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Literacy Strategies Strategy

Literacy Strategies Strategy

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02/01/2013

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Literacy Strategies
Strategy
Explanation
Example from IES

Personal
Vocabulary
Connections

Students identify new words in a text
selection, list these, and then write examples
of how each word is connected to their lives.

Dynamic Planet, p. 16, paragraph 1 of the Digging Deeper
Vocabulary Word:Wave
Life Connections: My brother and I looked at waves on a vacation
trip. We watched as wave after wave hit the sandy beach near our

beach house on South Padre Island.
First
Impression
Words

Go through the first section of each
Investigation and list new words as a class.
Have students define these with the module\u2019s
glossary or through another source.

Dynamic Planet, p. 1, paragraph 1
New word:Model

Definition:
Model- a model is a representation of a process, system, or
object that is too big, too small, too unwieldy, or too unsafe
to test directly.

Pictures
Worth. . . .

Have visuals around the room illustrating their current activity or just the module\u2019s topic in general.

Dynamic Planet, Investigation 1 is aboutmod els.
Before starting this investigation make sure they have examples of

models around the room (i.e., a globe, a solar system model, etc).
Look at
concepts
first.

Looking at concepts first is a pre-reading
activity that can draw students\u2019 focus into the
activity.

1. With the students, skim a section to
see what the text is about.
2. Then ask students to read the text for
details.
Dynamic Planet, p.67 Volcano Hazards

In this passage, if they skim it quickly, they will note that it is about
Volcano Hazards. The most dangerous type of volcano is the
explosive volcano because of the ash flow and volcanic gases.

American Geological Institute
1
Literacy Strategies
Strategy
Explanation
Example from IES
Word Wall

On a wall in the classroom place the alphabet.
Anytime a student comes to word that he or
she does not know, the student should write it
down on an index card. When there are lots
of words on the cards, have the students
illustrate the words on the index cards and
then place them on the word wall under the
correct letter in the alphabet. This way,
students have a reference that they have
created.

Dynamic Planet, p.16-17
Sample Word Wall:
Context
Clues1

Text book writers often include other words
or phrases to help with the understanding of a
new word. These words or phrases are
referred to as context clues. They are built
into the sentences around the difficult word.
Students, who become more aware of the
words around the difficult words that they
encounter in their reading, will save
themselves many trips to the dictionary.
Students will be able to make logical guesses
about the meanings of many words.

Dynamic Planet, p. 25 paragraph 1

Convection is a motion in a fluid that is caused by heating from
below and cooling from above. The corn syrup and oatmeal in the
investigation were convecting. When a liquid is heated, it expands
slightly. That makes its density slightly less. The fluid with lower
density then rises up, in the same way that a party balloon filled with
helium rises up. With the balloon, they can even feel the upward tug
on the string! When the heated liquid reaches cool surroundings, it
shrinks again, making its density greater. It then sinks down toward
where it was first heated. This circulation, which they observed in
the corn syrup, and in the water/oatmeal mixture, is called a
convection cell.

The \u201cVocabulary\u201d word is underlined (convection). From this
passage, using context clues, students can surmise that the definition
of convection is a motion in a fluid that is caused by heating and
cooling.

1ht t p:/ / www.scc.l osri os.edu/ ~l angl i t / readi ng/ cont ext cl ues/ i nt ro1.ht m
American Geological Institute
2
A B C D E F G H I J K LM
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
VIBRATIO
N
COMPRESSE
D
EXPAN
D
COMPRESSIONAL
W AVE
SHEAR
W AVE
RICHTER
S C A L E
MAGNITUD
E
WAVES
Literacy Strategies
Strategy
Explanation
Example from IES
Student
Glossary
Students create their own glossary of terms.

Students will:
1. locate a word they do not know,
2. write it down,
3. find and record the definition,
4. illustrate the term, and
5. write a sentence using the term.

Dynamic Planet, p. 16, paragraph 1 of the Digging Deeper.
Term:Vibration

Definition:
Vibration: to move back and forth or to and from
rhythmically and rapidly

Sentence: The music was so loud they could feel thevibr ations

pulsing from the speakers.
\u201cThink-
Pair-Share\u201d2

Think-Pair-Share results in increased student
participation and improved retention of
information. Students learn from one another
and try out their ideas in a non-threatening
context before venturing to make their ideas
more public. Learner confidence improves
and all students are given a way to participate
in class, rather than the few who usually
volunteer.

1. Have a list of vocabulary words that

are giving their students difficulty.
2. Read off a word.
3. Give the students 10 min. toth ink of

their definitions for the word.
4.Pair students up to develop a
definition.
5. Randomly call on a few students to
share their definitions.
Example of a list from IES Dynamic Planet, Digging Deeper p.16-
20.

Vibrations, waves, energy, compressional wave, compress, expand,
shear wave, earthquake, seismic waves, seismographs, Richter
Scale, magnitude, low wave speed, high wave speed, refraction,
mantle, zone, shadow zone, core, magnetic field, crust

Example of ash ared definition:
Compress- squeezed together
2 It is recommended to use Questioning Strategies for these, so you reach all of the thought processes.
http://curry.edschool.virginia.edu/go/edis771/notes/THNKPRSH.html
American Geological Institute
3

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