Reading & Interdisciplinary Curriculum Strategies File

Jennifer Hodapp 12/10/2011

Table of Contents
Cube - It Bubble Map Vocabulary Matching Vocabulary Self Awareness Text Walk Save the Last Word for Me Cloze/Maze Passage Seed Discussion Organizer R.A.F.T. Say Something Possible Sentences Semantic Feature Analysis Before & After Concept Definition Map Listening/Viewing Guide 3 5 6 7 8 9 10 11 12 14 16 17 18 19 20

Cube It
When: Before and/or After Reading Participants: 6 students per group Materials: Dice, Paper, Pen/Pencil/Marker, Text Classroom Use: Reviewing a Reading/Text Cube It is used for reviewing an assigned text. It can be used to break up the reading into smaller parts for each student or as a review of a larger text that utilizes one student as the master of his or her section during the review. After reading the text students should take a blank piece of paper and fold it to create 6 rectangles as shown below. Students will be writing something different in each section so make sure they plan accordingly. After dividing the class into groups of six (can be adjusted to suit less) hand out one six-sided die to each group.

Next hand out, write on the board, or otherwise display the assigned sections. Each student in the group should be assigned a different section of the reading for the purposes of the review. Sections can be decided by rolling the die and assigning each section a number. At this time you should also display the list of questions or statements to consider in regards to the reading. There should be six of these as well. An example is shown below and should be completed to make it work with the text you have assigned. This strategy could also be applied to one reading in which each student looks at the reading in one of the ways described below as opposed to each studying one section in one way.

1. 2. 3. 4. 5. 6.

Describe It: Analyze It: Apply It: Take A Stand: Reinvent It: Choose a Different Perspective:

Students will roll the die and take turns teaching their group members about their section. After the students have filled out all six blanks in their groups come together as a whole. Assign numbers to the groups and tell them it is now their turn to share with the class. Role the die to pick the table and roll another time to pick the person to present and roll yet another time to pick which section to present on.

A brief, yet more specific, example is shown below. Each student is assigned a random number by rolling the die. That number corresponds with a concept, statement, etc (that you created ahead of time). In this example the students all read the same text and are going to be the masters of different aspects of the text. Dont forget to make sure they write in their boxes.

1. 2. 3. 4. 5. 6.

Maria is going to give a brief description of the text. Sam is going to analyze it for efficacy, reliability, etc. Todd is going to apply it to prior knowledge, the current unit, etc. Anna is going to take a stand and tell how she plans to use the information. Josh is going to reinvent it and find new ways to use the text. Erin is going to choose a new perspective and discuss possible negative effects.

Their papers should look something like this (but with more detail):

The texts talks about how we can use various strategies in the classroom. Anna plans to use a R.A.F.T. to help her students write in creative ways.

Strategies can be effective if the students know the purpose of the strategy. Josh is going to adapt the Vocab Awareness assessment to his music class.

Todd remembers using a cloze passage once to review new vocabulary words. Erin thinks the cloze passage is good but wants to elicit deeper thinking.

Bubble Map
When: Before, During, or After Reading Participants: Individual Students Materials: Pen/Pencil/Marker, Worksheet w/map Classroom Use: Reviewing a text, reviewing vocabulary in context, assessing prior knowledge Bubble Maps are relatively easy ways for teachers to determine if their students have grasped the definitions of new words or concepts. They are lower level thinking but can be good if the teacher recognizes that. Bubble maps can be used for a variety of things but would essentially look the same no matter the use. The thing that would change would be when you would present the map to the students. You could present it to them to complete ahead of time if you are assessing prior knowledge or after to assess the most basic level of retention or at the end of a vocabulary lesson for the same purpose. Below is a very brief example of a bubble map. They can be made to be much more extensive depending on the concepts being studied.

Directions: Fill in the blanks with the correct word or number.

Mass Volume Density

The ___________________ of a star

is determined by its

_____________

divided by its

______________

Vocabulary Matching
When: Before or After Reading Participants: Individual Students Materials: Pen/Pencil/Marker, List of Words and Definitions Classroom Use: Reviewing vocabulary, Foreign Language Review Vocabulary Matching is an easy ways for teachers to determine if their students have grasped the definitions of new words. They are very low on Blooms Taxonomy but can be good if the teacher recognizes that. They could be presented before or after learning the words depending on if you want to use them as a pre or post assessment. When using vocabulary matching it is essential to remember that it will not require much though on the part of the student and therefore should not be the only means of assessment of vocabulary competence. Below are two examples of standard vocabulary matching activities.

*Possibly better for foreign languages where it is necessary to memorize new vocabulary. Examples of the foreign language use do not have correct accents and should not be used in a classroom without correction.

1. Rojo 2. Gris 3. Azul 4. Negro 5. Verde 6. Anaranjado 7. Amarillo

a. Black b. Green c. Blue d. Yellow e. Red f. Orange g. Gray

1. Jockeys have to be very _____________ so they dont slow down the horse. 2. The gymnast was training to become more ____________ so he could jump higher. 3. The tall, stern man was often described as _____________ as he stood at the bus stop. statuesque muscular petite

Vocabulary Self Awareness

When: Before or After Reading Participants: Individual Students Materials: Pen/Pencil/Marker, Awareness Chart Classroom Use: Pre-assessing/Post-Assessing Vocabulary/Conceptual Knowledge The Vocabulary Self Awareness Chart is very easy to use and will help to determine your students prior knowledge. It can be used specifically for vocabulary terms or for general concepts and therefore is good for many subject areas. The chart is relatively straight forward. All you as the teacher needs to do is determine what words or concepts you want your students to know, or more specifically, want to know if they know. Next you plug those words/concepts into the chart shown below.

Word
Segregation Civil Rights Protest Boycott Race

Example

Definition

If the student feels like he/she knows the word well they will place a mark in the (+) column. If they are unsure of the word but think they might know it they would place a mark in the ( ) column. If the student has absolutely no idea what the word means they would mark the (-) column. The students would then try to give an example of the word and/or how it is used and its definition.

The teacher would collect these and review them in an effort to learn what the students already know about the subject. A blank copy could be handed out again at the end of the unit of study to determine how much was learned or during the lesson so they could keep track of words that you find to be important.

Text Walk
When: Before Reading Participants: Whole Class Materials: Text Classroom Use: Preparation for a Reading The text walk is a very simple but helpful strategy that helps students prepare for reading a text. It is particularly helpful if you think the text may present a challenge. In a text walk the teacher selects a text and simply goes through it with the text and points out various aspects of the text such as the location and format of the glossary, the table of contents, and the index. The layout could also be discussed along with any clear repetitions. It might also be helpful to point out publishing and copyright information. This strategy can be adapted to whatever text is selected and can be used to prepare students by reviewing as much or as little information about the text as you feel is needed. One thing to remember is that you should point out why you are telling them about each aspect of the text as you go so they see the value in the activity. For example, if you are teaching from a particularly large textbook but only require the students to use a small portion of it you might point out the section you intend to use and the aspects of its format along with the table of contents in case they forget what page the section is on and maybe the glossary so they can reference it for any new terminology. If you expect them to generate a paper from their reading and want a bibliography it would be good to guide them to the publishing information in the front of the text.

Save the Last Word for Me

When: Before & After Reading Participants: Small Groups Materials: Text, Index Cards, Pen/Pencil Classroom Use: Reading with a Purpose, Reviewing a Reading This activity gives the reader a purpose for reading the text by holding them accountable for a question or comment about what they read. Divide the class into small groups. Give each student an index card. Let the students know that they are required to write one question or comment about the reading on the index card and that it will be shared with the group. Allow students time to read the text. Once the text is read ask the students to begin sharing their comments one at a time in the following way: The first student reads the comment. Each student gets to respond in turn to the first students comment. While each student responds all others must remain silent and each student only gets one turn. Once all students have responded to the comment the student who shared the comment gets to speak/respond to what was said. Repeat this process until all students have had a chance to share. Collect the cards at the end of the lesson to see what your students are thinking as they read.

Romeo and Juliet

William Shakespeare

I want to know why the Prince hates Romeo so much. He didnt even give him a chance to explain what happened. Banishment or death seems like a really harsh punishment for an accident.

Suzy Q.

Cloze/Maze Passage
When: Before Reading Participants: Individual Materials: Passage, Pen/Pencil Classroom Use: Determining Reading Level Cloze/Maze passages are used to determine a students reading level. To make them all you have to do is select a piece of text, or write one, and omit words (that you think are significant or indicate a certain level of ability) every so often. In place of those words three choices should be offered. As the students read the passage they are to select which word they think fits best. The passage can be scored however you wish but below is an example of a cloze/maze passage and a possible scoring guide.

The Cask of Amontillado The thousand injuries of Fortunato that I had _____1______ as best I could, but when he ventured upon _____2______ I vowed revenge. You, who do so well _____3______ the nature of my soul, will not suppose, however, that I gave _____4______ to a threat. At length I would be _____5______; this was a point definitely settled but the very definitiveness with which it was resolved _____6______ the idea of risk. I must not only _____7______ but punish with impunity. A wrong is _____8______ when retribution _____9______ its redresser. It is equally unredressed when the avenger fails to male himself felt as such to him who has done the wrong.

1. 2. 3. 4. 5. 6. 7. 8. 9.

Felt, Borne, Avenged Insult, Revenge, Greed Fear, Know, Affect In, Heed, Utterance Avenged, Guilty, Free Addressed, Involved, Precluded Punish, Forgive, Avenge Forgotten, Unredressed, Overcome Denies, Punishes, Overtakes

Percent of Correct Responses 70 100 35 69 0 34

Level Independent Instructional Frustration

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Seed Discussion Organizer

When: During Reading Participants: Whole Class or Small Group Materials: Organizer, Pen/Pencil/Marker Classroom Use: Helping to Understand New Concepts/Texts The Seed Discussion Organizer helps students organize their thoughts as they read and record any questions, connections, or reflections as they read. Students should be given the organizer prior to reading and should be asked to share what they write with either a small group or the whole class after they have finished reading. This should help them answer each others questions as well as help them make more connections to the text. Below is a blank organizer that could be used with most texts.

Information I Dont Understand

Surprising/Interesting Things

Vocabulary I Want to Know

Things that Remind Me of Other Things

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R.A.F.T.
When: Before Writing or After Reading Participants: Individual Materials: Pen/Pencil, Paper Classroom Use: Prepare for Writing with Voice, Mimic Writing Style After Reading, Assess Concept Knowledge, Consider Other Viewpoints The R.A.F.T. activity can be used for many things such as a pre-writing activity, a post reading activity meant to encourage writing with a voice, or even an assessment of concept knowledge. What you use it for is determined by the instructions you give your students. If you instruct your students to simply make something that fulfills the basic instructions they will get practice writing creatively. If you ask them to write in a way that mimics what they read they will learn about writing with a particular style. If you ask them to include key knowledge about a concept or reading you will end up with a fun way to assess concept knowledge. If you want to get really tricky you can ask them to write from a new perspective. The way you use R.A.F.T. is simple. You ask the students to write including four basic things. 1. 2. 3. 4. Role Who is doing they writing, obviously not themselves most of the time. Audience Who will read what is being written, or who they intend to have read it. Format How will they address their audience? Topic Why are they writing? Make sure they use a verb as part of the topic.

Below is an example of some different roles, audiences, formats, and topics and a completed R.A.F.T. using the last example.

Role
Fallen Cake

Audience
Chef

Format
Recipe

Topic
Tired of Falling, Persuade to Measure Thoroughly Water Me Please, Warning About Fire Hazards During Holidays Require More Catnip

Christmas Tree

Homeowners

Wish List

Cat

Cats Personal Servant incorrectly known as the Owner Pesticide Manufacturers

Statement of Demands

Dandelions

Formal Letter of Complaint

Stop the Massacre

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Role: Dandelion Audience: Pesticide Manufacturers Format: Formal Letter of Complaint Topic: Stop this Massacre Dear Sirs and Madams, Long have my people suffered the slings and arrows of your war on weeds and we have had enough! Too long have we grown tall and strong reaching for the sun only to see our fellows dragged down in their prime by your dastardly poisons. Too long have we worked to put down roots only to have our foundations shaken to the core by your pesticides that claim we are weeds. Do you not see our sunny yellow blossoms? Do you not take pleasure in scattering our fluffy white seeds to the winds in hopes of your wish coming true? As a child did you not present me in a bouquet to your mother proclaiming me a flower worthy of love? Where did your love go? You do not kill your lettuce or your spinach. In fact, you encourage it to flourish. Why should I be any different? My flowers make your wine, and my leaves your tea. You eat me in your salads and sing my praises in upscale restaurants as you shell out $20 a plate for my brothers with a side of vinaigrette. I even give you vitamins A, B complex, C, and D along with iron, potassium, and zinc. I am a regular multi-vitamin but still you annihilate my species. Historically I have even served as a medicine and yet you shun me. I harm no humans in my existence. I bring joy to children! I add color to a summers day and entertainment when the leaves begin to turn. I am no crime against nature! It is you who are the criminal. You kill my brethren and destroy the joy I bring to children! You kill everything in your path. You poison my roots and spread your chemicals into the water. I ask you, who has been around the longest? Who brings more joy? Who is better for the environment? Who is healthier? Who is greener? MEEEEE!!!! Thats right its ME! So stop this insane massacre before it is too late!

Sincerely, The Dandelions

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Say Something
When: During Reading Participants: Pairs or Small Groups Materials: Text Classroom Use: Focus on Reading, Comprehension Say Something is meant to give the students a sense of focus and purpose for reading the text. The prompts that go along with it are meant to provoke thought and therefore understanding. To use the Say Something activity students should pair up or get into small groups. The teacher should assign a text, one that can be read in a reasonable amount of time as there will be discussion interspersed with the reading. Group members/partners will take turns reading a portion of the text. After each student reads for a while he/she will pause and will have to say something about what was read. The teacher should designate the intervals (possibly using a timer, or just natural breaks within the text). The person whose turn it is to say something could choose one of the following (or students could use dice to select depending on the teachers preference and the students willingness to branch out into all five areas): Make a prediction Ask a question Clarify something that was misunderstood Make a comment Make a connection

Students will take turns going back and forth reading and saying something until they have finished the text. You could bring the class back together to discuss what was said or have them journal and reflect on the reading as a wrap up for the activity. Below are some of the prompts that could help students start their Say Somethings.

Make a connection This reminds me of This part is like This character (name) is like (name) because This is similar to The differences are I also (name something in the text that has happened to you) I never (name something in the text that has never happened to you) This character makes me thing of This setting reminds me of

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Make a prediction I predict that I bet that I think that Sincehappened, then I bet the next thing that will happen is Reading this part makes me think that

Ask a question Why Whats this part about How is thislike this What would happen if I dont get this part Who is What does this section mean Do you think that

Clarify something Oh, I get it Now I understand This makes sense now I agree with you, This means No, I think it means At first I thought.but now I think This part is really saying

Make a comment This is good because This is hard because This is confusing because I like the part where I dont like this part because My favorite part so far is I think that

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Possible Sentences
When: Before Reading Participants: Individual Materials: Text, Vocabulary List, Paper, Pen/Pencil Classroom Use: Prepare for Reading, Anticipatory Set, Making Predictions To use Possible Sentences the teacher should select a new text and pick out all the key words and phrases. Those words/phrases should be listed and given to the students. The students should then be instructed to define all the words on the list and the group them into related pairs. Finally, students should make sentences with the related pairs. After writing their sentences the students should make predictions about the text based on the sentences they wrote. Sentences could be shared out with partners, groups, or the whole class and the combined knowledge could be used to make predictions as a class. Once the students have made their predictions they should proceed to read the text and note how accurate or inaccurate their predictions are. After reading you could poll the class to determine what predictions were correct and which were incorrect. Follow that with a discussion of how it is very possible to make correct and incorrect predictions in this type of activity and why that is. Below is a list of words and a few predictions that could be drawn from that list. New Vocabulary Words Climax Vindication Proportionate Terminal Tepid Thermals Deafening Smug Jinxed

Example Sentences 1. 2. 3. 4. At the climax of the game my opponent looked smug. My defeat was deafening and I knew then that the game was jinxed. My plan for vindication would have to be proportionate to the severity of my loss. I would have to wear my thermals at the airport terminal in Alaska.

The text that was selected for this example is Death by Scrabble by Charlie Fish.

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Semantic Feature Analysis

When: During Reading Participants: Individual Materials: List of Words, Paper, Pen/Pencil/Marker, Text Classroom Use: Identifying Key Words and Main Ideas, Determining Importance, Drawing on Past Knowledge, The Semantic Feature Analysis is used during a reading for the reasons listed above. To use it in the classroom you should first pick a topic and text. Next you need to list the key words from the text. You should also come up with some words that relate to the topic/text. Have your students read the text and while they are reading ask them to list key words, help them as they do this so they have all the words you consider important. The students should list those words down the left side of their page. Next help your students list the descriptions, features, and properties of the topic across the top of the page. Have them draw lines between the words to create a table. While the students read through the text direct them to place check marks in the boxes where the topic features line up with the key words/phrases. After they complete the reading and the organizer you should encourage them to discuss the conclusions they came to and decide which words describe the most important aspects of the topic. Below is an example of an organizer with topic features and a list of words. This could also be used simply to help students recognize the similarities between things, like in the example below, where the features are those of games and the words are different games.

Individual Scrabble Checkers Chess Boggle Crack the Case X X X X X

Teams

Word Game X

Strategy Game

X X X X X X

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Before and After

When: Before & After Reading Participants: Individual Materials: Text, Activity Sheet, Paper, Pen/Pencil Classroom Use: Prepare for Reading, Anticipatory Set, Determining Understanding The Before and After activity is used to gain students interest in the text and evaluate their understanding after having read the assigned text. To use this activity first choose a text and come up with a list of true/false statements that relate to the text, or hint at its topic, key features, or main ideas. You can format it like the one shown below. Have the students make their best guess at whether or not the statements are true or false before they do the reading. Then, after they have read the text have them look at the statements again. Make sure to they note where they were correct or incorrect. After they have finished you could have them write a journal entry or exit slip explaining why they changed their minds (if they did) and what how the sentences related to the text. The following is based on the story, Theyre Made Out of Meat by Terry Bisson.

Before ______ ______ ______ ______ ______ ______ There is intelligent life on other planets. Radio waves transmit into space. It would be horrible to be alone in this universe. Meat can think and speak. You talk to meat. Humans are made out of meat.

After ______ ______ ______ ______ ______ ______

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Concept Definition Map

When: After Reading Participants: Individual Materials: Text, Paper, Pen/Pencil Classroom Use: Determining Understanding, Review Concepts, Determine Connections The Concept Definition Map is used to teach students to make logical connections. After students have read a text they can use the concept definition map to logically organize the information from the reading. First students should be shown a basic layout for the concept definition map (like the one show below). Next students should identify the main ideas in the text and select one to map. Then students should fill out the map as they reread the selection focusing on the properties of the concept, examples of the concept, and ideas related to the concept. Lastly students should write descriptions/definitions of the selected words/phrases they have put in the map. They should also be sure to write how they are all connected to each other. Below is an example of a very basic Concept Map that shows how different types of cats are related to each other and to the feline species in general.

CATS

Feral

Domestic

Wild

Examples Farm Cats

Properties Aggressive Outdoor

Examples Siamese House Cats

Properties Tame Indoor

Examples Tigers

Properties Wild Outdoor

Feral: Born to a domestic cat or a feral cat but with no human interaction during youth therefore not accustomed to contact with humans and can become aggressive if approached. Domestic: Bred to live with humans, generally indoors, bred for desirable traits, generally smaller than most wild cats, generally considered tame and safe to live with. Wild: Born in the wild, not bred by humans, living in places without human habitation (generally), can be viewed in zoos but must be separate from humans for safety purposes.

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Listening/Viewing Guide
When: During & After Reading Participants: Individual, Small Group, Whole Class Materials: Video/Presentation, Activity Sheet, Pen/Pencil Classroom Use: Focus on Presentation/Video, Record Information, Review After Viewing This activity is primarily a way of organizing and focusing students while they watch a video or listen to a presentation. All you need is the organization guide and the presentation. Simply direct the students to fill it out while they watch and be prepared to share with the rest of the class. In the preview section have them fill in the information you give them to prepare them for the viewing. They should complete the Record section as they watch and be prepared to elaborate when it is over. After the viewing students should be divided in small groups in which they will elaborate on what they saw. Finally, the groups should rejoin the whole class and share out their observations. Below is a blank copy of the guide.

Class: Topic: Name: Group Members:

Preview:

Record (Individual):

Elaborate (Group):

Synthesize (Whole Class):

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