Kayla Brauer November 25th, 2013 Think, Pair, Share This technique could be used during or after reading.

Students read a piece and then take a minute to think about what they have just read or their response to a prompt. Students then share their initial reactions to the reading by pairing up with a partner. This technique could also be used during a difficult reading. You could break up the reading for students by having them stop after certain sections and pairing up with a partner to discuss what is happening in the reading. I could use this technique in science after giving students a short section to read from the textbook. Students could read about how RNA is translated into protein, think about the process and put it into their own words, and then getting with a partner and sharing their thinking. I connected this strategy to the complex communication construct because students are focusing on a key message or point and they might have to negotiate to come up with one main idea that they want to share out with the group after. Jigsaw This technique is used after reading. This is a great way to break a long piece of reading up into sections. For this technique, the teacher splits a long reading up into sections and then divides students into groups based on how many sections there are. Students get into their home groups and number off 1-5, for instance, if there are five sections. Students then read the section that corresponds to their number. Next, all students that were ones get together; twos get together and so on. These are their expert groups where they will discuss their section of the reading and prepare what they want to take back and teach to their home groups. Students then get back into their home groups and go through the reading starting with the expert that read the first section. This continues until every expert has taught their section to their home group. I would use this technique to break down reading a short scientific paper. I would break the paper up into introduction, materials and methods, procedure, results and conclusion. Scientific papers can be very long and intimidating to read. It is also important to read them very carefully because they are very information dense. Scientific papers can be difficult to understand, so it would be a good idea for students to discuss with others that read the same section to make sure they have fully understood what their section was talking about before they teach to their home group. I connected this to the collaboration construct because student are working together to extract the meaning and main ideas from their section. The jigsaw technique requires students to contribute and participate in their groups. They have to collaborate with others in order to be able to teach their home groups effectively.

Frayer Model A frayer model is used to dissect a concept. This model has a circle in the middle with the idea written inside and four boxes surrounding the circle that could be labeled with titles like definition, examples, non examples, and characteristics. One of these squares could even be changed to drawing a picture depending on the concept or word written in the middle. A frayer model is a good way of scaffolding students into dissecting a word or idea by defining it and differentiating between what it is and what it is not. This model could be used after reading. Students read about a concept and then they are able to fill in a definition in their own words as well as what is it and what it is not based on the knowledge theyve gained from reading a text. I would use this technique when teaching complex vocabulary words in science or when teaching Newtons Laws. I connected this technique to the critical thinking construct because coming up with non examples requires higher order thinking. The frayer model framework supports students in analyzing complex issues and putting big ideas into their own words. Double entry journal To create a double entry journal students can take a piece of white or lined paper and split it into two side-by-side sections. The left section is titled ideas and the right side is for connections. As students read, they will write down ideas or quotes directly from the text and then write text to self, text, or world connections. This technique gets students involved with the text because they are making connections that are relevant to their own experiences. I would use this technique during reading while having students read a piece about the relationship between science and technology. I think that it would be easy for students to see connections between their life and technology as well as connections between the world and how technology has impacted science. I connected this strategy to creativity because asking students to make connections can drive them to get creative. Students have to think deeply about the text and then apply it to their own lives and past experiences. Asking students to make connections to whatever they choose throughout the piece also requires a comfort level with open ended challenges. The double entry journal does not come with direct questions so it is up to the student to make sense of the piece and make connections on their own. Give One, Get One For this technique students will get a blank graphic organizer with four quadrants. Split students into groups of four and have them read an article. Students then write down one or two main ideas and choose one to share. Students go around the group and share an idea for their partners to write down on their graphic organizers. After everyone shares then students will have four full quadrants. Students give one idea and get three more from their group members. This technique would be used after reading because students have to look for ideas

to share from the reading. I would use this activity while students are reading through a historical short story about a scientist. They would each be responsible for picking out an interesting fact and sharing it with their group. I connected this strategy to the productivity and accountability construct because each student is responsible for using their own knowledge of how to dissect a reading and pull out important facts. In this strategy, each student has to work individually to find the important information before they are able to work with each other and share. Students have to be self-sufficient, motivated, and committed to filling in their portion so that everyone in the group can have a completed graphic organizer full of ideas. Quick write A quick write could be used before a reading to get students initial reaction to a topic b efore they delve into a piece of text. A quick write could also be used after reading to see what students took from the piece or to see what questions they now have after reading. For a quick write, students use a half sheet of paper to respond to either a direct or open ended question. This can be used as a formative assessment because it lets the teacher know what the student is thinking. This also gives students a chance to reflect on their learning and any new knowledge they have gained from the reading. I would use this technique after having students read a piece on a historical scientist during a unit on the nature of science. I would ask students to connect the work of that scientist to what they know about the tenets of the nature of science. I could assess students knowledge of the nature of science as well as their ability to recognize it and apply its ideas to historical situations. I connected this strategy to the productivity and accountability construct. Quick writes require students to reflect on their prior learning and apply their knowledge to a new question. A quick write can hold a student accountable for paying attention to the reading and making sure they are focusing on comprehension and meaning making. Track Your Thinking This literacy technique is also known as interacting with the text. Students can circle, highlight, underline, etc. to emphasize key points or words that they want to refer back to later. Students are also encouraged with this technique to write comments, connections and questions in the margins. This technique helps students to become active readers because it is making the process of becoming engaged with the text an active one. I would use this strategy all time along with other strategies whenever I asked students to read a piece of text. This strategy is used during reading and it helps students make use of other strategies. It is necessary for students to interact with the text in order to participate in other strategies such as quick writes, speak silently, give one, get one, and think, pair, share. If I gave students a piece of text that was very information dense then I would be sure to go over the process of interacting with the text in great detail. I connected this strategy to the critical thinking construct because students

are analyzing text and deciding which ideas should be highlighted. They are also processing the text looking for connections while also forming connections. 5,7,9 This technique can be used with a piece of text or a thought provoking picture. 5,7,9 would be used after reading or looking at a picture. Students read or look at the picture and then have five minutes to write their initial reaction. Students then have seven minutes to talk as a group or with their partner and then nine minutes to write again. The time can be adjusted based on the group of students and piece they are responding to. I would use this technique to introduce a new cycle to students. I would show them a picture of the carbon cycle without labels and just the arrows. I think it would be good for students to think about what is going on in the cycle instead of just being told how it works and accepting it. Talking in the middle would be beneficial because it would allow students to add to their idea, change it entirely, or help the peers to develop their ideas more. I connected this strategy to critical thinking because students have to be able to look at a picture and notice details and possibly hidden meaning. Students are using higher order thinking as they look for relationships between different items in a picture. Students are also looking at many different bits of information in the picture and putting them all together to extract a main idea. Students are also collecting evidence from the picture to determine its meaning. Video response A video response is used before, during and after students was a video. It is important to allow students to look over the questions before the video begins so that students know what they are looking for. During the video, students answer questions that are meant to target the main ideas. A video response sheet guides students and tells them what is important and what they should be paying close attention to. The students will complete the video response sheet as well as possibly an overall question that requires knowledge from all of the video and not just one section. I would use a video response whenever I have students watch something that is more than a couple of minutes long. For a short video I would probably have students do a quick write or an exit ticket. For a longer video, is it important to keep students interested and on task. I would use a video response to keep students interested in the video and to keep them from zoning out during the video. I would connect this strategy to the critical thinking construct because students have to process, analyze and evaluate while watching the video so that they can formulate ideas and eventually answers to the questions on the video response. If the questions on the video response are very open ended then students will have to be able to analyze and synthesize multiple points of information into one cohesive response.

Speak silently All students read the same text for this strategy. Students are then put into groups of about four based on the class size. Each student will need a piece of paper that they can write on and pass along to group members. After everyone reads the article, each student will get about four or five minutes to write an initial response to the reading. They will then pass their paper in a clockwise direction to the next group member. Now each student will read what the previous person wrote and then write a response to that. This continues until each group member has written on each piece of paper. Each time students pass, they get a few extra minutes because they will have more responses to read before they can write their own. It is also completely silent during this activity until the end when students get to talk about all of the responses written on their original papers. I would use this technique during a human genetics issue, for example talking about an issue like the BRCA genes and Myraid Genetics attempt to hold a patent. I would use this technique because I would want even the quiet students to form an opinion and have the chance to express their opinion. Students also have to read silently and think about how they are going to respond before they actually do it. This is good for controversial topics because students are less likely to blurt out or attack someone elses opinions because they have to be thoughtful while writing. I would also use this technique because students get a chance to read multiple view points. I connected this strategy to the flexibility and adaptability construct because students have to be respectful of each others opinions and respond thoughtfully. Students also have to embrace others opinions while having the opportunity to respectfully disagree. Students also have to adapt to change because every time that they pass their papers, students have to adapt their thought process to potentially a completely different conversation.