program, 2009 4-26-3



Guidelines for Effective Questioning (cont.)

3. Follow up constructively.

Increase the number of follow-up questions.

Probe for richer evidence of student understanding.

Question further to extend responses. o ―Why?‖ ―Do you agree?‖ ―Can you elaborate?‖ ―Tell me more.‖ ―Can

you give an example?‖

Have students defend their reasoning against different points of view.

Ask students to ―unpack their thinking.‖ o ―Describe (think aloud) how you arrived at your answer.‖

Choose words that communicate respect for both the student and the work.

Praise student efforts.

Provide feedback to students responses o Corrective in nature: explain what is correct and what is incorrect o Timely o Specific to a criterion: tell students where they stand relative to a specific

target level of skill or knowledge o Student self evaluation

Assist students who respond incorrectly. o Rephrase the question. o Probe for additional information after an incomplete answer. o Probe for misunderstandings and misinformation and then clarify. o Check for understanding (same student, same concept later in lesson).

Pause o Convey respect for the speaker. o Provide teacher with the opportunity to analyze the response and make

decisions about scaffolds and feedback. 4. Provide plenty of opportunity for practice.

Increase the number of questions asked.

Increase the number of individual student responses called for.

Increase the level of questioning.

Provide additional settings for questioning. o Peer-to-peer questioning and answering o Socratic seminar

5. Use the student responses to determine the next instructional steps.

Adapted from various sources, including: Douglas Fisher and Nancy Frey, Checking for Understanding, ASCD 2007 Robert J. Marzano, Debra Pickering, Jane Pollock, Classroom Instruction that Works, ASCD 2001 Susan M. Brookhart, How to Give Effective Feedback to Your Students, ASCD 2008 Summary documents WCPSS walkthrough training




Reviewing with Analogies This strategy engages students in finding relationships and connections. Analogies help students understand important concepts or ideas. Teacher Preparation:

1. Prepare a list of concepts to be reviewed. A longer list supports a more extensive and meaningful review than a shorter one.

2. Prepare a list of possible relationships, such as the one on 4-27-2, to prompt students in identifying different kinds of relationships.

3. For students who might need support in this activity, prepare a number of sample analogies using the list of concepts. Include complete analogies and some with parts missing for the class to discuss and fill in.

Lesson Plan:

4. Give the students a list of the concepts to be reviewed and, if desired, a list of analogy types (4-27-2).

5. Ask students to show their understanding of the concepts by making

analogies about them. The analogies will use two of the concepts and show how they are related by forming the second part of the analogy using objects and concepts from life.

6. Since this is a complex task, model several examples before asking students

to work on their own or in groups.

7. Optional: Require that the analogies be in the following format:

(A)___________________ is related to (B) ___________________ in the same way that

(C)___________________ is related to (D) ___________________ Describe the relationship: ___________________________________ ________________________________________________________ WCPSS AG Program, 2009 4-27-1



Types of Analogies and Examples Object – Use pen : write :: brush : paint

Object – Location fish : tank :: bird : cage

Object – Description flower : fragrant :: garbage : putrid

Worker – Tool police officer : handcuffs :: painter : brush

Worker – Place mechanic : garage :: teacher : classroom

Geographical Andes : South America :: Rockies : North America

Synonym center : middle :: rim : edge

Antonym advance : retreat :: lower : raise

Homonym see : sea :: whole : hole

Male – Female lord : lady :: uncle : aunt

Adult – Young foal : horse :: puppy : dog

Degree or Intensity cold : cool :: hot : warm

Part – Part Spain : Belgium :: Ireland : Scotland

Part – Whole stanza : poem :: chapter : book

Cause – Effect heat : sweating :: cold : shivering

Sequence acorn : oak :: egg : chicken

Symbol lily : Easter :: poinsettia : Christmas

General Association invention : patent :: book : copyright

Grammar and Usage

Part of Speech develop : development :: create : creation

beauty : beautiful :: music : musical

Verb Tense feed : fed :: run : ran

Singular – Plural criteria : criterion :: mice : mouse

Prefix – Suffix ante : tion :: post : ence

Adapted from Introduction to Analogies, Scott C. Greenwood, Ed.D., The Perfection Form Company, 1989



Vocabulary

Strategies


Student Engagement Strategies OVERVIEW Vocabulary Strategies

Vocabulary Whirl

This strategy helps students to become more familiar with vocabulary words. Teacher Preparation:

1. Prepare sets of 7-10 index cards with one vocabulary task per card. Make enough sets so that there are enough cards for each student to have one. Suggested tasks include:

Spell the word

Add a prefix

Add a suffix

Define the word

Use the word in a sentence that contains context clues

Give a synonym for the word

Give an antonym for the word

_______ is like ________ because _________

Give a category in which the word belongs

Give a non-definition clue for the word

Relate the word to subject-area knowledge

Give the part of speech of the word

Change the word to a different part of speech

Act out the word

Give multiple meanings for the word 2. Prepare a list of vocabulary words.

Lesson Plan:

1. Divide the students into groups of approximately 8. 2. Distribute the cards – one to each student. 3. Students turn the cards face down and mingle with each other. Every time

they pass each other they swap cards. After a few seconds, have them stop and partner with the student that is closest to them. If the number of participants is uneven, allow one group of three.

4. Call out a vocabulary word. Each student follows the directions on his/her card. No one should write on the card.

5. Ask if there are any questions or problems. Resolve these. 6. Repeat steps 3-5 as many times as you wish. Give a different word each

time. This strategy was adapted from Word Works Cracking Vocabulary’s Code presented by Daniel Moirao Ed. D at Fuquay-Varina High School, March 6, 2008 WCPSS AG Program, 20089 5-1-1



Three-Way Tie

This strategy helps students explore relationships among any three words. Teacher Preparation:

1. Prepare a list of vocabulary words. 2. Make a copy of the Three-Way Tie graphic organizer (5-2-2) for each student.

Lesson Plan:

1. Select 3 words from the vocabulary list or have each student select his/her own 3.

2. Direct students to write one word in each of the 3 boxes of the organizer. 3. Along each line, students should explain the relationship between the 2 words

being connected. NOTE: The students will need to be creative in developing relationships between seemingly unrelated words.

This strategy was adapted from Word Works Cracking Vocabulary’s Code presented by Daniel Moirao Ed. D. at Fuquay Varina High School, March 6, 2008.



Student Engagement Strategies HANDOUT Vocabulary Strategies

Three-Way Tie Graphic Organizer

Adapted from Word Works Cracking Vocabulary’s Code presented by Daniel Moirao Ed. D. at Fuquay Varina High School, March 6, 2008. WCPSS AG Program, 2009 5-2-2



Spider Vocabulary This strategy can be used to introduce new vocabulary or to review old. It examines each word in 8 different ways. Students usually need to see and use a word in context 7-8 times before it is learned. Teacher Preparation:

16. Prepare a short list of words. 17. Identify 8 characteristics for each word. These may include:

A synonym

An antonym

A description

A description of the word‘s usual context

Other words or objects usually used with it

An analogy

A category to which the word belongs

Words in a category named by the word

A clue

The part of speech of the word

etc.

Lesson Plan:

14. Draw the spider graphic (5-3-2) on the board or project it on a screen. 15. Write one characteristic on each leg of the spider. 16. Conduct a class discussion to arrive at the vocabulary word that belongs on

the body of the spider. Alternate activity: Write the word in the circle at the center and conduct a discussion to find 8 characteristics, writing one on each leg.

Adapted from Word Works Cracking Vocabulary’s Code presented by Daniel Moirao Ed. D. at Fuquay Varina High School, March 6, 2008. WCPSS AG Program, 2009 5-3-1



Spider Graphic Organizer Adapted from Word Works Cracking Vocabulary’s Code presented by Daniel Moirao Ed. D. at Fuquay Varina High School, March 6, 2008. WCPSS AG Program, 2009 5-3-2



Vocabulary Predictions This strategy focuses the attention of the students on new vocabulary that is critical to the lesson. Teacher Preparation:

18. Identify text which presents critical information about the topic to be studied. 19. Select 4-5 words that are critical to the topic. 20. List these words in the ―word‖ column of the Vocabulary Predictions chart (5-

4-2). 21. Make a copy of the chart for each student.

Lesson Plan:

17. Hand out Vocabulary Predictions chart. 18. Have students fill in the first column, ―Prediction before reading the article,‖

indicating the best guess as to the meaning of the word. 19. Have students read text which gives essential information about the topic

being studied. 20. Have students fill in the column ―Prediction after reading the article.‖ 21. Conduct a class discussion about the article, focusing on the essential

information about the topic and including each of the vocabulary words. 22. Towards the end of the discussion, focus on the words and guide the class to

the correct meaning of each. 23. Have students fill in the last column. Alternate Plan following step 4: 5. Have small groups discuss the article and list essential information. 6. Have the small groups discuss the possible meanings of the vocabulary

words. 7. Have students individually fill in the last column of the chart. 8. Conduct a full-class discussion to check for understanding and accuracy.




Vocabulary Predictions

Word Prediction before reading the article

Prediction after reading the article

Prediction after discussing with the

group




Cracking the Code

In this strategy students will become intimate with unfamiliar words. Teacher Preparation:

1. Underline unfamiliar words in a selected reading. Make a copy for each student.

2. Make a copy of the My Educated Definition chart (5-5-2) for each student. 3. Create an How Close Were You? chart (5-5-3) with the words and the actual

definitions. Make a copy for each student. Lesson Plan:

1. Give students the reading selection with the unfamiliar words underlined. 2. Have students read the passage and see if they can figure out what each

underlined word means. 3. For each of the underlined words from the passage, have students generate a

preliminary definition in the column called ―My Educated Definition‖ on the chart.

4. Ask students: How did you generate your definitions? What techniques did you use to ―educate‖ your definitions?

5. After students complete that task give them the chart you made (How Close Were You?) Ask students:

How close were your educated definitions?

What subtleties, shades, or meanings did you miss?

Note the differences between your educated definition and the actual definition in the ―Differences‖ column.

This strategy was adapted from Word Works Cracking Vocabulary’s Code presented by Daniel Moirao Ed. D at Fuquay-Varina High School, March 6, 2008 WCPSS AG Program, 2009 5-5-1



Cracking the Code My Educated Definition

Word My Educated Definition Actual Definition Differences




Cracking the Code How Close Were You?

Here are the actual definitions of the words. How close were your educated definitions? What subtleties, shades, or meanings did you miss? Note the differences between your educated definition and the actual definition in the ―Differences‖ column of your chart.

Word Definition




Groupthink

This strategy helps students group words and create patterns. Teacher Preparation:

1. Prepare a vocabulary list. 2. Make a copy of the Groupthink graphic organizer (5-6-2) for each student.

Lesson Plan:

1. Give each student a copy of the Groupthink graphic organizer. 2. Have students examine vocabulary words and place them into groups based

on common characteristics. For each group that students create, they devise a label that describes how the words go together.

This strategy was adapted from Word Works Cracking Vocabulary’s Code presented by Daniel Moirao Ed. D at Fuquay Varina High School, March 6, 2008. WCPSS AG Program, 2009 5-6-1



Groupthink

In working with these words, you may have noticed some patterns or natural groups that the words might fit into. Group words in the circles. Then, give each group a label that describes how the words go together.

__________________________________ _____________________________ _____________________________ Adapted from Word Works Cracking Vocabulary’s Code presented by Daniel Moirao Ed. D at Fuquay Varina High School, March 6, 2008. WCPSS AG Program, 2009 5-6-2



Key Word Strategy

This group strategy helps students see content vocabulary words in relationship to a broader category and to examine particular characteristics of the concept. Teacher Preparation:

3. Prepare a list of the content vocabulary to be examined. 4. Prepare an overhead transparency of the Key Word Strategy graphic

organizer (5-7-2). Lesson Plan: For each word:

1. Announce the ―Bigger Idea‖ – the category into which the vocabulary word fits. Do not announce the vocabulary word. It is the ―Key Word‖ students will try to discover. Fill in the ―Essential Characteristics.‖

2. Students call out examples of the bigger idea. If the word is an example of the key word, write it in the ―Examples‖ column on the transparency. If not, write it in the ―Non-examples‖ column. If the suggestions stall, provide either an example or a non-example.

3. Students guess what the Key Word is until someone gets it right. Alternate exercise:

1. Announce the ―Bigger Idea‖ and the Key Word. 2. Provide examples and non-examples, one at a time, and lead discussions

about why each is/is not an example of the key word. 3. When students have a grasp of the meaning of the key word, work together

on the ―Essential Characteristics.‖ Example:

o Bigger Idea: Transportation o Essential Characteristics: two wheels, a seat, pedals, a chain system,

energy supplied by the rider o Non-examples: motorcycle, moped, scooter o Examples: mountain bike, 10-speed bike, dirt bike o Key Word: bicycle

This strategy was adapted from Word Works Cracking Vocabulary’s Code presented by Daniel Moirao Ed. D at Fuquay Varina High School, March 6, 2008. WCPSS AG Program, 2009 5-7-1


Student Engagement Strategies Handout

Vocabulary Strategies


Skillful Thinking

Strategies


Student Engagement Strategies OVERVIEW Skillful Thinking Strategies

Open Compare and Contrast This strategy takes students beyond a simple list of similarities and differences. It requires students to find similarities and differences and then to:

Categorize them

Assess their significance

Look for patterns among them

Interpret, evaluate, and draw conclusions Students select their own factors to consider. As a result, class-wide sharing results in many factors being considered and discussed. The completed graphic organizer can be used as a planner for writing. Teacher Preparation:

22. Select the items to be compared, OR prepare a list of several pairs to allow for student choice.

23. Prepare an overhead, poster, or other display of the Open Compare and Contrast questions (6-1-2) OR make a copy for each student.


Special Note: Modeling the Skill Before introducing the lesson in which students will use this strategy, prepare a sample lesson and model the use of the graphic organizer all the way through. Lesson Plan:

24. Introduce, discuss, review, etc., the material from which students will draw their information.

25. Review the Open Compare and Contrast questions. 26. Review the graphic organizer, emphasizing the importance of the following:

a. ―With regard to‖ b. Patterns c. Conclusion

27. If students are inexperienced in using this strategy, suggest some of the factors they might consider for the similarities and differences.

28. Students work their way through the graphic organizer either individually, in small groups, or as a large group.

29. In a class-wide discussion, students share the similarities and differences, specifying the factor (―with regard to‖) in each case.

30. Teacher assists students to identify the most significant factors and to draw over-all conclusions.

Based on materials by Robert J. Swartz WCPSS AG Program, 2009 6-1-1


Student Engagement Strategies HANDOUT Skillful Thinking Strategies

Open Compare and Contrast

1. How are they similar?

2. How are they different?

3. What similarities and differences seem significant?

4. What categories or pattern(s) do you see in the significant similarities and differences?

5. What interpretation or conclusion is suggested by the significant similarities and differences?


Swartz, Robert. Infusing the Teaching of Critical and Creative Thinking into Content Instruction, 1995.




Swartz, Robert. Infusing the Teaching of Critical and Creative Thinking into

Content Instruction, 1995.



Focused Compare and Contrast This strategy requires students to focus on teacher-selected factors when considering similarities and differences and then to:

Categorize each factor as a similarity or a difference

Explain the similarity or difference

Assess the significance of each

Interpret, evaluate, and draw conclusions The main difference between this strategy and Open Compare and Contrast is that in this one the factors to be considered are selected by the teacher, thus ensuring that those most significant to the purpose of the lesson are included. The completed graphic organizer can be used as a planner for writing. Teacher Preparation:

25. Fill in the following boxes at the top of the graphic organizer (6-2-3): a. Items to be compared/contrasted b. Purpose c. Factors to consider

Make a copy for each student. 26. Prepare an overhead, poster, or other display of the Focused Compare and Contrast

questions (6-2-2) OR make a copy for each student. Special Note: Modeling the Skill Before introducing the lesson in which students will use this strategy, prepare a sample lesson and model the use of the graphic organizer all the way through. Lesson Plan:

31. Discuss the material from which students will draw their information. 32. Review the factors to be considered. 33. Review the Focused Compare and Contrast questions. 34. Review the graphic organizer, showing how each item listed in the ―Factors to

Consider‖ box needs to be entered in the ―Factors Considered‖ column, either in the ―How Alike‖ section or the ―How Different‖ section and the box to the right of each factor filled in.

35. Emphasize the importance of the conclusion. 36. Students work their way through the graphic organizer either individually, in small

groups, or as a large group. Instructions to students:

Take each factor, consider it, and decide whether it goes in the top section or the bottom

Fill in the box to the right of each factor

Reach a conclusion 37. In a class-wide discussion, students share the similarities and differences and the

conclusions. Based on materials by Robert J. Swartz WCPSS AG Program, 2009 6-2-1



Focused Compare and Contrast

1. What kinds of similarities and differences are

significant to the purpose of the comparison and

contrast?

2. What similarities fall into these categories?

3.What differences fall into these categories?

4. What pattern(s) of similarities and differences

are revealed?

5. What conclusion or interpretation is suggested

by the comparison and contrast that is significant

to its purpose?






1994 Critical Thinking Press & Software PO Box 448 Pacific Grove, CA 93950



Higher-Level Questioning This strategy engages students at their individual readiness levels and enables them to practice higher-level thinking, increase the level of their cognitive performance, and think more intently about the content. Teacher Preparation:

3. Identify the instructional objectives from the Standard Course of Study for the lesson and classify them on the Revised Bloom‘s taxonomy table.

4. Prepare the questions to be used in class. Identify the cognitive level of each

question.

5. Identify the readiness level of each student. Resources: Refer to the WCPSS AG Program Teacher Toolbox for Planning Rigorous Instruction, Section 5: Thinking. Lesson Plan:

8. Set the purpose for the question and answer session. Examples: o Activate prior knowledge o Extend current knowledge o Apply content knowledge o Deepen current understanding o Review previous lesson o Review for test

9. Conduct the session.

a. Match the cognitive level of the question with the readiness of each student.

b. Give each student an opportunity to move up to the next level of thinking (exp.: from Understand to Apply or from Apply to Analyze).

c. Support students as described in the Guidelines for Effective Questions (4-26-2 through 4-26-4).




Challenging All Students This strategy engages students by providing tasks that

align with student readiness

are consistent in the cognitive level of o the objective(s) o the activity itself o the assessment of the product

are non-threatening but mentally demanding When students experience both comfort (i.e., teacher recognition of learning preferences and readiness level) and challenge (i.e., activities that stretch their thinking and are neither too easy nor too difficult) in the educational setting, they are more likely to experience content at a deeper level and to be more motivated. Teacher Preparation:

6. Identify the instructional objectives and classify them according to the Revised Bloom‘s Taxonomy.

7. Create activities that match and extend the cognitive level of the objectives.

8. Create assessments at the same cognitive level(s).

Resources: Refer to the WCPSS AG Program Teacher Toolbox for Planning Rigorous Instruction, Section 4: Tiered Assignments and Section 5: Thinking.

Lesson Plan:

10. Introduce the lesson. 11. Assign the activities. Align the assignments with the cognitive needs of each

student.

12. Monitor student work in progress to ensure that students maintain appropriate cognitive levels.




Classification This strategy takes students beyond the simple activity of placing things in groups. It requires students to examine items within the context of larger concepts. In the process of classification, students

Note characteristics of an item or idea

Distinguish it from other like items or ideas

Search for clusters of characteristics

Discover new characteristics in like items or ideas

Evaluate possible classification criteria and select those most appropriate to the purpose

Are led to richer meanings

Develop organization structures for complex human knowledge Teacher Preparation:

27. Identify the body of knowledge to be classified. 28. Prepare an overhead, poster, or other display of the set of questions

appropriate to your task (6-5-2) OR make a copy for each student.

Bottom-up classification: Students select from a variety of ways for classifying the material a classification scheme that best serves the purpose.

Top-down classification: Students work with categories that have already been determined and may develop sub-categories.




39. Review the Classification questions in the set you will be using. 40. Review the graphic organizer. 41. Students work their way through the classification process either individually,

in small groups, or as a large group. 42. In a class-wide discussion, students share their work. 43. Assist students to draw conclusions from the organized information.

Adapted from Swartz, Robert. Infusing the Teaching of Critical and Creative Thinking into Content Instruction, 1995. WCPSS AG Program, 2009 6-5-1



Bottom-Up Classification 1. What characteristics do the given items have? 2. What classifications do these characteristics define? 3. What purpose do we have for classifying the items? 4. What way of classifying the items best serves this purpose? 5. Which items fall into each category?

Top-Down Classification 1. What are the defining characteristics of the categories under

which I want to classify things? 2. Which items have these characteristics? 3. How do I classify these items into the given categories?





Parts-Whole Relationships This strategy engages students in exploring the relationships between the parts and the whole of objects, stories, societies, ideas, etc. Students examine how parts contribute to the whole and how each part functions. Teacher Preparation:

30. Identify the object or concept to be examined. 31. Prepare an overhead, poster, or other display of the set of questions for

determining parts-whole relationships (6-6-2) OR make a copy for each student.




45. Discuss the relationships between parts and whole, including:

Whole objects or systems are not just collections of their parts.

If the parts were combined together in different ways, something different would result.

The special relationship between the whole and its parts makes the whole what it is and allows it to function as it does.

Recognizing how parts contribute to the whole and how each part functions can help us better understand the world around us.

In many cases, understanding these relationships allows us to participate in sustaining and maintaining the system.

Understanding the function of the parts can contribute to our creativity, enabling us to combine them in new ways.

46. Review the Determining Parts-Whole Relationships questions (6-6-2). 47. Review the graphic organizer (6-6-3). 48. Students work their way through the process either individually, in small

groups, or as a large group. 49. In a class-wide discussion, students share their work. 50. Assist students to draw conclusions from the organized information.




Determining Part-Whole

Relationships 1. What smaller things make up the

whole? 2. For each part, what would happen to

the whole if it were missing? 3. What is the function of each part?

Swartz, Robert. Infusing the Teaching of Critical and Creative Thinking into Content

Instruction, 1995.




Skillful Prediction This strategy assists students in examining the factors that enable them to make predictions skillfully. Teacher Preparation:

33. Identify the event about which students will make predictions. 34. Determine the sources from which students will gather information. 35. Prepare an overhead, poster, or other display of the set of questions for

Skillful Prediction (6-7-2) OR make a copy for each student. 36. Make copies of the graphic organizer (6-7-3) for each student. If each

student is to examine more than one possible prediction, multiple copies will be needed.



52. Discuss the importance of being skillful in making predictions. Point out that prediction can be an important subskill of decision making. Three types of predictions include:

Predicting trends or general conditions

Predicting the effects of a particular event

Predicting the consequences of options 53. Review the Skillful Prediction questions (6-6-2). 54. Review the graphic organizer (6-6-3). 55. Students work their way through the process either individually, in small

groups, or as a large group. Note: If students are to predict the consequences of various options, they will need a separate graphic organizer for each option.

56. In a class-wide discussion, students share their work. 57. Assist students to draw conclusions from the organized information.




Skillful Prediction

1. What might happen? 2. What evidence might you get that

would indicate that this prediction is likely?

3. What evidence is available that is

relevant to whether the prediction is likely?

4. Based on the evidence, is the

prediction likely, unlikely, or uncertain?

Swartz, Robert. Infusing the Teaching of Critical and Creative Thinking into Content

Instruction, 1995.


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