CUBING - WordPress.com€¦ · Web viewCubing can also be used as an individual assessment...

Reading StrategiesFor

Content AreasPart I

After Reading

Table of Contents

Questions to Promote Metacomprehension.............................................................03CUBING....................................................................................................................04More Cubing Ideas...................................................................................................06Differentiated Cubing..............................................................................................08Concept Definition Mapping....................................................................................09Frayer Model...........................................................................................................12Investigative Teams Literature Circles for Content Area Reading...........................17RAFT (Role, Audience, Format and Topic)...............................................................19Numbered Heads Together.....................................................................................20Opposites Attract – Contrasting Points of View (Dialogue Poems)..........................21

2

Questions to Promote Metacomprehension(Use “Think-alouds” and reflections to promote student use of the

process of metacomprehension)

After Reading Questions

What were the main ideas in this passage? Were your predictions accurate?

What other information do you want to remember from this passage? How will you help yourself remember this information?

Did you accomplish your reading goal? Which reading and learning strategies did you

find most helpful, and why? What parts of the passage interested you the

most? What ideas made you think? How has your thinking changed as a result of

reading this passage?

CUBINGDeveloped by Cowen and Cowen (1980)

This strategy is designed to support students in concept development after studying a specific topic. Cubing requires students to construct meaning about a topic from six different perspectives:

3

Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora: McREL

(Mid-continent Regional Educational Laboratory), 2000

Description: What is it like?Comparison: What is it similar to or different from?Association: What does it make you think of?Analysis: How is it made or what are its different parts?Application: What can you do with it? How is it used?Argumentation: Take a stand arguing for it or against it.

Teacher begins by modeling the cubing process with a familiar topic. Then students are given their assigned topic and do guided practice in small groups or with a partner with time allotted (3-5 minutes) to write on each side of the cube. Cubing can also be used as an individual assessment activity after studying a specific unit of instruction.

4

Describe itAnalyze it

Compare itAs

socia

te it

Apply it

Argu

e fo

r or

agai

nst i

t

Argu

e fo

r or a

gain

st it

More Cubing Ideas Cubing is a technique to help students look at a subject from a variety of

perspectives. It is an excellent technique for a problem/solution essay. Cubing enables a student to go beyond mere surface discussion.

Directions for cubing:a. Use all six sides of the cube.b. Move fast. Don’t allow yourself more than 3 to 5 minutes per side of the

cube.c. For sides of the cube:

describe, compare, associate, analyze, apply, and argue for or against it.

Describe: Color, size, looks, touch, smellCompare: It is like a _______.Associate: How it is used … with other items.Analyze: Talk about the partsApply: Use it for something elseArgue for or against it: For or against having/using it

Candy Kiss ModelDescribe: A glistening pyramidCompare: A triangle of temptationAssociate: A promise of pleasure/a reward for behaviorAnalyze: A little tin brings a smileApply: Fills an empty spot in my tummyArgue for or against it: If you take it away, I would be sad.

Classroom applications1. Use the American Revolution (or any conflict) and look at it from different perspectives.2. Look at a particular game or sport in P.E. from different viewpoints.3. Take a particular character (author) and analyze different perspectives.4. Look at all the following from different perspectives:

a. a piece of music, an instrument, a soundb. a chemical substancec. a driver’s licensed. a life cycle of a particular plante. a cell life cyclef. any country, state, or cityg. any governmenth. any foreign policyi. any type of engine (car, lawnmower, weed-eater)j. a computer, typewriter, a specific business machinek. a calculator, slide rulerl. any process m. methods of cooking, foods themselvesn. chemicals for permso. any idea or concept

CubingDescription What is it like?

Comparisons What is it similar to or

Developed by Duella Strobbe, Douglas ESD

6

different from?Association What does it make you think

of?Analysis How is it made or what are its

different parts?Application What can you do with it?

How is it used?Argumentation Take a stand arguing for it or

against it.

Cubing 4-12, Douglas ESD 10/2000

Description Tell about it.

Comparison What else is it like? What is it different from?

Association What else do you think of?

Analysis Tell about its different parts?Application How is it used? What can you

do with it?Argumentation What’s good or bad about it?

Cubing K-3. Douglas ESD, 10,2000

Irvin, Judith L. Strategies to Improve Reading in the Content Areas, Florida State University

7

Differentiated Cubing

Keep clear learning goals in mind. Students must understand the verbs and directions for the tasks. You may group students according to readiness, with different colored cubes

giving tasks or questions appropriate to their level of understanding and ability level in that particular topic or skill. Students assist one another in their learning.

Ask students to share findings with the large group or to form base groups of experts to share their tasks.

As an alternative, use a die with numbers 1 to 6 and provide students with activity cards at various levels of complexity related to the topic.

Examples:Green Cube1. Draw the main character as you think he/she looks.2. Use a Venn diagram and compare _______ and _______.3. Use a comic strip to tell what happened in this chapter.4. Shut your eyes and describe the setting. Jot down your ideas.5. Predict what will happen in the next chapter. Use symbols.6. In your opinion, why is _____a _____?

Yellow Cube1. Use a graphics program on the computer to create a character web for the main

character.2. Use symbols on a Venn diagram to compare _____and _____.3. Use a storyboard to show the progress of the plot to this point.4. Draw the setting and label the (items, people, buildings, etc.).5. What is the message that you think the writer wants people to remember? Draw a

symbol that illustrates your idea.6. When you think of the title, do you agree or disagree that it is a good choice? Why

or why not?

The activities/questions on the Green Cube require work at a more basic level with key aspects of the story. The Yellow Cube stretches student thinking more

in the abstraction, extending ideas and making connections

Concept Definition Mapping

8

What is it? (definition)What is it like?

What is it like?

Concept Definition Mapping(Math Example)

The Word

What are some examples?

Barton, Mary Lee and Clare Heidema. Teaching Reading in Mathematics. Aurora: McREL (Mid-continent Regional Educational Laboratory),2000

PolygonHexagon What are some examples?

Mathematical Shape

ClosedPentagon RhombusPlane figureStraight SidesTwo-dimensionalMade of line segments


What is it?What is it like?

9

Completed Concept Map(Desert Example)


The Word

Climate

Less than 25 cm.of rainfall

No cloud cover;winds dry land

Heat radiates intodry air at night

CategoryWhat is it?

Desert Rain forest

Mojave Gobi SaharaIllustrations

What are some examples?

Properties What is it like?

10


11

Frayer ModelDefinition

A many sided figure

What is it like?

It’s like the cover of a book.

Definition What is it like?

Example Non-example Example Non-example

Definition What is it like? Definition What is it like?

Example Non-example

Example No

n-example

WORD WORD

WORD WORD

12

Frayer ModelDefinition What is it like? Definition What is it like?

Example Non-example Example Non-example

Definition What is it like? Definition What is it like?

Example Non-example

Example Non-example

WORD WORD

WORD WORD

13

Frayer ModelEssential Characteristics Non-essential

Characteristics

Examples Non-examples

*Creating their own personal examples and non-examples especially helps special needs and ELL students to create a more concrete definition of a new term.

_____(Word)

Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora: McREL (Mid-continent

Regional Educational Laboratory),1998 14

Frayer ModelDefinition

A mathematical shape that is closed plane figure bounded by 3 or more line segments

Characteristics

Closed Plane figure More than 2 straight

sides 2-Dimensional Made of line segments

Examples

Pentagon Hexagon Square Trapezoid Rhombus

Non-examples

Circle Cone Arrow Cylinder

Frayer ModelBillmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora: McREL (Mid-continent

Regional Educational Laboratory),1998

Polygon

15

Definition (in own words) Characteristics

Examples(from own life)

Non-examples(from own life)

Investigative Teams: Literature Circlesfor Content Area Reading

Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora: McREL (Mid-continent

Regional Educational Laboratory),1998

_____(Word)

16

Investigative Teams is a strategy that uses the same process as literature circles: students are assigned specific roles to respond to a reading selection; they come to their assigned group with prepared responses and use these responses to hold a discussion about the reading with a small group. Unlike Literature Circles, the roles in Investigative Teams are designed to respond to non-fiction or content area reading using different roles from journalism: investigative reporter, headline writer, graphic artist, editorial writer, critic, travel reporter, ad designer, researcher, and social columnist.

Depending on the topic of study, teachers may adapt roles or limit roles to four or five that fit the reading. The investigative report role is usually always kept since this person is also leads the discussion.

As in Literature Circles, students need practice in each of the roles before independently assigning them. This is often done through modeling with a short selection and partner work for guided practice.

Each student on a team will be assigned a different role, but over the course of the reading or a unit, they should rotate roles.

It is important that for each team to share ideas throughout the discussion team rather than just reading his/her response and moving on. The investigative reporter's job is to encourage an interactive discussion.

It is wise to include some form of debriefing or individual assessment of the team meeting to provide accountability for continuous learning.

17

Investigative reporter—Develop five thinking questions about the reading selection to get the group started. Ask to explain answers and use evidence from the selection to support responses.

Headline writer—Create three headlines that reflect the content and grab the reader's attention. Present to group and discuss reactions.

Graphic artist—Create a visual interpretation of the reading (could be chart, map, graph, collage, etc.) or find a picture or cartoon related to the reading. Present to group and discuss how image relates to reading.

Editorial writer—Develop five possible connections between the reading and other current events, issues or people. Help the group make connections or see ways to use the information in their lives.

Critic—Develop five personal reactions to the reading-what you like or disliked and why. Help the group critique the reading and give reasons for whether it held their interest or not.

Travel reporter—Record key information from the reading related to the timeframe of events, maps or geography (places mentioned) or traveling conditions.

Ad designer—Design an ad for a specific product that is related to the reading (could be an actual product or one you create» Present ad to the group and discuss how it relates to the reading.

Researcher—Locate up to five other reading selections or topics related to the reading and present them to the group. Explain why you chose them and how they relate.

Social columnist—Develop five possible social questions related to the social conditions of the time or place discussed--such as common beliefs, accepted roles, prejudices, daily life, or other examples of how people might think and feel about this topic:

18

RAFTA great activity to do after reading to review and synthesize content. You, or students, make selections from each of the areas below to direct the

activity.

Role – Choose a role for you, as the author

Audience – Who is your audience?

Format – What format will you use?

Topic – What is your topic?

Examples:

You are Meriwether Lewis (role) about to leave from Camp Wood. Write a letter (format) to your family (audience) about what you are planning to do (topic).

You are a comma (role) creating a 30 second radio ad (format) for sentences (audience) about why you are important (topic).

You are magma (role). Develop a comic strip (format) for middle grade children (audience) in which you tell about your journey through a volcano (topic).

Adapted from the ASCD video, After Reading Strategies for the Content Areas

19

Numbered Heads TogetherOrganize the class into groups containing the same number of students. Assign each group a number from one to six. Have students count off so that each student has a number between one and six within the group. Ask the class review questions and give them time to discuss the answers. It is the group's responsibility to make sure every member knows the answer. Spin a spinner or roll a die to choose one of the groups. Have the chosen group stand. Then spin or roll once more to select the person within that group to answer. This is a great activity to do after reading or prior to a test.

Here are some sample social science questions:

1. How many judges sit on the U.S. Supreme Court?Answer: 9

2. How often is a national census taken?

Answer: Every 10 years

3. Name the three branches of government.

Answer: Judicial, Executive, Legislative

4. Identify the meaning of the acronym S.A.L. T.

Answer: Strategic Arms Limitation Talks

5. What is the political division that places all voters within the boundary voting in the same place?

Answer: Precinct

Adapted from Spencer Kagan, Resources for Teachers, 1999

20

Opposites Attract – Contrasting Points of View

(Dialogue Poems)One method of assessing comprehension after reading is to have students look at a topic, idea, concept, etc. from opposite or contrasting points of view. This method often reveals subtleties of understanding that otherwise would go undetected. It can also add humor and compassion to the assessment process.

Dialogue Poems are a particularly effective method for eliciting contrasting points of view. Dialogue Poems are poems where two voices or points of view are expressed in an alternating format. Students can write Dialogue Poems on any subject.

Procedure:

1. Teacher or students choose a partner (Students can also work alone).

2. Each student group selects two people, two objects, two ideas, etc. that can be contrasted (Topics can also be assigned). For example, a pair of students might decide to contrast the different points of view or experiences of a slave and slave owner, an atom of hydrogen and helium, Africa and the United States, etc.

3. Each partner establishes a particular point of view to maintain throughout the poem.

4. Students write the poem in alternating format. To highlight the contrasting points of view, colored pens or colored strips of paper can be used.

5. Students revise the poem. The final draft should include illustrations.

6. Students read their poems to class.

7. Poems are placed on display.

21

Submitted by Paul Weill, Curriculum Coordinator, Springfield Public Schools

22

CUBING - WordPress.com€¦ · Web viewCubing can also be used as an individual assessment...

Documents

Transcript of CUBING - WordPress.com€¦ · Web viewCubing can also be used as an individual assessment...