assignment 8 personal organizer brainly

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7.1: Graphic Organizers to Improve Notes

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Content Area Reading Graphic Organizers

William McBride, Ph.D. Author of “Entertaining an Elephant”

Ron Klemp, Ed.D. Secondary Literacy Coordinator - LAUSD

www.entertaininganelephant.com www.RonKlemp.com  or  [email protected]

Knowledge Rating

Preteaching Vocabulary

Topic:____________

People Search

Identifying Prior Knowledge

Topic:  __________________

Instructions: You are to find other classmates who can each

answer  one  of the questions on this sheet.

Exclusion Brainstorming

Topic: ______________

List Group Label 

Organizing Prior Knowledge

Concept Mapping

What it looks like: What do you know about the _____________? Directions:  With a partner, list six things in the circles that you know about this topic. Then give two additional facts about four of these in the outside squares. Hint : Be sure to place facts in the four circles at the top and bottom that you know something else about. You may use your book.

Semantic Feature Analysis Grid

History Change Frame

Summarizing Problems and Solutions

Source: Buehl, D. (1995).  Classroom strategies for interactive learning. Schofield, WI: Wisconsin Reading Association

Compare/Contrast “Y” Notes

Summarizing Differences and Similarities

Frayer Model

Note Taking/Summarizing

Topic: _________________

Compare/Contrast

Summarizing

Herringbone Technique

Summarizing Main Ideas

Agree or Disagree

Directions:  Before reading, if you agree with the statement, put a check in the  Me  column. After reading, place a check in the Text   column by statements that the text says are true.

Predicting ABC’s

Predicting Vocabulary

Predicting/Notemaking/Summarizing

What it looks like: Topic: __________________________________

Category Outline: Topic: ___________________________________

Preview Map

Previewing Text Features

Three-Column Note Making

G. i. s. t..

Directions:  As you read a word problem, choose those words or numbers that you think are needed to solve the problem. Write each word or number you’ve chosen in each of the blanks below. You cannot pick more than 12 words or numbers. You do not have to use all 12 blanks. Be prepared to explain why you need to use that word or number to solve the problem.

Words or Numbers Needed to Solve the Problem

Separating Fact and Opinion

A  fact  is something that can be proved to be true. For example, it is a fact that there are 12 inches in a foot.

An  opinion  is a personal belief or feeling. For example, it is an opinion that college basketball is the most exciting sport to watch.

Directions:  As you read, list the facts stated by the author in the left- hand column. List the opinions in the right-hand column.

Finding Evidence that Supports an Opinion

Directions:  An author tries to convince a reader that his or her opinion is correct by giving evidence. Writer use the following 4 kinds of evidence to convince a reader: Facts, Examples, Quotes from Experts, and References or descriptions of real events. To decide whether or not to believe an author, use the chart below to analyze his or her beliefs

Divide and Conquer

Group Summarizing

Directions:  Choose one of the subtopics or subheadings of material you

have just read. Reread that section only. Take notes that summarize the main ideas of that section. Be prepared to teach the rest of the class what you found. As another classmate summarizes his or her section, take notes from their presentation.

Definition Mapping

Definition in your own words

Real World Examples

Understanding Definitions

Directions:  One way to understand difficult key terms is to separate the definitions into 3 levels. The easy words you know well are the first level. The key or  bold  word being defined is the third level. Any other words in the definition you don’t understand are the second level. You need to know these second level words in order to understand the definition. See how the definition of  speculation  is separated below.

Cause/Effect Mapping

Determining Point of View

Analyzing Issues

P.L.A.N. + What Did I Read?

Collaborative Reading

Directions: You and a partner will take turns reading a section of text. After Person 1 reads, he or she will ask questions about what has been read. Person 1 may look back at the text. However, Person 2 must close the text and respond from memory. Person 1 should ask questions about important, big ideas, not small details. After Person 1 has asked 4-5 questions, Person 2 must summarize, or retell briefly, what was read. At this point partners switch positions and begin the next section. The sheet below allows space for Person 1 to list questions and Person 2 to take notes.

Person 1: Reader/Questioner

______________________________________________________________

Person 2: Responder/Summarizer

Person 1: Reader/Questioner  

You Must Remember This

Directions: Your teacher has identified the most important ideas you should remember from the section of text you are about to read. These ideas have been rewritten as questions for you to answer. The questions go in order with the text. Read all the questions once. Then go back and reread the first question. Underline the most important words in that question. As you read, or listen to the text being read, look for these key terms to help you identify where the answers are.

Listening/Reading Guide

Directions: Your teacher has identified the most important ideas you should remember from the section of text you are about to read. These ideas have been rewritten as questions for you to answer. The questions go in order with the text. Read all the questions once. Circle the most important words in each question. As your teacher reads aloud, look for these key words you have circled. When you see them, put a tab at that point in the book. You will go back later, reread the tabbed section, and write an answer.

What Did I Read? 

Directions: Your teacher is going to read sections of a text to you. Follow along closely as he or she reads. When your teacher stops reading each section, you will have a few minutes to look back at the section and make notes on the spaces below before you are called on for answers.

Page(s) ________ Paragraphs _________

Notes:__________________________________________________

• ________________________________________________________

Story Impression Guide 

Directions: You and your classmates are going to tell a story using the words below. You will either be called on to use the next word in a sentence that continues the story. Or, you will write the next sentence of the story using the next word as a page is passed on to you. If you are writing the story, be sure to read carefully what others have written so that your sentence will make sense when you add it.

Sentence Synthesis

Directions: The four key words below come from the section you have just read. See if you can write one sentence that uses all four words and summarizes the section.

Section: _________ Page(s) ________ Paragraphs _________

• ________________________________________________

Summary Sentence:

___________________________________________________

Directions: The first paragraph below can be summarized. In other words, the paragraph can be rewritten in a shorter form and still give all the most important ideas. Read first the paragraph below. Then see how the second paragraph at the bottom of the page summarizes the first paragraph. Figure out what key ideas have been left out and fill them in on the second paragraph.

Paragraph 1:

Paragraph 2:

Survey : Look at the titles, headings, pictures, graphs, charts, and bold words in the text. Predict 4 things you think you will learn.

• _________________________________________________

Question : Turn each of the headings and subheadings into questions. Write these in the left hand column below, one question per space. Also write in any  bold  vocabulary words you find. Do not fill in the answers now.

Read:  Go back and read the text. As you find the answers to the questions or definitions to the key words, write these down in the right-hand column.

Recite:  Pair up with a partner. Check your answers to see if you agreed. If you disagree on an answer, go back to the text and find the correct response. Then, write a short summary  in your own words  of the text.

Summary:  _________________________________________________

___________________________________________________________

Review:  With your partner or alone, cover the answer section of your paper with another sheet of paper. Practice answering the questions or defining the words without looking at your responses.

Structural Indexing

Directions: Use the grid below to place key terms from the section of text. Students will create sentences using the words in the order in which they appear on the grid going across, down, and diagonally. Once the sentences are created, have students in PODS or pairs check the accuracy of each other’s sentences.

Directed Reading Sequence

Directions: The Directed Reading Sequence is a dialog based “during” reading activity. On this page, the teacher should indicate the sections of the text where the activity will be “dropped in” to the instruction. Also provide an example of an appropriate “squeeze” statement of what the PODS or groups will produce.

Page # __________

First Phrase: _________________________ Last Phrase: _________________________

Sample Squeeze:

_______________________________________________________________________

Fact Storm Question Sheet

Directions: When designing a Fact Storm activity, it is best to come up with questions that could be used with the Q Matrix. Some of the questions will be from the lower domains of the comprehension hierarchy, but at least one question generated by the teacher should reflect higher order thinking, such as analysis, synthesis, generalization, or critical evaluation. Use this sheet to create some model questions for students.

Lower Order Questions: (what, why, who, when, where, etc.)

Higher Order Questions: (what would, how would, what could, design, classify, analyze, evaluate)

Content Area Reading Web Resources 

compiled by  Educational Leadership  and Bill McBride

www.ipl.org Internet Public Library: resource categorized by content areas. For example, in math you will find links to biographies of women mathematicians, a brief history of algebra, math words, and more.

http://curry.edschool.virginia.edu/centers/clic Content Literacy Information Consortium: lesson plans, student-centered Web sites, and instructional strategies for major content areas compiled by Univ. of VA Curry School of Education

http://isb.sccoe.org/ Santa Clara County Office of Education: Math Mentor TV program and Language Arts information on Literature Circles, Vocabulary Games (Root Jeopardy), Six Trait + One Writing, and CA High School Exit Exam (CAHSEE).

http://www.content-reading.org/ Content Area Reading Special Interest Group of the IRA: Research quarterly, special meetings at IRA National Conferences, list of Recommended Web Sites.

http://coe.sdsu.edu/people/jmora/ContentReadMM/ Jill Kerper Mora at San Diego State University: Study guides and Vocabulary activities, information on reading levels and various content area text structures.

http://www.sarasota.k12.fl.us/saraso...terdiscrdg.htm Sarasota County Public School District, FL: Reading strategies, vocabulary building, graphic organizers, journals, note-taking, and semantic mapping.

http://www.ops.org/reading/secondarystrat1.htm Teacher’s Corner: Reading strategies, vocabulary activities on context clues, roots, and affixes, comprehension activities, and test taking strategies.

http://www.angelfire.com/wa2/buildin...trategies.html

Building Cathedrals: Excellent overview of content area reading for secondary students.

http://www.ucc.vt.edu/stdysk/stdyhlp.html

Virginia Tech: Excellent site devoted to teaching Study Skills, Test Performance, Note-taking, Proofreading, Memory, Writing, and Vocabulary.

http://curry.edschool.virginia.edu/g...est/links.html

University of Virginia Reading Quest: Excellent overview site for content area reading, including teaching strategies, graphic organizers, semantic mapping, and reciprocal teaching.