Navigating the Big Six

1. Navigating the Big Six

2. Filling out your Post-It Note List the Strategy(ies) or Skill(s) you want to know more about Grade Level or Content Area

3. What is a literacy procedure? Preparation Assistance Reflection

4. Preparation • Determine background • Build background • Activate prior knowledge • Internalize motivation

5. Assistance • Read with a purpose • Develop comprehension • Make connections • Generate questions • Determine important concepts

6. Reflection • Determine comprehension • Integrate new learning with previous knowledge • Extend the reading experience • Increase retention

7. PAR Lesson Framework Only when students go through the entire lesson framework will they read up to par. Mnemosyne was the Greek goddess of memory.

8. Learning Strategies Preparation Assistance Reflection Textbook QPP Exit Treasure Slip P.S. Hunt Turn and Four Structured Talk Corners Overview Gallery GIST Walk RAFT Anticipation Guide Mnemonics Data on Display Think/Pair/Share KWL Cornell Notes

11. Summarizing • Only skill identified in both Reading Next and Writing Next as improving essential literacy skills • Essential in research and other expository writing

17. Summarizing • Only skill identified in both Reading Next and Writing Next as improving essential literacy skills • Essential in research and other expository writing

18. Summarizing Cornell Notes GIST Jigsaw KWL Paired Questioning Reciprocal Teaching

22. KWL: What-I-Know Chart What What I What I I Know Want to Know Learned

24. Variation: K-W-W-L K W W L What do we know? What do we want to know? Where will we find this information? What have we learned?

25. Generating Interactionsbetween Schemata and Text ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

26. Generating Interaction between Schemata and TextGISTLiteracy in Agriculture Education, National Agricultural Education Inservice, January 31- February 2, 2008 Agricultural awareness is not agricultural literacy. Frick, Kahler, and Miller (1991) defined agricultural literacy as ―possessing knowledge and understanding of our food and fiber system. An individual possessing such knowledge would be able to synthesize, analyze, and communicate basic information about agriculture.‖ How we have tended to use agricultural literacy tends more toward agricultural awareness. Knowing where milk originates is factual information, the what, and tends toward agricultural awareness. Disciplinary literacy in agriculture is something more, something deeper. Reading and writing in agricultural sciences involves reading diverse, complex texts consisting of specialized vocabulary and existing in various genres (i.e.: textbooks, electronic media, trade books, technical manuals, labels, magazines, Extension bulletins, etc.—an array found in few other secondary courses.) Comprehension requires the creation and application of knowledge to solve problems and created solutions.

28. Question/Answer/Relationship • Right There • Think and Search • You and the Author • On Your Own

29. Question/Answer/Relationship QAR has been proven to increase students’ comprehension more than many other questioning strategy. It fosters listening, speaking and reading; and if students write their own QARs, it offers writing opportunities. Richardson and Morgan, 1994

30. Sample QAR Passage Laura’s goal was to run five miles a day. On Friday she ran one mile before school. In P.E. class she ran two miles around the school track. After dinner that night, she and her father won first place in the “Run for Your Life” event at the country fair. Laura went home that night tired but satisfied.

31. Right There What was Laura’s goal? Run five miles a day

32. Think and Search How many miles did Laura run before dinner? Three miles

33. You and the Author What was the length of the “Run for Your Life” event? At least two miles long

34. On Your Own What might be some of the benefits that result from running five miles a day? You will be a healthier person.

35. Q-Chart

36. Paired Questioning • Pairs read title, subtitle, captions, etc • Each asks questions • Each reads text silently • Reader A questions Reader B • Reader B answers using text • Reader B questions Reader A • Reader A answers using text • Reader A explains important ideas and draws conclusions • Reader B agrees or disagrees and gives reasons

39. Paraphrasing Agriculture “History of Agriculture” Cornell Notes:As students read a chapter about the history of agriculture, they take two-column notes with the main ideas on the left and subordinating details on the right. In small groups they compare and combine their notes to share with the class.

41. History of Agriculture definition art, science, industry of managing growth of plants and animals for human use divisions ag. engineering—irrigation, drainage conservation, sanitation ag. chemistry—fertilizer, insecticides, fungicides, soil makeup/analysis farm productivity—plant breeding, genetics, processing, packing, marketing

43. Categorizing • KWL • Graphic Organizers Frayer Model Concept Definition Guide/Map

47. Inferring RAFT Questioning the Author

48. Questioning the Author • What does the author think is most important? • What is the author’s message? • What does the author assume we already know here? • How does this connect with what he has told us before? • How is this consistent with what he told us before? What is different? • Did the author explain this clearly? What is unclear? • Does the author tell us why? • How could he have made this easier to understand? • What is his attitude toward this topic?

49. R—role of the writer (Who or what are you?) A—audience for the writer (To whom or what are you writing?) F—format of the writing (What form will your writing assume?) T—topic (What are you writing about?)