Strategies Notebook 1

Strategies Notebook

Lea A. Kimmell

Tarleton State University

8th-Grade Algebra I

Dr. Robin Pate

READ 3351

Strategies Notebook 2

Table of Contents

Vocabulary

First Lines _____________________________________________________________ 3

Frayer Model ___________________________________________________________ 6

List-Group-Label _______________________________________________________ 7

Possible Sentences ______________________________________________________ 9

English Language Learners

Writing

Study Skills/Test-taking

Strategies Notebook 3

First Lines

Citations:

All About Adolescent Literacy. (n.d.). Retrieved June 3, 2020, from

http://www.adlit.org/strategies/23330/

Beers, K. (2003). When Kids Can't Read--What Teachers Can Do: A Guide for Teachers 6-12.

Portsmouth, NH: Heinemann.

Step-by-Step Instruction:

1. Introduce the texts to the students.

2. Describe the purpose of this strategy so the students may understand the purpose.

3. Provide guidelines for the discussions over the text.

4. The students will use the internet or the textbook to find and read definitions and

important facts. Each student will be assigned a unique definition or fact.

5. Explain to the students that they will be only looking at the first sentences from the text.

6. Each student will copy their first sentence and share it with their neighbor.

7. Each student will make predictions or attempt to complete the phrase from only the first

sentence given to them by their neighbor.

8. Each student will be given the opportunity to share their prediction with the class.

a. If the student answered correctly, they can share the knowledge with the class.

b. If the student answered incorrectly, the class will engage in conversation until

correctly answered and fully understood.

9. The students will be in charge of writing down all definitions and facts for later uses.

Strategies Notebook 4

Purpose:

First Lines is a strategy that will help students identify important definitions and facts for the

unit. The students are assigned a word and are responsible for reading the first sentence of the

explanation and make a prediction for the rest. This pre-reading technique focuses on what

students are able to tell from the first line of the text. After, the students will read the entire text

and have the opportunity to discuss, revisits, and revise their original predictions if needed.

Advantages:

1. Improves students reading comprehension.

2. It requires students to anticipate the entirety of the text.

3. It activates prior knowledge.

4. Urges students to become more active participates.

5. It provides teachers with how much the students do or do not know about the topic.

Graphic Organizers:

Strategies Notebook 5

Frayer Model

Citation:

All About Adolescent Literacy. (n.d.). Retrieved June 3, 2020, from

http://www.adlit.org/strategies/22369/

Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for Testing the Level of

Cognitive Mastery. Madison, WI: Wisconsin Center for Education Research.

Just Read Now (n.d.). Frayer Model. Retrieved 2008, February 25, from

http://www.justreadnow.com/strategies/frayer.htm

Step-by-Step Instruction:

1. Provide a graphic organizer for each student.

2. Provide an individual vocabulary word for each student.

3. Students will then read the text to find their word and complete the graphic organizer.

4. Students will share their conclusion with the entire class.

5. Students are obligated to take notes over the other student’s conclusion for future use.

a. This will be a reference vocabulary list.

Purpose:

This strategy uses a graphic organizer that can be used to build a student’s vocabulary. This

technique requires students to read the text, target their vocabulary words, and provide an

example and a non-example. After the graphic organizer is completed the students will have a

visual representation of their vocabulary words that are neat and simple enough for them to rely

on in the future when needing to review.

Strategies Notebook 6

Advantages:

1. Promotes critical thinking.

2. It helps students identify and understand vocabulary.

3. Promotes active participation within the entire class.

4. Activates student’s prior knowledge.

5. Builds connections among new concepts.

6. It creates a visual reference for students.

Graphic Organizers:

Strategies Notebook 7

List-Group-Label

Citation:

All About Adolescent Literacy. (n.d.). Retrieved June 3, 2020, from

http://www.adlit.org/strategies/19780/

Lenski, S. D., Wham, M. A., & Johns, J. L. (1999). Reading and learning strategies for middle

and high school students. Dubuque, IA: Kendall/Hunt.

Taba, H. (1967).Teacher's handbook for elementary social studies. Reading, MA:

Addison-Wesley.

Step-by-Step Instruction:

1. Have students brainstorm all the words they think is related to the topic.

2. Do not critique the student’s responses.

a. Some words may not relate to the topic.

b. It is the student’s job the realize this after they begin grouping the words.

3. Divide the class into small groups, 2 - 4 students per group.

4. Each group will work to cluster the class list of words into subcategories.

5. Have each student explain their reasoning to their group as to why they are placing words

together or discarding them.

6. Invite students to suggest a title or label for the groups of words they have formed.

a. These labels should relate to their reasoning for the grouping.

7. After completing the grouping of the words, have each group of students discuss their

findings.

Strategies Notebook 8

Purpose:

This strategy engages students to organize their understanding of vocabulary words and concepts

while collaborating with other students.

Advantages:

1. It provides students with a way to recognize relationships between words and concepts.

2. Engages the student’s prior knowledge.

3. Promotes student interaction.

4. Activates student’s critical thinking skills.

Graphic Organizers:

Strategies Notebook 9

Possible Sentences

Citation:

All About Adolescent Literacy. (n.d.). Retrieved June 3, 2020, from

http://www.adlit.org/strategies/19782/

Moore, D.W., & Moore, S.A (1986). "Possible sentences." In Reading in the content areas:

Improving classroom instruction. Dubuque, IA: Kendall/Hunt.

Stahl, S.A. & Kapinus, B.A. (1991). Possible sentences: Predicting word meaning to teach

content area vocabulary. The Reading Teacher, 45, 36-45.

Step-by-Step Instruction:

1. Provide students with the vocabulary.

2. The students will then define their chosen word.

3. The students will group related words together.

4. The students, individually, will write a sentence using their word pairs.

5. Students will find an example sentence in the text of their word and compare it.

6. If the students’ original sentence is incorrect, ask them to rewrite it.

7. The students will share their sentence and the text sentence with their table or class.

Purpose:

This strategy activates students’ prior knowledge of vocabulary concepts. It creates connections

between new words that the students will be able to identify and remember by placing them in

meaningful sentences. It provides the opportunity for students to think critically to create their

sentence then and then reinforces them with the given text sentence.

Strategies Notebook 10

Advantages:

1. Spark students’ curiosity about vocabulary words.

2. It provides an opportunity for critical thinking.

3. Engages table or classroom discussions.

4. Reinforces student’s memory by placing new words into sentences.

Graphic Organizers: