Dishner, T. Bean, J. Readence, and D. Description: In this activity, students have the chance to classify topics, words, and phrases into categories. The process of sorting and classifying strengthens the student's ability to comprehend and retain difficult information. Through a discussion of possible solutions, students negotiate the contextual meaning of the topics, words, or phrases they are sorting.
Procedure: 1. Generate a list of words related to the topic for review. These words should fall into one of the following categories: Important Characteristics, Uses, Examples, and Non-Examples. Hint: These categories can be changed to accommodate your topic of study. Make a copy of both of the word list and the Frayer Model graphic organizer on transparency paper.
Cut out the words on the word list and store in a zip-lock bag when not in use. Lay the graphic organizer on an overhead projector. Place word list words in the center of the graphic organizer one at a time jumble the order allowing students to identify the appropriate quadrant location for the word. Hint: When using this as a warm-up activity, allow students to make errors that will be corrected as you teach your lesson. When using this as a review activity, identify mistakes and re-teach topics when students make errors.
As students enter, give them word choices for using this vocabulary development tool. Students use a graphic organizer to categorize their knowledge about a word. Squares with 4 to 6 blocked spaces work well.
Have students find a word important to the lesson by posting or passing out sentences in which a word is hidden. For example: The school mouse ate a cherry for her morning snack. The vocabulary words are presented and students rate each word with a number—1 know it well enough to define it, 2 think I know it, 3 have heard it or have seen it, and 4 no clue. Teacher can then identify how much prereading instruction will be necessary for critical reading as well as identifying words for explicit vocabulary instruction.
Give out pop quiz, an assessment given without notice graded or non-graded , as they enter the classroom or display on board. It is sometimes used as a review non-graded , and is definitely used to motivate students to study each day. Periodic pop quizzes can be used during the formative assessment process to monitor student learning and adjust instruction during a lesson or unit.
Constructive quizzes will not only furnish teachers with feedback on their students, but they serve to help students evaluate their own learning. The process is outlined in the document below. By using quizzes to furnish students with immediate feedback, the teacher can quickly determine the status of each student in relation to the learning targets, and students can learn more during the discussions that immediately follow the quizzes, instead of having to wait until the next day to see the results of the assessment in the form of a meaningless grade on the top of a paper.
The teacher should use the results of these quizzes to adjust instruction immediately based on student outcomes. Assign to each student upon entering class a section, paragraph, page etc. Skimming and scanning are two very different strategies for speed reading.
They are each used for different purposes, and they are not meant to be used all the time. They are at the fast end of the speed reading range, while studying is at the slow end.
People who know how to skim and scan are flexible readers. They read according to their purpose and get the information they need quickly without wasting time. They do not read everything which is what increases their reading speed. Their skill lies in knowing what specific information to read and which method to use. Skimming refers to looking only for the general or main ideas, and works best with non-fiction or factual material.
You read only what is important to your purpose. Skimming takes place while reading and allows you to look for details in addition to the main ideas. Unlike skimming, when scanning, you look only for a specific fact or piece of information without reading everything.
For scanning to be successful, you need to understand how your material is structured as well as comprehend what you read so you can locate the specific information you need. Students may also take notes, share with a partner, or discuss with class. Hand out a mini-survey at the beginning of a unit, topic, etc. Students love to tell what they already know about a subject. They also like to express their personal opinion. Surveys give them a chance to do just that.
It also gives the teacher good indicators about what prior knowledge students may already have. Some teachers like to start by finding out if their students really know what a survey is. They then explain the basics of surveys before doing a trial survey with their students. Using online surveys gives real time instant feedback. Description: Providing visual images before reading a lesson allows students to create a mental picture which will help facilitate the reading of new material.
These mental images will help students process what they will read. This strategy allows students to respond to visual imagery through written exercises and whole group discussion. Students become more engaged in their learning process by making real world connections and by using their own imaginations. Select a vivid photograph, picture, artwork, or image that will introduce or extend the concepts related to the particular area of study. Your textbook, reference book, newspapers, magazines, web sites, etc.
Share the picture with students by using a data projector or large poster or a site like Voice Thread. Ask students to write down their individual thoughts and reactions to the image. Model how to make personal and real world connections. Encourage students to examine the image for details. After students have been allowed time for their written responses, ask for volunteers to share their entries with the rest of the class.
Encourage students to respond to each other in collaborative pairs. Ask students why that may apply to the image you are sharing. Use students responses to help introduce the new concepts to be studied. Home Activating Strategies January 13, What idea, topic, or subject is important for me to learn and understand so I can do this? How will I show that I can do this, and how well will I have to do it? Characteristics of interactive use of Essential Questions: Teacher uses as a tool to distribute summary throughout the lesson.
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