Knowledge Rating Guide-By using KWL

I used this strategy while teaching about the solar system to the students. I started with a KWL. I wanted to know what the students knew before the lesson took place, What they wanted to know and at the end what they learned about the solart system. By doing so this focused the lesson around what the students wanted to learn. I also incoporated an active word wall in which they could add words into categories under the solar system. It was effect at allowing the students to support before, during, and after text, online, and media resources about the solar system in order to keep the students actively engaged during the lesson. By the end of the lesson the students were able to name and create the solar system, weather patterns, and moon phases. The classroom discussions were very surprising and great. Here are the steps to creating an effect KWL in the classroom.
A. "Know" Step:
Initiate discussion with the students about what they already know about the topic of the text.
Start by using a brainstorm procedure. Ask the students to provide information about where and how they learned the information.
Help them organize the brainstormed ideas into general categories.
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 in which they are more interested.
C. "What I Learned" Step:
Ask the students to write down what they learned from the reading.
Ask them to check the questions they had generated in the "Want to Learn" Step.

Word Sort

This technique was used in class as a pre-reading strategy to a text. I had the student to sort words by placing picture cards of words into categories.
* I placed the students into groups.
*Each group is given the same list of vocabulary terms, one term per index card
*The students sort the cards into groups, according to some way that they are related
*The students may use their text material to sort the words
*Students put the words that they don’t have any prior knowledge or
experience with in a stack to be discussed full-group or to be explained by the teacher.

I found this to be an extremely helpful strategy while teaching my students to prepare a simple meal, community information, family information, information from a text or book, etc.

Interactive Word Wall

*I had to identify the key vocabulary words that students need to know for a specific topic or reading assignment.
*Print the words in large block letters on cards for posting on a prominent (always visible) wall or bulletin board.
*Post the word cards as the terms are confronted in classroom discussion or reading.
*Regularly review the terms on the Word Wall. Have students read them aloud as a "warm up" exercise. Frequently call on students to "refresh" their classmates' memories of the definitions of these words. Reinforce these vocabulary words by including them in learning games and activities.

Think-Aloud

Several studies have shown that students who verbalize their reading strategies and thoughts while reading score significantly higher on comprehension tests. Studies have shown that the think-aloud strategy improves reading comprehension on tests. The think-aloud is a technique in which students verbalize their thoughts as they read and thus bring into the open the strategies they are using to understand a text. The teacher modeled the think-aloud strategy for students. Students will develop the ability to use think-aloud to aid in reading comprehension tasks. This is also a great strategy to get all students involved in the class.

Group Summarizing

This strategy supports students to work together to preview text before reading, locate supporting information and examples during reading, and summarize their ideas on a four-quadrant chart after reading. Group Summarizing involve students in constructing a meaningful synthesis of what they have read. It help students learn how to do a summary before they are asked to create their own. The part I most like is grouping allow students to demonstrate understanding of concepts through the completed group summary chart.

Graphic Organizers

Graphic organizers are valuable tools for teaching/instruction. Unlike others, graphic organizers demonstrate a felxibility and endlessness in choices of use. A common trait is their ability to show the order and completeness of the student's thought process - how s/he understands becomes clearly evident. Using a range of graphic organizers shows both the close-up and the larger picture. Since many graphic organizers use short words or phrases, they are ideal for many types of learners.

Word Attack Strategy 1

I share the same opinion of prefixes, suffixes, and roots as the author of Deeper Reading. Teaching word families is possibly the most engaging way to learn vocabulary. The "partial meanings" are more easily remembered than a list of words and definitions. I agree that teaching a few "staples" is an effective way to encourage students to think while deciphering a word rather than just skipping it or looking it up in a dictionary.

I love watching the students' faces as they realize where meanings come from. It is like they are saying, "Wow, this makes sense." When reading a text, I love modeling how I analyze diction and all possible meanings of words. Falling back on Greek and Latin often informs our interpretation of shades of meanings. It teaches the students how language originated and how it is still evolving.

Anticipation Guide

In my ninth grade Romeo and Juliet unit, I use a pre and post anticipation guide to determine how students feel about relevant and emotional issues raised in the play. This gives me an opportunity to learn more about each student as we share our results. I get a sense of what their values are. At the end of the play, we respond to the same questions and discuss reasons for any changes in responses.

I like this activity because it engages the students on their level of interest and makes them want to read the play. As conflicts arise in the play, our discussions become deeper and more substantive as everyone weighs in on their personal judgment of what has transpired. I really like discussing the post results because it makes the kids realize that literature can influence the way they think.

Political Cartoons

I teach a unit on how history repeats itself. My class approaches The Crucible by examining the parallel between the Salem Witchcraft Trials and McCarthyism. A scaffolding activity I use is a website of Herb Block's primary source political cartoons coupled with a cartoon analysis worksheet. It is important to me that students form their own opinions about McCarthy.

The graphic organizer emphasizes symbolism, diction, tone, and message of the cartoons. Instead of lecturing about reactions to the Red Scare, I am able to give the students an opportunity to "relive" the era just as citizens did during the 1950s just by reading editorial cartoons from that time period. Students must approach the cartoons from different perspectives as they decide how different groups would respond to the message.

Modified Cornell Notes

I wish I would've had a system in place for my own note-taking when I was a student. I took notes during class, but was unable to get anything out of the notes I took at times. The cornell note-taking method is a great way to take organized and concise notes that you actually get something out of. Cornell notes can be used to provide a “big picture” of the chapter or lecture. It's a system and a format that builds on what is known as the 5R's of note taking: record, reduce, recite, reflect and review. This method was introduced to students in my biology class last semester and it worked really well.

Vocabulary Activity

I have found the use of flash cards in learning vocabulary terms is highly effective for all students. I use colored index cards as cues to help students recall a distinctive characteristic about the information on a flash card. For example, if you are using flash cards to remember vocabulary words, use a different color for words that have different connotations. Students can illustrate the card by drawing pictures or a symbol that represents the word’s meaning. The more you work at making a card distinctive and interesting, the easier you will find it to recall the information on the card. Flash cards are easy to make, easy to use, and are a great tool for remembering information.

Graphic Organizers

Graphic organizers are an excellent way to help students construct meaning. I use them to assess students’ understanding of what they are reading and observe their thinking process on what they read as a class, as a group, or independently. Graphic organizers also help students classify ideas and communicate more effectively. They facilitate understanding of key concepts by allowing students to visually identify key points and ideas and this is especially important for students with learning disabilities. I have found that graphic organizers empower students to master subject-matter faster and more efficiently.

Historiography

I really liked this chapter since it stirs up the teenage mind when used. History is boring to students, but the drama of catching someone in an untruth is exciting to students. They must learn not to take everything they hear at face value. We must teach them to dig deeper. His example of a marker for an event that never took place is a wonderful example. Most people think because something is in a book (especially a textbook) it is the truth. I love to have students compare textbooks and what they say about certain events. For one lesson, I have several groups take different textbooks that are conflicting and use them to research a topic. The students love to argue that their textbook is the correct one. This opens their eyes to historiography and makes them do something we are always trying to get them to do - THINK.