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Bean, Thomas. (2011). Content Area Literacy: An Integrated Approach. Iowa: Dubuque.
Name: Verbal Visual Word Association
Steps:
1. Have the students read a section of text that contains information on your
defined topic.
2. They write the name of the topic to be learned in the circle in the middle of the
activity sheet.
3. Have the students write a definition (in their own words) for their selected
topic, looking back in the text if they need to.
4. Next, students can skim the text to find facts related to their word, as well as
facts or characteristics in the text that expand on the definition.
5. Last, students should think of non-examples of the word, either from the text
or from their own knowledge.
6. Students may find it helpful to take some notes as they read the text.
Strengths and Weaknesses:
Students can use this strategy on their own, to learn and retain both general and
technical vocabulary. The verbal and visual word association strategy is especially
effective for struggling readers.
Graphic Organizer/ Example:
Word Visual Representation
Definition Personal Association or Characteristic
Vocabulary Strategy
APA Citation:
Bean, Thomas. (2011). Content Area Literacy: An Integrated Approach. Iowa: Dubuque.
Name: Word Map
Steps:
1. Discuss the word map with students, emphasizing its value as a word study
technique.
2. Walk through the incomplete word map, modeling the process with familiar words
like “skateboard,” “ice cream,” “computer,” and “sandwich.” Have students
brainstorm associations for these words as you would in semantic mapping, and
then align the associations with category labels.
3. Give students independent guided practice with the technical words in a rich
sentence context. Then progress to words in less rich context that requires
students to consult another source of information such as a dictionary, glossary,
or encyclopedia.
Strengths and Weaknesses:
Using a word map students develop ownership of important terminology. Word maps
provide students with a procedure for independently studying content area vocabulary.
Graphic Organizer/ Example:
Examples
Characteristics
Subordinate Category
Main Category
Vocabulary Strategy
APA Citation:
Bean, Thomas. (2011). Content Area Literacy: An Integrated Approach. Iowa: Dubuque.
Name: TOAST
Steps:
1. Test : A list of vocabulary words are introduced to the class. Then each student pretests themselves on these words to determine which ones they are familiar with and which ones need to be researched. The pretest can be conducted in several ways, either individually or in pairs. One suggestion is to write the words in a column on one side of the paper. On the other side, the definition is noted. The student proceeds by looking at each word and guessing its definition as well as providing a sentence using the word. Each guess is then verified by checking the other side of the paper. These words and definitions could also be written on cards with the word on one side and the definition on the other.
2. Organize : All of the words are then organized, either by known and unknown, into semantically-related groups, or into student-designed categories.
4. Anchor : There are several methods by which students can then commit these words to their long-term memories. They might work with a partner to go over each unknown word until it becomes known. Another suggestion is to have the student use a tape recorder to tape, listen and recite each word. Examining the morphemes in the words is always helpful when learning definitions. Finally, the students could use mnemonic links to help solidify the meaning.
5. Say : In order to retain the meaning of new words, it is important to repeatedly rehearse them. The first rehearsal should take place 5-10 minutes after the initial learning. Another preview can occur later in the day, a week later, or just before the test.
6. Test : A posttest is necessary after each review to determine how well the words have been learned. This posttest can be given in the same manner as the pretest.
Strengths and Weaknesses:
For many students TOAST represents a viable alternative method they themselves use as a means of studying words which is probably unsystematic at best. Additionally, the strategy is a good rehearsal activity for all types of learners.
English Language Learners Strategy:
APA Citation:
Arroyo, Evelyn. (2010). A+ Rise: Research-based Instructional Strategies for ELLs. New
Jersey: Upper Saddle River.
Name: K.I.M
Steps:
1. Each student should have a chart with three columns.
2. The first column will be labeled K for Key Idea, the second column I for
Information, and the third column M for Memory Clue.
3. As new information is learned, have the students fill out the chart. Under K, they
should write the vocabulary word or the key idea. Under I, they will write
information about the key idea in the form of a brief description. In the Last
column, under M, the students can draw a sketch that explains the key idea.
4. Completing this chart will help the students make the information learned about
the key idea their own.
Strengths and Weaknesses:
Advanced organizers, such as K.I.M, help students organize information using linguistic
and nonlinguistic representations in a simplistic manner. Also, using memory cues and
pictures help English language learners remember new information more accurately.
Graphic Organizer/ Example:
KKey Word
IInformation
MMemory Cue
English Language Learners Strategy:
APA Citation:
Arroyo, Evelyn. (2010). A+ Rise: Research-based Instructional Strategies for ELLs. New
Jersey: Upper Saddle River.
Name: Venn Diagram T-Chart
Steps:
1. After reading a selected text, introduce or review the concept of comparison.
2. Inform students that they will help the teacher create a Venn Diagram to compare
people, places, ideas, or things from the text.
3. Begin by drawing one of the circles.
4. Have students call out various attributes of the item being described. The teacher
scribes the students’ responses using bullets.
5. Teacher will overlap a second circle for the second item. Follow step #4.
6. Use the T-Chart as a secondary method for comparison.
Strengths and Weaknesses:
Comparison organizers can be used for any content area and literature-based lessons.
English language learners require visuals to process new information. The few words
used in the Venn Diagram T-Chart help ELLs break down concepts, making the
concepts more comprehensible.
Graphic Organizer/ Example:
Venn Diagram
T-Chart
English Language Learners Strategy:
APA Citation:
Arroyo, Evelyn. (2010). A+ Rise: Research-based Instructional Strategies for ELLs. New
Jersey: Upper Saddle River.
Name: Fishbone
Steps:
1. After reading a selected text, introduce or review the target letter sound.
2. Teacher draws a fishbone on the board.
3. Explain that the fishbone is a graphic organizer that helps us see the examples of
words that correspond with the sound at the fish’s head.
4. Teacher writes several words, based on the content of the story, and the
corresponding sound at the head. Teacher models the writing as the fishbone is
created.
5. Continue the process until you have created several words on the fishbone.
Strengths and Weaknesses:
The Fishbone diagram is an excellent way to visualize concepts for all students’,
especially English language learners. This advanced technique helps students encode
information in a manner that enhances their ability to comprehend different concepts
more effectively.
Graphic Organizer/ Example:
Writing Strategy:
APA Citation:
Bean, Thomas. (2011). Content Area Literacy: An Integrated Approach. Iowa: Dubuque.
Name: Possible Sentences
Steps:
1. Choose and display the vocabulary words.
2. Ask students to define the words and pair related words together.
3. Ask students to write sentences using their word pairs. Remind students that
their sentences should be ones they expect to see in the text as they read.
4. Have students read the text and compare their possible sentences with the
actual sentences within the text.
5. If your students' possible sentences are inaccurate, ask them to rewrite their
sentences to be accurate.
Strengths and Weaknesses:
The Possible Sentences strategy activates students' prior knowledge about content
area vocabulary and concepts, and can improve their reading comprehension; it sparks
students' curiosity about their reading. Also, it teaches students to guess how words
may be used in the text and create meaningful sentences.
Writing Strategy
APA Citation:
Bean, Thomas. (2011). Content Area Literacy: An Integrated Approach. Iowa: Dubuque.
Name: Cubing
Steps:
1. In small groups have students create a cube out of paper. Each face of the cube
should be large enough to allow room for the students to record and display their
responses. A blank cube template that can be enlarged can be found here.
2. Each side of the cube will provide a writing prompt that addresses one aspect of
the topic. The six sides are:
3. Describe - Students will describe the topic as thoroughly as possible in words,
including as many details as they can think of.
4. Compare - Students will compare and contrast the topic to something else, finding
similarities and differences.
5. Associate - Using free association, students will list things that this topic brings to
mind.
6. Analyze - Students will break the topic down into its component parts and
materials, or analyze it in terms of causes, effects, or relationships.
7. Apply - Students will think of some of the ways this topic is used or what its effect
has been in the world or everyday life.
8. Argue for or against - Students will come up with positive and negative attributes
of the topic, and defend their argument.
Strengths and Weaknesses:
Cubing is an engaging teaching strategy that encourages critical thinking and in-depth
exploration of a topic. This writing strategy helps generate ideas and promote deeper
understanding of the main ideas of a story or a topic in the content areas.
Graphic Organizer/ Example:
Writing Strategy
APA Citation:
Bean, Thomas. (2011). Content Area Literacy: An Integrated Approach. Iowa: Dubuque.
Name: Learning Logs
Steps:
1. Teach the core ideas and supporting points of the lesson.
2. Provide students with a set of Learning Log questions. It is often best to provide
a limited selection of questions from which students are to select for responses
and also provide some questions that all students are required to respond to.
3. Provide time for students to reflect and note responses.
Strengths and Weaknesses:
Students write in learning logs their reaction to a specific writing prompt. This strategy
helps with all types of learners when making predictions and activating prior knowledge.
Learning Logs are also useful because they promote reasoning and understanding.
Moreover, students respond best to learning log activities when structure is provided.
Graphic Organizer/ Example:
Study Skills/ Test Taking Strategy
APA Citation:
Bean, Thomas. (2011). Content Area Literacy: An Integrated Approach. Iowa: Dubuque.
Name: Verbatim Split Page Procedure
Steps:
1. Begin teaching the Verbatim Split Page Procedure (VSPP) by having students
divide their notebook paper so that 40% of each page lies to the left and 60% to
the right.
2. Instruct students to take notes only on the left side during lectures. All notes
should be verbatim and clipped.
3. The right side of the notebook paper should be used for reorganizing and
expanding upon the scribbles to the left.
Strengths and Weaknesses:
Note taking has two presumed functions: external storage and encoding. The
external storage (the notes themselves) of information serves as a substitute for
memory and gives students an opportunity to review material that might otherwise
have been forgotten. The encoding function improves the comprehension of
information by forcing the note taker to transform lecture material into personally
meaningful language. This makes the VSPP a great strategy to help students study.
Graphic Organizer/ Example:
Verbatim Split Page Procedure
40%Verbatim Transcription
60%
Study Skills/ Test Taking Strategy
APA Citation:
Bean, Thomas. (2011). Content Area Literacy: An Integrated Approach. Iowa: Dubuque.
Name: PLAE (Preplan, List, Activate, Evaluate)
Steps:
1. Preplan : Plan how to study. This may entail asking question such as: “Should I
summarize, take notes, or reread?”
2. List : The answers to such questions should result in planned behaviors rather
than thoughtless or reflexive ones.
3. Activate : This is a monitoring behavior. Basically the student needs to regularly
ask, “Am I following the Plan?”
4. Evaluate : Students assess whether or not the plan has worked.
Strengths and Weaknesses:
This strategy helps improve the metacognitive skills. PLAE helps instruct students on
how to take notes. By doing so, students will be able to differentiate important material
from supporting detail as well as other irrelevant information. PLAE is incredibly simple;
teachers love it.
Study Skills/ Test Taking Strategy
APA Citation:
Bean, Thomas. (2011). Content Area Literacy: An Integrated Approach. Iowa: Dubuque.
Name: Testwiseness Skills
Steps:
1. Read all directions carefully. It is not unusual for students to get poor scores on
exams simply because they fail to read and follow directions.
2. Always guess if you do not know the answer. Never leave a multiple-choice
question blank.
3. Budget time so that you are certain to finish the test. Students sometimes spend
too much time on one part of a test and then fail to finish another.
4. Do not waste time on items that are very difficult. Take a guess and make a light
mark in the test booklet (if it is allowed) then go back to the tough question at the
end of the exam.
5. Try to come up with the answer to the question before you look at the
alternatives.
6. Look at all the answers before making a choice. Multiple-choice test typically
require you to select the best answer.
Strengths and Weaknesses:
These testwiseness skills can help students to perform better on state reading
assessments, and multiple choice exams. Once students master the testwiseness skills
they will be able to exploit the flaws in exams and apply logic, common sense, and good