Study Skills - Self Management

7/27/2019 Study Skills - Self Management

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June, 2008 1

Time Content Assessment Resources

SELF-MANAGEMENTOrganization

Time Management

Manage a personal scheduleHomewor w/o Tears

Appendix

*Brainstorm different morning activities

*Discuss students before-school morning routine

*Reflect and Revise -Discuss ways to better use their time

(S)

Determine benchmark datesHomework w/o Tears

Ch 11

*Participate in morning calendar activities (S)

*Model benchmark dates (i.e., read-a-thon, spelling test,

100th Day, etc.)Estimate duration of assignment Marzano Ch 5

*Expose students to duration of assignment time frames

(T)

Use time effectively

Study/Home Environment

Establish parental involvementHomework w/o Tears;

Lee Canter

*Communicate with parents (i.e., e-mail, phone calls,

newsletters, school district website, assignment notebooks,

take home folders, conferences, open house, Home Links,

etc.) (T)

*Share and transport home to school communications (i.e.,

permission slips, notices, tests, progress reports, etc.) (S)

Determine study area

Control comfort level and distractions

Supplies/Appropriate Materials

Maintain and manage folder, assignment notebooks,etc.

*Model good organizational practices (i.e., folder and

assignment book check, weekly desk clean-up, math tool

kits, transitioning from one activity to the next, etc.) (T)

*Model backpack packing and unpacking (T)

*Demonstrate emptying and reorganizing desks (T)

Study Skills - Grade One


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June, 2008 2

*Provide a system for maintaining and managing supplies

and materials (T)

*Manage and maintain backpacks, desks, and personal

belongings with increasing independence (S)

*Discuss, facilitate, and monitor transport of materials to

and from school (T)

*Transport appropriate materials to and from school in atimely manner and in an acceptable condition (S)

List materials for home use

Monitoring for Understanding

Questioning Mosaic of ThoughtCh 5

Provide a risk-free environment

Model metacognitive processing

Mosaic of ThoughtCh 6

and 7; Marzano Ch 9 and

10

*Model think aloud (T)

*Brainstorm personal experiences, prior knowledge, and

ideas

*Introduce 5W's (T)

*Predict outcomes (S)

Following Directions

Attend to oral and/or written directions

Understand what is being asked*Model and demonstrate directions when appropriate (T)

*Repeat and/or restate directions (S)

*Demonstrate understanding of directions (S)

Practice multi-step direction techniques

*Expose students to multi-step directions (T)

*Practice one and two step directions (S)

Listening SkillsConcentrate on speaker

*Provide cues (i.e., eyes on me, give me 5, clapping,

turning off lights) (T)

*Model and reinforce appropriate listening etiquette (T)

*Concentrate on speakers instructional focus (S)

Visualize information Mosaic of Thought Ch 7


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June, 2008 3

*Model and expose students to visualization techniques (T)

*Provide opportunities in a variety of ways for students to

demonstrate understanding through visualization (T)

*Demonstrate, describe, illustrate, and/or act out visualizations

(S)

Practice note taking * Not Addressed

ACQUIRING INFORMATION

Locating Information

Comprehension Strategies

Features of Text

Determining importance of information Mosaic of Thought Ch 8

information

*Allow opportunities for student-teacher and peer

conferences to determine important information (T)

*Teach main idea concept (T)

*Recognize main idea (S)

*Explore the difference between fact and opinion

*Distinguish between reality and fantasy (T)

*Utilize features of text (S)

*Provide focus questions prior to acquiring information (T)

Evaluating the accuracy of informationMcGraw-Hill Author

Profiles

*Explore and discuss the reliability of a source

*Distinguish between fact, non-fact, and opinion

Note Taking

Graphic OrganizersMarzano Ch 3; Six Trait

Writing

*Model forms of graphic organizers (T)

*Participate in the formation of graphic organizers (S)

*Select and practice use of graphic organizers (S)

Graphic Representations

*Model how to create illustrations to caputre content

specific information (T)

*Practice creating illustrations to capture content specific

information (S)


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June, 2008 4

Format

*Not Addressed

Outlining Marzano Ch 3

* Not Addressed

MANAGING INFORMATIONDetermining Importance

*Define the purpose focusing on the relationship of the purpose

to importance (T)

*Model sifting and sorting acquired information to determine

relevance and redundancy of information relative to the purpose

(i.e., personal stories, retelling read-aloud, etc.) (T)

Summarizing Marzano Ch 3

Identifying

*Model identifying key words and elements from acquired

information (T)

*Practice identifying key words and elements from acquired

information (S)

Organizing

*Model different strategies for organizing acquired

information (T)

*Practice different strategies for organizing acquired

information (S)

Rephrasing

*Model rephrasing of acquired information in their own

words (i.e., retelling or illustrating a unit of study or field

trip) (T)

*Practice rephrasing of acquired information in their own

words (S)

*Model the combining of related ideas from acquired

information (T)

Notemaking

*Not addressed

APPLYING INFORMATION

Active Review Strategies


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June, 2008 5

*Model through various modalities active review strategies

for acquired information (i.e., act it out, draw a picture or

diagram, create a 3-D model, use flashcards, use graphic

organizers, use games, etc.) (T)

*Practice active review strategies (S)

Memory TechniquesCreating a Study Guide

How to Take a Test


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June, 2008 1


SELF-MANAGEMENTrgan zat on

Time Management

Manage a personal scheduleHomework w/o Tears

Appendix

*Brainstorm different morning activities

*Discuss students before-school morning routine

*Illustrate before-school morning routine (S)

*Reflect and Revise -Discuss ways to better use their time (S)

Determine benchmark datesHomework w/o Tears

Ch 11

*Participate in morning calendar activities (S)*Model benchmark dates (using at least one long term

assignment - teacher facilitated) (T)

Estimate duration of assignment Marzano Ch 5

*Expose students to duration of assignment time frames (T)



Establish parental involvement

Lee Canter

*Communicate with parents (i.e., e-mail, telephone calls,

newsletters, school district website, assignment notebooks,

take home folders, conferences, open house, Home Links, etc.)(T)

*Share and transport home to school communications (i.e.,

permission slips, notices, progress reports, tests, etc.) (S)




Maintain and manage folder, assignment notebooks, etc.


assignment book check, weekly desk clean-up, math tool kits,

transitioning from one activity to the next) (T)



*Provide a system for maintaining and managing supplies and

materials (T)

Study Skills - Grade Two


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June, 2008 2

*Manage and maintain backpacks, desks, and personal


Bring appropriate materials to and from school

*Discuss, facilitate, and monitor transport of materials to and

from school (T)

*Transport appropriate materials to and from school in a

timely manner and in an acceptable condition (S)



Questioning Mosaic of Thought5



Mosaic of ThoughtCh 6

and 7; Marzano Ch 9

and 10

*Participate in think aloud (S)*Reinforce 5W's (T)

*Practice and utilize 5W's (S)

*Predict outcomes (S)



Understand what is being asked

*Model and demonstrate directions when appropriate (T)*Repeat and/or restate directions (S)

*Demonstrate understanding of directions (S)Practice multi-step direction techniques

*Expose students to multi-step directions (T)

*Practice one and two step directions (S)

Listening Skills

Concentrate on speaker

*Provide cues (i.e., eyes on me, give me 5, clapping, turning

off lights) (T)

*Model and reinforce appropriate listening etiquette (T)*Concentrate on speakers instructional focus (S)

Visualize information Mosaic of ThoughtCh 7

*Model and expose students to visualization techniques (T)

*Provide opportunities in a variety of ways for students to

demonstrate understanding through visualization (T)


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June, 2008 3

*Demonstrate, describe, illustrate, and/or act out visualizations

(S)

Practice note taking

* Not Addressed

ACQUIRING INFORMATIONLocating Information


Features of Text

Determining importance of information

(T)

*Allow opportunities for student-teacher and peer conferences

to determine important information (T)

*Teach main idea concept (T)

*Recognize main idea (S)

*Explore the difference between fact and opinion

*Distinguish between reality and fantasy (T)


*Provide focus questions prior to acquiring information (T)

Evaluating the accuracy of informationMcGraw-Hill Author

Profiles


*Distinguish between fact, non-fact, and opinion (fiction and

nonfiction) (T)

Note Taking


Writing





*Model how to create illustrations and write words to capture

specific information (T)

*Practice creating illustrations and writing words to capturecontent specific information (S)

Format

*Not Addressed


*Not Addressed


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June, 2008 4

MANAGING INFORMATION

Determining Importance

*Define the purpose focusing on the relationship of the purpose

to importance (T)

*Model sifting and sorting acquired information to determine

relevance and redundancy of information relative to the purpose(i.e., personal stories, retelling read-alouds, etc.) (T)


Identifying

*Model identifying key words and elements from acquired

information (T)

*Practice identifying key words and elements from acquired

information (S)

Organizing

*Model different strategies for organizing acquired information

(T)


information (S)

Rephrasing

*Model rephrasing of acquired information in their own words

(i.e., retelling or illustrating a unit of study or field trip) (T)

*Practice rephrasing of acquired information in their own words

(S)

*Model the combining of related ideas from acquiredinformation (T)

Notemaking

*Not addressed



*Model through various modalities active review strategies for

acquired information (i.e., act it out, draw a picture or diagram,create a 3-D model, use flashcards, use graphic organizers, use

games, etc.) (T)

*Practice active review strategies (S)

Memory Techniques

Creating a Study Guide

How to Take a Test


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June, 2008 1


SELF-MANAGEMENT

Organization

Time Management

Manage a personal scheduleHomework w/o

Tears Appendix

*Brainstorm different after-school activities

*Discuss students after-school routine

*Model use of a daily after-school schedule on a

template (T)

*Record (with parents) a personal daily after-school

schedule on a template (S)

*Reflect and Revise -Discuss ways to better use their

time - find a good time for homework

Determine benchmark datesHomework w/o

Tears Ch 11

*Model benchmark dates (using at least 2 long term

assignments - teacher facilitated) (T)

Estimate duration of assignment

*Provide reminders during assignments (T)

*Discuss pacing of a few assignments (T)

*Estimate duration of a few assignments, record actual

time (S)*Manage assignments in a given time frame (S)



Establish parental involvementHomework w/o

Tears ; Lee Canter

*Communicate with parents (i.e., e-mail, phone calls,

news letters, school district website, assignment

notebooks, take home folders, conferences open house,

Home Link, etc.) (T)

*Share and transport home to school, communications

(i.e., permission slips, notices, tests, progress reports,

etc.) (S)

*Obtain parents signature in assignment book (S)



Study Skills - Grade Three


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June, 2008 2


Maintain and manage folder, assignment notebooks,

etc.


assignment book check, weekly desk clean-up, math

tool kits, transitioning from one activity to the next) (T)

*Model back-pack packing and unpacking (T)


*Provide a system for maintaining and managing

supplies and materials (T)

*Manage and maintain back packs, assignment books,

desks, and personal belongings, with increasing

independence (S)


*Discuss, facilitate, and monitor transport of materials

to and from home (T)

*Transport appropriate materials to and from school in a

timely manner and in an acceptable condition (S)



Questioning



Mosaic of Thought

Ch 6 and 7

Marzano Ch 9 and

10

*Model and expose students to higher order questioning

techniques (i.e., MOT) (T)

*Model think-pair-share (T)

*Apply 5W's to increase understanding (S)

*Utilize think aloud strategies to increase understanding

(S)*Apply questioning techniques while participating in

think-pair-share and cooperative groups (i.e., literature

circles (S)





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June, 2008 3

*Model and demonstrate directions when appropriate

(T)



*Highlight key words in directions (S)


*Provide strategies for following multi-step directions

(i.e., highlight key words, chunking, sequencing (T)

*Practice highlighting, chunking, sequencing, etc. (S)

Listening Skills




*Model and reinforce appropriate listening etiquette (T)

*Concentrate on speakers; instructional focus (S)

Visualize informationMosaic of Thought

Ch 7

*Model and expose students to visualization techniques

(T)

*Provide opportunities in a variety of ways for students

to demonstrate understanding through visualization (T)

*Demonstrate, describe, illustrate, and/or act out

visualizations (S)

Practice note taking *Model and discuss how to take notes from brief audio-

visual presentations identifying main idea and supporting

details using a teacher provided template (T)

*Practice taking notes following teacher's modeling

using a teacher provided template(S)



Comprehension StrategiesFeatures of Text

Determining importance of informationMosaic of Thought

Ch 8

*Practice whole group identification of important

information (T)


conferences to determine important information (T)


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June, 2008 4

*Provide guides to assist students in extrapolating

important information (i.e., outlines, fill in the blank,

diagrams, etc.) (T)

*Practice identifying main ideas (S)

*Distinguish between fact and non-fact (S)

*Distinguish between fact and opinion (S)*Utilize features of text (S)

*Articulate reasons for selecting important information

(S)

Evaluating the accuracy of informationMcGraw-Hill

Author Profiles


*Distinguish between fact, non-fact and opinion (S)

Note Taking

Graphic OrganizersMarzano Ch 3; Six

Trait Writing




Graphic Representations* Model how to create illustrations and write words to

capture content specific information (T)

*Practice creating illustrations and writing words to

capture content specific information (S)

Format

*Model taking notes using a two-column format (such as

main idea and supporting details, fact and non-fact,

important and unimportant, cause and effect, similarities

and differences, etc.) (T)

*Practice taking notes using a two-column format (S)

*Model taking notes using a three-column format (such

as FQR, story elements, KWL, beginning-middle-end,

etc) (T)

*Practice taking notes using a three-column format (S)

*Model taking notes using notecards (T)

*Model and monitor taking notes using note cards (S)


* Not Addressed

MANAGING INFORMATION


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June, 2008 5

Determining Importance

*Define the purpose focusing on the relationship of the

purpose to importance (T)

*Examine acquired information to determine its

relevance to the purpose (with increased independence)

(S)

*Model sifting and sorting acquired information to

determine relevance, redundancy, and missing

information relative to the purpose (T)

*Re-work sifting and sorting acquired information to


information relative to the purpose (S)


Identifying

*Model identifying key words and elements from

acquired information (i.e., highlighting, sticky notes,

underlining) (T)

*Practice identifying key words and elements from


underlining with increasing independence) (S)

Organizing


information (i.e., sorting notes, graphic organizers,

combining ideas, etc) (T)*Practice different strategies for organizing acquired


combining ideas, etc. with increasing independence) (S)

Rephrasing

*Model rephrasing of acquired information in their own

words (T)

*Practice rephrasing of acquired information in their

own words with increasing independence (S)

*Model the combining of related ideas from acquired

information (T)*Practice the combining of related ideas from acquired

information with increasing independence (S)

Note making

* Model how to review prior notes for purpose of

sequencing and catergorizing (T)


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June, 2008 6

*Practice reviewing prior notes for purpose of

sequencing and categorizing (S)

*Model how to evaluate prior notes to determine if

information is important and comprehensive (T)

*Practice evaluating prior notes to determine if

information is important and comprehensive (S)

*Model how to revise notes (ie, clarifying, addinginformation, organizing, rewording, etc) into a

meaningful product (T)

*Practice revising notes (ie, clarifying, adding

information, organizing, rewording, etc) into a

meaningful product (S)

*Model how to analyze graphic representations in

writing (T)

*Practice analyzing students' own graphic

representations in writing (S)



*Model through various modalities active review

strategies for acquired information (i.e., act it out, draw a

picture or diagram, create a 3-D model, use and/or create

flashcards, use and/or create mnemonic devices, use and/or

create graphic organizers, use and/or create test questions,

use and/or create games, reflect) (T)

*Practice and apply active review strategies (S)

Memory Techniques


How to Take a Test

*Discuss different test formats (i.e., fill in the blank,

multiple choice, short response, open-ended, etc.)

*Practice strategies for various test formats (S)

*Discuss and examine practice tests and samples of

completed test responses (i.e., NECAP)

*Practice test taking through sample tests

*Apply READER


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June, 2008 1


SELF-MANAGEMENTOrganization

Time Management

Manage a personal scheduleHomework w/o Tears

Appendix

*Brainstorm different after-school activities

*Discuss student's after-school routine

*Model use of a weekly (Monday-Friday) after-

school schedule on a template (T)

*Record (with parents) personal weekly after-

school schedule on a template (S) *Reflect and Revise -Discuss ways to better use

their time - find a good time for homework (S)

Determine benchmark dates Homework w/o Tears Ch 11

*Model benchmark dates (T)

*Provide timeline with benchmark dates for a few

long term assignments (T)

*Apply benchmark dates to assignments (S)

Estimate duration of assignment Marzano Ch 5

*Provide reminders during assignments (T)

*Discuss pacing of several assignments (T)

*Estimate duration of a few assignments, record

actual time (S)

*Manage assignments in a given time frame (S)



Establish parental involvement

Homework w/o Tears ; Lee

Canter

*Communicate with parents (i.e., e-mail, phone

calls, newsletters, school district website,

assignment notebooks, take home folders,

conferences, open house, Home Link, etc.) (T)

*Share and transport home to school

communications (i.e., permission slips, notices,

tests, progress reports, etc.) (S)

Study Skills - Grade Four


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June, 2008 2

*Obtain parent's signature in assignment book (S)




Maintain & manage folder, assignmentnotebooks, etc.

*Model good organizational practices (i.e., folder

and assignment book check, weekly desk clean-up,

math tool kits, transitioning from one activity to the

next) (T)



*Provide a system for maintaining and managing

supplies and materials

*Manage and maintain backpacks, assignment

books, desks, and personal belongings with

increasing independence


*Discuss, facilitate, and monitor transport of

materials to and from home (T)

*Transport appropriate materials to and from school

in a timely manner and in an acceptable condition



Questioning Mosaic of ThoughtCh 5

*Model and expand on higher order questioning

techniques (i.e., MOT) (T)Mosaic of Thought Ch 6 and

7; Marzano Ch 9 and 10



*Utilize think aloud strategies to increase

understanding (S)

*Apply questioning techniques while participating in

think-pair-share and cooperative groups (i.e.,

literature circles) (S)





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June, 2008 3



*Model and demonstrate directions when appropriate

(T)





*Provide strategies for following multi-step

directions (i.e., highlight key words, chunking,

sequencing) (T)

*Practice highlighting, chunking, sequencing, etc.

(S)

Listening SkillsConcentrate on speaker



*Model and reinforce appropriate listening etiquette

(T)

*Concentrate on speakers; instructional focus (S)

Visualize information Mosaic of ThoughtCh 7

*Model & expose students to visualization

techniques (T)

*Provide opportunities in a variety of ways for

students to demonstrate understanding through

visualization (T)

*Demonstrate, describe, illustrate, and/or act out

visualizations (S)


*Model and discuss how to take notes from brief

audio-vidual presentations identifying main idea and

supporting details using a teacher provided template (T) *Practice taking notes following teacher's model

using template (S)





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June, 2008 4

Features of Text

Determining importance of information Mosaic of ThoughtCh 8

*Practice whole group identification of important

information (T)


conference to determine important information (T)*Provide guides to assist students in extrapolating

important information (i.e., outlines, fill in the blank,

diagrams, etc.) (T)



*Distinguish between fact and opinion (S)


*Articulate reasons for selecting important

information (S)

Evaluating the accuracy of information McGraw-Hill Author Profiles


*Distinguish between fact, non-fact, and opinion (S)

*Expose students to point of view and author's

purpose (T)

Note Taking


Writing

*Model forms of graphic organizers (T)*Participate in the formation of graphic organizers (S)



* Model how to create illustrations with descriptive

words on pictures, graphs, and diagrams to capture

content specific information (T)

*Practice creating illustrations with descriptive words

to capture content specific information (S)

Format

*Model taking notes using a two-column format (such

as main idea and supporting details, fact and non-fact,

important and unimportant, cause and effect,

similarities and differences, etc.) (T)

*Practice taking notes using a two-column format (S)


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June, 2008 5

*Model taking notes using a three-column format

(such as FQR, story elements, KWL, beginning-

middle-end, etc) (T)


*Model and monitor taking notes using note cards (T)



*Define the purpose focusing on the relationship of

the purpose to importance (T)

*Examine acquired information to determine its

relevance to the purpose with increased independence

(S)

*Model sifting and sorting acquired information to

determine relevance, redundancy, and missinginformation relative to the purpose (T)

*Re-work sifting and sorting acquired information to


information relative to the purpose (S)

Summarizing

Identifying

*Model identifying key words and elements from


underlining) (T)

*Practice identifying key words and elements from


underlining with increased independence) (S)

Organizing



combining ideas, etc.) (T)



combining ideas with increasing independence) (S)

Rephrasing

*Explain and discuss plagiarism and its consequences

*Model rephrasing of acquired information in their

own words (T)


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June, 2008 7


How to Take a Test

*Discuss different test formats (i.e. fill in the blank,

multiple choice, true or false, essay, short response,

open-ended, etc.)

*Practice strategies for various test formats (S)

*Discuss and examine practice tests and samples of

completed test responses (i.e., NECAP)

*Practice test taking through sample tests (S)

*Apply READER


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24/55

*Communicate with parents (i.e., e-mail,

phone calls, newsletters, school district

website, assignment notebooks, take home

folders, conferences, open house, Home Links,

etc.) (T)

*Share and transport home to school,

communications (i.e. permission slips, notices,tests, progress reports, etc.) (S)

*Obtain parents signature in assignment

book (S)




Maintain and manage folder, assignment

notebooks, etc.

*Model good organizational practices (i.e.,

folder and assignment book check, weekly desk

clean-up, math tool kits, transitioning from one

activity to the next (T)


*Demonstrate emptying and reorganizing

desks (T)

*Provide a system for maintaining and

managing supplies and materials (T)

*Manage and maintain backpacks,assignment books, desks, and personal


Bring appropriate materials to and from

school

*Discuss, facilitate, and monitor transport of

materials to and from home (T)

*Transport appropriate materials to and from

school in a timely manner and in an acceptable

condition (S)



Questioning Mosaic of Thought Ch. 5


Model metacognitive processingMosaic of Thought Ch. 6 and 7

Marzano Ch. 9 and 10


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*Model and expand on higher order

questioning techniques (i.e. MOT) (T)



*Utilize think aloud strategies to increase

understanding (S)

*Apply questioning techniques whileparticipating in think-pair-share and

cooperative groups (i.e. literature circles) (S)

*Generate questions (beginning) (S)




*Model & demonstrate directions when

appropriate (T)

*Repeat and/or restate directions (S) *Demonstrate understanding of directions

(S)



*Provide strategies for following multi-step

directions (i.e., highlight key words, chunking,

sequencing) (T)

*Practice highlighting, chunking,

sequencing, etc. (S)

Listening Skills


*Provide cues (i.e., eyes on me, give me 5,

clapping, turning off lights) (T)

*Model and reinforce appropriate listening

etiquette (T)

*Concentrate on speakers instructional focus

(S)

Visualize information Mosaic of Thought Ch 7 *Model and expose students to visualization

techniques (T)

*Provide opportunities in a variety of ways

for students to demonstrate understanding

through visualization (T)

*Demonstrate, describe, illustrate, and/or act

out visualizations (S)


26/55


*Model and discuss how to take notes from

audio-visual presentations identifying important

information and making informed inferences and

judgments with or without teacher provided

tempate (T)

*Practice taking notes with or without teacherprovided template (S)

ACQUIRING INFORMATIONLocating Information


Features of Text

Determining importance of information Mosaic of Thought Ch. 8

*Practice whole group identification ofimportant information (T)

*Allow opportunities for student-teacher and

peer conferences to determine important

information (T)

*Provide guides to assist students in

extrapolating important information (i.e.,

outlines, fill in the blank, diagrams, etc.) (T)



*Distinguish between fact and opinion (S)


*Articulate reasons for selecting important

information (S)

Evaluating the accuracy of information McGraw-Hill Author Profiles

*Explore and discuss the reliability of a

source

*Distinguish between fact, non-fact and

opinion (S)

*Determine point of view and author

purpose (S)

Note Taking

Graphic Organizers Marzano Ch.3 Six Trait Writing


*Participate in the formation of graphic

organizers (S)

*Select and practice use of graphic

organizers (S)


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* Model how to create illustrations with

descriptive words on pictures, graphs, and

diagrams to capture content specific

information (T)

*Practice creating illustrations with

descriptive words to capture content specificinformation (S)

Format

* Model taking notes using a two-column

format (such as main idea and supporting

details, fact and non-fact, important and

unimportant, cause and effect, similarities and

differences, etc.) (T)

*Practice taking notes using a two-column

format (S)

*Model taking notes using a three-columnformat (such as FQR, story elements, KWL,

beginning-middle-end, etc) (S)

*Practice taking notes using a two-column

format (S)

*Model and monitor taking notes using note

cards (T) -See Glossary

*Practice independently taking note cards (S) -

See Glossary

Outlining Marzano Ch. 3

*Model taking information from webs tooutline (T)

*Practice taking information from webs to

outline (S)

*Present some notes in outline form (T)


*Define the purpose focusing on therelationship of the purpose to importance (T)

*Evaluate acquired information to determine

its relevance to the purpose (S)

*Model sifting and sorting acquired

information to determine relevance,

redundancy, and missing information relative

to the purpose (T)


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*Analyze sifting and sorting acquired

information to determine relevance,

redundancy, and missing information relative

to the purpose (S)

Summarizing Marzano Ch. 3

Identifying

*Model identifying key words and elements

from acquired information (i.e., highlighting,

sticky notes, combining ideas, etc.) (T)

*Apply identifying key words and elements

from acquired information (i.e., sorting notes,

graphic organizers, combining ideas, etc.) (S)

Organizing

*Model different strategies for organizing

acquired information (i.e., sorting notes,

graphic organizers, combining ideas, etc.) (T)

*Apply different strategies for organizing

acquired information (i.e., sorting notes,

graphic organizers, combining ideas, etc.) (S)

Rephrasing

*Explain and discuss plagiarism and its

consequences

*Model rephrasing of acquired information

in their own words (T)

*Apply rephrasing of acquired informationin their own words (S)

*Model the combining of related ideas from

acquired information (T)

*Apply the combining of related ideas from

acquired information (T)

Note making

*Model how to review prior notes for

purpose of sequencing and categorizing (T)

*Practice reviewing prior notes for purpose

of sequencing and categorizing with increasing

independence (S)

*Model how to review prior notes to

determine if information is important and

comprehensive (T)


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*Practice evaluating prior notes to determine

if information is important and comprehensive

with increasing independence (S)

*Model how to revise by reworking notes

(ie, clarifying, adding information, organizing,

rewording, etc) into a meaningful product (T) *Practice revising by reworking notes (ie,

clarifying, adding information, organizing,

rewording, etc) into a meaningful product (S)

*Model how to analyze graphic

representatins in writing (T)

*Practice analyzing students' own graphic

representations in writing (S)

*Model how to create graphic representations

from students' prior notes (T)

*Practice creating graphic representationsfrom students' prior notes (S)

APPLYING INFORMATIONActive Review Strategies

*Explore, discuss, and honor learning styles

to connect active review strategies to learning

preferences (T)

*Identify and apply strengths and weaknesses

in the way they learn (i.e., checklists, surveys,

inventories, etc.) (S)

*Model through various modalities active

review strategies for acquired information (i.e.,

act it out, draw a picture or diagram, create a 3-

D model, use and/or create flashcards, use

and/or create mnemonic devices, use and/or

create graphic organizers, create test questions,

use and/or create games, reflect) (T)

*Practice and apply active review strategies

(S)

Memory Techniques


How to Take a Test


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June 2008 2

*Practice maintaining a locker and possessions (S)



Questioning

Provide a risk-free environmentModel metacognitive processing

*Model metagognitive processing by focusing on

text to self connections (T)

*Practice and use metacognative processing

focusing on text to self connections (T)

*Practice metacognative processing focusing on

text to self connections (S)

Following DirectionsMosaic o T oug t Ch 3 and

4



*Discuss and demonstrate types of assessment

(short answer, reports, essays, open response) and

expectations for appropriate responses (T)

*Practice types of assessment (short answer,

reports, essays, open response) and expectations

for appropriate responses (S)

Practice multi-step direction techniques*Model reading and rereading directions (self-

monitor) until task is understood (T)

*Model making note of key words, using

highlighter, underlining, sticky notes (T)

*Practice reading and rereading (self-monitor)

until task is understood (S)

*Practice making note of key words, using

highlighter, underlining, sticky notes (S)

*Utilize reading/rereading directions and noting

key words (S)

Listening Skills


*Discuss and practice appropriate audience

etiquette (T) (S))


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June 2008 7

*Model and review types of questions and

appropriate answers (T)

*Practice multiple types of questions including

essays and open responses (S)

*Discuss items needed for successful test taking (T)

*Bring appropriate items for test-taking (S)

*Demonstrate and review test-taking strategy of

READER (see glossary) (T)

*Apply strategies for following directions and use

READER (see glossary) (S)

*Model self-reflection after test is returned,

focusing on remediation (T)

*Monitor and remediate test taking strategies (T)

(S)

*Acknowledge and honor different learning styles(T)


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June, 2008 2

*Practice responsibilities of maintaining a locker and

possessions (S)



Questioning



*Review metacognitive processing focusing on text to self

connections (T)

*Use metacognitive processing focusing on text to self

connections (S)

*Model metacognitive processing for text to text connections

(T)

*Practice and use metacognitive processing for text to textconnections (S)Mosaic of ThoughtCh3 and 4




*Model and discuss need for analytical judgments in

responses such as essays, reports, and open response

assessment (T)

*Practice analytical judgments in responses such as essays,

reports, and open response assessments (S)Practice multi-step direction techniques

*Model reading and rereading directions (self-monitor) until

task is understood (T)*Model making note of key words, using highlighter,

underlining, and sticky notes (T)

*Practice reading and rereading (self-monitor) until task is

understood (S)

*Practice making note of key words, using highlighter,

underlining, and sticky notes (S)

*Utilize reading/rereading directions and noting key wordsstrategies (S)

Listening Skills


*Review, practice, self-monitor and adjust behavior for

appropriate audience etiquette (T) (S)

Visualize information


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June, 2008 4

Note Taking

Graphic Organizers

*Review graphic organizers such as Venn diagrams and

webbing (T)

*Practice utilizing graphic organizers such as Venn diagrams

and webbing (S)*Review and practice more complicated relationships (T) (S)


*Model and review how to use pictures graph, diagrams, etc.

as a means of note taking (T)

*Practice using pictures, graphs, diagrams, etc. as a means of

note taking (S)

*Utilize pictures graphs diagrams, etc. as a means of taking

notes (S)

*Monitor the use of pictures, graphs, diagrams,etc. as a means

of note taking (T)

Format

*Review two column format (i.e.. Main idea/topic-detail;

opinion-proof from source) using materials of increasing

difficultly (T)

*Practice two column format (i.e.. Main idea/topic-detail;

opinion-proof from source; etc. using materials of increasing

difficulty (S)

*Utilize a two column format to create notes (S)

*Monitor two column notes created by the students (T)

*Review three column format (i.e.. Facts, questions-response;

topic-detail-response; etc.) using materials of increasing

difficulty (T)

*Practice three column format (i.e.. Facts, questions-

response; topic-detail-response; etc.) using materials of

increasing difficulty (S)

*Utilize three column format (i.e.. Facts, questions-response;

topic-detail-response; etc.) using materials of increasingdifficulty (S)

*Monitor three column format (i.e.. Facts, questions-response;

topic-detail-response; etc.) using materials of increasing

difficulty (T)

*Introduce Combination Notes Template (T)

*Model and discuss Combination Notes Template (T)


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June, 2008 2


*Model metacognitive processing focusing on text to

world connections (T)

Mosaic of

ThoughtCh 3

and 4

*Make text to self and text to text connections (S)

*Practice and use metacognitive processing focusing ontext to world connections (S)




*Review, practice, and use analytical judgments in

responses such as essays, reports, and open response

assessments (T) (S)

Practice multi-step direction techniques*Review reading and rereading directions and noting key

words strategies (T)

*Utilize reading/rereading directions and noting key

words strategies (S)

Listening Skills


*Review, practice, self-monitor, and adjust behavior for

appropriate audience etiquette (T) (S)

*Recognize verbal and nonverbal cues and practiceappropriate responses (S)

Visualize information

*Model a think aloud where teacher describes images in

his/her mind using the 5 senses (T)

*Practice whole group visualization and share images

with peers (S)

*Draw, write, and create visualized images (S)


*Model and review note taking using a template for audio-

visual presentations (T)

*Practice using a template for audiovisual presentations

(S)

*Utilize a note taking template for audiovisual

presentation(S)

*Monitor note taking on a template(T)


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June, 2008 4

*Practice using pictures, graphs, diagrams, etc. as a means

of note taking(S)

*Utilize pictures graphs diagrams, etc. as a means of

taking notes (S)

*Monitor the use of pictures, graphs, diagrams, etc. as a

means of note taking (T)

Format

*Review two column format (i.e. Main idea/topic-detail:

opinion-proof from source) using materials of increasing

difficulty (T)

*Practice two column format (i.e. Main idea/topic-detail:

opinion-proof from source; etc.) using materials of


*Utilize a two column format to create notes (S)

*Monitor two column notes created by the students (T)

*Review three column format (i.e. Facts, questions-response; topic-detail-response; etc.) using materials of

increasing difficulty (T)

*Practice three column format (i.e. Facts, questions-



*Monitor three column format (i.e. Facts, questions-


increasing difficulty(T)

*Utilize three column format (i.e. Facts, questions-

response; topic-detail-response; etc.) using materials ofincreasing difficulty(S)

*Review Combination Notes Template (T)

*Model and discuss Combination Notes Template (T)

*Practice Combination Notes Template (S)

*Monitor Combination Notes Template (T)

*Review using note cards as a means of note taking (T)

*Practice using note cards for taking notes independently

(S)

*Monitor use of note cards (T)

Outlining

*Model and review outline format (T)

*Create an informal outline for purpose of acquiring

information (S)

*Introduce, practice, and write formal outlines (T) (S)


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June, 2008 6

*Reread and review prior notes independently (S)

*Evaluate/analyze notes by identifying central ideas and

supporting details independently (S)

*Review/revise notes to synthesize thinking and key

concepts independently (S)

*Rewrite notes choosing from a variety of more complex

forms (e.g. graphic organizers, note cards) appropriate for

the users needs (S)

*Monitor the note making process (T)


Active Review Strategies *Use flashcards, teacher/student created games,

dramatizations, graphic organizers, and student/teacher

created sample tests as active review strategies (S)

*Model and practice creating a study guide as an activereview strategy (T) (S)

*Create and use study guides as a review strategy (S)

Memory Techniques


How to Take a Test

*Model and review types of questions and appropriate

responses (T)

*Practice multiple types of questions including essays

and open responses (S)

*Discuss items needed for successful test taking (T)

*Bring appropriate items for test-taking (S)

*Demonstrate and review test-taking strategy of

READER (see glossary) (T)

*Apply strategies for following directions and use

READER (see glossary) (S)

*Model self-reflection after test is returned, focusing on

remediation (T)

*Monitor and remediate test taking strategies (T) (S)

*Acknowledge and honor different learning styles (T)


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*Reinforce of RAP technique (S)

*Reinforce and model content based examples of

plagiarism (T)

*Distinguish between Primary and Secondary

content sources (T)

Note making

*Model the organization, evaluation, synthesis, and

revision of the students' notes (T)

*Review notes in order to organize, evaluate, synthesize,

and revise with increasing independences (S)


Active Review Strategies*Model how to develop independent self assessment

skills which address specific learning styles, such as,

free writes, PAT method, RAFT activity, flashcards, etc.

(T)

*Create study groups, possible test questions, review

outlines etc. (S)

* Identify time within personal schedule for test

preparation (S)

*Implement review activities (games, review sheets,

PowerPoint presentations, etc.) (T) (S)

Memory Techniques


How to Take a Test

*Apply READER strategy (S)

*Demonstrate content related test taking strategies for

true/false, multiple choice, matching, fill in the blank,short answer and essay (T) Release test items from SAT,NECAP, NWEA, etc.

Documents

Study Skills - Self Management