Information Maping

Students use maps to note the main ideas and supporting details as they read or listen to an article or view a video or film. Mapping the main ideas of a passage, story, or video provides students with an opportunity to interact with the material as they organize it. the mapping can lead to a writing assignment.

In the Classroom:

• Use when reading, researching, watching videos

ELA Text Connections:

• Organize Information (3.3.1)
• Record Information (3.3.2)
• Make Sense of Information (3.2.5)

Reciprocal Reading

Reciprocal Reading is an interactive strategy that is useful when the subject material is difficult and requires active reading to construct personal meaning. It teaches students to ask questions that will enhance the skills of inferring and making connections between what the author says and what the students know.

1. Three general categories of questions are:

• On the lines - answers can be found by looking in the text
• Between the lines - answers can be found by problem solving, inferring, or using the clues to build connections
• Beyond the lines or in your head -  answers can be found by thinking of what is known already from experience and putting this knowledge to work

2. Silently read the passage of the text

3. Student close their books and a team of three or four volunteers lead a class discussion by posing questions about the reading

4. The teacher helps make connections, models good questions, and clarifies and extends thinking

5. After reading the next section of the text, the roles change, so that the team answers questions posed by classmates

6. Reading continues in this manner, with the role of questioners changing

7. When several passages have been analyzed, the teacher has students predict what might follow in the text.

8. Students check their predictions after they have finished reading, and the teacher leads a follow-up discussion on what they discovered.

9. Students may be given time for written reflection on the effect this strategy as has on their individual thinking and learning

10. After sever sessions using this strategy, students can work in groups of three or four, formulating and responding to one another's questions.

In the Classroom:

• Novel studies
• transactional reading such as editorials

ELA Curricular Outcomes:

• Make Sense of Information (3.2.5)
• Ask Questions (3.1.2)
• Work in Groups (5.1.2)

Writing Frames

Writing frames such as the Explanation Planner and the descriptive or Expository Paragraph can be used to teach the organization patter required for a certain type of writing. Many students will use the frame a few times before they extent its use and personalize the writing. Struggling students may use the frame for a much longer time.

Explanation Planner:

• Planning sheet that students use after an experiment or activity to help them organize the steps in making or explaining something.
• What is needed to complete the activity
• The steps in completing the activity
• A signal or transition word with each step
• The introductory sentence after the steps are completed
• The concluding sentence as the last step

Descriptive or Expository Paragraph Frame

teaches students the three parts of the paragraph (introduction, body, and conclusion). It also helps them learn to develop the body of the paragraph through further generalizations and details. This frame requires students to write a paragraph with three supporting details. For each supporting detail, students will write

• A sentence that begins with a  transition and names the detail
• A follow up sentence or generalization about his

In the Classroom:

• Writing papers/essays

ELA Curricular Outcomes:

• Create and follow a plan (3.1.4)
• Organize Information (3.3.1)

Question Generating

Students create meaningful and thought-provoking questions about a topic.

In the Classroom:

• Identify themes
• Deep thinking about concepts

ELA Curricular Outcomes:

• Ask Questions (3.1.2)
• Comprehension Strategies (2.1.2)
• Prior Knowledge (2.1.1)

World Cafe

• Small Groups: Each group spends 10 minutes on a conversation topic, and/or reading assigned texts or research materials. At the end of this session, all group members should feel extremely comfortable and confident with their topic.
• Table Hosts: Each group assigns one person to be the “table host” for the next round, who welcomes the next group and briefly fills them in on what happened in the previous round.
• Rotating Groups: Each group, minus the table host, rotates around to each table for more 10 minute conversation rounds. After listening to the table host’s introduction, groups will continue with the table’s conversation topic, adding insights or new ideas. The idea is that the conversation should evolve to deeper thinking, and maybe branch off to new topics.
• Group Discussion: Students are invited to share results from their conversations with the rest of the large group. Information may be shared orally or reflected visually in a variety of ways, most often using graphic organizers in the front of the room.

In the Classroom: 

• This strategy can be use in the classroom when starting a new topic 
• Discussing an aspect of a novel

ELA Curricular Outcomes:

• Use Personal Knowledge (3.1.1)
• Participate in Group Inquiry (3.1.3)

World Cafe PDF

Text Connections

Creating connections in text using Text to Text, Text to Self, and Text to World connections.

In the Classroom:

• Using text connection is a great comprehension strategy that can be used during novel studies or independent reading.

ELA Curricular Outcomes:

• Connection to prior knowledge (2.1.1)
• Comprehension Strategies (2.1.2)
• Textual Cues (2.1.3)

Brainstorming

Brainstorming is a group or individual activity in which students create and encourage the flow of ideas and for a topic, question, or statement.

Source

In the Classroom:

• Sharing Ideas
• Activating prior knowledge

ELA Curricular Outcomes:

• Prior Knowledge (2.1.1)
• Participate in group inquiry (3.1.3)
• Generate ideas (4.1.1)