Beruflich Dokumente
Kultur Dokumente
Give note-making frames e.g. cause/effect, similarity/difference, spider diagrams, pyramid diagrams, tree diagrams Model how to take notes in a variety of ways encourage pupils to find a preferred style Use text-marking - pupils highlight topic sentences, number key points, delete unhelpful information Give pupils key questions or sub-headings to structure notemaking Pupils convert text into a diagram or label a diagram Pupils write points on cards which are later sorted or sequenced e.g. for/against Pupils reduce text to 5 main points or 5 words/phrases Use grids with headings KWL (Know already, Want to know, have Learnt), QUAD (Question, Answer, Detail source) or The 6 Ws (Who, What, When, Where, Why, How)
Supporting Listening
Play an extract as a prediction activity - helps to cue pupils in to the task and activate prior knowledge Provide a focus or hook for listening e.g. a specific question for each group Give pupils a format for recording information e.g. diagram, flow chart, notemaking frame (increases retention dramatically) Pupils could: identify a limited number of key words or phrases; list 3 major points and 3 minor points; respond physically when they hear key ideas e.g. hands-up Plan group activities where pupils are required to feed back and listen to each other Before a task, model listening and notemaking Provide a glossary if necessary Break up the listening into chunks and gradually increase the complexity and demands of tasks to build up listening stamina
Spelling Strategies
Break it into sounds (u-n-i-o-n) Break it into syllables (con-tin-ent) Break it into affixes (dis + satisfy) Use a mnemonic (Never Eat Chips Eat Salad Sandwiches And Remain Young!) Refer to a word in the same family (chemical, chemist, chemistry) Over-articulate it (Wed-nes-day) Words within words (GUM in argument) Refer to word history (bi = two, cycle = wheels) Use analogy (through, rough, enough) Use a key word (Im to remember a apostrophe can replace a missing letter)
Retention Rates
Lecture - 5%
Reading - 10%
Audio-visual 20%
Demonstration - 30%
Discussion
50%
8. Create calligram posters the meaning of a word is visually represented 9. Use icons alongside words comic sans font recommended 10. Play word games (on mini-whiteboards) hangman, dominoes, finding words in words
CONNECTIVES
Adding And, also, as well as, moreover, too Sequencing Next, then, first, finally, meanwhile, after Emphasising Above all, in particular, especially, significantly, notably Comparing Equally, similarly, likewise, as with, like Cause and effect Because, so, therefore, thus, consequently Qualifying However, although, unless, except, if, yet Illustrating For example, such as, for instance, in the case of, as revealed by Contrasting Whereas, unlike, alternatively, on the other hand, otherwise
Create a context - provide a 'warm-up' activity such as a lesson starter involving brainstorming, key words or prediction Glossaries - to explain difficult and new technical vocabulary Collaborative work - pooling ideas helps with confidence Shared Reading - where the passage is read on the OHP by the whole class. The teacher can annotate the OHT. DARTS "directed activities relating to texts" can make a difficult passage more accessible Modelling - teacher discusses and demonstrates the reading strategies that could be used Opportunities to read similar texts
combine sentences start sentences (with a comma) link sentences and paragraphs express thinking more clearly
DARTS
(Activities
Reading Strategies
Continuous reading Uninterrupted reading of an extended piece of text e.g. novel Close reading Careful study reading, which usually includes pausing to think or look back e.g. making notes from a text book Skimming Glancing quickly through the passage to get the gist of it e.g. first reading of a new passage Scanning Searching for a particular piece of
Sequencing - reconstructing
a text that has been cut into chunks.
Demonstrate how it is written teacher models thought processes Compose together class contributes Scaffold the first attempts e.g. writing frames, key words, sentence starters Independent writing Draw out key learning
Preparing pupils for the structure of that genre of writing e.g. recipe = chronological Providing writing frames and sentence starters for those students who need them Organising sequencing activities: - students ideas on post-its or cards - key words or phrases which can be expanded - topic sentences/ sub-headings
information e.g. using an index Supporting weaker readers What are we reading for? Which strategy do we need to use? How do we do this? What do we do with our eyes? What sort of information are we looking for? Watch me model what I do as I read this.
Text restructuring reading and then remodelling the information in another format e.g. flow charts, diagrams, venn diagrams, grids, lists, maps, charts, concept maps or rewriting in another genre.