FCS Strategies Notebook

7/29/2019 FCS Strategies Notebook

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FCS StrategiesNotebooks

Miranda Fillips

Reading 351-030

Spring 2012


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PRE-READING STRATEGIES


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Anticipation Guide Reading Rocket. (2012). Anticipation guide. Retrieved from

http://www.readingrockets.org/strategies/anticipation_guide/

Anticipation Guide1. Construct the anticipation guide. Construction of the anticipation guide should

be as simple as possible for younger students. Write four to six statements aboutkey ideas in the text; some true and some false. Include columns following eachstatement, which can be left blank or can be labeled Yes, orNo (Maybe canalso be used). NOTE: Teachers may wish to create an additional column forrevisiting the guide after the material has been read.

2. Model the process. Introduce the text or reading material and share the guidewith the students. Model the process of responding to the statements andmarking the columns.

3. Read each of the statements and ask the students if they agree or disagree withit. Provide the opportunity for discussion. The emphasis is not on right answersbut to share what they know and to make predictions.

4. Read the text aloud or have students read the selection individually. If readingaloud, teachers should read slowly and stop at places in the text thatcorrespond to each of the statements.

5. Bring closure to the reading by revisiting each of the statements.

The anticipation guide seems to work well with younger students but I feelthat a positive of this strategy, as I will be looking for in most of mystrategies obviously is that it works well with older students as well. Withyounger students, teachers just simplify the statements and make it easier,but with older students I could easily relate this to our subject area andhave students predict what happens when you take sugar out of cakebatter or other things. This strategy can be used in small groups,individually, or with the entire class.
http://www.readingrockets.org/strategies/anticipation_guide/http://www.readingrockets.org/strategies/anticipation_guide/http://www.readingrockets.org/strategies/anticipation_guide/http://www.readingrockets.org/strategies/anticipation_guide/


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Anticipation Guide


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Story Sequence Reading Rocket. (2012). Story sequence. Retrieved from

http://www.readingrockets.org/strategies/story_sequence/

Story sequence1. Create a sequence page for an activity around your

house. Use any blank sheet of paper.

2. Fold the paper into squares. Start with 4 large squares, forolder students create more squares.

3. Ask your child to draw the steps they know in the order inwhich the steps occur. For example, ask your child to draweach step it takes to make a peanut butter and jellysandwich or to brush their teeth.

The story sequence strategy doesnt have to be used withjust reading stories. This can be used in many ways such ashaving middle school home economics students put photosor paragraphs in order of which steps come first andcontinue on to last with anything from child development toplanning a meal. This strategy also helps buildcomprehension and helps students of different abilitiesorganize information efficiently.
http://www.readingrockets.org/strategies/story_sequence/http://www.readingrockets.org/strategies/story_sequence/http://www.readingrockets.org/strategies/story_sequence/http://www.readingrockets.org/strategies/story_sequence/http://www.readingrockets.org/strategies/story_sequence/http://www.readingrockets.org/strategies/story_sequence/


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Story

SequenceThis is a very basic example, but

could be modified for olderstudents to be more challengedas to what order the steps in the

meal management processcome.


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First Lines

Reading Rocket. (2012). First lines. Retrieved fromhttp://www.readingrockets.org/strategies/first_lines/ First Lines

1. Choose the assigned reading and introduce the text to thestudents. Ask students read only the first line of the assignedtext, or if using your read aloud, read aloud only the firstline.

2.

Ask students to make predictions for the reading based onthe first sentence.3. Engage the class in discussion about the predictions.4. Encourage students to return to their original predictions

after reading the text, assessing their original predictionsand building evidence to support those predictions whichare accurate. Students can create new predictions as well.

This is a great way to help students learn to make predictionsabout the content of what they're about to read or what isabout to be read to them. It also helps students focus theirattention on what they can tell from the first lines of a story, play,poem, or other text. This would be useful in FCS classrooms whenreading about nutrition and wellness. Students could makepredictions about what they think the text will say about thesetopics and then later see if their predictions were correct.
http://www.readingrockets.org/strategies/first_lines/http://www.readingrockets.org/strategies/first_lines/http://www.readingrockets.org/strategies/first_lines/


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LRD Reading Rocket. (2012). Listen-read-discuss. Retrieved fromhttp://www.readingrockets.org/strategies/listen_read_discuss/

Listen-Read-Discuss (LRD)

1. Listen: Present information to students about the book theywill be reading. This can be in the form of a short lecture onthe topic, using a graphic organizer to guide the lecture.

2. Read: Ask students to read a text selection. The content

should be similar to the material presented during the"listen" portion of the lesson.3. Discuss: Lead a classroom discussion of the material.

Encourage students to reflect on any differences betweentheir reading of the content and your presentation.

LRD helps students comprehend material presented orallyand builds students' prior knowledge before they read a

text. It also engages struggling readers in classroomdiscussions. Even at the high school level there will bestudents who dont comprehend certain aspects of nutrition,meal management, wellness, or any other topic we may becovering. In order to make sure my students have a clearunderstanding, this is a great strategy to discuss topics as aclass and help students even more.
http://www.readingrockets.org/strategies/listen_read_discuss/http://www.readingrockets.org/strategies/listen_read_discuss/http://www.readingrockets.org/strategies/listen_read_discuss/


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PLAN Reading Educator. (2012).Predict/locate/add/note. Retrieved

from http://www.readingeducator.com/strategies/plan.htm Predict/Locate/Add/Note (PLAN)

1. Select a reading passage with a well-defined central concept anddistribute copies to students.

2. Have students quickly scan the document and make predictions about itscontent from titles and key words.

3. Provide students with a graphical organizer (see below) and ask them tocreate a "map" of their predictions. The top of the map should contain aprediction of the overall content of the document. Each "arm" of the map

should contain predictions about specific content items and "evidence"supporting these predictions (key words or phrases from the selection).

4. Have students place an identification mark (an asterisk or question mark) byany unfamilar or unknown information listed in their predictions. At this point,the "map" should clearly distinguish between known and unknowninformation.

5. Next, have students carefully read the selection and evaluate theirpredictions. Students should "adjust" their "map" to better reflect their closereading of the document. Special care should be taken to add newinformation learned while reading.

6. Finally, challenge the students to describe specific applications for thisnewly gathered information in "real world" tasks.

The PLAN strategy helps students read strategically and helps thestudents be able to grasp and understand more and make moreconnections to what they are reading. The con to this strategy isthat research shows that students who tend to have more troublethan others take more time to catch on to this strategy.
http://www.readingeducator.com/strategies/plan.htmhttp://www.readingeducator.com/strategies/plan.htmhttp://www.readingeducator.com/strategies/plan.htm


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PLAN

STRATEGYEXAMPLE


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DURING READING


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Jigsaw Reading Rocket. (2012). Jigsaw. Retrieved from

http://www.readingrockets.org/strategies/jigsaw/ Jigsaw

1. Introduce the strategy and the topic to be studied.2. Assign each student to a "home group" of 3-5 students who reflect a range of

reading abilities.

3. Determine a set of reading selections and assign one selection to each student.4. Create "expert groups" that consist of students across "home groups" who will read

the same selection.5. Give all students a framework for managing their time on the various parts of the

jigsaw task.6. Provide key questions to help the "expert groups" gather information in their particular

area.7. Provide materials and resources necessary for all students to learn about their topics

and become "experts." Note: It is important that the reading material assigned is atappropriate instructional levels (9095% reading accuracy).

8. Discuss the rules for reconvening into "home groups" and provide guidelines as each"expert" reports the information learned.

9. Prepare a summary chart or graphic organizer for each "home group" as a guide for

organizing the experts' information report.10. Remind students that "home group" members are responsible to learn all content

from one another.

The jigsaw strategy is great because it helps build comprehension &encourages cooperative learning among students. It also helps improvelistening, communication, and problem-solving skills. This could work withany topic on any grade level, and I personally could use this strategywith FCS by having students in different sub groups research differentstyles of houses and find information and teach one another aboutwhat they learned.
http://www.readingrockets.org/strategies/jigsaw/http://www.readingrockets.org/strategies/jigsaw/http://www.readingrockets.org/strategies/jigsaw/http://www.readingrockets.org/strategies/jigsaw/


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Semantic Gradients Reading Rocket. (2012). Semantic gradients. Retrieved from

http://www.readingrockets.org/strategies/semantic_gradients/

Semantic Gradients

1. Select a pair of polar opposite words.

2. Generate at least five synonyms for each of the opposite words.

3. Arrange the words in a way that makes a bridge from one oppositeword to the other. Continuums can be done horizontal or vertical, ina ladder-like fashion.

4. Have students discuss their rationale for placing certain words incertain locations. Encourage a conversation about the subtledifferences among the words.

This is a great strategy because it encourages vocabulary and

critical thinking. It can be used in many situations, including

FCS. I could use this by having students read about the process

of how to cook a certain complex meal and have them place

photos of the process on the line chart to show me that they

comprehend what we discussed.
http://www.readingrockets.org/strategies/semantic_gradients/http://www.readingrockets.org/strategies/semantic_gradients/http://www.readingrockets.org/strategies/semantic_gradients/


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Jot Charting

Reading Educator. (2012). Jot-charting. Retrieved fromhttp://www.readingeducator.com/strategies/jot.htm Jot Charting

1. Create a Jot Chart on the chalkboard or on an overheadtransparency or produce a print copy for each student. Thechart/matrix should be structured as follows:

Main ideas/items for description or analysis are listed across thetop of ther chart.

Question/characteristics of the main ideas/items are listeddown the left side of the chart.

2. Discuss the purpose of the chart with students before thereading assignment. Give an example of a completed chartto help clarify its functions.

3. Have students read the selection and complete the Jot Chart.4. Discuss the students' findings and compile the results into a

group Jot Chart. Stress the relationships between the data in

the chart. This is a great way for students to take notes while

reading text and organize the information they havelearned. I think its a great tool for students who geteasily confused because I am one of those studentswho needs notes organized so I can look back later andnot remember what we discussed in class.
http://www.readingeducator.com/strategies/jot.htmhttp://www.readingeducator.com/strategies/jot.htmhttp://www.readingeducator.com/strategies/jot.htm


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Jot Charting

Example


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The Collaborative

Listening-Viewing Guide London, J. (2008). Teaching and learning strategies. Retrieved from

www.sdb.k12.wi.us/curriculum/standards/state/.../SocStudies_14.pdf1. Preview and review information During the preview the teacher helps students examine

the information to come. Any of the hook strategies previously mentioned could beused. The teacher also uses this opportunity to review ideas from previous lessons that

will be important. The teacher also uses a transparency to introduce the guide.2. Record While listening to the guest speaker or viewing the video, students use the left-

hand side of the organizer to jot down the key points and significant ideas. It isimportant that the points they write down be very brief so the process of transcribingthe information does not interfere with the process of listening.

3. Elaborate In this phase the students work in pairs or small groups to discuss their keypoints and significant ideas. In addition to comparing these details, they discuss andelaborate on them. These elaborations are written on the right-hand side.

4. Extend This phase is conducted during a whole-class discussion of the elaborated pointsmade by the various pairs or groups. Use the reflective discussion strategy to go intotheir ideas. The extension activity ends with a closure such as write a summary or a

frame. In the extend box students are to individually summarize what they havelearned.

This is a great strategy because its hard for students to take successfulnotes when information is being thrown at them at such a fast pace. Byusing this strategy, the students can quickly jot things they feel areimportant and go back and elaborate with their peers. The con to thismight be that they could get distracted or not write down things theteacher intended for them to hear.
http://www.sdb.k12.wi.us/curriculum/standards/state/.../SocStudies_14.pdfhttp://www.sdb.k12.wi.us/curriculum/standards/state/.../SocStudies_14.pdfhttp://www.sdb.k12.wi.us/curriculum/standards/state/.../SocStudies_14.pdfhttp://www.sdb.k12.wi.us/curriculum/standards/state/.../SocStudies_14.pdfhttp://www.sdb.k12.wi.us/curriculum/standards/state/.../SocStudies_14.pdfhttp://www.sdb.k12.wi.us/curriculum/standards/state/.../SocStudies_14.pdf


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The CollaborativeListening-Viewing Guide


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Inquiry Chart Reading Rocket. (2012). Inquiry chart. Retrieved fromhttp://www.readingrockets.org/strategies/inquiry_chart/

Inquiry Chart1. The teacher provides each student with a blank I-chart and

assists with topic selection OR provides the pre-selected topic.2. The students engage in forming questions about the topic.

Those questions are placed at the top of each individualcolumn.

3. The rows are for recording any information students alreadyknow and the key ideas pulled from several different sourcesof information. The last row gives students the opportunity topull together the ideas into a general summary.

4. Teachers may ask students to resolve competing ideas foundin the separate sources or develop new questions to explorebased on any conflicting or incomplete information.

This is the strategy my partner and I taught the class and I

thought it was an all around great strategy because you canuse it in any content area and it allows the teacher to see whatthe student knows before even getting started on the lesson.The chart could be picked up before the lesson so the teacherhas an idea of where he/she needs to go with the lesson andthen the students can fill in what theyve learned and anyquestions they may have at the end. I dont see anythingwrong with this strategy in particular!
http://www.readingrockets.org/strategies/inquiry_chart/http://www.readingrockets.org/strategies/inquiry_chart/http://www.readingrockets.org/strategies/inquiry_chart/http://www.readingrockets.org/strategies/inquiry_chart/


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Inquiry Chart

(Example)


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AFTER READING


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Save the last word for me Facing History and Ourselves. (2012). Save the Last Word for Me. Retrieved

from http://www.facinghistory.org/resources/strategies/save-last-word-me

Save the last word for me1. Each student individually reads the text2. As the students read, they write on the first side of the 3X5 cards (or slips of

paper) any segments of the text, words, phrases, or sentences that catchtheir attention. These segments can be quotes or ideas they find interestingand want to discuss later. Students should record the page number of thatsegment.

3. On the other side of the card, the students writes out what they want to sayabout each quote or phrase they selected. This can be questions, points ofagreement or disagreement.

4. Once they have completed the reading, put students in small groups to sharetheir cards.

5. Before the group discussion students go through their cards and put them inorder from most important to least important in terms of their desire to discussthem. (If in the process of sharing someone else uses the same quote, theperson who has not yet share will choose the next quote on his/her list.

6. Each student reads the quote to the group. The other members of the group

react to what was read. The student who read the quote then has the lastword about why that segment was chosen basing the remarks on whathe/she wrote on the back of the 3x5 card or on classroom discussion.

I feel as if a pro of this strategy would be that with older FCS students, I would beable to have students look at photos of different interiors and choose the photoshe/she thought were the best or the worst and ask the other students in thegroup what they thought. At the end the first student would tell them whyhe/she thought the interior was well thought out or not so well thought out.
http://www.facinghistory.org/resources/strategies/save-last-word-mehttp://www.facinghistory.org/resources/strategies/save-last-word-mehttp://www.facinghistory.org/resources/strategies/save-last-word-mehttp://www.facinghistory.org/resources/strategies/save-last-word-mehttp://www.facinghistory.org/resources/strategies/save-last-word-mehttp://www.facinghistory.org/resources/strategies/save-last-word-mehttp://www.facinghistory.org/resources/strategies/save-last-word-mehttp://www.facinghistory.org/resources/strategies/save-last-word-mehttp://www.facinghistory.org/resources/strategies/save-last-word-mehttp://www.facinghistory.org/resources/strategies/save-last-word-mehttp://www.facinghistory.org/resources/strategies/save-last-word-me


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Rivet Reading Educator. (2012). Rivet. Retrieved from

http://www.readingeducator.com/strategies/rivet.htm Rivet

1. Choose 6 to 8 important words from the reading selection.2. Draw lines for each letter in the first word. Have students follow along

with their own personal white board. For example,_ _ _ _ _ _ _ _ _.3. Fill in the letters to the word one at a time. Encourage students to

guess the word at any point. For example,

v o l _ _ _ _ _ _.4. When someone guesses the correct word, have that student help

spell it and write the remaining letters on the board. Such as,v o l u n t a r y.

5. Repeat the above steps for each of the vocabulary words.

Rivet is a variation of the childhood game, HangMan. This gameintroduces vocabulary terms and encourages better spelling. Avariation of this game adds features of the "Wheel of Fortune"television show. Here, the class is divided into teams, each takingturns calling out a letter. The teacher fills in all of the blankscorresponding to this letter. Each team suggests letters until oneteam can identify the vocabulary word. This is a great way tohave fun with students while also helping them learn vocabulary.I always learned vocabulary by strategies like these so I coulddefinitely see myself using this in my classroom.
http://www.readingeducator.com/strategies/rivet.htmhttp://www.readingeducator.com/strategies/rivet.htmhttp://www.readingeducator.com/strategies/rivet.htm


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Muddiest Point Center for Instructional Innovation and Assessment. (2010). Classroom

assessment technique: muddiest point. Retrieved fromhttp://pandora.cii.wwu.edu/cii/resources/modules/muddiestpoint/default.asp

Muddiest Point1. At the end of your class, hand out blank 3x5 cards. Instruct the students not to

write their names on the cardsanonymity is important here.2. Ask your students to write down the answer to this question: What was the

"muddiest" point so far in this session? (In other words, what was least clear toyou? Or, what questions do you still have about todays lecture?)

3. Collect the cards.4. Review the cards and decide on a format for addressing the "muddy points,"

that your students have identified. You then might:5. Post questions and answers on course web page6. Answer questions at start of next class meeting7. Prepare a handout8. Slightly revise course content to address frequently occurring questions9. Send an email response to the class

Muddiest point helps students reflect on what they have learned,

analyze and retain information, and helps builds new knowledge. This isalso a great tool for teachers to get a sense of where students arehaving difficulty and is more effective than asking for questions becausemost students are embarrassed to ask questions, even in private. It alsoidentifies the next steps needed to help students master difficultinformation or skills and helps in planning revisions for future versions ofthe class. A con to Muddiest Point would be that some students are stillshy about asking questions, even when their name isn't on the card.Also, some students aren't motivated enough to ask questions.
http://pandora.cii.wwu.edu/cii/resources/modules/muddiestpoint/default.asphttp://pandora.cii.wwu.edu/cii/resources/modules/muddiestpoint/default.asphttp://pandora.cii.wwu.edu/cii/resources/modules/muddiestpoint/default.asphttp://pandora.cii.wwu.edu/cii/resources/modules/muddiestpoint/default.asphttp://pandora.cii.wwu.edu/cii/resources/modules/muddiestpoint/default.asphttp://pandora.cii.wwu.edu/cii/resources/modules/muddiestpoint/default.asp


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Think-Pair-Share Jones, R. (2006). Think-pair-share. Retrieved from

http://www.readingquest.org/strat/tps.html Think-Pair-Share

1. Think. The teacher provokes students' thinking with a question orprompt or observation. The students should take a few moments(probably not minutes) just to THINK about the question.

2. Pair. Using designated partners, nearby neighbors, or a desk mate,students PAIR up to talk about the answer each came up with. Theycompare their mental or written notes and identify the answers they

think are best, most convincing, or most unique.3. Share. After students talk in pairs for a few moments (again, usually

not minutes), the teacher calls for pairs to SHARE their thinking withthe rest of the class. She can do this by going around in round-robinfashion, calling on each pair; or she can take answers as they arecalled out (or as hands are raised). Often, the teacher or adesignated helper will record these responses on the board or on theoverhead.

I like this idea because its universal to all grade levels and

content areas. I feel that I could easily use this in my FCS classes.The con I have about this strategy would be that some students,like myself are shy and dont want to share their answers out loudbecause they are afraid they have it wrong, therefore I may finda different way to share answers that encourages students toopen up more.
http://www.readingquest.org/strat/tps.htmlhttp://www.readingquest.org/strat/tps.htmlhttp://www.readingquest.org/strat/tps.htmlhttp://www.readingquest.org/strat/tps.html


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Very Important Points Sunshine Online's Literacy Hour. (2010). Guided Reading. Retrieved

from http://www.oe.k12.mi.us/balanced_literacy/guided_reading.htm

Very Important Points

1. Students are given sticky notes that they cut into three to sixequal strips.

2. Every time they find a sentence that expresses a main idea,students flag it with a sticky note strip.

3. Since the notes are easily removable, as readers find moreimportant pieces of information, they can change their mindswithout the permanent consequences of other forms ofannotating (ex. highlighter, bookmark).

4. With a limited number of strips, the reader is limited in choices.This keeps students from marking the entire text and from feelingoverwhelmed.

5. Students take the identified main ideas to compose a summaryor synthesis of the text.

PROS: Distinguishing between main ideas and details whenreading helps students navigate information for comprehension.This strategy asks students to identify the most important points inthe reading and limits choices through the use of strips.


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VOCABULARY


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Semantic Webbing Reading Educator. (2012). Semantic webbing. Retrieved from

http://www.readingeducator.com/strategies/webbing.htm Semantic Webbing

1. Write a key word or phrase from a reading selection on thechalkboard.

2. Have students think of as many words as they know that relate tothis key idea. Write these words to the side on the chalkboard.

3. Ask students to group these words into logical categories andlabel each category with a descriptive title.

4. Encourage students to discuss/debate the choice of the categoryfor each word. Write the students' conclusions (the categories andtheir component words) on the chalkboard.

5. Finally, have the students read the text selection and repeat theprocess above. After reading, have students add new words andcategories related to the key idea.

PROS: Revives & reactivates students' prior knowledge andexperience, helping students organize both their priorknowledge and new information confronted in reading, andallows students to discover relationships between their priorand new knowledge.
http://www.readingeducator.com/strategies/webbing.htmhttp://www.readingeducator.com/strategies/webbing.htmhttp://www.readingeducator.com/strategies/webbing.htm


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Word Hunts Reading Rocket. (2012). Word hunts. Retrieved from

http://www.readingrockets.org/strategies/word_hunts/ Word Hunts

1. Introduce the book or topic to be read and providestudents with written material (i.e., newspapers, magazines,dictionaries, books, and/or news articles on the Internet).

2. Model word hunting by using a portion of text copied ontochart paper, overhead transparencies, or a familiar book3. Ask the students to read and reread a text to find words

that fit a particular pattern.

CONS: I listed cons first to make the point that this seems tobe more of a strategy for younger grade levels. PROS:Although this is used more for younger ages, it can be usedin my classroom in that I could have students use the wordhunt strategy to find target vocabulary words from their FCSreading and use them to write short sentences in a journal.
http://www.readingrockets.org/strategies/word_hunts/http://www.readingrockets.org/strategies/word_hunts/http://www.readingrockets.org/strategies/word_hunts/


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Cloze Saskatoon Public Schools. (2009). Title of document. Retrieved from

http://olc.spsd.sk.ca/DE/PD/instr/strats/cloze/index.html Cloze Procedure

1. Select a self-contained passage of a length appropriate for thegrade level of the students being assessed. Use materials easilyread by the students.

2. Leave the first and last sentences and all punctuation intact.3. Carefully select the words for omission using a word-count formula,

such as every fifth word or other criteria. To assess students'

knowledge of the topic or their abilities to use semantic cues,delete content words which carry meaning, such as nouns, mainverbs, adjectives and adverbs. To assess students' use of syntacticcues, delete some conjunctions, prepositions and auxiliary words.

4. When preparing the final draft of the passage, make all blanks ofequal length to avoid including visual clues about the lengths ofomitted words.

5. Have the students read the entire passage before they fill in theblanks.

6. Encourage the students to fill each blank if possible.7. Although there should be no time limit for this exercise, the time

necessary for completion should be noted.8. Suggest that students reread the completed passage.

This is a great way to assess the extent of students' vocabularies and knowledge of asubject, to encourage students to think critically and analytically about text andcontent and to also identify students' knowledge and understanding of the readingprocess
http://olc.spsd.sk.ca/DE/PD/instr/strats/cloze/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/cloze/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/cloze/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/cloze/index.html


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Cloze Example


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Word Sort Reading Educator. (2012). Word sort. Retrieved from

http://www.readingeducator.com/strategies/sort.htm Word Sort

1. List between 10 and 20 key vocabulary words from a reading selection on thechalkboard or on index cards.

2. Divide the class into small groups of 4 or 5 students. (Distribute the index cards ifthis method is used.)

3. For a Closed Word Sort, provide students with the categories into which they willsort the vocabulary words. For an Open Word Sort, instruct the student teams tosuggest categories for organizing the words.

4. Allow 10 to 15 minutes for the student teams to assign the words to theappropriate categories.

5. Conduct a class discussion with each group presenting their word list for one ofthe categories. Require the students to defend their sorting of terms by askingabout the common features of the categories and how each specific wordmeets these criteria.

Closed Word SortThe teacher provides the categories (and the specific features ofeach) to the students. The students then match the words with the features tocreate the word collections.

Open Word SortThe teacher provides only the list of words. Students work together

to discern the common features and to describe the categories for collecting theword groups.

PROS: I think I would enjoy both versions of this game because students arevery creative and can help think of categories for words that I may nothave thought of. This encourages critical thinking and creativity as wellwhile also teaching important vocabulary from the lesson. CONS: Somestudents may be better at thinking of categories than others, so working ingroups is a good idea for this game.
http://www.readingeducator.com/strategies/sort.htmhttp://www.readingeducator.com/strategies/sort.htmhttp://www.readingeducator.com/strategies/sort.htm


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The Pyramid Game Technology & Innovation In Education. (2012). Strategies to build student vocabularies.

Retrieved from http://www.sdesa6.org/content/docs/StrategiesVocabulary-080808.pdf Name That CategoryThe Pyramid Game

1. Divide a triangular template into six sections. Assign points to each section.

2. Identify pairs of students and select one student in each pair to begin as theclue giver.

3. Explain that the clue giver is the only one able to see the pyramid templatewith the categories listed.

4. Cover categories at the beginning of the game. Uncover categories, one

at a time, as they are guessed.5. Explain that as the clue giver gives clues associated with the category listed

on the pyramid, the guesser attempts to correctly identify the category.When the guesser is correct, the clue giver moves on to another section ofthe triangle and repeats the procedure. A time frame of 30 seconds is givento guess each category.

6. Award the guesser the number of points labeled on each section. Awardbonus points if all categories are correctly identified.

7. Switch clue giver and guesser roles for each round played.

As high school can be tedious and long, some students need motivationand encouragement to keep going and even sometimes just stay awakeand keep learning. I feel that games that engage students in vocabulary inthe content area and work together as a team will help students feel thatthe pressure is somewhat taken off, while still getting the teaching conceptsacross to them.


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The Pyramid

Game Example


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ENGLISH LANGUAGELEARNERS


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Readers Theatre

Reading Rocket. (2012). Readers theatre. Retrievedfromhttp://www.readingrockets.org/strategies/readers_theater/

Readers Theatre1. Choose a story that can be divided into parts (such as

characters)2. Assign reading parts to each child.

3. Ask students to read their scripts orally for practice.

4. Have students read assigned parts to the audience.

PROS: It promotes fluency, helps readers learn to readaloud with expression and helps build reading

confidence. This strategy is used in small groups, whichis great for ELL and also helps with guided interaction.These are all great ways to help ELL. CONS: If thestudent isn't fluent enough he/she may feeluncomfortable reading aloud.
http://www.readingrockets.org/strategies/readers_theater/http://www.readingrockets.org/strategies/readers_theater/http://www.readingrockets.org/strategies/readers_theater/http://www.readingrockets.org/strategies/readers_theater/http://www.readingrockets.org/strategies/readers_theater/


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RAFT

Reading Rocket. (2012). Raft. Retrieved fromhttp://www.readingrockets.org/strategies/raft/

Raft1. Display a completed RAFT example on the overhead.

2. Describe each of these using simple examples: role, audience, format, andtopic. (It may be helpful to write the elements on chart paper or a bulletinboard for future reference).

3. Model how to write responses to the prompts, and discuss the key elements asa class. Teachers should keep this as simple and concise as possible for younger

students.4. Have students practice responding to prompts individually, or in small groups.

At first, it may be best to have all students react to the same prompt so theclass can learn from varied responses.

I feel that using this strategy would be great for ELL because writingcan enhance vocabulary and background knowledge and getthe student thinking. This is also a great strategy to help students

understand how to write, such as knowing the roles, audience,format, and topic. These are highly important elements in writingthat should be clearly understood. I would like to use this strategy,even in my FCS classes because since I will be working with middleschool and high school students, I feel these are the students thatneed to be writing the most, since college is consumed of writingmultiple papers.
http://www.readingrockets.org/strategies/raft/http://www.readingrockets.org/strategies/raft/http://www.readingrockets.org/strategies/raft/


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RAFTRAFT

Role: Audience:

Format: Topic:


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Story Maps Reading Rocket. (2012). Story maps. Retrieved from

http://www.readingrockets.org/strategies/story_maps/ Story Maps

1. Discuss the main components of a story (e.g., characters,setting, plot and theme OR beginning, middle, end).

2. Provide each student with a blank story map organizerand model how to complete it.

3. As students read, have them complete the story map.After reading, they should fill in any missing parts.

PROS: This strategy helps improve students' comprehensionand provides students with a framework for identifying theelements of a story. It also helps students of varyingabilities organize information and ideas efficiently. The use

of a variety of visual aids, including pictures, diagrams, andcharts, helps all studentsand especially ELL studentseasily recognize essential information and its relationship tosupporting ideas. Visuals make both the language and thecontent more accessible to students.
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KWL Chart Reading Rocket. (2012). Strategies that promote comprehension.

Retrieved from http://www.readingrockets.org/article/29202/ What I know-What I want to learn-What I learned (KWL)

1. A. "Know" Step: Initiate discussion with the students about what theyalready know about the topic of the text. Start by using a brainstormprocedure. Ask the students to provide information about where andhow they learned the information. Help them organize the brainstormedideas into general categories.

2. B. "Want to Learn" Step: Discuss with the students what they want to learn

from reading an article. Ask them to write down the specific questions inwhich they are more interested.

3. C. "What I Learned" Step: Ask the students to write down what theylearned from the reading. Ask them to check the questions they hadgenerated in the "Want to Learn" Step.

PROS: This strategy helps with metacognition and authenticassessment. Rather than having students simply memorize

information, teachers model and explicitly teach thinking skills(metacognition) crucial to learning new concepts. Researchshows that metacognition is a critical skill for learning a secondlanguage and a skill used by highly proficient readers of anylanguage. In addition to the KWL chart, teachers should provideenough time to complete tasks, appropriate feedback, rubrics, &models to guide students self-assessment.
http://www.readingrockets.org/article/29202/http://www.readingrockets.org/article/29202/http://www.readingrockets.org/article/29202/


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KWL Chart Explained


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Numbered Heads Together Teacher Vision. (2012). Numbered heads together. Retrieved from

http://www.teachervision.fen.com/group-work/cooperative-learning/48538.html

Numbered Heads Together1. Divide the students into groups of four and give each one a number from one

to four.2. Pose a question or a problem to the class.3. Have students gather to think about the question and to make sure everyone

in their group understands and can give an answer.

4. Ask the question and call out a number randomly.5. The students with that number raise their hands, and when called on, the

student answers for his or her team.

PROS: This cooperative learning strategy promotes discussion and bothindividual and group accountability. This strategy is beneficial for reviewingand integrating subject matter. Students with special needs often benefitwhen this strategy is used. After direct instruction of the material, the groupsupports each member and provides opportunities for practice, rehearsal,

and discussion of content material. Group learning methods encourage students to take greater responsibility for

their own learning and to learn from one another, as well as from theinstructor (Terenzini & Pascarella, 1994).

Cooperative learning has been shown to increase student achievement,race relations, acceptance of special needs students, and self-esteem(Slavin, 1995).
http://www.teachervision.fen.com/group-work/cooperative-learning/48538.htmlhttp://www.teachervision.fen.com/group-work/cooperative-learning/48538.htmlhttp://www.teachervision.fen.com/group-work/cooperative-learning/48538.htmlhttp://www.teachervision.fen.com/group-work/cooperative-learning/48538.htmlhttp://www.teachervision.fen.com/group-work/cooperative-learning/48538.htmlhttp://www.teachervision.fen.com/group-work/cooperative-learning/48538.htmlhttp://www.teachervision.fen.com/group-work/cooperative-learning/48538.htmlhttp://www.teachervision.fen.com/group-work/cooperative-learning/48538.html

Documents

FCS Strategies Notebook