Component Area
Reading and Writing
Objective: To develop competency in grade-level
reading and writing skills
Rationale:
Provide a print rich, Language Functional
Environment
Integrate a variety of texts and media
Model and teach how to read and write complex
text patterns
Use reading and writing strategies interactivelywith oral activities
Balance cooperative and individual groupings
Implement whole group to small group to
individual instruction as a scaffold
Stress the joy and purpose of reading and
writing
Strategies:
Notes
•
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Poetry Frame
Found PoetryWord BankSPC Extensiono Reading/ Trading Gameo Flip Chant
Team Tasks
Expert GroupWhole Class Mind MapProcess Grid
Cooperative Strip ParagraphWhole Class Group Frame
Story MapFlexible Group Readingo Emergent Reading Group with Cooperative
Strip Paragrapho Emergent Reading Group: with Here/ There
Chant: K-1
o Clunker & Links with SQ3R (third gradeand above)
DRTAMemory BankStrip Book
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p. 108-119p. 111-112
p. 113-114
p. 115-116p. 117-119
p. 120-122p. 123-131
p. 132-135 p. 136-138
p. 139-140p. 144-145
p. 146-149
• Revising and Editing Checklists p. 141-143
p. 150-152
p. 153-154
p. 155-157p. 158-159
p. 160-162p. 163-164
ABC BookFocused Reading
Ear-to-Ear ReadingInteractive Journals
Listen and Sketch
Learning LogTeam Writer's Workshop
*OCDE Project GLAD@ Strategies may move into
different component areas depending on the teacher's
purpose and learning objectives for students.
English Language Development Focus
English Learner Consideration: Factors to be aware of
when specifically targeting ELs.
Purposeful Interaction: To develop language
proficiency ELS need to use language in authentic ways:
applying knowledge, exchanging ideas, and
communicating. These frames will help ELS apply
language in purposeful interactions in teams, pairs, and
whole group discussions.
How Language Works: In this section, teachers andstudents focus on language structures, semantics and
grammatical forms to apply knowledge of English
language systems in a variety of contexts.
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Notes
107
p. 165-166p. 167-168
p. 170-171p. 169
p. 172-173p. 174-175
p. 176-178p. 179-180
• Picture Dictionary
READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Rationale
Poetry FramePhoto ra h/Sketch
Supports students' use of academic
language in poetry writingDevelops reading and writing skills
Scaffolds students in creating non-rhyming
poetry
Lowers affective filter
Uses reading and writing strategiesinteractively with oral activities
Uses patterning to practice fluent readingand writing
Ke Points
Strategic Design
• Use an original poem or create a teacher-created poem that lends itself to a frame• Prewrite poetry on chart paper, incorporating color chunking of stanzas
e Choose important phrases to become frames• Create a second chart, include frames, match colors to original poem (p. 192)
Delivery
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Students are in close proximity
Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)
Establish and articulate comprehensible language objective and content objective
Read original poetry as a shared reading, modeling fluent readingStudents choose unknown words, highlight wordsTogether, define unknown words, utilizing Picture File Cards (pp. 138-139), word study and
sketching
Read again as a shared readingStudents generate words to highlight (teacher provide focus or prompt: demonstrate authors'purpose, mental image, descriptive words or words that evoke a feeling)
Students brainstorm additional words and concepts that relate to teacher's prompt/focus
In teams, have students put their heads together to brainstorm phrases for the whole class
frame, write directly on the chart in team color
Read fluently together
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Poetry FrameEnglish Language Development Focus
Purposeful Interactions
During group discussions provide students with sentence frames to support in sharing their ideasboth orally and in written form.
Whole Group Discussion
• I think we should highlight the word or phrase• Another word or phrase to highlight is
because
because
Team Share:
Student A:
• Student B: I consider
Strategy Variations
Research Links
is a word or phrase that describes
an excellent word or phrase to include because
• Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)• Lesaux, Kieffer, Kelley, & Harris (in press)
August, Branum-Martin, Cardenas-Hagan, & Francis (2009)
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Poetry Frame
I am EndangeredBy OCDE Project GLAD@
I am endangered.I am hunted, poached, cut down.I live in grasslands, waterways, andforests.
Look for me.
Watch for me.Protect and save me.
I am the tiger,I am endangered.I am beautiful, furry, and sharp-toothed.
I live in jungles.
Look for me.Watch for me.Protect me.
I am the tamarin monkey.I am endangered.I am golden-headed, whiskered, andrare.
I live in the jungles of Brazil.
Look for me.Watch for me.Protect me.
I am the rhinoceros.I am endangered.I am thick-skinned, wrinkly, and killedfor my valuable horns.I live in the rivers and waterways of
Africa.
Look for me.Watch for me.Protect me.
I am the timber wolf.I am endangered.I am intelligent, cooperative, and keenof sight.
I live in the forests of North America.
Look for me.Watch for me.Protect me.
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I am EndangeredBy
I am endangered.I am hunted, poached, cut down.I live in grasslands, waterways, andforests.
Look for me.
Watch for me.Protect and save me.
I am theI am endangered.I amand
I live in
Look for me.
Watch for me.Protect me.
I am theI am endangeredI amandI live in
Look for me.
Watch for me.Protect
I am theI am endangered.I amand
I live in
Look for me.Watch for me.Protect me.
I am theI am endangered.I amand
I live in
Look for me.
Watch for me.
Protect me.
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Rationale
Found PoetryPhoto ra h/Sketch
Supports students' use of academic
language in poetry writing
Supports reading and writing skills
Encourages free-form poetry and/or non-
rhymingLowers affective filter
Uses reading and writing strategiesinteractively with oral activities
Ke Points
Strategic Design
• Find highly-descriptive text (National Geographic, literacy series, speeches, etc.)
• Write text on chart paper adding additional academic language and descriptive wordsCite source
Delivery
Initial
Students are in close proximity
Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and content objective
Read together as a shared reading, modeling fluent readingStudents choose unknown words, highlight words
Together, define unknown words, add sketches, word study, and Picture File Cards (pp. 138-139)
Read again as a shared reading
Students generate words to highlight (according to teacher's prompt, "what words paint a picturein your mind" descriptive or evokes an emotion or feeling)
Ongoing
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Write highlighted words onto individual word cards and place in the bottom of a pocket chartStudents are in close proximity
Establish and articulate comprehensible language objective and/or content objective
Teacher models how to "find" a poem (avoid using all word cards)Teacher uses chosen words to create poem at top of pocket chartDiscuss use of shape and voice
Use gestures and voice while reading the poemChoose individual students to "find" a poem
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Found PoetryEnglish Language Development Focus
Purposeful Interactions
During whole group discussion, students share their opinions, thoughts, and ideas orally. Usesentence frames to aid students in formulating ideas and expressing their thoughts.
because• I think we should highlight the word
I consider
is an appropriate word for our poem sinceis a word that describes
an excellent word to include because
Strategy Variations
• Incorporate technology
Research Links
• Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)Lesaux, Kieffer, Kelley, & Harris (in press)
• August, Branum-Martin, Cardenas-Hagan, & Francis (2009)
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READING AND WRITING STRATEGYObjective: Improve oral language production
Word Bank (K-1)Rationale
Builds vocabulary and academic language• Allows time to practice vocabulary
• Personalizes resource for students
Ke Points
Strategic Design
• Find resources for students (magazines, technology)
Delivery
Photograph/Sketch
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Establish and articulate comprehensible language objective and/or content objective
Students find pictures to place on index cards, one picture per card
Students dictate or write vocabulary relating to pictures
Use a metal ring to connect the cards
Students add to word bank with vocabulary and pictures
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Word Bank (K-1)English Language Development Focus
English Learner Consideration
Students use the Word Bank as a resource to build individual vocabulary repertoire. Students canutilize words from the Word Bank for class, group or paired discussions. Additionally, individual WordBanks can be used during independent writing.
Strategy Variations
• Use whole class, team or individual
Research Links
• Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)• Marzano & Pickering (2010)
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
SPC Extension: Reading/Trading GameRationale
Provides a low affective filter environment
to practice new vocabulary and useacademic language for parts of speechBridges into reading
Supports team collaboration
Builds positive interdependence
Allows students to negotiate for meaning
Ke Points
Photograph/sketch
Strategic Design
Make word cards, matching the vocabulary and colors from the Sentence Patterning Chart(SPC) (pp. 151-152)
• K-1St - each team will need three adjectives, 1 noun, 1 verb and 1 prepositional phrase
2nd -12th - each team will need two adjectives, 1 noun, 1 verb, 1 adverb and 1 prepositional
phrase
Delivery
Students are in teams at their tables
Use the T-Graph for Social Skills and Team Points (pp. 135-137)Establish and articulate comprehensible language objective and content objective
Chant SPC multiple times before moving to reading game, students need to know pattern andsuccessfully read words
Rules: Read right-side up, use academic language for parts of speech, everyone chants andreads
Emphasize the T-Graph for Social Skills for team behavior, teams EARN points
Reading Game - "Controlled set of cards," teams receive six word cards from SPC to make acomplete sentence
• Teams create a sentence, then they share with whole group
Trading Game - teams receive six random word cards from SPC
• Teams trade with other teams for the correct part(s) of speech to create a complete sentence• As teams share sentence, ask, "Are you right?, How do you know?," to build metacognition
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SPC Extension: Reading/ Trading GameEnglish Language Development Focus
How Language Works
Students learn about sentence structure by practicing using academic language for parts of speech.
Strategy Variations
Research Links
Kieffer & Lesaux (2012)Dalton, Proctor, Ucelli, Mo, & Snow (2011)McCracken & McCracken (1986)
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
SPC Extension: Flip ChantRationale
Provides a low affective filter, builds newvocabulary and provides opportunity forpractice
Bridges into reading and writing
Builds positive interdependence
Allows students to negotiate for meaning
Supports poetry writing
Key Points
Strategic Design
Photograph/Sketch
Make sentence strip frames using the same colors used on the SPC for each part of speech(p. 183)
Create Flip Chants using the Here/ There chant frame, use a ring to connect sentence strips(one for each team and one for modeling whole class)
Delivery
Students are in close proximity
Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and content objectiveHave the SPC posted as a resourcePrior to generating the whole class Here/ There Chant, use a strip of paper and change thegenerated verbs on the SPC to include —ing (gerunds), use the same color used on the SPCInclude direct instruction while changing verbs
CVC — short vowel, need to double the consonantCVCVe — long vowel, drop the eModel whole class Flip Chant, prompt students for vocabulary using the parts of speech andmentioning the color of the line, "The red line means we need to include an adjective."Use choral calling to elicit vocabulary
Use the same color marker to write all the words on the Flip Chant, drop scaffoldingComplete entire Flip Chant whole class and do a shared reading
Next Steps
• Develop team and/or individual Flip Chants
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SPC Extension: Flip ChantEnglish Language Development Focus
How Language Works
Students apply learning about sentence structure by adding parts of speech. Students use parts of
speech to create a chant.
Strategy Variations
Research Links
Nagy & Townsend (2012)McNamara, Crossly, & McCarthy (2010)McCracken & McCracken (1986)
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HERE, THERE
(Plural Noun)
(Plural Noun)
(Adjective)
(Adjective)
(Adjective )
And
(Adjective)
(Plural Noun)
(Plural Noun)
(Plural Noun)
And
(Plural Noun)
(Plural Noun)
(Plural Noun)
(Plural Noun)
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Flip Chant
Lines are the same color used on the Sentence Patterning Chart.
(Verb - ing)
(Verb - ing)
(Verb - ing)
(Verb - ing)
here,
(Plural Noun)
(Plural Noun)
(Plural Noun)
(Plural Noun)
Written By:
(Plural Noun)
(Plural Noun)
(Prepositional Phrase)
(Prepositional Phrase)
(Prepositional Phrase)
(Prepositional Phrase)
here,
(Plural Noun)
(Plural Noun)
(Plural Noun)
(Plural Noun)
there,
(Adverb)
(Adverb)
(Adverb)
(Adverb)
there,
everywhere.
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Rationale
Team TasksPhotogra h/Sketch
Moves from whole group instruction tosmall group practice providing time forcollaboration
Provides time negotiating for meaning ofcontent and academic vocabulary
Promotes positive interdependence,communication, and collaboration between
students
Ke Points
Key Steps
e Post processed charts created by teacher in front of whole class in room for accessibility
• Students are placed in heterogeneous groups at team tables
• Two types of Team Tasks:Note-taking: Input Charts, Process Grid, etc.
• Application: Inquiry Chart, SPC, Coop Strip Paragraph, etc.
Strategic Design
•
Establish and articulate comprehensible language objective and content objectiveChoose strategies that have been modeled and revisited at least once in a whole class setting
Copy onto 11 X 17 paper or use blank white paper (depends on type of task)Post a menu on the wall in the same place each dayTeam Task Menu:
Should be large enough for all to seeUse one color to list tasks including sketches for each strategyAdd new items in a new color as they are introduced
Need an organizational or management system for team materials:Pencil pouch & colored pencils (accountability), hangers
For each additional day use a different color to list tasks
Delivery
Students are in teams at their table groups
Use the T-Graph for Social Skills and Team Points (p. 137)Establish and articulate comprehensible language objective and/or content objectiveShare Team Task Menu with students, discuss tasks, hold up black line master
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Monitor teams for a few weeks to support students in processIncorporate team conferences to discuss progressAll tasks must be completed with contribution of ever team member
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Team TasksEnglish Language Development Focus
Purposeful Interactions
During Team Tasks, in cooperative learning groups provide sentence frames to support students individing given tasks.
•
Student 1: I will contribute by
Student 2: I recognize that
Student 3: I will work on
Student 4: I will work with
so I will work on
since
to finish
Strategy Variations
Research Links
Lesaux, Kieffer, Faller, & Kelley, (2010)August, Branum-Martin, Cardenas-Hagan, & Francis (2009)Kagan & Kagan (2009)
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
RationaleExpert Groups
Photo ra h/Sketch
Supports access to grade-level text andteaches study and note-taking skillsScaffolds academic reading skills
Supports comprehension through use ofPicture File Cards and sketching
Provides access to metacognitive processesof others
Ke Points
Strategic Design:
Create text from a variety of sources (textbook, primary source documents, etc.)
Include rigorous academic content and language
Content is different in each of the four Expert Group texts
Categories are consistent with categories on Input Charts (pp. 89-94) and Process Grid (pp200-202)
Find Picture File Cards (pp. 138-139) linked to main ideas to make content comprehensiblePull heterogeneous groups, one student from each team (all Is, all 2s, etc.)
Delivery:
•
187
Establish and articulate comprehensible language objective and content objective
Students are in close proximity in a small heterogeneous group (one member from each team)Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Use Mind Map to focus students on categories, read, define and discuss categoriesPlace Picture File Cards in front of students; free exploration, ask "What do you notice?", usecategories for prompts
Model by reading title and first paragraph aloud: track while reading, shared reading, modelfluent reading
Model pulling a key fact from the text: highlight, think aloud
Sketch to retain and retrieve information
Draw line to connect sketch to highlighted text
Continue with students sharing what to highlight and why (release responsibility)Complete mind map, bulleting facts and sketching
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Expert GroupsEnglish Language Development Focus
Purposeful Interactions
In a heterogeneous small group use sentence frames to exchange ideas and discuss new learning.Also focus on citing text and referencing language.
Teacher prompt: What do you notice aboutStudent response: I notice that
Teacher prompt: Based on our reading about
Student response: I think we should highlight
is
Teacher prompt: Within the text, highlight an important fact about
what do you know about
because
Why do youthink that fact is important?
Student response: I think
because
is an important fact about
Teacher prompt: Select an interesting word from your text. Tell why your word is interestingis an interesting word from our text becauseStudent response
Purposeful Interactions
Within their teams during the building of the Process Grid, experts will teach their group about newlearning. Provide sentence frames to explicitly teach expert group text information.
•
•
I will tell you about
I learned that
I will inform about
Students' responses will vary
Strategy Variations
Research Links
Burns (2011)
Ransford-Kaldon, Flynt, Ross, Franceschini, Zoblotsky, Huang, & Gallagher (2010)
188
Denton, Wexler, Vaughn, & Bryan (2008)Solari & Gerber (2008)
Kagan (1987)
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+0124
Name:
Description
ISt GradeExpert Group #1 — King Cobra Snake
Kingdom AnimaliaPhylum ChordataClass Reptilia
The King Cobra is a cold-blooded snake with scaly skin. It is the world's longest venomoussnake. It has two short fangs and a forked tongue. It can live up to 20 years.
Habitat
The King Cobra is found across Asia. This snake lives in forest areas with lakes and streams.
Food/Diet
This reptile is a carnivore (meat eater). It eats other snakes like the Rat Snake and Python. It
squeezes prey to death or uses venom to kill.
Offsprinq/YounqSnakes are oviparous. This means they lay eggs. The mother lays 20 to 40 eggs in a nest and
waits for them to hatch. The young look like their parents.
Enemies
People are the major enemy of the King Cobra. Many people kill them out of fear.
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Name:
Date:
5th GradeEXPERT GROUP
Beginning Causes: Stamp Act and Townshend Acts
In order to pay for the French and Indian War, England decided to start taxing the colonies to
pay for the heavy expenses. The Stamp Act of 1765 was the first time England had levied a direct tax
on the colonies without their participation. This tax was put on all legal documents, newspapers,
almanacs, playing cards, and many other things. For the first time, colonists started to use the phrase,
"No taxation without representation!" They called for a boycott of British goods. The Stamp Act waseventually repealed by England in 1766 but replaced with other burdensome laws and taxes in the
colonies.
In May 1767, the English Parliament enacted the Townshend Acts which taxed many goodsand allowed British soldiers to examine ships without due cause. This caused merchants from North to
South in the colonies to agree on nonimportation agreements where they promised to stop importingBritish goods. These Acts also caused colonists to form small groups to protest, like the Sons of
Liberty. The Sons of Liberty were firebrands, or radicals, who relied on violence and intimidation to
move the cause forward. The Daughters of Liberty organized women to make clothes and goods fromAmerican materials rather than buy British goods. Samuel Adams, a firebrand, encouraged the boycottwhen he wrote a circular letter in 1768 calling for colonial cooperation. This infuriated Great Britain and
prompted the occupation of Boston by British troops in 1768.
Cities with shipping ports like Boston and New York were at the center of activity. Britain sentsoldiers to the customs houses there to make sure that people paid their taxes. Americans hated the
fact that the soldiers were always there. On the night of March 5, 1770, colonists gathered in front ofthe customs house in Boston. They began to call the soldiers names (like lobsterbacks) and throw
snowballs. Suddenly, the soldiers fired into the crowd and five people were killed. Among them, was ablack sailor named Crispus Attucks who was part of the Sons of Liberty. The Bostonians called this
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the Boston Massacre and wrote about it to other colonies. The Boston Massacre caused committees
of correspondence to form throughout the colonies. These were formal groups of people chosen to
write to other colonies to keep them informed of British actions. These committees became importanttools of protest for all the colonies.
John Adams, a Boston patriot, and later president of the United States, defended the British
soldiers in court and most were found to be innocent. By coincidence, on the same day as the Boston
Massacre, England repealed the Townshend Acts. The colonists were happy about this, but still
nervous about England's claim that they could tax whatever they wanted to.
Resources:
Baker, K. (2010). America: The Story of Us. Melcher Media.
Timeline of the Revolutionary War. US History. Retrieved September 18, 2013, fromhttp://www.ushistory.org/declaration/revwartimeline.htm
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Name:
Date:
Middle SchoolEXPERT GROUPASTEROIDS
Description:
Asteroids are metallic rocky bodies formed approximately 4.6 billion years ago. Scientists
believe asteroids may be the small, rocky pieces left over from the formation of the inner planets in oursolar system. They range in size from 940 km (about 1/4 the size of our moon) to bodies less than 1 km
wide.
Composition:Today, there is some debate among scientists as to the classification of asteroids, comets,
and moons. Most agree asteroids are classified into a number of types according to their spectra orshading. They are known as C-type (the darkest), S-type (the brightest) and M-type (in between).The majority of asteroids are composed of silicate (rocky, stone) and a small percentage of iron andnickel.
Location and Movement:Asteroids are sometimes referred to as minor planets or planetoids. Most asteroids are located
in the asteroid belt, also known as the main belt, located between Mars and Jupiter. They revolve
around the sun in an elliptical orbit. Sometimes asteroids are thrown off course when they collide. Stray
asteroids are believed to have slammed into Earth and other planets. Scientists predict an asteroid may
be responsible for the extinction of the dinosaurs nearly 65 million years ago.
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Important Facts:
Asteroids are generally thought to have formed when the solar system did, about 4.6 billionyears ago. However, the first asteroid and largest in the main belt, Ceres 1, was not discovered until the1801. According to the National Aeronautics and Space Administration (NASA), astronomer WilliamHerschel first used the word asteroid in 1802. It comes from the Greek word meaning "star like." Eros,an asteroid shaped like a brick stays in orbit around Mars. Most asteroids are not round, like planets.Scientists now believe they have cataloged 99% of all asteroids in our solar system.
Resources:
Asteroid Fact Sheet: Retrieved December 16, 2014, from ww.nssdc.nasa.gov/planetary/factsheet/asterodfact.htmlAsteroids. : Retrieved December 16, 2014, from www.nssdc.nasa.gov/planetar/text/asteroids.txt2
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Name:
Date:
SecondaryEXPERT GROUP
#2-Emperor Hirohito
Hirohito, the grandson of Emperor Meiji, was born in Japan on April 29, 1901. His father,Emperor Taisho, came to power in 1912. In 1915, Hirohito was tutored by Kimmochi Saionju, theformer prime minister of Japan. As a young man he became very interested in natural science andmarine biology. When Hirohito visited Europe in 1921 , he became the first Japanese prince to travel tothe west. He spent some time in Britain and had meetings with George V. Hirohito became emperorupon the death of his father in December 1926. He therefore became the 124th emperor in direct
lineage.
Under the constitution of Japan, the Emperor could not act except on the advice of his ministers
and the chiefs of staff. However, when a group of officers in the Japanese Army led a military coupagainst the political leaders in February 1936, Hirohito ordered his senior advisers, against their wishes,
to put the rebellion down. As a result of Hirohito's action, the ringleaders were executed.
Hirohito reluctantly supported the war against China (1931-1932) and the invasion of Manchuriain 1937. However, he approved the attack on Pearl Harbor that led to Japan and the United Statesbeing drawn into the Second World War. When promised a quick victory over the Allies and it did not
take place, Hirohito became critical of the political leaders and this led to the removal of Hideki Tojo onJuly 18, 1944. After the loss of Okinawa, Hirohito called on his ministers to seek a negotiated end to the
conflict. However, his government refused, claiming that Japan and Germany could still win the war.
In the long run, the Japanese attack on Pearl Harbor would be a serious mistake as Hitler'sinvasion of the Soviet Union. But in the months after Pearl Harbor, possessions in the Pacific fell to the
Japanese one by one. The Japanese captured the Philippines and other islands held by the U.S. Theyoverran the British colonies of Hong Kong, Burma, and Malaya, and advanced deeper into the DutchEast Indies and French Indochina. By 1942, the Japanese empire stretched from Southeast Asia to thewestern Pacific Ocean.
After the atom bombs were dropped on Hiroshima and Nagasaki, Hirohito called a meeting ofthe Supreme Council on August 9, 1945. After a long debate Hirohito intervened and said he could no
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longer bear to see his people suffer in this way. On August 15th, the people of Japan heard theEmperor's voice for the first time when he announced the unconditional surrender and the end of thewar.
Some Allied leaders wanted Hirohito to be tried as a war criminal but General DouglasMacArthur head of the occupation forces, refused arguing that Japan would be easier to rule if theemperor remained in office.
The American-Imposed Japanese Constitution reduced the emperor to a ceremonial role. OnJanuary 1, 1946, Hirohito made a formal statement where he explained that the role of the emperor inJapan had changed. He explained that the ties between himself and the Japanese people had alwaysinvolved "mutual trust and affection." He went on to say; "They do not depend upon mere legends andmyths. They are not predicated on the false conception that the Emperor is divine and that theJapanese people are superior to other races."
Other reforms introduced by General Douglas MacArthur encouraged the creation of democraticinstitutions, religious freedom, civil liberties, land reform, and emancipation of women and the formationof trade unions.
After the war Hirohito retained the affection of the Japanese people and showed that theJapanese monarchy was indeed modernized when he gave permission for Crown Prince Akihito tomarry a commoner. Hirohito, who was a notable marine biologist, died after a long illness on January 7,1989.
Resources:
Spartacus Educational. Spartacus educational Publishers Ltd. August 19, 2012.
http://www.spartacus.schoolnet.co.uk
Ellis, Elizabeth and Esler, Anthony. World History The Modern World. Massachusetts: Prentice Hall, 2007McDougal and Littell. Modern World History-Patterns of Interaction. Illinois: McDougal Littell, 1999.
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Whole Class Mind MapRationale
Teaches how to categorize informationlearned and to review facts
• Lowers affective filter
Provides a link between Pictorial Input Chart
and the Process Grid
Ke
Strategic Design
• Prewrite categories on Mind Map
Photo ra h/Sketch
Points
• Place next to Pictorial Input Chart (pp. 89-94) and Process Grid (pp. 200-202)
Delivery
Students are in close proximity to chart
Use Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and/or content objectiveChorally read the center of the Mind Map. Record topic in front of students
Read the first category on Mind Map. Have students paraphrase/define topic and share ideas with
partner
Have students put heads together to discuss one category at a time
Use choral calling of facts, "Just tell me."Sketch and bullet facts shared by students
Use the same color for entire chart (release scaffolding)
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Whole Class Mind MapEnglish Language Development Focus
English Learner Consideration
This strategy allows for all students to discuss each category in pairs. Use sentence frames to allowlanguage learners to form complete coherent ideas about various topics and categories.
Examples
Teacher prompt: Put your heads together and discuss the
(category)
Teacher prompt: Tell me about the
Student response: TheStudent response: One fact aboutStudent response:
Student response: I am curious about
Student response: The
(category)
Strategy Variations
Research Links
• Kieffer, Rivera, & Francis (2012)• Ryoo (2009)
(category)
has
is
is interesting since
of the
because
is
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Name:
Name:
198
Date:
Reptiles — ISt GradeMind Map
Description
Reptile
Date:
American Revolution — 5th GradeMind Map
Caused ByEvent
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Name:
ovemeot
interesting Facts
Name:
O/vem
199
Date:
Space — Middle SchoolMind Map
O escription
Object in Space
Date:
- 10th Grade
Mind Map
•O
WWII Leader
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Rationale
Process GridPhoto ra h/Sketch
Teaches students to categorize andclassify information providing practice of
academic language• Records unit concepts
Provides a pre-write for informative or
explanatory writing
Develops habits of positive interdependence
Ke Points
Strategic Design
• Categories are based on state standards and match Pictorial Input Chart, Mind Map and ExpertGroupsTop row is from whole class input, post Mind Map and Pictorial Input Chart (pp. 89-94) foraccessibility
Information on Process Grid can come from a variety of sources (lectures, reading, videos, etc.)
Delivery
•
•
200
Students are in teams at their table groups
Establish and articulate comprehensible language objective and/or content objective
Share team earn points for showing social skill
One round is the equivalent of all teams sharingEvery round points increase
Use T-Graph for Social Skills and Team Points (p. 137)Begin with two categories (scaffolding) Say, "Put your heads together and discuss facts about
and(first two categories)
Refer students to posted Mind Map and Pictorial Input Chart for facts (scaffolding)Call on each team (accountability)
Pull a number for each team (fairness & accountability)Reporter (the number called) stands up and shares what the team decided on
When reporter shares a fact- Ask, "Which category does that fact go in?" "Did you work together?"Teams earn points for demonstrating social skill (T-Graph for Social Skills (pp. 135-137))Encourage speaking in complete sentences
Bullet paraphrased answers and add sketches
Color-code information across rows
Have teams put their heads together to discuss additional categoriesContinue adding additional categories (next two — three)First Expert Group - scaffold sharing of two categories, use a different color marker, continue with
other categories
Second Expert Group release scaffolds and open categories - share all categories, use a different
color marker
Complete third and fourth Expert Groups following the same processFive rows total
Engage in bonus round where teams earn additional points for locating missing facts throughoutProcess Grid
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Process GridEnglish Language Development Focus
Purposeful Interactions
During cooperative learning groups provide sentence frames to allow students to categorize facts andpractice use of academic language.
Examples
•
Student 1: Two facts about
Student 2: Our fact goes in the
Student 3: In our group we discussed
Student 4: The
are
category because
and decided
is
and
of the
Strategy Variations
Research Links
Brown, Ryoo, & Rodriguez (2010)Vaughn, Martinez, Linan-Thompson, Reutebuch, Carlson, & Francis (2009)Kovalik & Olsen (2005)
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137
READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Cooperative Strip ParagraphRationale
Models and teaches conventions ofwriting and the writing processPractices writing to grade level standards asa whole class
Models reflection, metacognition, and revision
Allows using academic language in varyingsentence structures
Teaches use of reference materials in writing
Key Points
Strategic Design
Photograph/Sketch
• Prewrite the topic sentence or post writing prompt to guide students in writing statement or topicsentence
Delivery
•
203
Students are in close proximity to pocket chart
Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)
Establish and articulate comprehensible language objective and content objective
Read topic sentence together fluentlyStudents generate key words to highlight
"Walk the Process Grid," walk the students through the process of using the category titles andfacts to create high-level sentences, with supporting details
Send students back to teams to develop an oral sentence, teams raise their hands whencomplete, monitor for redundancy, give teams sentence strips to write sentence in team color
After completing sentences, teams place in writing pocket chart, students move in close proximityIncorporate Writer's Revising and Editing Checklists (pp. 205-207) while responding, revising andediting
Read together, tracking text, follow Writer's Revising & Editing ChecklistAdd author's name and date
Read aqain together, "responding" highlight words they like, words that make writing high level,scientific, descriptive, adds interest, and makes writing strong, ask why (metacognition)Read aqain, reorder and combine sentences
Read aqain, focus on content, refer back to the Process Grid (pp. 200-202) to add more high levelcontent to specific sentences, use a black marker to make changesRead again, refer to SPC (pp. 151-152), go to specific sentences, add adjectives, etc.Read aqain, focus on editing of paragraph, one skills at a time
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Cooperative Strip ParagraphEnglish Language Development Focus
English Learner Consideration
Provide sentence frames supporting students' oral language. Use sentences in pocket chart and ProcessGrid to provide students with additional opportunities with informational text.
Teacher prompt: What words from the topic sentence are important, academic and/or interesting?is an important word becauseStudent response:
Teacher prompt: What is an additional word?
Student response:
Student response: The word
Strategy Variations
Research Links
is descriptive becauseadds interest since
204
Lesaux, Kieffer, Kelley, & Harris (in press)Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins & Land (2011)
McNamara, Crossley, & McCarthy (2010)
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140
Primary Writer's Revising & Editing Checklist
Title: Self
NamepeerName
PeerName
I read my work out loud.
I highlighted what makes my writing strong
Revising — Date:All the sentences make sense.
All the sentences are about the main idea.
The sentences are interesting
I added more facts and vocabulary
Editing — Date:
The sentences begin with a capital letter.
The sentences end with correct
punctuation.
The words are spelled correctly.
There is a title.
The author's name is on the paper.
Publishing — Date:My work is neatly written.
There are no errors in my final piece.
My illustrations match my writing
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Upper Elementary Writer's Revising & Editing Checklist
Title: Self
Name
Responding — Date:
peerName
peerName
I read m work out loud
What makes m writin stron ?
Revising — Date:
Is the main idea clear?
Is the writin interestin ?
Is the information laced in lo ical order?
Does it need additional content or specificIan ua e?
Does it contain a concludin sentence?
Editing — Date:
Are the title main words capitalized?
Does each sentence begin with a capital letter?Does each sentence end with correctunctuation?
Is each sentence a complete thought?
Are there an s ellin errors?
Are there any other words that should be
ca italized?
Are lurals and ossessives correct?
Publishing
Is the handwriting neat or the word processingcorrect?
Is the final piece error—free?
Peer comments:
Best parts of this writing:
Areas needing work:
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- Date:
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Secondary Writer's Revising & Editing Checklist
Author:
Title:
Peer Editor:
Yes NoContent
Comments
Main idea is clearly stated in theintroduction.
Main idea is illustrated by several points.
Each point is supported by concrete
examples.
There is logical conclusion.
Correct spelling, grammar, and punctuationare used.
Or anizationThe piece has a title
There is an introduction, support, andconclusion.
First or third person point of view is used
consistently.
There is a variety of sentence patterns (i.e.
simple, compound, complex, or compound-complex)
Paragraphs are logically related and
sequenced.
Peer comments
Best parts of this writing:
Areas needing work:
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Whole Class Group FrameRationale
Models and teaches conventions ofwriting and the writing processPractices writing to grade level standards as
a whole class
Models reflection, metacognition, and revision
Allows using academic language in varyingsentence structures
Key Points
Strategic Design
• Used in K-1 or with emergent readers
• Prewrite the topic sentence or use writing prompt
Delivery
Students are in close proximity to pocket chart
Photograph/Sketch
208
Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and/or content objective
Read topic sentence together fluentlyStudents generate key words to highlight"Walk the Process Grid," walk the students through the process of using the category titles and
facts to create high-level sentences with supporting details
Send students back to teams to develop an oral sentence, teams raise their hands whencomplete, monitor for redundancy, teacher writes sentence in team color, add sketches
After completing sentences, place in pocket chart, students move in close proximityIncorporate Writer's Revising & Editing Checklist (pp. 205-207) while responding, revising, and
editing
Read together, tracking text, follow Revising & Editing ChecklistAdd author's name and dateRead aqain together, "responding" highlight words they like, words that make writing high level,scientific, descriptive, adds interest, and makes writing strong, ask why (metacognition)Read aqain, reorder and combine sentencesRead aqain, focus on content, refer back to the Process Grid (pp. 200-202) to add more high levelcontent to specific sentences, use a black marker to make changesRead aqain, refer to SPC (pp. 151-152), go to specific sentences, add adjectives, etc.Read aqain, focus on editing of paragraph, one skill at a time
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Whole Class Group FrameEnglish Language Development Focus
English Learner Consideration
Provide sentence frames supporting students' oral language. Use sentences in pocket chart andProcess Grid to provide students with additional opportunities with informational text.
Teacher prompt: What words from the topic sentence are important, academic and/or interesting?Student response:
Teacher prompt: What is an additional word?
Student response.
Student response: The word
Strategy Variations
Research Links
Lesaux, Kieffer, Kelley, & Harris (in press)
is an important word because
is descriptive because
adds interest since
209
Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins & Land (2011)McNamara, Crossley, & McCarthy (2010)
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145
READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Rationale
Story MapPhoto ra h/Sketch
Scaffolds narrative writing for languagelearners
Focuses students on similar story elements
Assists students in internalizing story structure
Focuses on organizing and sequencing
Improves student comprehensionProvides a framework for identifying elements
Ke Points
Strategic Design
Create chart (pp. 212-213) for whole group instruction
Delivery
•
210
Students are in close proximity to chart
Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and content objective
Color code each section
Heads together for each sectionFill in one section at a time with phrases and sketches
Discuss characters, setting, problem, goal, resolution, events
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Story MapEnglish Language Development Focus
Purposeful Interactions
Use sentence frames for students to share whole group.
Teacher prompt: Who are the characters in the story?Student response: The characters in the story are
Teacher prompt: What happened at the beginning, middle, and end of the story?Student response: At the beginning, , in the middle
and at the end
Teacher prompt: How was the problem/conflict resolved?Student response: The conflict was resolved by
Strategy Variations
Use as a graphic organizer for team and individual narrative pre-write
Research Links
• Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)• Lesaux, Kieffer, Faller, & Kelley (2010)
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Story Map
Characters:
What happened?1.
2.
3.
4.
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Story Map
Characters:
Setting
Place.
Time:
The Problem/Conflict:
The Goal:
Event 1:
Event 2:
Event 3.
N)
Event 4
Event 5:
Event 6:
Event 7.
The Resolution:
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149
READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Emergent Reading Group with Cooperative Strip ParagraphRationale
Scaffolds reading to build confident,
successful, independent readersAllows students to develop concepts of
sentences and words by going from whole to
part
Provides time for practicing academic
language
Supports fluency in reading
Provides access to grade level text
Affords students opportunities to take risks in
a low affective filter environment
Promotes discussion of skills and words in
context
Encourages metacognition through
questioning
Ke Points
Strategic Design
Photo ra h/Sketch
• Copy fully revised and edited Cooperative Strip Paragraph (pp. 214-216) onto sentence strips(one sentence per strip), incorporating the original colors used
Delivery
Have originat whole class Cooperative Strip Paragraph accessible
Pull a leveled/homogeneous group (emergent readers) in close proximity
Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and content objective
Chorally read paragraph fluently, off the pocket chart
Pass out sentences to each student
Chorally read paragraph fluently, off the pocket chart, one sentence at a time, students placesentences on the floor/table, all read and check for accuracy, continue sentence by sentence
Chorally read rebuilt paragraph together
Collect sentences and cut into intentional phrases: subject, predicate, natural phrases, (fluent
readers pay attention to punctuation)
As phrases are passed to each student, have students engage in grade level appropriateword study or reading skills: count number of words, define vocabulary, prefixes, etc.Chorally read entire sentence fluently off of pocket chart, pointing to assist with scaffolding;
students rebuild sentence phrase by phrase on the floor/table; when entire sentence is built,chorally read rebuilt sentence, checking for accuracy
Process continues sentence by sentence until the paragraph is rebuilt; chorally read the
entire paragraph fluently
Incorporate metacognition, articulate WHY (metacognition), "Are you right?", "How did youknow?", "Prove it" (by reading it back/ matching to original)
• Collect hrases, cut into words, ass out words i.e. define vocabula , discuss words,
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chorally read)
Fluently read entire sentence off of pocket chart, use pointer, chorally read, students mustread word as they place it in sentence
Encourage students to drop use of color-coding
Use pointer, scaffold process, point to words students are looking for if necessary
Incorporate metacognition, articulate WHY, "Are you right?", "How did you know?", "Prove it"(by reading it back/ matching to original)
Read rebuilt paragraph together, all readClues game: "l spy a word that . (comprehension, phonics skills, sounds, vocabulary,
synonyms, antonyms)
Modified cloze game: Students close their eyes, take a word away, leave a space, havestudents raise their hands, think time, share word
Pass out a typed copy of the paragraph
Students read paragraph to adults in the school and get signatures
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Emergent Reading Group with Cooperative Strip ParagraphEnglish Language Development Focus
How Language Works
To address language structures use constant rebuilding of intentional phrases, subject-predicateand subject-verb agreement. Explicitly teach the structures of the target language for recognition ofthese key elements. Note: For emergent language level students provide additional sketches to
make vocabulary comprehensible.
Strategy Variations
Type up comprehension questions for homework or small groupHave students teach classmates games
Research Links
Kieffer & Lesaux (2012)Burns (2011)
Nelson, Vadasy, & Sanders, (2011)
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Emergent Reading Group with Here/ There Chant: K-1Rationale
Scaffolds reading to build confident,
successful, independent readersAllows students to develop concepts of
sentences and words, going from whole to
part
Provides time for practicing academic
language
Supports fluency in reading
Provides access to grade-level text
Affords students opportunities to take risks in
a low affective filter environment
Promotes discussion of skills and words incontext
Encourages metacognition throughuestionin
Ke Points
Strategic Design
Photograph/Sketch
• Copy fully processed Here/There Chant onto sentence strips, incorporating the same colorsOne line on each sentence strip
Delivery
217
Pull emergent readers in close proximity to chant
Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and content objectiveFluently read chant together, off of chart
Pass out verses to students and chorally read
Build chant one line at a time, constantly referring to and reading originally charted chant
Track text and engage in shared readingChorally read final chant on floor/table
Incorporate metacognition, articulate WHY (metacognition), "Are you right?", "How did youknow?", "Prove it" (by reading it back/ matching to original)
Cut each line into short phrases, pass out to students, reading them with students
Build chant phrase by phrase, chorally reading and tracking text
Collect phrases, cut into words, pass out words (define vocabulary, chorally read)
Build chant by reading and tracking text, encourage students to drop use of color-codingClues game: "l spy a word (comprehension, phonics skills, sounds, vocabulary, synonyms,antonyms)Modified cloze game: Students close their eyes, take a word away, leave a space, havestudents raise their hands, think time, share word
Provide poem in a booklet with one line on each page to illustrate and practice reading forautomaticity and fluency
Students read poem to adults and peers in the school and get signatures
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Emergent Reading Group with Here/ There Chant: K-1English Language Development Focus
How Language Works
To address verb tenses identify all verbs in the Here/ There Chant. Separate the verbs, teach a mini-lesson to conjugate verbs and explicitly teach irregular verbs. Note: For emergent language level
students provide additional sketches to make vocabulary comprehensible.
Strategy Variations
Can be used with any repetitive chant
Research Links
218
Kieffer & Lesaux (2012)Burns (2011)
Nelson, Vadasy, & Sanders (2011)
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154
READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Clunkers and Links with SQ3RRationale
Promotes thoughtful, metacognitivereaders of grade level text
Encourages students to make connectionsand links between what they are reading and
prior knowledge
Encourages metacognitionScaffolds complex and challenging texts
Teaches students strategies to access text
Provides time for practicing academic
language
Ke Points
Photograph/Sketch
Strategic Design
• Designed for at or above grade-level readers, independent readers
• Use with explanatory or informative text, use is challenging text
Delivery
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Pull leveled/homogeneous group in close proximity
Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and content objectiveTell students title of text, do not show cover
Record students' predictions of ideas, concepts, and vocabulary they will encounter in text
(background information)
Guided survey of text (follow SQ3R process, p. 221 ), read titles, diagrams, charts, maps, etc.Use different color to record additional predictions
Explain Clunkers and Links, write on chart paper/use post-its and symbols
CLUNKERS: Cannot decode words, unfamiliar wordsLINKS: Links to background knowledge (text to text, self, or world)Students read a portion of text quietly
Each student shares Clunkers, teach skills (decoding, context clues, glossary)
Sketching to define/ underline syllables/phonemes, word study
Each student shares Links and reasoning for selectionDiscuss content of text
Students continue reading text in pairs using SQ3RGroup is pulled back later or the next day to process Clunkers and Links and discuss content oftext
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Clunkers and Links with SQ3REnglish Language Development Focus
How Language Works
Talk about how readers refer back to the text to understand unknown vocabulary and unfamiliarconcepts (Clunkers). Make the explicit language connection to nouns highlighting how pronouns or asynonym refer back to the same noun in the text. (e.g. Santos Manuel's most important contributionto the Serrano people was his leadership in saving his people from being killed by the local SanBernardino militia, group of white male settlers, acted as soldiers to kill all the Native Americans that
were living in the San Bernardino Mountains. They drove them to the mountains.) The underlined anditalicized words are connected to make a distinction of what nouns/pronouns the paragraph isreferring to in the text.
Strategy Variations
Close Reading
Research Links
Lesaux, Kieffer, Faller, & Kelley (2010)Marzano & Pickering (2010)Silverman & Hines (2009)
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Names:
Name of Text:
Pages:
S = Survey
Q = Question
R = Read
R = Recite
R = Review
221
SQ3R study Method
Date:
Review text to gain initial meaning
(headings, bolded text, charts, pictures,
captions under pictures, graphs or
maps). Read introductory and
concluding paragraphs.
Generate questions about the reading.Make predictions about what you will bereading. (What do I already know aboutthis subject?)
1.
2.
3.
4.
As you read, look for answers to the
questions from the preview. Reread
captions under pictures. Stop andreread parts which are not clear.
Recite answers, take notes about
answers. Summarize what you just
read.
2.
3.
Go back and review the text to find
answers.
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Directed Reading Thinking Activity - DRTARationale
Encourages students to be active
metacognitive readers
Develops purpose for reading
Guides students in asking questions abouttext
Allows time to make predictionsSupports comprehension of text
Helps students generate hypotheses aboutthe text and confirm or refute as they read
Activates students' prior knowledgeTeaches students to monitor theirunderstanding of the text
Helps strengthen reading and critical
thinking
Key Points
Strategic Design
Photograph/Sketch
• Determine the text to be used and preselect points to pause during the reading
Delivery
Students are in teams at their table groups or use in a small group
Establish and articulate comprehensible language objective and content objective
Introduce the text, showing the title
Ask students to predict, model how to make predictionsD = DIRECT: Direct and activate students' thinking prior to reading by scanning the title, chapterheadings, illustrations, and other text features, use open-ended questions to direct students as
they make predictions about the content ("What do you think this will be about?") teacher recordsideas
R = READING: Students read up to the first pre-selected stopping point, prompt students withquestions about specific information and ask them to go back to their predictions and refine themif necessary, continue until students have read each section
T = THINKING: At the end of each section, students go back through the text and think abouttheir predictions, students should verify or modify their predictions by finding supportingstatements in the text, ask questions such as:
o What do you think about your predictions now?o What did you find in the text to prove your predictions?o What did you read in the text that made you change your predictions?
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Directed Reading Thinking ActivityEnglish Language Development Focus
How Language Works
Provide sentence frames to validate and refute predictions if necessary.
Student response: After looking at my prediction, I consider this
-DRTA
because
Student response: This prediction was validated due toStudent response: I decided on this prediction
Student response: is important because
Strategy Variations
• May be used with any type of text
Research Links
Burns (2011)
Nelson, Vadasy, & Sanders (2011)Denton, Wexler, Vaughn, & Bryan (2008)
because
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Rationale
Memory BankPhotograph/Sketch
•
Supports and develops students' note-taking and fosters metacognitionStimulates critical thinking
Focus students to extract the most relevant
information
Supports memory and recallProvides opportunity to negotiate for
meaning and process information orallyProvides low affective filter
Supports organization and processing factsand information
Promotes active listening
Key Points
Strategic Design
e Used during direct instruction in grades 5 and above
Delivery
224
Students are in team at their table groups
Use T-Graph for Social Skills and Team Points (pp. 135-137)Establish and articulate comprehensible language objective and content objective
Teacher provides up to 10 minutes of direct instruction (oral lecture)
Students are actively listening
Provide a 10/2 (p. 124), discuss concepts and facts, encourage use of primary language to build
comprehensionGive students an additional two minutes to take notes, write and sketch their ideas
Continue with 10 minutes of direct instruction
Provide a 10/2 to negotiate meaning
Students skip one line on their Memory Bank and record their second set of key points (write and
sketch)Ask students to synthesize section 1 and 2 of notes and create an icon/sketch in the margin to
capture main idea
Continue process
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Memory BankEnglish Language Development Focus
How Language Works
Provide sentence frames for the student to complete Memory Bank.
Teacher prompt: Describe the
Student response: The description of the
Teacher prompt: Write one new learning.Student prompt: A new learning for me was
Teacher prompt: Tell me about the
Student prompt: The
Strategy Variations
May be used with any type of text
Research Links:
• Lesaux, Kieffer, Kelley, & Harris (in press)
is
and the
and the are
Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins & Land (2011)
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Rationale
Strip BookPhotograph/Sketch
Supports development of reading andwriting skills
• Provides opportunity to write sentences
• Encourages use of academic language
• Provides practice of writing skills, (i.e.
similes, metaphors, commas in a series,fact, and opinion, transition words)
Ke Points
Strategic Design
• Create blank Strip Books using four sentence strips, folded in halfUse state standards to determine needed skills
• Incorporate sentence stems (scaffold for ELs)
Delivery
Pull students into close proximity or into a small group
Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and content objectiveModel creating a whole class Strip Book
In teams, students create Strip Book using resources in the classroom
Use the T-Graph for Social Skills and Team Points (pp. 135-137)
Examples
• Reptiles are as big as a car (simile) (use SPC adjectives as a starting point)• Snow Leopards can jump, hunt and climb mountains• Elephants are big. Elephants are grey. But elephants are not tiny. Elephants are not pink
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strip BookEnglish Language Development Focus
How Language Works
Teach mini-lesson for figurative language explaining shades of meaning. Draw the literate meaningand the meaning in context for students' further clarification. Explicitly teach idioms so students
understand vocabulary in context (e.g., Reptiles are as big as a car).
Strategy Variations
In K-1 , students dictate to the teacher
Use with the Sentence Patterning Chart (pp. 151-152)Incorporate Picture File Cards (pp. 138-139) as a scaffold
Research Links
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Lesaux, Kieffer, Kelley, & Harris (in press)Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)McNamara, Crossley, & McCarthy (2010)
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READING AND WRITING STRATEGYOWective: To develop com etenc in grade-level reading and writing skills
ABC BookRationale
Supports students in recognizing initialletter sounds and phonics
• Increases familiarity with academic
vocabulary
Key Points
Strategic Design
Photograph/Sketch
• Create an alphabetical list of vocabulary connected with the unit
Generate team-size A-B-C pages with dotted alphabet font
Delivery
Pull students into close proximity or into a small group
Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-37)
Establish and articulate comprehensible language objective and content objectiveModel the letter A page whole classAa alligatorYou chant:
Big A, Little A, (or capital A, lowercase A)What begins with A?Alligator, alligator, A, A, A
Students sky write the letters as you trace over the dots
Sketch and add a picture file card of an alligator
Chant again
Provide 10/2 (p. 124), brainstorm other words that begin with the letter A
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Repeat with two-three letters each day
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ABC BookEnglish Language Development Focus
Purposeful Interactions
Have students work in pairs or teams to discuss words they know beginning with each letter.
Partner A: I know a word that begins withI also know a word that begins withPartner B:
Partner A: An additional word isPartner B: Another word to consider is
Strategy Variations
• Primarily used in K-1 classrooms
• Can be used at other grade levels using sentences
Research Links
Burns (2011)
Nelson, Vadasy, & Sanders (2011)
It is
. It is
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Focused ReadingRationale
Expands academic vocabulary andmotivates students by allowing themto find words that are personally
interesting
Uses background knowledge forpredictions
Gives students opportunities to practice
word study with any skill or conceptteacher selects
Provides opportunities for academicdiscourse
Provides review of vocabula
Key Points
Strategic Design
• Use Individual CCD (p. 48)
Delivery
Photo ra h/Sketch
Establish and articulate comprehensible language objective and content objective
Model whole class, practice in teams and complete as an individual task using resources in theclassroom
Students walk around in pairs and find words for Individual CCD. Using resources in theclassroom
"Read the walls"/ "Walk the walls" (encourages academic discourse)
For each word, students:o
o
o
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Survey (H = heard, NH = not heard)Make predictionsResearch final meaningAdd a sketch (Ll, if applicable)
Include a word study (prefix, suffix, root word, origin)Write a sentence
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Focused ReadingEnglish Language Development Focus
Purposeful Interaction
Provide sentence frames to survey classmates for predictions.
•
Student A: What do you predictI predictStudent B:
Student A:
means?means
How did you come up with that prediction?Student B: I came up with that prediction because
Student A: Thank you for your assistance.
Student B: You are welcome, anytime.
Strategy Variations
Use this with a different focus. For example; "Read the walls" recording words that start with
"A" or synonyms, antonyms, high frequency words, etc.
• K-1 uses picture dictionary (p. 233)
Research Links
Beck, McKeown, & Kucan (2013)Lesaux, Kieffer, Kelley, & Harris (in press)Marzano & Pickering (2010)
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Picture Dictionary
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READING AND WRITING STRATEGYOb•ective: To develo competenc in rade-level readin and writin skills
Ear-to-Ear ReadingRationale
Provides practice reading grade-leveltext and vocabulary
• Lowers affective filter
Engages and motivates students to read
Key Points
Strategic Design
Use Poetry Booklet from unit or any text related to unit
Delivery
Photograph/Sketch
Establish and articulate comprehensible language objective and content objective
Two students sit "Ear-to-Ear", facing in opposite directionsStudents take turns reading line by line (keep students engaged)Place non-readers, beginning ELS in a triad (sit in the middle of two fluent readers)
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Ear-to-Ear ReadingEnglish Language Development Focus
English Learner Consideration
Place pre-production, early-production or emergent language learner in a triad with fluent speakers of
the target language. This will support language learners with listening, speaking, and reading byproviding a model of the target language. This will build confidence and lower affective filter whenengaged in this activity.
Strategy Variations
Use with any text
Research Links
Kieffer& Lesaux (2012)
• Brown, Ryoo, & Rodriguez (2010)
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Rationale
Interactive JournalsPhotograph/Sketch
Provides authentic dialogue betweenteacher and students and providesmodeled writingStrengthens student and teacher
relationship
Key Points
Strategic Design
• Staple five to seven pieces of blank unlined paper (interactive journals are unstructured and thestudents decide how to write or sketch in them)
Delivery
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Establish and articulate comprehensible language objective and content objective
Unprompted writing/student choiceWrite in the form of a friendly letter (Greeting, Body, Salutation)
Allow students to sketch or write
When responding, ask a question to encourage dialogueWhen students misspell or use grammar incorrectly, teacher's response includes the correctspelling or grammar with an underline
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Interactive JournalsEnglish Language Development Focus
How Language Works
Address student's misuse of written language. Look for verb tenses, prepositional phrases andsubject-verb agreements in student's authentic writing. Model how to incorporate those languageconventions within your response. Use this data to drive instruction and monitor progress.
Strategy Variations
• K-1 Write back to students directly in front of them
Research Links
Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)Black & William (2009)
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Listen and SketchRationale
Develops visualization comprehensionPromotes active listening
• Provides assessment for comprehension
Key Points
Strategic Design
Provide blank paper
Choose text that is highly descriptive and relates to the unit
Delivery
Photograph/Sketch
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Students are in teams at their table groups
Use T-Graph for Social Skills and Team Points (pp. 135-137)Establish and articulate comprehensible language objective and content objective
Students actively listen with pencils downTeacher reads text aloud to a predetermined stopping point
Say, "Sketch the picture in your mind."
Students sketch
Continue process
Students share completed sketches
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Listen and SketchEnglish Language Development Focus
English Learner Consideration
For students at pre-production, early production, and emergent proficiency levels show pictures andprovide oral prompts for additional scaffolding.
• Teacher prompt: Look at the
Teacher prompt: See theTeacher prompt: Does
Strategy Variations
it looks
it shows
remind you of
• Show pictures and provide prompts for additional scaffolding for individual students
Research Links
• Kieffer & Lesaux (2012)• Brown, Ryoo, & Rodriguez (2010)
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Rationale
Learning LogPhoto ra h/Sketch
Provides opportunities for students to
individually process information learned
through sketching and writingEncourages metacognitionUse as formative assessments to check for
understandingProvides opportunity for students to share
learning
Supports students personal connection to the
content
Key Points
Strategic Design
• Create Learning Log (p. 242) the first page is copied, the additional pages are left blank,
stapled)
• Learning Log is placed in the student portfolios (p. 268)• Develop intentional learning prompt for use throughout unit as formative assessments.
Delivery
Establish and articulate comprehensible language objective and content objectiveProvide clear and concise prompts for the Text and You sides:
o Text side — sketch or write about new learning using factual informationo You side — sketch or write personal thoughts or reactions to ideas and information
learned
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Learning Log
English Language Development Focus
How Language Works
Provide writing frames
Text
Teacher prompt: Describe the
Student response: The description of the
Teacher prompt: Write one new learning.Student response: A new learning for me was
is
and theTeacher prompt: Tell me about theStudent response: The and
You
Teacher prompt: Describe how this learning applies to youStudent response: This relates to me/my life because
Teacher prompt: Write a new learning that applies to you.Student response: A new learning that applies to me is
Teacher prompt: Tell me how this connects to your life.Student response: This connects to me because
Strategy Variations
• Can be used for any prompted writing
Research Links
and
Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)• Fisher, Frey, & Lapp (2011)
Olsen (2010)
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READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills
Team Writer's WorkshopRationale
Allows students to collaborate on a
writing pieceLowers affective filter
Scaffolds writing for emergent writers orlanguage learners
Supports creative writing
Reinforces the writing process
Key Points
Strategic Design
• Develop a graphic organizer for students to use
Delivery
Photograph/Sketch
•
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Establish and articulate comprehensible language objective and content objectiveStudents are in teams at their table
Use T-Graph for Social Skills and Team Points (pp. 135-137)Brainstorm ideas using a graphic organizer, including parts of the genre they will be writingSketch and write ideas
Trade graphic organizers with another team to receive and provide feedback
Teacher models how to give suggestions and complimentsUsing feedback, team writes an outline
Trade with a DIFFERENT team to receive and provide feedbackWrite a rough draft
Teams use the Writer's Revising & Editing Checklist (pp. 205-207) to respond, revise, and edit
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Team Writer's WorkshopEnglish Language Development Focus
Purposeful Interactions
Provide sentence frames to provide positive feedback and suggestions in writing to other team's
writing.
Positive Feedback
Student A: One of the things I admire about your writing is
Student B: Thank you, I will use that again next time I write.
Student A: Another insight about your writing is
Student B: I considered that because
Student A: Lastly, I noticed
Student B: I appreciate your feedback because
Suggestions
One suggestion to improve your writing isStudent A:
Student B: Thank you, I will consider
Student A: Another idea can be
Student B: That is an interesting idea.
Strategy Variations
Use pairs of students
Research Links
Lesaux, Kieffer, Kelley, & Harris (in press)Lesaux, Kieffer, Faller, & Kelley (2010)Vaughn, Martinez, Linan-Thompson, Reutebuch, Carlson, & Francis (2009)Calkins (1994)
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