North Dakota Title I, Special Education, and 21 st CCLC Fall Conference Visual Tools for Teaching...

North Dakota Title I, Special Education, and 21st CCLC Fall Conference

Visual Tools for Teaching At-Risk Students the Common Core Language Arts Standards

Edwin Ellis, Ph.D. Professor, Special Education, The University of Alabama

[email protected] (205) 394-5512

© 2013 Edwin S. Ellis All Rights Reserved [email protected] www.GraphicOrganizers.com

You may download this presentation from www.MakesSenseStrategies.com

Part 2: 6-12 Reading and Writing about Literature, History and Science



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Differentiated Visual Tools: Literature Differentiated Visual Tools: History Differentiated Visual Tools: Science Vocabulary Smart Visuals

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© 2013 Edwin S. Ellis All Rights Reserved [email protected] www.MakesSenseStrategies.com

Generic graphic organizers

…very effective for simple Core standards…not so great as standards get more complex

BIG IDEAS about differentiated visual tools

The “core” of effective special education is…

…Clear, explicit instruction

…Scaffolded assistance (gradual release)

…Differentiated (not a one-size-fits-all thing)

…Graduated practice (simple complex)


NOT generic, rather are individually designed to address specific Core Standards

Allow teachers to SEE how to address complex standards

Allow students to SEE the thinking processes involved in learning specific Core Standards

The “core” of effective special education is…

…Clear, explicit instruction

…Scaffolded assistance (gradual release)

…Differentiated (not a one-size-fits-all thing)

…Graduated practice (simple complex)

BIG IDEAS about differentiated visual tools

Four big challenges…

2. Attempting to teach grade-level standards when critical prerequisite skills haven’t been gradually developed over time

1. Some of the Common Core standards are really complex

4. Access to CCS instructional resources that have a compelling research base

3. Balancing instruction in content-literacy skills (Common Core Standards) with instruction in content standards (social studies & history)


Extensive research VISUAL TOOLS are very powerful devices for teaching these thinking & communication skills

* Reading comprehension* Vocabulary acquisition* Writing fluency & ideation* Content-area learning

High-achievingTypical-achievingLow-achievingLearning Disabilities


This is where differentiated visual tools enter the picture

So is this about graphic organizers?

These are your PARENTS’ graphic organizersGRANDPARENTS’

For many of the more complex CC Standards, they don’t work all that well


Webs can be excellent visual tools for teaching basic summarization skills

…but are they effective when addressing complex C/C-R standards?


What’s the difference between…THIS

Let’s say you are attempting to teaching this standard…RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its

development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

…and THIS?


Target topic & themeTopic = what story is aboutTheme = author’s opinion / message about the topic

Connections

* Connections to EVENTS

* Connections to CHARACTERS* Connections to SETTING

Evidence


TITLE

TOPIC THEME (author’s opinion about topic / message about life)

Betraying your friends will lead to your own downfall.Loyalty (or lack of it!)

The Pardoner’s Tale by Geoffrey Chaucer

The three rioters have been in a bar all night long and are very drunk.

Because they have all gotten drunk together they say they are loyal to each other when they’re not. (False friends often turn on each other.)

Evidence from literary text

“This ryotoures three of which I telle / Long erst er pryme rang of any belle, / Were set hem in a taverne for to drinke” and “Lat eech of us holde up his hand til other, / And eech of us bicomen otheres brother.”

EVENT in the story CHARACTER feature(s) SETTING feature(s) CONNECTION to the story theme...

Literary device evident in theme

Irony Mood Motivation Imagery Symbolism Other

The gold under the tree The gold symbolizes greed and show how it can make people turn on each other.


“But mighte this gold be carried fro this place / Hoom to myr hous—or elles unto yourself-- / For wel ye woot that al this gold is oures-- / Thanne were we in high felicitee.”




The three robbers end up killing each other. Because they all turned their backs on each other to try and keep more of the gold, they all ended up dead.


“Thus ended been thise homicides two. / And eek the false empoysoner, also.”




X

X

X

X

X

X

The Pardoner’s Tale The Pardoner’s Tale by Geoffrey Chaucer is a story about loyalty, or rather the lack of it. I think Chaucer’s message about life is “Betraying your friends will lead to downfall.” For example, one of the ways Chaucer communicates this message is by his use of characters and irony. Three rioters have been in a bar all night and have gotten very drunk. They talk about how loyal they are to each other: “And eech of us bicomen otheres brother” (…and each of us becomes the other’s brother). In reality, they just met each other in a bar and are not loyal to each other at all. They’re justdrunk. Basically Chaucer is saying that false friends will turn on each other. Chaucer uses irony to set the stage in this part of the story to establish that the so-called loyal friends are about to betray each other later in the story.

Chaucer also uses the setting of the story and symbolism to communicate the betrayal theme. There’s a particular setting where there is a bag of gold under a tree. The gold symbolizes greed and shows how it can make people turn on each other: “But mighte this gold be carried fro this place / Hoom to myr hous—or elles unto yourself-- / For wel ye woot that al this gold is oures-- / Thanne were we in high felicitee” (…If we take this gold we will be very happy). In other words, the greed of the riotors will far outweigh any false loyalty they may have toward each other. Each wants the gold for himself.

The three robbers end up killing each other. Here, Chaucer uses an event in the story and motivation as a literary device to illustrate the betrayal theme. Because they all turned their backs on each other to try and keep more of the gold, they all ended up dead: Thus ended been thise homicides two. / And eek the false empoysoner, also” (All three died).

Chaucer use of irony, symbolism, and motivation all relate to the story’s theme of loyalty. A theme is a message about life, and the message here is that false friends turn on each other. If the thieves were true friends, they wouldn’t have killed each other because of greed for the gold.


What’s the difference between…THIS …and THIS?

It’s all about the prompts!

* Clear & explicit * Guide thinking * Simple * Standard-specific


…rather, we build up to it

Thus, we don’t start with something this complex…

BIG IDEA Differentiated Visual Tools are scaffolded

IMPLICATIONS?

Instruction can be DIFFERENTIATED based on the sophistication of the learner & the complexity of the Visual Tool


CONCLUSION: So what? What is important to understand about this?

LATER LITERARY WORK

CHARACTER

EARLIER LITERARY WORK

CHARACTER

Personal qualities

Challenges

How dealt with challenges

How character changed


LITERARY WORK(title of story, chapter,

song, poem, etc.)

Dramatic irony is when the words and actions of the characters have a different meaning for the reader than they do for the characters. This is the result of the reader having a greater knowledge than the characters themselves.

Something you (the reader) knows about what is happening or why or what the character is talking about that character(s) in the story don’t know

CHARACTER’S WORDS OR ACTIONS

How does knowing more about the meaning or implications of a character’s words or actions that character)s) do make the story more suspenseful or funny?

Something you (the reader) knows about what is happening or why or what the character is talking about that character(s) in the story don’t know

CHARACTER’S WORDS OR ACTIONS

How does knowing more about the meaning or implications of a character’s words or actions that character)s) do make the story more suspenseful or funny?


Ways the interactions between these characters affect the story

Description of how these characters interact with each other

LITERARY WORK(title of story, chapter,

song, poem, etc.)

Personal Qualities

CHARACTER CHARACTER

Personal Qualities


BIG IDEA Differentiated Visual Tools are differentiated because each one is designed to address the unique dimensions of each different standard

Analyze how particular lines of dialogue or incidents propel the action, reveal

aspects of a character, or provoke a decision.

Analyze how character’s vs. reader’s PoV (e.g., created through use of dramatic irony) create such

effects as suspense or humor.

Determine a theme or central idea of a text and analyze in detail its development over

the course of the text, including how it emerges and is shaped and refined by

specific details; provide an objective summary of the text.

.

© 2013 Edwin S. Ellis All Rights Reserved www.MakesSenseStrategies.com

Expose author’s position (thesis) on the issue and/or purpose for addressing it

SOURCE

Define the issue or topic

Target a response to the conflicting evidence or alternative viewpoint

Back-up the position with reasoning and/or supporting evidence

Acknowledge conflicting evidence or alternative viewpoint

Summarize the issue / topic addressed by the author AND why is it important

Reasoning and/or supporting evidence the author provided

The author’s position on this issue / topic seems to be… AND/OR The author’s purpose for writing about this issue seems to be...

Explain your conclusion

What author indicated was an alternative view of the issue or topic OR conflicting evidence

Key point supporting the alternative viewpoint or evidence that conflicts with the author’s view AND How the author responded to the key point or conflicting evidence

Key point supporting the alternative viewpoint or evidence that conflicts with the author’s view AND How the author responded to the key point or conflicting evidence


Inclusion or omission of infoChoices author makes to include or omit specific info about a topic can reflect bias

A reporter may express opinion (approval, ridicule, etc.) via tone of voice used when discussing the topic

Tone

Placement of infoThe position in a report (beginning, middle, end) that an idea is presented may cause people to view its importance differently.

Word choiceThe choice of words an author uses to describe something (gathering vs. mob) or name something / someone (child vs. brat); use of words that express positive / negative value.

BalanceDegree that author explains different sides or views of topic

ImpartialityDegree that author’s opinion about topic is obvious vs. neutral

Picture / video selection / captionsHow something / someone appears in a picture or video, as well as picture captions or video narrations, can dramatically sway perceptions

Substantiation of infoDegree that author provides multiple-sources of information in the report that can be independently verified

Exaggerating the characteristics of something/ someone often reflect bias.

Exaggeration Title Title’s wording may reflect the author’s opinion about the topic

Evidence of Author BiasAnalyzing text, forming & expressing opinions


vocabulary smart visuals

Vocabulary Smart Visuals for terms with

CONCISE definitions

Vocabulary Smart Visuals for terms with

ELABORATED definitions

For terms that address broad concepts that have multiple essential understandings

Feature use of metacognitive strategies…

For terms that address very specific concepts (often technical terms) that have a limited set of distinguishing characteristics

Feature 4 types of vocabulary knowledge…

ClassCritical features

Relationship ConnectionsApplications

Forming inferences & predictionsSelf-evaluation

Analyzing & summarizing

Questioning


TOPIC

Is about …

TERM

CLASS

DISTINCTIVE FEATURES RELATIONSHIPS / APPLICATION / CONNECTIONS TO TOPIC

TERM

CLASS

TERM

CLASS

TERM

CLASS

Many Jews were so distraught about what the Nazis were doing to Jews that they couldn’t think of ways to save themselves .

sullen…unpleasant, irritable, sour - some act sullen on purpose as a way to punish people they are mad at or to get what they want

Dussel was acting very sullen – he didn’t speak to Ann for two days and avoided her whenever he could.

extremelyemotionally upset to the point of being disabled or unable to actan emotion

a young Jewish girl’s life in Amsterdam, Holland as she and her family hide from the Nazis during World War II.

The Diary of Anne Frank

distraught

a behavior

incorrigible…so bad that others think the person will never learn to behave

Nazis viewed all Jews as incorrigible people who were dirty and dishonest and would pollute their “master race.”

immigrate…move from one country to a new country and settle there permanently

Many Jews tried to immigrate to other countries, but most of the countries would not let them come. They had nowhere to go.

a behavior

an action

features * connections vocabulary smart visual© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

TIPS…Use at the BEGINNING of a lesson to pre-teach or review key vocabulary.

features * connections

Use DURING a lesson for guided note-taking

Use at the END of the lesson to review and anchor key terms taught during the lesson.

Good choice for first-time users of Vocabulary Smart Visuals™

Most difficult = identifying the CLASS

(dictionary definitions often omit this component)

Ideally, each feature should be noted on a separate line, (assuming space allows)

Immigrant = person who… moves from one country to a new country and settles there permanently

features * connections vocabulary smart visual© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

Features * Connections Essential Understandings

SIMPLE SOPHISTICATED

vocabulary smart visuals© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

TOPIC

Is about …

TERM

CLASS

CRITICAL FEATURES Content and/or Personal Connections

CONNECTIONSHow author used term, how term applies in other

situations or real world

APPLICATIONS

TERM

CLASS

TERM

CLASS

TERM

CLASS

In cell nucleus

contains hereditary info

essential for life

A coding system that is passed from parents to offspring that provides detailed instructions about not just traits but also how organs are developed and how everything in the body works

Genetic fundamentals

NUCLEIC ACIDSProvide information for regulating body functions like digestive system

NUCLEOTIDE

type of monomer

Makes up a nucleic acid-3 parts: * 5-carbon sugar* nitrogen-containing base, * phosphate

Cells Nucleus Nucleic acids Nucleotides

“Code” in a nucleic acid that creates a blueprint of instructions in DNA & RNA

DNA (deoxyribonucleic acid)

type of nucleic acid

Contains sugar deoxyribose2 strands of nucleotidesSpiral staircase shapedContains these bases: adenine, quinine, cytosine, thymine

Cells Nucleus Nucleic acids Nucleotides DNA

Carries instructions controls cell activitiesDNA inherited =instructions passed to offspringDNA molecules duplicate themselves

RNA (ribonucleic acid)

type of nucleic acid

Contains sugar ribose Single-stranded nucleic acid moleculeContains these bases: adenine, quinine, cytosine, uracil

Messenger RNA caries coded instructions for protein synthesis from DNA to ribosomeorder

Transfer RNA brings amino acids to ribosome in correct order to be built into proteinRibosomal RNA make up structure of a ribosome

type of molecule

Cells Nucleus Nucleic acids

essential understandings vocabulary smart visual© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

TIPS…Easy to add pictures

essential understandings

GOOD idea to have students draw the pictures

Scaffolding instruction is REALLY important!

“gradual release”

I do it We do it Y’all do it You do it

essential understandings vocabulary smart visual© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

TOPIC

Is about …

Class

Distinctive Features

Relationships

Applications

Blood cellsThree types of cells found in mammal’s blood, their roles, and what happens when there are problems

Platelets White Blood Cells Red Blood Cells

Pieces of cellsfound in blood

Surface contains proteins that allow them to stick to breaks in blood vessel wall & stick to each other. Contain granules that secrete proteins - creates firm plug to seal blood vessel breaks

If # of platelets is TOO LOW, excessive bleeding can occur. If # too high, blood clots can form obstruct blood vessels stroke, heart attack or the blockage of blood vessels

2 roles… (1) Platelets form blood clots by clumping together and sticking to the edges of the cut, which helps stop bleeding.(2) Affect growth + repair of connective tissue

Type of cellfound in blood

Found both blood & lymphatic systemMost produced in bone marrowLive 3-4 days1% of the total blood volume Change according to situation

# of white blood cells in the blood can indicate disease. Leukemia (type of cancer) can result when they do not form correctly & their numbers increase too quickly

2 roles in the immune system… (1) Fight bacterial, fungal & parasitic infections(2) Deal with allergic and antigen (immune) responses

Type of cellfound in blood

Rich in hemoglobin, an iron-containing molecule that binds oxygen (why they are red)All produced in bone marrowLive 100-120 daysAbout 25% of cells in body

Sickle cell anemia = deformedred blood cells shaped likecrescents…. hard for them toget through the blood vessels,& do not carry oxygen well.

Absorb oxygen in the lungs & release it while squeezing through the body's capillaries.Lack a nucleus & most organelles, in order to allow maximum space for hemoglobin.

essential understandings matrix vocabulary smart visual© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

TIPS…essential understandings matrixSide-by-side comparisons less cognitively

demanding than similarities & differences, so EU Matrix is preferable when…

* Terms being compared are really complex

* Ideas have little in common other their CLASS or relationship to the topic of the lesson

Use …* BEGINNING of a lesson when reviewing

previously taught terms

* DURING the lesson via guided note taking

* END of the lesson to ‘anchor’ the essential understandings of new vocabulary taught during the lesson.

essential understandings matrix vocabulary smart visual© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

Class

Distinctive Features

Relationships

Applications

Democracy

Laws, policies, & regulations based on desires of the majority of voting citizens.Supreme government power is in possession of the people (or their elected representatives)

System of government where…

System of government where…

leaders believed to have a direct connection to God & interpret His will accordingly.

Both may use constitutions or other documents (Bible, Koran) as their system of laws. Ultimately, both forms of government serve at the will of the people.

Citizens vote for representatives who in turn vote on new laws & policiesTrue Democracy All citizens vote on every new law or policy

Ayatollah Khomeini. The Vatican City is technically a country ruled by the Catholic Pope

Effectiveness of a Democracy based on degree of citizen’s involvement, education & knowledge of true current events and news. Gov. leaders are changed when new ones are voted in.

Gov. leaders are changed when they die, deposed (over-thrown) by dissatisfied revolutionaries or competitors, or are selected by a group of religious leaders.

Some democratic government constitutions incorporate religious principles (US Constitution incorporates Christian & Jewish principles).

Some leaders attempt to create illusion of democracy by rigging elections (e.g., Iran, 2013) Some democratic countries elect religious leaders to be their government head of state

Theocracy

© Edwin Ellis essential understandings venn vocabulary smart visual

TIPS… essential understandings venn

Best used when comparing a new concept with a familiar concept

Terms compared on a Venn must be parallel or from the same category of information.)

Terms being compared on a Venn should share multiple similarities.

EXAMPLEDEMORACRACY vs. THEOCRACY (both are a form of government)

NON-EXAMPLEPRESIDENT (a type of leader) vs. THEOCRACY (a form of government)

1st focus on differences (brain is wired to look for contrast)

© Edwin Ellis essential understandings venn vocabulary smart visual

DISTINCTIVE FEATURES CONTEXT (how author used term)

TERM

CLASS

TERM

CLASS

TERM

CLASS

TERM

CLASS

Is about …

Something that is quickly developing

adjective describing

How the US government started supporting the development of manufacturing industry in US

American History, Chapter 8

BurgeoningCongress also acted to promote the burgeoning manufacturing section of America's economy that the war had stimulated.

Protectionistswanted to protect US industry from foreign competition

Protectionists in Congress passed a tariff law that limited competition abroad on a wide range of items (including cotton cloth).Group of

Congressmen

TariffFee on imported goods to make them more expensivein order to help local producers sell similar goods at a fair price

While local producers (farmers, manufacturers) liked tariffs, importers were angry about tariffs because it cut into their profits

Kind of tax

enabledCreated ability to do something Steamboats stimulated the agricultural

economy of the West and South, as they enabled eastern manufacturers to send finished goods to these places much more easily.Action people do

features & context vocabulary smart visual© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

TIPS…

Best used DURING an in-class text-to-notes reading activity.

features * context

Best to have students compose original sentences about context rather than copying the sentence from the text.

Also effective to use at the END of the lesson to review and anchor key terms

Excellent tool for addressing Common Core Standards related to…

* Summarizing key ideas

* Drawing Conclusions

* Citing text evidence

features & context vocabulary smart visual© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

Class

Critical Features

TERM

Term:

Is related to this idea because…

Term:



Term:


Term:



Term:

Term:

exploitation

people / groups with power take advantage of others with less power to get what they want Examples… Powerful countries exploit weaker countries to get their natural resources…Management exploits workers to get cheap labor… racists exploit minorities, men exploit women…

An act that occurs when…

Progressive Era 1890-1920

Period when many tried to stop widespread exploitation in US. …believed that social problems (poverty, violence, greed, racism, class warfare) best addressed by good education & safe environment

Suffrage Movement

Organizations supporting women’s suffrage (right to vote) became much more powerful – resulted in 19th Amendment (prohibits any US citizen from being denied the right to vote on the basis of gender).

Immigration

Many immigrants were exploited by businesses (very low pay, long hours, unsafe conditions, etc.). Relief societies tried to help by getting immigrant children in school, access to hospitals, better living conditions, etc.

TR Roosevelt

He was a president who supported anti-monopoly legislation to open up competition – results would be higher quality products at lower prices. Also supported use of arbitration b/w unions & management during labor disputes

Muckrakers

Social-reform journalists /reporters reported facts about problems, abuses, etc. to get the public to support changes …Published articles @ corporate greed, abusive child-labor practices, etc.- encouraged citizens to vote to force politicians to pass better laws

Labor Unions

Individual workers have little power = easily exploited, but when they organize in unions, they create the power to force management to improve working conditions. Unions aggressively advocated radical social reform to reduce worker exploitation.

related words web vocabulary smart visual© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

TIPS… related words web

Best used at the END of the lesson to review and anchor key terms and their relationships.

Can also be used at the BEGINNING of the lesson to review previously taught terms

Phase 1: Students work in pairs or teams of four as they collaborate to complete the web.

Phase 2: Students practice explaining to each other…

…the definition of the target term (class & critical features)

…why/how the words they noted as ‘related words’ are connected to the targeted term.

related words web vocabulary smart visual© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

So what? What is important to understand about this?

Is about …

Order Main Idea Details

Designed to address broader concepts than terms with precise definitions

While a single sentence might effectively define terms with concise definitions, broader concepts have multiple subtopics or main ideas, each of which often require multiple sentences to define.

4 elaborated ideas smart visual™© Edwin Ellis All Rights Reserved MakesSenseStrategies.com


So what? What is important to understand about this?

Is about …The Structure of the Tropical Rain Forest

…the four layers of plants and animals that all together form a tropical rain forest.

The highest layer of the rain forest is the…

emergent layer

Tallest trees in the rain forest live here. They can reach heights of 300 ft. (as tall as some sky scrapers) and are scattered throughout the forest. Trees have long thin trunks & tops shaped like umbrellas. They get most of the sunlight, but also strong winds. Harpy Eagles, parrots and other birds and many kinds of butterflies and insects live there. Only a few monkeys dare to travel to this height.

The majority of the trees—which are between 60- 150 ft. tall—are found here. They grow so close that their leaves form a canopy, and rain can only reach the rest of the forest by traveling down their trunks. Air plants, called epiphytes, are common here. Animal species include howler monkeys, hummingbirds, bats, and tree frogs.

Below the emergent layer, lies the rain forest’s…

canopy

Small trees with woody vines called “lianas” wrapped around them, ferns, and palms all exist in this level. Because the canopy traps most of the heat and moisture, it is very hot and humid here. Since so little light reaches this level, leaves are very large to absorb as much light as possible. Common animals are spider monkeys, kinkajous, and many types of insects.

The layer below the canopy is the

understory

Only about one percent of sunlight ever reaches the forest floor. Because of this, many of the plants are parasitic—they feed off other plants. It is covered with leaf litter. This, combined with the fact that dead plants and animals rot quickly, creates a nutrient rich soil. Common animals are leaf-cutter ants, anteaters, and tarantulas.

The lowest layer of the rain forest is the

forest floor

Although it is a single ecosystem, the fact that the tropical rain forest has so many environments within itself, creates a phenomenal amount of diversity.

4

3

2

1


Is about …

Connected shapes and figures with a definite amount of vertices & sides but no curves

POLYGONS

So what? What is important to understand about this?Both regular and irregular polygons are closed-sided figures (no openings). The number of sides and angles vary.


Pentagon -- An enclosed figure with equal sides and angles

Square -- Enclosed figure of four equal sides and angles

Octagon --Eight equal sides and angled shape

Regular PolygonsClosed figure that have the same sides & equal measured angles

Trapezoid -- A quadrilateral that has a pair of equal but parallel sides and 2 to 4 different angles

Isosceles triangle -- 2 sides the same length + one different length AND 2 equal angles + 1 different angle

Hexagon – Shape with irregular 6 sides and 6 angles shape

Irregular PolygonsClosed figure where all sides are not equal and all angles are not equal


Hawaiian Type

Plinian Type


So what? What is important to understand about this?Different types of volcanic eruptions cause different kinds of damage. All are VERY dangerous.Strombolian volcanoes cause the most damage due to lava flows AND ash clouds

Is about …

Volcano-vents in the earth's crust through which lava, steam, gases, and/or ashes, etc. are expelled. There are three basic types.

Types of Volcanic Eruptions

Occur along fissure vents in earth crust – usually start as crack in ground. Lava steadily comes out of the main vent as well as from boccas on the sides of the volcano. Eruptive column is very low. Don’t contain a lot of gasses, so not explosive.. Lava can flow for miles and destroys everything in its path. Example: the active volcano on the ‘big island’ of Hawaii.

3

Inside, gas bubbles grow, rise through the magma column – decrease in pressure near top causes them to burst out throwing magma into the air. Heavy rock thrown out by eruptions causes volcano to have steeper sides + heavy lava flows. Ash may be blown several miles away from volcano. Can be very long lasting (e.g., Mexico’s Parícutin volcano erupted continuously for 9 years)

1

Strombolian Type

Eruptions very violent & powerful have columns of gas & volcanic ash that extend to stratosphere - over 12 miles high. No lava, but fine minerals and ash may fall to the ground over 600 miles away from volcano. The eruptive column can collapse to form a red-hot cloud of ash and gas that can be very destructive. (e.g., Mount Vesuvius that destroyed Pompeii)

2

Hawaiian Type

PlinianType



So what? What is important to understand about this?Edges of each layer is where the greatest changes in thermal (heat) characteristics, chemical composition, movement, and density occur.

Is about …

Different layers of air above earth’s surface are like “envelopes” of gas (everything else is inside it). Contains various gases like O2 & CO2, & dust from earth surface & space

Layers of the Atmosphere

Outer layer of the earth’s atmosphere… last layer before space…. very high up where the atmosphere is very thin… where atoms and molecules escape into space.

5Exosphere

Makes up only a small part of the atmosphere’s mass… temperatures are very high because gas particles are absorbing solar radiation. 4

Thermosphere

Temperatures decrease with height until the atmosphere reaches its coldest temperature of -90˚C (-130˚F)… THE layer where many meteors burn up while entering the earth's atmosphere.

3 Mesophere

Very stable part of the atmosphere so many airplanes often fly here… temperature increases with height… contains good ozone molecules that protect life on Earth by absorbing some of the sun's harmful UV rays.

2Stratosphere

Bottom layer of the atmosphere… where we live… much denser than the layers above it… temperatures decrease as you go higher… all of the earth’s weather takes place in the troposphere.

1Troposphere

All atmosphere is above earth’s surface 0Earth’s surface


So what? What is important to understand about this?Biotechnology is the new frontier for the human race – some applications can be highly beneficial (e.g., improving hardiness of crops, medical break-throughs, but it can be very dangerous as well

Is about …

The application of biological science to practical problems (e.g., understanding & preventing birth defects, improving crops, developing new breeds of animals)

Biotechnology (Chp 8)

Type of gene that produces harmful traits or defects when homozygous (have similar characteristics because they are inherited from a common ancestor)

Recessive allele

Type of breeding - distantly related organisms mated to combine their good qualities (e.g., horse + donkey = mule) Can cause problems (e.g., aggressive / dangerous honey bees)

Hybridization

Specialized field of work where genes are identified, studied, and modified – e.g., changing genes of someone who has a specific cancer-causing gene).

Genetic engineering

Biochemical technique where DNA from different organisms are combined (e.g., transferring human genes into bacteria that then produce proteins useful to humans)

Recombinant DNA

A carrier of genetic material (small circular pieces of DNA) that can move DNA into cells

Vector plasmid

A practice that seeks to change human heredity by controlling mating (e.g., Nazis tried to create a ‘super race’ via selective breeding of humans

Eugenics

Type of breeding - parents that have similar genotypes intentionally mated in order to maintain a specific traits in offspring (e.g., Golden Retrievers; Silver Queen Corn)

Inbreeding

The purposeful breeding of animals and plants to produce certain desired traits in the next generation of offspring.

Selective breeding


Use at the beginning of lessons (e.g., students interview each other to form predictions about the meaning of the targeted terms)

…and then again at the end of lessons (e.g., students check their original predictions about the definitions and then revise them as needed

before & after smart visual™© Edwin Ellis All Rights Reserved

BEFOREWhat we learned from each other

AFTERWhat we know now

Used when discussing…

Means…

Used in questions…


Means…



Means…


.

term

term

term

End of lesson… students check their original predictions about the definitions and then revise them as needed

exasperatedBeing mad at somebody Angry

Pesky little brothers & sisters

What caused you to be so exasperated at your little sister?

Something that you could get stuck in

Going in your 4 wheeler in the woods

Is quicksand a quagmire?

quagmire

Concert?

Classical music, violins, opera

Did you go to the epiphany last night?

epiphany

Mad because you’re frustrated or annoyed with someone OR something that happenedPesky little brothers & sistersSlow speed limits on 4-lane highwaysDo you ever get exasperated with your homework?

The land is very low and stays wet so that it sinks.

Swamps and other low-lying places

Did you see lots of quagmires when you visited the Okefenokee Swamp?

Sudden and powerful insightAn “I GET IT!” momentMath problems. Suddenly realizing why things happen a certain wayFiguring out how to get away from my little brother was an epiphany for me.


TIPS…Students can use different color font to indicate how close they came predicting the correct definition

BLUE = “Nailed it!”

Purple = “Came close, but refined it”

Red = “Not what we thought! ”

ELABORATED DEFINITIONS: BEFORE & AFTER before & after smart visual™© Edwin Ellis All Rights Reserved

Questions student formulate that include the term in the question should address a topic or context and not be about the meaning of the term.

EXAMPLE: Did your truck get stuck in the quagmire after that heavy rain?

NON-EXAMPLE: What does quagmire mean?

TIPS…ELABORATED DEFINITIONS: BEFORE & AFTER before & after smart visual™

© Edwin Ellis All Rights Reserved

BEFOREWhat we learned from each other

AFTERWhat we know nowterm

Primary Productivity


Means…

Used in questions… How much energy is available to consumers?

Energy flow

The energy made by plants

How does usable energy diminish as it flows through an ecosystem?

Energy pyramids

It relates to the capture, conversion, and storage of solar energy.

termEnergy Pyramid


Means…

Used in questions… How is usable energy arranged in an ecosystem?

Ecological pyramids

Amount of energy in an organism

How is the energy in producers is different from that of top level consumers?

Food chains

An energy pyramid graphically shows the loss of energy from one trophic level to the next highest.

termBiomass Pyramid


Means…

Used in questions… How much weight is in all of the producers?

Energy flow

How much stuff is in an ecosystem

What level of a food chain has the most or greatest mass?

Ecosystem size

The biomass pyramid is actual weight of organic material in every level in a food chain


ELABORATED DEFINITIONS: PREDICT CHECK vocabulary framessmart visual tools

© Edwin Ellis All Rights Reserved MakesSenseStrategies.com CHAPTER

Is about …

Definition needs changing to…Definition = exactly correct







WORD PREDICT the definition CHECK to see if your prediction was correct

Chapter 4: The Long Walk HomeRobin meet up with two guys that want him to go with them in their car. He gets in it, but realizes it was a mistake so he escapes when the car slows down to miss a deer.

Elude I think it means someone that is crude or crazy.

Dilemma I think a dilemma is a tough choice between 2 bad choices.

Shard

Paranoia When you think everyone is out to get you & don’t trust anyone.

Brusque This is a kind of meat that my parents like to eat.

Credulity It means people can believe what you say.

Hybrid This is a type of car.

I think it is something sharp.

To baffle or escape being found out or getting caught

X

A shard is an on-purpose broken piece or fragment of something so it would be sharp.

X

X

Brusque means you are being very rude or short with people.

It means that you believe things too easily- kind of like being naïve or gullible.

Hybrid is a mixture of 2 different things resulting in something with a little bit of both

X

X

X

X

smart visual tools© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

TIPS…Predict Check

Excellent tool for use at the BEGINNING of the lesson to activate background knowledge (PREDICT)

Be sure to use think-aloud techniques to model how to form predictions about the definitions of words

Revisit at the END of the lesson (CHECK)

It is VERY IMPORTANT to model how to evaluate and refine definitions during the “CHECK” phase of using this frame.

ELABORATED DEFINITIONS: PREDICT CHECK

TOPIC The Thief Lord by Cornelia Funke

Term

Definition* A comedian making fun

of a politician* My brother imitating me

to make me mad

* How I treat my little brother

* Your parentsMockeryWay of talking or acting that scorns or ridicules something or someone

Term

Definition* Bullies* Racists & bigots* People who dis others* Terrorists

* Some kids in my class* How some teachers treat

students

* My rabbiContemptuousA feeling you have about something you hate or look down on

Term

Definition* How people get around

in Venice (no cars allowed)

* Tourists in Venice * A bus that goes on land

Vaporettea motorboat used as a bus along the canals in Venice

Term

Definition* The school bell* Due dates for taxes!* Stores opening & closing

* Me * The students coming to

class* My school bus

* My sister- She is never on time!

* Granny

Punctual An action that involvesalways beingon time

Term

Definition* Stain glass windows in a church or synagogue

* Pictures made of thousands of tiny photos

* Bathroom floors

* A large piece of stone MosaicsType of art made by arranging many small pieces of things to into a large pictureTerm

Definition* My dad* LaBron James

a judge or politician * A criminal Venerablesomeone that you admire or respecta great deal

Could ALWAYS use when discussing…

Could SOMETIMES use when discussing…

Would NEVER use when discussing…

always * sometimes * never smart visual™© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

PhenotypeTraits in an organism that can be observed. Both alleles same (TT or tt) or one is dominant (Tt),

WHAT is phenotype trait of yourself and WHY do you think so?

I have red hair (you can see it) , and my mom has red hair – I inherited the trait from her.

Law of Segregation

The separation of each pair of alleles during meiosis – half from each pair go to form a new gamete

WHAT would happen is pairs of alleles didn’t separate to form new gametes?

The new organism would be a clone of one parent b/c it would have that parent’s original alleles

Law of Dominance

When two alles in a gene pair are different, one allele can control the trait & other can be hidden.

WHAT is a hidden trait your sister may have that is NOT observable? (Tt)

She has dark brown hair, but she may had a red hair hidden trait, so her children may have red hair.

Heterozygous An organism that has two alleles for a particular trait that are NOT identical (Tt)

HOW does an organism get two alleles that are not identical?

Law of Segregation ensures things will continually get mixed up when it comes to inheriting traits

Homozygous An organism that has two alleles for a particular trait that are ARE identical (TT or tt)

If the alleles are identical (TT or tt) WHAT kind of trait will result?

Phenotype (observable)

Traits are characteristics that are passed from parents to offspring via genes.

Is about …Genetic Traits

Rank of Importance TERM

Make up a WHO, WHY, WHENWHERE or HOW question

Answer to your questionDEFINITION

Allelesversions of a gene for the same trait that are different

WHY are alleles important ?

Alleles control what the observable traits in a person will be

question & answer smart visual™© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

TIPS…Q & A

Self-generation of questions and then responding to them is an important information processing learning strategy that promotes deeper thinking about the meaning of the term.

Be sure to you use think-aloud techniques to model how to form meaningful questions and responses to them.

The best time to use is at the END of a lesson when reviewing or anchoring the definitions of terms.

Encourage students to vary questions posed (generate a WHY question, then generate a HOW question, etc.)

Encourage students to generate questions that focus on real-life examples or applications of the term.

e.g., WHEN might a hidden trait of your sister’s become a dominant trait and thus become observable?

question & answer smart visual™© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

How attempts use political solutions deal with slavery led to increased emphasis on violent solutions

TOPIC

Is about …Politics of slavery & Violence

RANKof Importance

TERM DEFINITION(in understandable words)

ESSENTIAL QUESTIONWhat is THE most important questionthat could be asked about this term?

SO WHAT?Why is this question so important?

Nullificationa theory that…

States may reject, or nullify, federal laws that the States believe are beyond the fed. gov's constitutional powers (rejected by Supreme Court)

Why was the theory of nullification so central to the issue of slavery in US?

Cuts to the core of whether slave states or free states could ignore slavery-related laws they didn’t like & whether states had right to succeed from US

popular sovereigntya law that…

Allowed states to states vote yes or no for slavery (Kansas Nebraska Act) – boosted expansion of slavery & led to Bleeding Kansas

How did popular sovereignty increase the likelihood of a civil war?

If you know how PS caused each side to begin using violence to solve political problems, you can see how this made notion of a civil war more acceptable

Bleeding KansasA sequence of violent events

Pro- and anti-slavery elements moved into Kansas with the intention of voting slavery up or down, leading to a raging ‘mini’ civil war

How did individual people’s reaction to Kansas Nebraska Act lead to Bleeding Kansas?

Understanding role of “pot-stirrers’ -- Outspoken advocates of violence on both sides organized & motivated supporters into action

Dred Scott DecisionA Supreme Court Decision

Blacks not U.S. citizens, no rights; slaves = property & congress could not deny the right to property anywhere, slavery cannot be banned anywhere

How did the Dred Scott Decision increase the likelihood of a civil war?

About understanding how one side (in this case, abolitionists) lost faith in political/legal solutions that made violent solutions more inevitable

Nat TurnerSlave preacher who wanted revenge against Southern plantation owners; led a revolt in Virginia killing 57 whites

Why did Nat Turner’s Rebellion make violent solutions to the slavery question more likely?

About understanding ratio of slave owners to slaves made them fear slave rebellions – not just matter of economics of slavery, but a matter of life or death

John BrownAbolitionist -believed armed insurrection only way to end slavery - led Harpers Ferry raid on federal armory

How did John Brown’s raid at Harpers Ferry increase the likelihood of a civil war?

About understanding how HF Raid = HUGE treat to slave owners & made slavery issue even more personal safety issue

2

3

4

5

6

1

essential questions smart visual™© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

TIPS…

The Essential Questions frame tends to require a LOT of guided assistance, especially when responding ‘So What?’ prompt.

The best time to use is at the END of a lesson when reviewing or anchoring the definitions of terms.

Essential Questions

Phase 1: Use Teacher-assisted routines to model and guide responses; be sure to use talk-aloud techniques.

Phase 2: Have students collaborate to generate an Essential Questions, but then guide students as they develop ‘So What?’ responses.

Phase 3: Have students collaborate as they both generate Essential Questions and formulate ‘So What?’ responses. Have each pair or team share and explain with the class what they noted.

essential questions smart visual™© Edwin Ellis All Rights Reserved MakesSenseStrategies.com

So how well do these work? Visual Tools research

Large N quantitative studies (true- & quasi-experimental designs) Qualitative studies Program Evaluations

Typical measures include…General performance on high-stakes testsPerformance in specific skills (writing) and vocabularyDepth / Breadth / Accuracy of new content knowledgeSocial validity (teacher & student satisfaction)

Fidelity & factors that affect it

Results consistently show that visual tools…FAR better than “business as usual” (control groups)

Significantly better than generic graphic organizers

Teachers and students HIGHLY value them


Edwin Ellis, Ph.D. Professor, Special Education, The University of Alabama

[email protected] (205) 394-5512




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