Grades 7-12. 7-12 Bernadette Boerckel – Warrior Run SD.

Grades 7-12

7-12 Bernadette Boerckel Warrior Run SD

Why Summarize? Summarizing is a life skill It promotes comprehension Research shows the brain remembers best what it learns first and last Based on research by Robert Marzano: summarizing strategies assist students in retaining information and making connections to prior knowledge We work hard to TEACH we want to ensure students RETAIN Lets us know what they know

Strategies that Most Impact Student Achievement CategoryRankPercentile Gain Identifying Similarities & Differences145 Summarizing & Note-taking234 Reinforcing & Recognizing Effort329 Homework & Practice428 Nonlinguistic Representations527 ~based on Robert Marzano

Summarizing Must be done by the student to have any impact on learning Requires every student to answer the essential question Seems straightforward but is actually complex Depends on numerous mental processes Can be oral or written Students cant fake it Provides evidence of learning Is used to formatively assess to set the learning path

Apply an APL Strategy: 10-2 After every 10 minutes of instruction Check for understanding for 2 minutes

In the Lesson Plan, summarizing Can be DISTRUBUTED in the form of Assessment Prompts throughout the lesson Or Can be found at the end of the lesson as a final summary Lets take a look.

Lesson Plan What do students need to learn to answer the LEQ?(These are statements) Assessment Prompt 1: Assessment Prompt 2: Assessment Prompt 3: ------------------------------------------------------------------------------------------ --- Instruction for AP 1: Activity to Check for Understanding of AP 1: Instruction for AP 2: Activity to Check for Understanding of AP 2:

Lesson Plan Sample: LEQ: How does a bill become a law? Assessment Prompt 1: sequence of steps in a bill becoming a law Assessment Prompt 2: the role of the President in whether a bill becomes a law Assessment Prompt 3: -------------------------------------------------------------------------------- - Instruction for AP #1: Read House Mouse, Senate Mouse to complete the flow chart graphic organizer showing the steps in a bill being sent to the President. Students create non-verbal representations to go with each step on the graphic organizer. AP #1: Give each pair an envelope with the different steps involved in a bill becoming a law to put in the correct order

Lets Look at some MORE! Look at samples With a partner, discuss how the samples reinforce what we have reviewed about effective summarizing thus far. Questions?

Why words matter 7-12 Bernadette Boerckel

We know that A child at or below the poverty line typically hears 600-700 words per hour at 12-18 months old at home =5000 words by kindergarten A child from a middle class typically hears 1200-1300 words per hour at 12-18 months old at home =9000 words by kindergarten A child from an upper income family hears 2900-3100 words per hour at 12-18 months old at home =15,000-20,000 words by kindergarten -National Inst. Of Health 1999

We know that Students must know 95% of the words they hear and read for successful comprehension Memorizing new words doesnt help students learnespecially the lower-income set They have no context / background knowledge We must BUILD context and connections Comprehension is greatly enhanced when students can identify examples or applications as well as non- examples. Elaboration! Non-verbals

We also know Previewing helps comprehension later and provides The MULTIPLE EXPOSURES that help to solidify vocabulary acquisition

Steps for planning vocab instruction 1) Provide a description, explanation, or example of the new term 2) Ask students to restate the description, explanation or example in their own words (spoken or written) 3) Ask students to construct a picture, symbol, or graphic representing the new term 4) Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks 5) Periodically ask students to discuss the terms with one another 6) Involve students periodically in games that allow them to play with terms -Building Academic Vocabulary, Alexandria, VA: ASCD

Lets experience this It is hard to define words when you dont have words. PLAY TABOO

Review of Best Practices: PREVIEWING Choose the MOST ESSENTIAL words to preview No names No places Content words Process words Comprehension words THEN Discover or build background knowledge

Activating and Previewing Strategies Do I Know What These Words Mean? (pg 59) WordNot at all Have Seen Think I know (example) Know and Can Use (Description) opine exacerbate chasm stereoscope

Turn to a partner and use this image to summarize what vocabulary research tells us.

Visual Prompts Teacher provides students with a picture along with a prompt: a magazine photo, an illustration, a slide, transparency, snapshot, etc. Students respond to it in writing or in a classroom discussion using one of the following formats: narrative, descriptive, persuasive, or expository

For Example. You just finished a lesson on water displacementor Independence Dayor Persuasive Writing You could show the following images at the end of the lesson (or at a point 10 minutes into instruction) and ask students to write down or tell a neighbor how the image relates to what they just learned.

Password / $10,000 Pyramid Pair up with a partner. Decide who is a 1 and who is a 2. 1s turn away from the screen. 2s turn to face the screen and your partner. A series of pictures or terms are revealed. 2s start at the bottom left and go across giving clues to your partner. When your partner guesses correctly, start the next series of clues. Follow the arrows until you and your partner reach the top of the pyramid.

PoolCreek Swamp Vacation Picnic Restaurant Start here

Newtons 2 nd Law Force 4 th Newtons Laws PositionMotionDirection Newtons 1 st Law

tone rhythm Poetry terms symbolismimagerymetaphor mood

Quick Talk Quick Talk (Talk As Fast As You Can) (pg 105) (Like Taboo, but with no restrictions) Use this to reinforce words learned already Put words up on the board Class is in partners with one partner facing words Describe the words as fast as they can First team to get them all jumps up and cheers for a reward

Ready to try? Get partner in the right place. -Rules: cant say any part of the word! -Can skip and come back to Shout when finished!

Words in education 1. Differentiate 2. Accelerate 3. Instruct 4. Overhead Projector 5. Chalk dust 6. Lecture 7. Adaptation 8. Final exam 9. Blue book 10. Seminar

Tic-Tac-Know Using a board of images or words, explain to your table or a partner how 3 of the pictures or terms relate or connect - in a row either up, down, across, or diagonal Can have students discuss or write

Spanish la meserarestaurantel cocinero mealel menupreparation la cuentatipla mesa

etc Science

Words Matter: Using Bloom to differentiate checking for understanding and summarizing http://uwf.edu/cutla/SLO/ActionWords.pdf Bloom YouTube

Shaping Up Review The Heart students write one thing that they loved learning about in the lesson The Square students write four things that they feel are important concepts from the lesson being reviewed; one concept in each corner The Triangle students write the three most important facts they learned from lesson being reviewed; one fact in each corner. The Circle students write one, all- encompassing (global- like the circle) statement that summarizes all of the important concepts and facts learned in the lesson being reviewed

Mystery Box Teacher displays a box with a variety of objects or vocabulary cards inside relating to the content. Teacher selects students to draw an object or card from the bag, one by one. Students discuss orally or in writing what they know about each item as it relates to the content. (Before the lesson, this activates prior knowledge, after, it summarizes what was learned.)

Letter Bag

Letter Bag / Acrostics Topic: The Beach Students choose a letter from the bag. Each student shares a word that begins with his letter and that summarizes the lessons content. Orcreate a list with as many words as you can beginning with the letter OrACROSTICS: Give a word to the WHOLE class and have them come up with words starting with each letter. Try this with BEACH with a partner

Hot Seat Before the beginning of class, the teacher prepares 4-5 questions related to the topic of study and writes them on sticky notes. Place the sticky notes underneath student desks so they are hidden from view. At beginning of class, inform students that several of them are sitting in Hot Seats and will be asked to answer the questions. Have the students check their desks for the strategically placed sticky notes. Students who are in the Hot Seats take turns answering the questions.

I struggle with the visual We know that non-verbals workbut they are so hard! One partner face the screen, the other the back wall. Ready for some Pictionary? From the words shown, choose whichever you want. If your partner gets it, move to another word. Ready..

Pictionary laser diagonal comfy biscuit hydrogen macaroni Rubber darkness exercise vegetarian

shrew chestnut ditch wobble glitterneighborhood dizzy fireside retail drawback fabric mirror barber jazz migrate drought logo

Spark Video

Draw A Picture Summarize the video by drawing a picture or diagram of your spark. On my cue, share with a partner and relate your photo to the talk you heard.

3-2-1 3 things you learned 2 things that inspired you 1 your spark

Relay Summary Students are divided into small groups. The first student starts with a blank piece of paper and writes a sentence about the topic discussed during the lesson. The second person adds a sentence then passes it on. This continues until all students have written one sentence each.

Recipe Using the Spark Video: 1 List ingredients to making a difference in kids lives 2 create a narrative to accomplish a task

Anticipation Guide See handout for example (pg 25)

Dear _________ Dear ______ (Absent Student, teacher, Principal, etc.) Write a letter to ____________________ explaining what has been learned and answering the essential question. Guide with prompts: This lesson was aboutI already knewbut was surprised to learnYou would have enjoyedTo summarize, I thinkHurry back to classSincerely

Another way to preview Word Knowledge (pg 62) WordPrior KnowledgeNew Knowledge sobriquet lamster avuncular brachiate

Word Maps and Charts (pg 64-68) -What the word is -what the word is like -examples of the word

Word Splash connections brainstorm metacognition confidence predictions

Word Sorts / Picture Sorts (pg 79) Students fold a piece of paper forming eight boxes Tear on folds Give students a topic (government) Ask them to write six words (one per paper) and save two In groups of four, combine words and sort them into categories Use the blanks to label categories (Open Sort) If the teacher gives categories (Close Sort) Can be used with pictures for non-readers

Collaborative Card Sort Students have the chance to classify topics, words, and phrases into categories Process of sorting and classifying strengthens the student's ability to comprehend and retain difficult information Through a discussion of possible solutions, students negotiate the contextual meaning of the topics, words, or phrases This can have a GO with titles, or not!

Examples 9 th grade LA: Include the titles Character, Plot Events, and Setting on a GO and have students sort through samples of each into the correct category. Science: Classification of anything Spanish: Like vocabulary clusters or parts of speech

Lingo 1. Pass out or fold paper into 9 squares. 2. Call on 9 students to choose a word from the word wall. 3. As a student chooses a word, everyone writes the word somewhere on their grid. 4. When everyone has filled up all 9 spaces, you are ready to play. 5. The teacher (who has written the 9 words down, too) calls off one at a time. 6. Students chant the spelling of each and cover the word. 7. The first student to complete a row wins.

Word Wall OakMapleSumac ApplePearCherry BushShrubPlant

analyze categorize classify compare contrast discover divide examine inspect simplify survey take part in test for distinguish list distinction theme relationships function motive inference assumption conclusion dissect

5-3-1 (with Pair Square) (pg 85) Write down 5 words (on your own) about the reading or topic Pair to choose the 3 BEST words Square (4) and as a group, decide on the 1 best word to explain the meaning of the content and explain why the word was chosen to the class. Is this a Vocabulary or a Summarizing Activity? BOTH VIDEO (if time) VIDEO

How does the video you just saw and 5-3-1 relate to solid vocabulary and summarizing practices?

Charades You know how it works.but did you know it is at the top of Bloom? Create: Dramatize: Role-play! Lets try it.

Charades -------------------------------------------------------- Relay / Telephone Charades Split the class in half Have each half form a line facing away from one another. Sit down. The first person in line taps the next and acts out a word. When the person thinks they have it, they clap twice. The actor sits and the new person acts out what they thought the word was to the next person. The last person runs to the front and writes the word down.

I HaveWho Has (pg 104) Create cards in advance and pass out to students: Examples: I have a polygon. Who has a 3-sided figure with a right angle? I have a triangle. Who has a 4-sided figure where all four sides are equal? I have a square. Who has.

Graffiti / Carousel Summarization Prompts, key terms, or concepts are strategically placed around the classroom. Teams of students rotate from prompt to prompt, adding information to the chart or responses at each station. Each groups response must differ from those who wrote previously. (Carousel: Groups stay, paper is passed on cue) Lets try it!

Concentration (pg 145) Fold paper into 8 sections. Write down 4 words and 4 definitions to those words (i.e. Snow ..frozen rain, Rain..liquid precipitation) Rip up, mix up with partner, all face down in rows Play concentration. Keep your matches. Kids who make flashcards could do this!

Connect 3 Write sentences to connect the words in any order around the triangle Could pictures be used? Vocab Word

lamster sobriquet 1930s

Give One, Get One (pg 137) Students create lists of words that relate to a topic for 2 minutes. Students walk around the room giving and getting new words, one per person. Time this until students have between 5-10 new words Students now work in pairs to divide their list into 2 categories, discarding words that do not fit. (May use resources here) Students now can create posters displaying words from one category using pictures as well to define the meaning These can be posted as visual vocabulary guidance.

Review your notes / slides from the beginning on Vocabulary Research. (2 minutes) List as many words you can that relate to these conceptsstretch (2 minutes) Give one, get one (4 minutes) Back and categorize create poster with one key concept, vocabulary, and image(s) Post and share

Primary Word Wall Activities See pages 189 197

Intermediate Word Wall Activities See pages 199-203

Exploring the Book With a partner, read through each activity. Imagine a word wall that you have or use a lesson plan in front of you to work one of these activities in. Be prepared to share what you used and how it will look in the classroom.

Grades 7-12. 7-12 Bernadette Boerckel – Warrior Run SD.

Documents

Transcript of Grades 7-12. 7-12 Bernadette Boerckel – Warrior Run SD.