Learning-Focused Strategies Notebook Organizers.pdfLearning-Focused® Strategies Notebook Teacher...
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Learning-Focused® Strategies Notebook Teacher Materials ©2004 Learning Concepts, Inc.
Learning-Focused® Strategies Notebook
Teacher Materials
Dr. Max Thompson & Dr. Julia Thompson
Learning Concepts Inc. PO Box 2112
Boone, NC 28607 (866) 95-LEARN
(866) 77-LEARN Fax www.learningconcepts.org
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Learning-Focused® Strategies Notebook Teacher Materials ©2004 Learning Concepts, Inc.
Table of Contents * KWL ……………………..…………………………………...…... 4
* KWL Plus ……………………..……………………………….… 8 * Word Map Outline ……………………..………………….…..... 9 * Frayer Diagrams ……..…………………………………....…… 10 * Folk Tales Story Map …..…………………………………....... 12 * Fish Bone (cause/effect) …………………………………........ 13 * Cause and Event ……………………………………............… 14 * Cause and Effect ………………………………………………. 15 * Flow Chart (Sequence) ……………………………………….. 16 * Cycle Graph (Sequence and Repeat) ……………………….. 17 * Compare and Contrast ………………………………………... 18 * Compare and Contrast with Summary ………………………. 19 * Describing an Event (Abstracting) …………………………… 20 * Descriptive Organizer (Literary Element) ……………………. 21 * Details (Literary Element) ……………………………………... 22 * Story Map (Literary Element) …………………………………. 23 * Story Pyramid (Characterization) …………………………….. 24 * Character Map (Literary Element) ……………………………. 25 * Story Worm (Literary Elements) ……………………………… 26 * Story Map Showing Character Change ……………………… 27 * Matrix (compare and contrast several items) ……………….. 28 * Web Diagram (classifying) …………………………………….. 29 * Newspaper Model – 5 W Model (abstracting) ……………….. 30 * 5W and How Model …………………………………………...... 31 * Word Problems Math (Problem Solving) …………………...… 32 * Justify Your Answer (Justification) ……………………………. 33 * Organizational Graphic Organizer (classifying/categorizing).. 34 * Problem / Solution Organizer (Problem Solving) ……………. 35 * Skillful Decision Making ………………………………………... 36 * Prediction Tree Model (Deduction) ……………………………. 37 * Constructing Support ………………………………………….... 38 * Inductive Reasoning ……………………………………………. 39 * Analyzing Perspectives ………………………………………… 40 * The Important Thing About… ……………………………........ 41 * Lesson Unit Planning Guide ..…………………………….….... 42 * Acquisition Lesson Planning Form ……………………….....… 50
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1. Graphic organizers help students comprehend information through visual representation of concepts, ideas, and relationships. They provide the structure for short and long term memory. 2. Graphic organizers turn abstract concepts into concrete visual representations. 3. Understanding text structure is critical to reading comprehension. If students have a guide to the text structure, their comprehension is considerably higher than when they only rely on reading and memorization. Expository texts “explain” or tell about a subject. Their ideas are organized by: * Sequence or Time-Order * Listing or Description * Compare/Contrast * Cause/Effect * Problem/Solution 4. The most important question a teacher can answer is: “How do I want students to THINK about my content ?” Then the teacher selects a graphic organizer that facilitates that type of thinking. 5. The use of graphic organizers produces learning effects that are substantial and long lasting.
Graphic Organizers
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KWL Outline 1 -K- -W- -L-
Think I Know… Think I’ll Learn… I Learned…
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KWL Outline 2 -K- -W- -L-
I Know Think I Know Want to Know
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KWL Outline 3 -K- -W- -L-
What I Know Think I Know What I Learned
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KWL Outline 4 -K- -W- -L-
What We Know What We Want What We Learned andTo Find Out Still Need To Learn
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KWL Plus Outline
-K- Know
-W- Want To Know
-L- Learned
Topic:______________________
Final category designations for “L”:
Categories of Information We Expect to Use:1. 4. 2. 5. 3. 6.
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Word Map Outline 1
What is it? (write the definition) What is it like?
The Word
What are some examples?
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Frayer Diagram 1
Definition
Characteristics
Examples Non-Examples
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Frayer Diagram 2
Definition
Sentence
I Think … Draw
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Folk Tales Story Map
Title:
Characters:
Setting:
Problem:
2. __________________________ 3. __________________________ 4. __________________________
Events: 1.__________________________
Moral Point:
Solution:
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Fish Bone (Cause / Effect)
Causes
Effect
Causes
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CAUSE CAUSE
CAUSE
CAUSE
EVENT
Name____________________ Date_____________________
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Cause and Effect
Effect
Cause
Cause
Cause
Cause
Cause
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Flow Chart (Sequence)
Skill or Problem:
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Cycle Graph (Sequence and Repeat)
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Compare / Contrast
How Alike?
How Different?
With Regard To
Concept 1 Concept 2
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Compare / Contrast With Summary
Concept 1 Concept 2
How Alike?
How Different?
With Regard To
Summarize:
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Describing An Event (Abstracting)
WHO?
WHERE? SIGNIFICANCE?
WHY?
EVENT
HOW? WHEN?
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Descriptive Organizer (Literary Element)
Main Idea Sentence
Details
Topic
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DETAILS (Literary Element)
MAIN IDEA
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STORY MAP (Literary Element)
Title:
Solution: Event 5:Event 4:Event 3:Event 2:Event 1:
Problem:
Characters:
Setting:
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Story Pyramid (Characterization)
1. _________
2. _________ _________
3. _________ _________ _________
4. _________ _________ _________ _________
5. _________ _________ _________ _________ _________
Directions: 1. Insert 1 word that names a central character. 2. Insert 2 words that describe the setting. 3. Insert 3 words that describe a character. 4. Insert 4 words that describe one event. 5. Insert 5 words that describe another event.
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Character Map (Literary Element)
Example Example
QualityExample Example
Quality Quality
Example Example
Character’s Name
Directions: 1. Write character’s name in central square. 2. In the rectangles, list adjectives or qualities that describe that character. 3. In the ovals, writs examples from the text that support the adjectives or
qualities.
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Event
Setting
Event
Conclusion
STORY WORM (Literary Elements)
Main Character
Story or Book
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Story Map Showing Character Change
Character at Beginning Events That Caused Change Character at End of Story of Story
Turning Point
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Side Category
MATRIX (Compare / Contrast Several Items)
Top Category
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WEB DIAGRAM (Classifying)
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Newspaper Model – 5W Model (Abstracting)
Topic: When Where Why What Who
Using the information from this form write a paragraph.
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5W and How Model TOPIC: ______________________________________
How:
Where:
When:
Who:
Summary Statement:
Why:
What:
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Word Problems: Math (Problem Solving)
What is the question? What is the essential information? What information is not needed? What operations will I use? Does my answer make sense? Can I draw a diagram of the problem?
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Justify Your Answer (Justification)
To solve this problem, first I _______________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
Then, I __________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
The answer is ____________________________________________ ________________________________________________________ because ________________________________________________ ________________________________________________________ _______________________________________________________ .
To solve this problem, first I _______________________________ ________________________________________________________ ____
______________________________________________________ ______________________________________________________
Then, I __________________________________________________________________________________________________________ ________________________________________________________ ________________________________________________________
The answer is ____________________________________________ ________________________________________________________ because ________________________________________________ ________________________________________________________ _______________________________________________________
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Organizational Graphic Organizer (Classifying / Categorizing)
Central Topic
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Problem / Solution Organizer (Problem Solving)
Main Idea Sentence
Problem
Topic
Solution
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SKILLFULL DECISION MAKING
CONSEQUENCES What will happen if
You take this option?
SUPPORT Why do you think each
Consequence will occur?
VALUE How important is theConsequence? Why?
OPTION CONSIDERED
OPTIONS What can I do?
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Prediction Tree Model (Deduction)
Conclusion or Final Prediction
Prediction
Prediction
Details / Proof
Prediction
Details / Proof
Details / Proof
1. Solid Lines Are Details / Proof 2. Ovals Are Predictions 3. Box is Conclusion Directions: 1. Students Read and Note Details, Facts, Proof . 2. Read, Gather Details, Facts, Proof and Make Predictions 3. Make Conclusion or Final Prediction
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Constructing Support
Position Statement
Reasons
Facts
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Inductive Reasoning
Generalization
Patterns
Details
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Analyzing Perspectives
Issues Personal Perspective or Main Character’s Perspective Reason / Logic Different Perspective Reasons / Logic Conclusion / Awareness
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The important thing about
______________________________ is ______________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________
But, the most important thing about
_________________________________ is ______________________________________.
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Decision One: Content Map of Unit (See examples in Acceleration Section)
Unit Topic / Name
Unit Essential Question
Key Components / Issues / Concepts / Skills
Teacher / Team:____________________________Subject / Grade:____________________________
Key Understanding
Main Concept:
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Decision Two: Lesson Essential Questions (See examples in Acquisition Section)
Make sure there are 2-4 Extending / Refining questions as well as the Acquisition questions.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Decision 3: The performance or product project that will be the culminating activity of the unit?
Students’ Assignment Page for the Culminating Activity Essential Question of the Culminating Activity: _______________________________________________________ _______________________________________________________ _______________________________________________________
Paragraph Description of Culminating Activity: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Steps or Task Analysis of Culminating Activity: 1. ____________________________________________________
____________________________________________________2. ____________________________________________________ ____________________________________________________3. ____________________________________________________ ____________________________________________________4. ____________________________________________________ ____________________________________________________5. ____________________________________________________ ____________________________________________________6. ____________________________________________________ ____________________________________________________7. ____________________________________________________ ____________________________________________________8. ____________________________________________________ ____________________________________________________
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Decision 4: Project Rubric
1 2 3 4 Scale Criteria
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Decision 5: Launch ActivitiesDevelops student interest and links prior knowledge. Provides the content map and key vocabulary to students.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Decision 6: Acquisition Lessons Plan the acquisition lessons you need for your Learning Unit. You must have at least one lesson for each of your essential questions in Decision 2.
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Acquisition Lesson Planning Form Plan for the Concept, Topic, or Skill --- Not for the Day
Essential Question:
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (Key Vocabulary)
Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (Prompts Designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize & Answer Essential Question
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Decision 7: Extending / Refining Activities Have extending/refining activities for most important concepts/skills
Cause/Effect Compare/Contrast Constructing Support Justification Induction Deduction Error Analysis Abstracting Analyzing Perspectives Classifying Example to Idea Idea to Example Evaluation Writing Prompts
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Decision 8: Resources and Timeline for Learning Unit
__________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Acquisition Lesson Planning Form Plan for the Concept, Topic, or Skill --- Not for the Day
Essential Question:
Activating Strategies: (Learners Mentally Active)
Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (Prompts Designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize & Answer Essential Question
Acceleration/Previewing: (Key Vocabulary)