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Literacy Instructional Strategies: Vocabulary Acquisition, Reading and Writing Strategies

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Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

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At-A-Glance

Key Vocabulary Strategies Across Content Areas Connecting Vocabulary Acquisition with Inferential Thinking

Analogies ♦ ♦ ♦ ♦ ♦ ♦

Connect to prior knowledge Analogy Template A :B :: C:D Use opposites Compare and contrast Use as prompt questions for discussion Use verbal, visual or written analogy-based prompts

Key Word Method

♦ Not all words are equal (tiered vocabulary), so teach the underlying concepts through use in writing, headings to a table or graph, and bold print ♦ Teach technical vocabulary using Semantic Feature Analysis and relate back to underlying main idea ♦ Establish parts-to-whole relationships (Burke, 2002)

(Marzano, 2003)

Examples and Non-Examples Use the Frayer Method or other graphic organizers to help students generate: ♦ Examples (what it is) ♦ Non-examples (what it isn’t) ♦ A non-linguistic representation ♦ A use for the word (put in context) (Frayer, 1969)

Pictures and Demonstrations ♦ ♦ ♦ ♦ ♦

Use posters Use pictures on homework Demonstrate an idea Have students role-play an idea Color, highlight, or underline key vocabulary

(Harvey and Goudvis, 2000; Kuzmich, 2003)

Expert? (aka Plus-Check-Zero)

Verbal and Physical Memories

After presentation of Big Idea, ask students (in pair/share) to assign a symbol to each vocabulary word:

♦ Use question starters that are relational: What does it feel like if… ? What does it look like if… ? ♦ Verbalize as you perform an action or demonstration ♦ Attach a physical movement with the word ♦ Type a written response that utilizes key words

♦ Plus sign l +l if they are an expert, and can explain the word to anyone in the room; ♦ Check mark √ 1 if they have heard of the word, but are not an expert; ♦ Zero 101 if they have no connection to the word. Results are reported out. 1

Combining Clues To Use The Definition ♦ ♦ ♦ ♦

Give clues leading to a definition Develop characteristics or patterns Develop relationships to prior knowledge Have students guess word or concept given its use

(Ellis, 1995)

Creating Patterns and Graphic Organizers ♦ Use Semantic Mapping, Cause-and-Effect Mapping, and other methods requiring the use of a graphic organizer (See Graphic Organizer Collection). ♦ Use multiple-column note-taking ♦ Use hierarchical or linear arrays to show relationships (Johnson and Pearson, 1984)

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

(Kuzmich, 2003; Sousa, 2003)

Verbal Rehearsal ♦ Check for verbal vocabulary use in discussions; give out word cards or post words to remind students to use them ♦ Require specific vocabulary use in oral presentations ♦ Use Think-Pair-Share ♦ Use the Association Method: connect with prior learningwhat does the word remind you of, or what other words are associated with the target word (Craik and Lockhart, 1972)

Visual Cueing ♦ Post key vocabulary words to be used during GLI-aligned writing activities ♦ Write key vocabulary words in short answer and extended response questions ♦ Color code key vocabulary or place with pictures/clip art ♦ Can be used with Verbal Rehearsal and other strategies (Kuzmich, 2003)

Read-Stop-Write Read-Stop-Write involves breaking the assigned reading time into segments (710 minutes) interspersed with writing periods (1-2 minutes). Students write a reflection, summary statement, question, etc. When modeled and developed, this technique will help students focus on their comprehension and note taking.

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

At-A-Glance

Quick Writes

A-B-C Summarize A form of review in which each student in a class is assigned a different letter of the alphabet, and he must select a word starting with that letter that is related to the topic being studied.

3-2-1

Alphabet Summary

Writing activity where students write: ♦ 3 key terms from what they have just learned ♦ 2 ideas they would like to learn more about, and ♦ 1 concept or skill they think they have mastered.

Each student is assigned a different letter of the alphabet and asked to generate a word starting with that letter that is related to the topic being discussed. Students share their terms with the class.

Application Cards

Baggage Claim

At the end of instruction, students write a real world application for the knowledge on a small card and submit the card to the teacher.

Members in a new group are asked to write five facts about themselves on a card. People walk around introducing themselves and sharing the facts on their note cards (baggage). They then exchange cards and move on to introduce themselves to others in the group. When time is up, the teacher or moderator collects all the cards and returns them to their owners or reads the facts for others to identify the owner.

Cheat Notes

Corners

Grab Bag

Summarization technique: Students prepare a single note card of information they believe will be on the test. Students are allowed to bring these notes to the test. As students gain confidence, withdraw use of cards during test taking.

Students are asked to select (by standing next to their choice) from four options, which are posted in the corners of the room. Students then defend choices and listen to others’ choices.

Near the conclusion of a lesson, have a student draw an object from a bag. The student must explain or illustrate how the object is related to what they have learned.

Inside-Outside CircleInside and Review technique.

Jeopardy

Jumbled Summary

Like the television game, with many variations (individual or team competitions). Board with “answers” is prepared in advance (for overhead or on large sheet). Students respond with acceptable “question.”

Teacher presents randomly ordered key words and phrases from a lesson to students. Students put the terms and phrases in a logical order to show understanding.

outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they have written. Outside circle moves to create new pairs. Repeat.

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

Book Ends Pairs of students discuss and make predictions before an activity, then meet after the activity to review and compare reactions.

POWER VERBS

At-A-Glance

Use these action verbs when creating student-learning tasks (This is what you should see students doing)

Power Verb

Meaning

Compose Construct Design Hypothesize Model Modify Plan Pose questions Represent

To make by combining things and parts To build by fitting parts or elements together systematically To prepare the plans for something To predict the outcome based on prior knowledge To form or plan according to a model; to show To change the form or qualities of To decide beforehand on a method of doing something To create questions about the unknown To denote by symbols, characters, etc.

Assess Critique Evaluate Justify Validate

To determine the amount of; evaluate To give your reasoned opinion of something (with good & bad points) To determine or judge the worth of To show to be right To prove or support with facts

EVALUATING -Evaluation-

Analyze Contrast Differentiate Examine Infer Make arguments

To examine critically the parts, elements, essential features of To compare by showing differences To determine the difference between two or more things To look over carefully to find out or learn about To draw a conclusion by reasoning from facts or evidence To create statements for, or against, a point

ANALYZING -Analysis-

Conduct Discuss Display Show Solve

To manage, direct, guide To describe giving details and explaining the pros and cons To present, to view, to show To explain or make clear; to prove or demonstrate To find or explain the answer of

APPLYING -Application-

Compare Demonstrate Describe Explain Extend Generalize Interpret

To show similarities To describe or explain by examples To write a detailed account or verbal picture in logical sequence To give reasons for To broaden, expand, enlarge in area or meaning To give a statement that applies to the whole, not a specific part To explain the meaning of

Define

To make clear the meaning of

List

To record words, sentences, or comments

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

Cognitive Level

CREATING -Synthesis-

UNDERSTANDING -Comprehension-

Think Writes ! Check for thinking about content beyond a mere check for understanding ! 3 to 5 minutes of writing ! Diagnostic- give credit for thinking level and content comprehension. ! Use for homework, introductions, and conclusion of lessons. ! Prompts should include higher levels of rigor wherever possible. ! Check prompts to be certain the average student can answer them in less than 5 minutes. Think about parts rather than the whole.

Thinking for Summarizing

1. Did I state the main idea? 2. Did I include the MOST important information about this idea? 3. Did I show how the main ideas and supporting information are related?

Thinking for Analyzing

1. What are the things that are being compared or what is the cause and effect? 2. What is the evidence? 3. What is the evidence-based conclusion?

Thinking for Persuading or Defending

1. What is the issue or controversy? 2. What is my viewpoint and how will I support it? 3. How will I convince my audience that my viewpoint is valid?

Thinking for Explaining or Describing

1. What am I explaining or describing? 2. What are the steps or details? 3. Will my audience understand or be able to picture my explanation or description?

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

Listen-Stop-Write Listen-Stop-Write involves breaking the lecture into segments (7-10 minutes) interspersed with writing periods (1-2 min). When modeled and developed, this technique will help students focus on their listening and note taking.

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

At-A-Glance Connecting Literacy to Content Area Learning with Graphic Organizers

Graphic Organizer Data Six types of graphic organizers have been shown to make a measurable difference in adolescent learning:

• • • • • •

Sequence Charts T- Charts Semantic Analysis Charts Array Webs Venn Diagrams Adjusted Venn Diagrams

Semantic Analysis Chart a.k.a. Cross-Classification

Chart

• Attribute Chart/Table • Can serve as a review and a chance for active processing • Shows relationships and connections • Criteria or characteristics listed across

Sequence Chart → →

Chart

↓ • Process-oriented • Reinforces parts-to-whole relationships • Helps kids who need to see the “big picture” and those who need to focus on details

Cross-Classification Chart as a Note-making Tool

Supports transfer and context; Can be used for:

• Cause and Effect • Similarities and Differences • Levels of analysis

Venn & Adjusted Venn Influence of Multiples:

World Years Causes Allies Result Conflicts WW I

♦ Elements ♦ Parts ♦ Causes ♦ Conditions

WW II Korea

• Items to be compared

Vietnam

listed down

Iraq

Array Web a.k.a. Lotus Diagram

Lotus Diagram

The Lotus Blossom

Part

Part or

Characteristic

Part

Concept

Part

The Lotus as a Textbook Tool Boldfaced Heading 1

Boldfaced Heading 2

Boldfaced Heading 3

Boldfaced Heading 4

Chapter Boldfaced Heading 5 Title

Boldfaced Heading 6

Boldfaced Heading 7

Boldfaced Heading 8

The Frayer Method Examples:

Non-Examples:

Template for Vocabulary Vocab. New Describe Explain Represent Word Insights revolve

Concept: Non-Linguistic Representation:

Put in context Use or Application

to go around when in an orbit something

moves around something else, like the earth revolves around the sun

(clip art or drawing)

Your own definition:

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

At-A-Glance Student

Centered Learning Activities

Paired Reading Partners decide on roles of teller and listener. Both partners perform silent reading, mentally paraphrasing. (Books closed) Teller recalls as much as possible while listener listens. (Books closed) Listener then adds more information if possible. Both open books, scan for missed detail, discuss, swap roles.

Paired Writing Two writers engage in the process together. They discuss ideas and vocabulary. The shared task builds synergy and confidence.

Inside-Outside Circle Inside and outside circles of students face each other.

Reciprocal Teaching Predict – one student predicts what

Within each pair of facing students, students quiz each other with questions they have written. Outside circle moves to create new pairs. Repeat.

Peer Activities

he thinks the passage will be about. Question – one student in the group of four generates some questions that he/she thinks will be answered in the passage. Summarize – after all four have read the passage, one student will identify key points & develop short summary. Clarify – Student will paraphrase, restate, deepen understanding of passage. Each group-of-four reports out.

Flexible Grouping Organize groups (of 3 or 4 students) by learning style, need, or content, but not by “life sentence.”

Partners Small Groups

Information Circle Students in the circle take on specific roles. For example: ♦ Discussion Manager ♦ Vocabulary Manager ♦ Illustrator ♦ Connector/Reflector ♦ Clarifier ♦ Summarizer

Book Ends

Think–Pair–Share

Pairs of students discuss and make predictions before an activity, then meet after the activity to review and compare reactions

Teacher poses questions or ideas about the selected reading. Students think about the question or idea on their own, then turn to a partner and discuss their thoughts about the question or idea. Students can share their partner’s or their own understanding (orally or in writing).

“The brain is social and desires opportunities to process and make meaning through interaction and dialogue.”

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

Think-Pair-Share Teacher and students make a prediction and/or generate a question. Students think about the question or prediction on their own, then turn to a partner and discuss their ideas. After silent reading, students again think alone and then share with a partner. Model and encourage students to pair-share often to check for understanding. Partners report-out to group, sharing understandings orally or in writing.

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

P-A-R Chart Title of Document

(Non-Fiction Reading of informational text)

Purpose Previewing the Document What is the purpose of this document? How is this document organized? Do I need other documents to understand this one?

Action

Results

Understanding the Task

Completing the Process

What actions do I need to take? What do I want to accomplish in using this document?

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

What were the results of my actions? What are the pros & cons for using this document?

PSQ5R

Formula for Effective Reading Strategies

P urpose

Determine why you are reading the material and what you need to get out of it.

S urvey

Look quickly (i.e., skim) through the entire item you are reading and find out how it is organized (e.g., title, topic and chapter headings, lead and summary paragraphs, etc.)

Q uestion

Before you read the material, determine and compose what questions you need to have answered.

R ead Selectively

Do your reading with the purpose and your questions in mind.

R ecite

If you mentally recite what you have just learned, you are much more certain to remember it.

R ite (write)

Reduce and record what you have learned from the reading by making a brief outline or point form. The notes should be key words or phrases, not long sentences.

R eflect

When you complete the reading, spend a few minutes thinking about the material. Have your main questions been answered? Can you relate one part with another? Can you connect new information to your prior knowledge?

R eview

Review the material within 24 hours to ensure that you remember what you have learned. Review your â€œreducedâ€? notes. Discuss the material with someone else.

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

Moving Beyond Worksheets with Rigorous

Thinking at the Highest Levels of Cognition

Strive to include questions that require rigorous thinking when creating, selecting, and modifying assessments and learning activities. This document can also be used when examining student work. Rigorous Thinking at the

Rigorous Thinking at the

Analysis Level of Cognition

Evaluation Level of Cognition

Synthesis Level of Cognition

Power Words:

analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish; distinction, theme, relationships, function, motive, inference, assumption, conclusion

award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, support, prove, disprove, assess, influence, perceive, estimate, deduct; value, importance, criteria

build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, suppose, discuss, modify, change, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve; happen, solution, original

Open-Ended Questions: How is _______ related to . . . ?

Open-Ended Questions: Do you agree with the actions . . . ? with the outcomes . . . ?

Open-Ended Questions: What changes would you make to solve . . .?

What are the parts or features of . . . ?

What is your opinion of . . . ?

How would you improve . . . ?

Why do you think . . . ?

How would you prove? disprove . . . ?

What would happen if . . . ?

What is the theme . . . ?

Can you assess the value or importance of . ..?

Can you elaborate on the reason . . . ?

What motive is there . . . ?

Would it be better if . . . ?

Can you propose an alternative . . . ?

Why did they (the character) choose . . . ?

How would you adapt ________ to create a different . . . ?

Can you list the parts . . . ?

What would you recommend . . . ?

What inference can you make . . . ?

How would you rate the . . . ?

What conclusions can you draw . . . ?

What would you cite to defend the actions . . .?

How would you classify . . . ?

How would you evaluate . . . ?

How would you categorize . . . ? Can you identify the different parts. . . ?

What could be done to minimize (maximize) . . . ? What way would you design . . . ?

How could you determine . . . ? What choice would you have made . . . ? What would you select . . . ?

What could be combined to improve (change) . . . ? How would you test . . . ?

What evidence can you find . . . ?

How would you prioritize . . . ?

What is the relationship between . . . ?

Based on what you know, how would you explain . . . ?

Can you make a distinction between . .

What information would you use to support the view . . . ?

What is the function of . . . ?

How would you justify . . . ?

What ideas justify . . . ?

How would you prioritize the facts . . . ? What data was used to make the conclusion

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

How could you change (modify) the plot (plan) . . . ?

Can you formulate a theory for . . . ? Can you predict the outcome if . . . ? What facts can you compile . . . ? Can you construct a model that would change . . . ? Can you think of an original way for the . . . ?

Two Column Note Making Subject/Topic/Standard:

Adapted from: Differentiated Literacy Strategies, Glossary of Instructional Strategies

Date: