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Hands on Summarizing & Vocabulary. Grades 7-12. Summarizing : Making Learning Count. 7-12 Bernadette Boerckel – Warrior Run SD. Why Summarize?. Summarizing is a life skill It promotes comprehension Research shows the brain remembers best what it learns first and last
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Hands on Summarizing & Vocabulary Grades 7-12
Summarizing: Making Learning Count 7-12 Bernadette Boerckel – Warrior Run SD
Why Summarize? • Summarizing is a life skill • It promotes comprehension • Research shows the brain remembers best what it learns first and last • Based on research by Robert Marzano: summarizing strategies assist students in retaining information and making connections to prior knowledge • We work hard to TEACH we want to ensure students RETAIN • Let’s us know what they know
Strategies that Most Impact Student Achievement ~based on Robert Marzano
Summarizing… • Must be done by the student to have any impact on learning • Requires every student to answer the essential question • Seems straightforward but is actually complex • Depends on numerous mental processes • Can be oral or written • Students can’t “fake it” • Provides evidence of learning • Is used to formatively assess to set the learning path
Apply an APL Strategy: 10-2 After every 10 minutes of instruction Check for understanding for 2 minutes
In the Lesson Plan, summarizing… Can be DISTRUBUTED in the form of Assessment Prompts throughout the lesson Or Can be found at the end of the lesson as a final summary Let’s take a look…….
Lesson Plan What do students need to learn to answer the LEQ?(These are statements) Assessment Prompt 1: Assessment Prompt 2: Assessment Prompt 3: --------------------------------------------------------------------------------------------- Instruction for AP 1: Activity to Check for Understanding of AP 1: Instruction for AP 2: Activity to Check for Understanding of AP 2:
Lesson Plan Sample: LEQ: How does a bill become a law? Assessment Prompt 1: sequence of steps in a bill becoming a law Assessment Prompt 2: the role of the President in whether a bill becomes a law Assessment Prompt 3: --------------------------------------------------------------------------------- Instruction for AP #1: Read House Mouse, Senate Mouse to complete the flow chart graphic organizer showing the steps in a bill being sent to the President. Students create non-verbal representations to go with each step on the graphic organizer. AP #1: Give each pair an envelope with the different steps involved in a bill becoming a law to put in the correct order
Let’s Look at some MORE! • Look at samples • With a partner, discuss how the samples reinforce what we have reviewed about effective summarizing thus far. • Questions?
Vocabulary Why words matter 7-12 Bernadette Boerckel
We know that… • A child at or below the poverty line typically hears 600-700 words per hour at 12-18 months old at home • =5000 words by kindergarten • A child from a middle class typically hears 1200-1300 words per hour at 12-18 months old at home • =9000 words by kindergarten • A child from an upper income family hears 2900-3100 words per hour at 12-18 months old at home • =15,000-20,000 words by kindergarten -National Inst. Of Health 1999
We know that • Students must know 95% of the words they hear and read for successful comprehension • Memorizing new words doesn’t help students learn…especially the lower-income set • They have no context / background knowledge • We must BUILD context and connections • Comprehension is greatly enhanced when students can identify examples or applications as well as non-examples. • Elaboration! • Non-verbals
We also know… • Previewing helps comprehension later and provides… • The MULTIPLE EXPOSURES that help to solidify vocabulary acquisition
Steps for planning vocab instruction • Provide a description, explanation, or example of the new term • Ask students to restate the description, explanation or example in their own words (spoken or written) • Ask students to construct a picture, symbol, or graphic representing the new term • Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks • Periodically ask students to discuss the terms with one another • Involve students periodically in games that allow them to play with terms • -Building Academic Vocabulary, Alexandria, VA: ASCD
Let’s experience this • It is hard to define words when you don’t have words. • PLAY TABOO
Review of Best Practices: PREVIEWING • Choose the MOST ESSENTIAL words to preview • No names • No places • Content words • Process words • Comprehension words • THEN… • Discover or build background knowledge
Activating and Previewing Strategies • Do I Know What These Words Mean? (pg 59)
Turn to a partner and use this image to summarize what vocabulary research tells us.
Visual Prompts • Teacher provides students with a picture along with a prompt: • a magazine photo, an illustration, a slide, transparency, snapshot, etc. • Students respond to it in writing or in a classroom discussion using one of the following formats: • narrative, descriptive, persuasive, or expository
For Example…. • You just finished a lesson on water displacement…or Independence Day…or Persuasive Writing • You could show the following images at the end of the lesson (or at a point 10 minutes into instruction) and ask students to write down or tell a neighbor how the image relates to what they just learned.
Password / $10,000 Pyramid • Pair up with a partner. • Decide who is a 1 and who is a 2. • 1’s turn away from the screen. • 2’s turn to face the screen and your partner. • A series of pictures or terms are revealed. 2’s start at the bottom left and go across giving clues to your partner. When your partner guesses correctly, start the next series of clues. • Follow the arrows until you and your partner reach the top of the pyramid.
Vacation Picnic Restaurant Pool Creek Swamp Start here
4th – Newton’s Laws Force Newton’s 1st Law Newton’s 2nd Law Position Motion Direction
Poetry terms rhythm mood tone symbolism imagery metaphor
Quick Talk • Quick Talk (Talk As Fast As You Can) (pg 105) • (Like Taboo, but with no restrictions) • Use this to reinforce words learned already • Put words up on the board • Class is in partners with one partner facing words • Describe the words as fast as they can • First team to get them all jumps up and cheers for a reward
Ready to try? • Get partner in the right place. • -Rules: can’t say any part of the word! • -Can skip and come back to • Shout when finished!
Words in education • Differentiate • Accelerate • Instruct • Overhead Projector • Chalk dust • 6. Lecture • 7. Adaptation • 8. Final exam • 9. Blue book • 10. Seminar
Tic-Tac-Know • Using a board of images or words, explain to your table or a partner how 3 of the pictures or terms relate or connect - in a row either up, down, across, or diagonal • Can have students discuss or write
Words Matter: • Using Bloom to differentiate checking for understanding and summarizing • http://uwf.edu/cutla/SLO/ActionWords.pdf • Bloom YouTube
Shaping Up Review • “The Heart” – students write one thing that they loved learning about in the lesson • “The Square” – students write four things that they feel are important concepts from the lesson being reviewed; one concept in each corner • “The Triangle” – students write the three most important facts they learned from lesson being reviewed; one fact in each corner. • “The Circle” – students write one, all-encompassing (global- like the circle) statement that summarizes all of the important concepts and facts learned in the lesson being reviewed
Mystery Box • Teacher displays a box with a variety of objects or vocabulary cards inside relating to the content. • Teacher selects students to draw an object or card from the bag, one by one. • Students discuss orally or in writing what they know about each item as it relates to the content. • (Before the lesson, this activates prior knowledge, after, it summarizes what was learned.)
Letter Bag / Acrostics • Topic: The Beach • Students choose a letter from the bag. • Each student shares a word that begins with his letter and that summarizes the lesson’s content. • Or…create a list with as many words as you can beginning with the letter • Or…ACROSTICS: Give a word to the WHOLE class and have them come up with words starting with each letter. • Try this with BEACH with a partner
Hot Seat • Before the beginning of class, the teacher prepares 4-5 questions related to the topic of study and writes them on sticky notes. • Place the sticky notes underneath student desks so they are hidden from view. • At beginning of class, inform students that several of them are sitting in “Hot Seats” and will be asked to answer the questions. • Have the students check their desks for the strategically placed sticky notes. • Students who are in the “Hot Seats” take turns answering the questions.
I struggle with the visual • We know that non-verbals work…but they are so hard! • One partner face the screen, the other the back wall. Ready for some Pictionary? • From the words shown, choose whichever you want. If your partner gets it, move to another word. • Ready…..
Pictionary laser diagonal comfy biscuit hydrogen macaroni Rubber darkness exercise vegetarian
shrew chestnut ditch wobble glitter neighborhood dizzy fireside retaildrawback fabric mirror barberjazz migrate drought logo
Draw A Picture • Summarize the video by drawing a picture or diagram of your spark. • On my cue, share with a partner and relate your photo to the talk you heard.
3-2-1 • 3 things you learned • 2 things that inspired you • 1 your spark
Relay Summary Students are divided into small groups. The first student starts with a blank piece of paper and writes a sentence about the topic discussed during the lesson. The second person adds a sentence then passes it on. This continues until all students have written one sentence each.
Recipe • Using the Spark Video: • 1 List ingredients to making a difference in kids lives • 2 create a narrative to accomplish a task
Anticipation Guide • See handout for example (pg 25)
“Dear _________” • Dear ______ (Absent Student, teacher, Principal, etc.) Write a letter to ____________________ explaining what has been learned and answering the essential question. • Guide with prompts: • This lesson was about…I already knew…but was surprised to learn…You would have enjoyed…To summarize, I think…Hurry back to class…Sincerely