Scaffolding Note-takingThe summarization strategy was taken from a workshop on Excellence in Writing. Note that their materials include religious passages and are often used in home-schooling. The strategies; however, are very effective for teaching writing to students who need additional scaffolding.
The slides provide an example of the directions.
The headings suggest ways to move from whole-class to individual accountability.
DirectionsRead each sentence. Select the three most
important words in each sentence. Numbers and symbols don’t count as a word. So
you can write any number you want. You can also draw a symbol for a word if desired.
Initials don’t count as a word.Repetitions aren’t counted, so you can write the
same word for a different sentence and not count it.
When done, write a summary using your notes of the selected words, numbers and symbols.
Model the process with the whole group. See all slides. Students can write on
transparencies to compare ideas.
The United States Constitution divides power into three branches, the executive branch, the legislative branch and the judicial branch.
The next time, you could use Team-jigsaw to have each team
model a different sentence.
To help avoid abuse of power, each branch was given separate but equal powers.
Later students work with partner.
Some powers for each branch, the expressed powers, are directly written in the Constitution.
Partners can share with teammates and discuss.
Implied powers are not written in the Constitution, but to exercise the expressed powers, others would be necessary or implied.
When ready, students take their own notes.
The “Elastic Clause” is an expressed power that states Congress can write laws that define what implied powers are necessary and proper to carry out the expressed powers.
Partners practice orally summarizing before they write.
In government, when one branch of government tries to stretch the elastic clause too far, there is often controversy.
Write a summary from all the notes.
Despite the struggle to balance power among the three branches, division of power is perceived in democracies as better than having governmental power in one place.
http://pubs.cde.ca.gov/tcsii/prolearningtoolkit/kinsellaindex.aspx
Kate Kinsella’sresources support vocabulary using gradual release of responsibility.• Videos• Vocabulary organizers• Sentence and paragraph frames.
INDIVIDUAL ASSESSMENT
CONTENT & LANGUAGE OBJECTIVES:
Given a related picture:
• Use a word bank to complete a cloze paragraph.
CHALLENGES:
• Complete the cloze without a word bank.
• Use ONLY the word bank to write an explanation of the process
http://www.justreadnow.com/strategies/qar.htm
The reading strategy QAR provides meaningful test prep, including skills for Extended Response Answers
SUPPORT AND GUIDANDE FOR
WRITING ON HIGH-STAKES
TESTS
Developed in collaboration with Gina Morgan
Oral Preparation for Extended Response
• Use numbered-heads-together to ask questions with multipart answers. – How do you decide when to use mental math,
paper and pencil, or a calculator to solve a math problem?
– How do the features and behaviors of sharks help them meet their needs?
– What are the four kinds of questions in the Question Answer Relationships reading strategy? Challenge: Explain each type.
Prompt Words
Visible in the PicturesYour Own Ideas
Visible in the PicturesYour Own Ideas
Visible in the PicturesYour Own Ideas
Prompt Words
Model Extended Response process with pictures.
Source: Writing through pictures, J.B. Heaton, pp. 60-61
What does the artist want the viewer to learn from Simone’s actions in the picture story?
• Use information from the pictures and your own observations and conclusions to support your answer.
• Underline the 3 most important words in the question.
• Write a sentence that includes those 3 words in the answer.
• Example: The artist wants the viewer to learn to stay calm and think in emergencies.
Responding to PictureKey Ideas from Images Inferences You Draw1. 1.
2. 2.
3. 3.
Responding to PicturesKey Ideas from Pictures Inferences You Draw1. The artist shows us that Simone remains calm when robbers invade their home.
1. I believe she is brave because most kids would panic and go to their parents.
2. The character writes a note when the robbers aren’t looking.
2. This demonstrates her intelligence. One can infer that she realizes the robbers are watching her parents and don’t expect her to do anything.
3.An important detail is that she drops the note from the window when people are walking by.
3. It is my opinion that she dropped the note then because she knew that would be the best chance for a rescue. She was right. They called the police.
• Restate the answer to the question, “What does the artist want the viewer to learn from Simone’s actions
in the picture story? In a different way.For example,From this story I learned, if we don’t panic,
we may be able to make a difference during life’s greatest challenges.
What are s’mores and how do you make them?
Girls making s’mores How to Make S’Mores
Science example
What are the procedures for calculating the mass of objects using a triple-beam balance?
Prompt Words
Words from StoryYour Own Ideas
Words from StoryYour Own Ideas
Words from StoryYour Own Ideas
Prompt Words
SAMPLE SENTENCE PROMPTS
Text Your IdeasThe author says…According to the story…The author feels…A detail from the text is…In the story…I read that…The character says…
I believe that…I agree / disagree…In my opinion …This demonstrates that …__ is an example of...Because___ one can infer that ….
Personal ConnectionsFrom my experience…My feelings are…When I did this…It’s like when…This character reminds me of…I have seen evidence of ….in my own life.I can identify with ….because …A similar ….happened to me when …Unlike ... I ….…is meaningful to me because….
Responding to LiteratureKey Ideas from Text Inferences You Draw1. 1.
2. 2.
3. 3.
Personal Connections Written Response
Responding to Literature: Part II
Prompt Words
Words from StoryYour Own Ideas
Words from StoryYour Own Ideas
Words from StoryYour Own Ideas
Prompt Words
Note: it takes more skill to artfully make a personal connection and return to the focus .
Deviations from the main point may be very appropriate in some cultures, so there may be cultural variables that make this even more difficult to teach.
Prompt Words:
________________________________________________________
_______________________________________________
1. Words from Story:
____________________________________________________________________________________________________________________________________________________________________________________________
1. Your own ideas: Inferences You Draw and/or Personal Connection.
____________________________________________________________________________________________________________________________________________________________________________________________
2. Words from Story:
____________________________________________________________________________________________________________________________________________________________________________________________
2.Your own ideas: Inferences You Draw and/or Personal Connection.
____________________________________________________________________________________________________________________________________________________________________________________________
Prompt Words:
________________________________________________________
_______________________________________________
3. Words from Story:
____________________________________________________________________________________________________________________________________________________________________________________________
3. Your own ideas: Inferences You Draw and/or Personal Connection.
____________________________________________________________________________________________________________________________________________________________________________________________
The Bundle of Sticks
The Bundle of Sticks An old man called his sons together. He
handed a bundle of sticks to his oldest son and said, “Break it, please.” The son strained and strained, but with all his efforts was unable to break the bundle of sticks.
The second son grabbed the bundle from his brother, shoved him aside and said, “Watch me.” However, he could not break the bundle either.
The youngest son laughed loudly at his brothers and said, “Give the bundle to me, you weaklings.” He also tried with all his strength, but he could not break the bundle either.
The father said quietly, “Untie the bundle and each of you take a stick.” When they had done so, the father said, “Now, break the sticks.” Each stick was easily broken. “I hope you have learned,” said their father, “unity gives strength.”
Prompt Question
Why did the father feel the need to teach the lesson about unity to his sons? Use information from the text and what you know to support your answer.
Students’ activity:Read and underline the 3 most important
words. Think-pair-share your answers.
Prompt Words:
The father knew that he needed to teach his sons unity for them to be strong.
Now you need to identify 3 important ideas to support your first sentence.
Draw your own inferences for each idea.
Responding to LiteratureKey Ideas from Text Inferences You Draw1. 1.
2. 2.
3. 3.
Responding to Literature (Class could generate an example) Key Ideas from Text Inferences You Draw1. 1.
2. 2.
3. 3.
. Grabbed, shoved,laughed loudly
Shows competition
Weakling Name calling – lack of respect
Father was an old
man.
He would not be around to help them and protect them forever.
Personal Connections Written ResponseExamine the followingextended response example. It does not contain personal connections.The second example has a personal connection,“This reminds me of my brothers – we always try to outdo each other.”
Responding to Literature: Part II
Prompt Words
Words from StoryYour Own Ideas
Words from StoryYour Own Ideas
Words from StoryYour Own Ideas
Prompt Words
Prompt Words:
The father knew that he needed to teach his sons unity for them to be strong.
1. Words from Story:
The author of the story uses words like grabbed, shoved, laughed loudly to show that these sons were in competition.
1. Your own ideas: Inferences You Draw and/or Personal Connection.
They did not think of helping one another; they only thought about out-doing each other.
2. Words from Story:
One of the sons even calls his brothers weaklings.
2.Your own ideas: Inferences You Draw and/or Personal Connection.
I think this shows that he does not respect his brothers. Without respect they will never work together.
Prompt Words:
The father used the sticks to teach them the power of unity.
3. Words from Story:
The story refers to the father as an old man.
3. Your own ideas: Inferences You Draw and/or Personal Connection.
I think that means that he knows he will not be around much longer to protect his sons. If they are going to succeed, they are going to need each other and need to help each other.
Copy the parts of Example 2 in the correct spaces.
This story shows an old man trying to teach his sons how to work in unity. Because the man is old he knows that he needs to teach this to his sons before he dies. He knows that his sons don’t get along. The story shows them doing things like grabbing, shoving, and laughing loudly at each other. They even call each other names like weakling. When the father sees this he knows his sons don’t get along but he wants them to. This reminds me of me and my brother. If he scores 10 points in a game, I try really hard to score more than him. Sometimes that means that we don’t play as a team. We have lost games because my brother and I don’t get along so good. The father knows unity is a big thing.
CHALLENGE: If time, correct the errors.
Prompt Words:
______________________________________________________________________________________________
1. Your own ideas: Inferences You Draw and/or Personal Connection.
____________________________________________________________________________________________________________________________________________
1. Words from Story
____________________________________________________________________________________________________________________________________________
2. Your own ideas: Inferences You Draw and/or Personal Connection.
____________________________________________________________________________________________________________________________________________
2. Words from Story
____________________________________________________________________________________________________________________________________________
Prompt Words:
______________________________________________________________________________________________
3. Your own ideas: Inferences You Draw and/or Personal Connection.
____________________________________________________________________________________________________________________________________________
3. Words from Story
____________________________________________________________________________________________________________________________________________
http://www.makingmathematicians.com/ConstResponse.html
http://metacat2.com/iltestlinks.html
SHARE ONE, GET ONE
1. Fold paper into 9 squares.
2. Write three things you learned in separate squares, more on the back if time.
3. Roam the room to get ideas from others. Record only one idea from each person.
4. Try to complete at least 6 of the squares. Challenge: Complete 9.
Source: Summarization in Any Subject: 50 Techniques to Improve Student Learning, Rick Wormeli.)
