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Strategy Notebook

Peyton Dizzine

4/28/2014

Table of Content

Vocabulary Strategies

Verbal Visual Word Association

Word Map

TOAST

English Language Learners Strategies

K.I.M

Venn Diagram T-Chart

Fishbone

Writing Strategies

Possible Sentences

Cubing

Learning Logs

Study Skills/ Test Taking Strategies

Verbatim Split Page Procedure

PLAE (Preplan, List, Activate, Evaluate)

Testwiseness Skills

Vocabulary Strategy

APA Citation:

Bean, Thomas. (2011). Content Area Literacy: An Integrated Approach. Iowa: Dubuque.

Name: Verbal Visual Word Association

Steps:

1. Have the students read a section of text that contains information on your

defined topic.

2. They write the name of the topic to be learned in the circle in the middle of the

activity sheet.

3. Have the students write a definition (in their own words) for their selected

topic, looking back in the text if they need to.

4. Next, students can skim the text to find facts related to their word, as well as

facts or characteristics in the text that expand on the definition.

5. Last, students should think of non-examples of the word, either from the text

or from their own knowledge.

6. Students may find it helpful to take some notes as they read the text.

Strengths and Weaknesses:

Students can use this strategy on their own, to learn and retain both general and

technical vocabulary. The verbal and visual word association strategy is especially

effective for struggling readers.

Graphic Organizer/ Example:

Word Visual Representation

Definition Personal Association or Characteristic

Vocabulary Strategy

APA Citation:


Name: Word Map

Steps:

1. Discuss the word map with students, emphasizing its value as a word study

technique.

2. Walk through the incomplete word map, modeling the process with familiar words

like “skateboard,” “ice cream,” “computer,” and “sandwich.” Have students

brainstorm associations for these words as you would in semantic mapping, and

then align the associations with category labels.

3. Give students independent guided practice with the technical words in a rich

sentence context. Then progress to words in less rich context that requires

students to consult another source of information such as a dictionary, glossary,

or encyclopedia.


Using a word map students develop ownership of important terminology. Word maps

provide students with a procedure for independently studying content area vocabulary.


Examples

Characteristics

Subordinate Category

Main Category

Vocabulary Strategy

APA Citation:


Name: TOAST

Steps:

1. Test : A list of vocabulary words are introduced to the class. Then each student pretests themselves on these words to determine which ones they are familiar with and which ones need to be researched. The pretest can be conducted in several ways, either individually or in pairs. One suggestion is to write the words in a column on one side of the paper. On the other side, the definition is noted. The student proceeds by looking at each word and guessing its definition as well as providing a sentence using the word. Each guess is then verified by checking the other side of the paper. These words and definitions could also be written on cards with the word on one side and the definition on the other.

2. Organize : All of the words are then organized, either by known and unknown, into semantically-related groups, or into student-designed categories.

4. Anchor : There are several methods by which students can then commit these words to their long-term memories. They might work with a partner to go over each unknown word until it becomes known. Another suggestion is to have the student use a tape recorder to tape, listen and recite each word. Examining the morphemes in the words is always helpful when learning definitions. Finally, the students could use mnemonic links to help solidify the meaning.

5. Say : In order to retain the meaning of new words, it is important to repeatedly rehearse them. The first rehearsal should take place 5-10 minutes after the initial learning. Another preview can occur later in the day, a week later, or just before the test.

6. Test : A posttest is necessary after each review to determine how well the words have been learned. This posttest can be given in the same manner as the pretest.


For many students TOAST represents a viable alternative method they themselves use as a means of studying words which is probably unsystematic at best. Additionally, the strategy is a good rehearsal activity for all types of learners.

English Language Learners Strategy:

APA Citation:

Arroyo, Evelyn. (2010). A+ Rise: Research-based Instructional Strategies for ELLs. New

Jersey: Upper Saddle River.

Name: K.I.M

Steps:

1. Each student should have a chart with three columns.

2. The first column will be labeled K for Key Idea, the second column I for

Information, and the third column M for Memory Clue.

3. As new information is learned, have the students fill out the chart. Under K, they

should write the vocabulary word or the key idea. Under I, they will write

information about the key idea in the form of a brief description. In the Last

column, under M, the students can draw a sketch that explains the key idea.

4. Completing this chart will help the students make the information learned about

the key idea their own.


Advanced organizers, such as K.I.M, help students organize information using linguistic

and nonlinguistic representations in a simplistic manner. Also, using memory cues and

pictures help English language learners remember new information more accurately.


KKey Word

IInformation

MMemory Cue


APA Citation:



Name: Venn Diagram T-Chart

Steps:

1. After reading a selected text, introduce or review the concept of comparison.

2. Inform students that they will help the teacher create a Venn Diagram to compare

people, places, ideas, or things from the text.

3. Begin by drawing one of the circles.

4. Have students call out various attributes of the item being described. The teacher

scribes the students’ responses using bullets.

5. Teacher will overlap a second circle for the second item. Follow step #4.

6. Use the T-Chart as a secondary method for comparison.


Comparison organizers can be used for any content area and literature-based lessons.

English language learners require visuals to process new information. The few words

used in the Venn Diagram T-Chart help ELLs break down concepts, making the

concepts more comprehensible.


Venn Diagram

T-Chart


APA Citation:



Name: Fishbone

Steps:

1. After reading a selected text, introduce or review the target letter sound.

2. Teacher draws a fishbone on the board.

3. Explain that the fishbone is a graphic organizer that helps us see the examples of

words that correspond with the sound at the fish’s head.

4. Teacher writes several words, based on the content of the story, and the

corresponding sound at the head. Teacher models the writing as the fishbone is

created.

5. Continue the process until you have created several words on the fishbone.


The Fishbone diagram is an excellent way to visualize concepts for all students’,

especially English language learners. This advanced technique helps students encode

information in a manner that enhances their ability to comprehend different concepts

more effectively.

Writing Strategy:

APA Citation:


Name: Possible Sentences

Steps:

1. Choose and display the vocabulary words.

2. Ask students to define the words and pair related words together.

3. Ask students to write sentences using their word pairs. Remind students that

their sentences should be ones they expect to see in the text as they read.

4. Have students read the text and compare their possible sentences with the

actual sentences within the text.

5. If your students' possible sentences are inaccurate, ask them to rewrite their

sentences to be accurate.


The Possible Sentences strategy activates students' prior knowledge about content

area vocabulary and concepts, and can improve their reading comprehension; it sparks

students' curiosity about their reading. Also, it teaches students to guess how words

may be used in the text and create meaningful sentences.

Writing Strategy

APA Citation:


Name: Cubing

Steps:

1. In small groups have students create a cube out of paper. Each face of the cube

should be large enough to allow room for the students to record and display their

responses. A blank cube template that can be enlarged can be found here.

2. Each side of the cube will provide a writing prompt that addresses one aspect of

the topic. The six sides are:

3. Describe - Students will describe the topic as thoroughly as possible in words,

including as many details as they can think of.

4. Compare - Students will compare and contrast the topic to something else, finding

similarities and differences.

5. Associate - Using free association, students will list things that this topic brings to

mind.

6. Analyze - Students will break the topic down into its component parts and

materials, or analyze it in terms of causes, effects, or relationships.

7. Apply - Students will think of some of the ways this topic is used or what its effect

has been in the world or everyday life.

8. Argue for or against - Students will come up with positive and negative attributes

of the topic, and defend their argument.


Cubing is an engaging teaching strategy that encourages critical thinking and in-depth

exploration of a topic. This writing strategy helps generate ideas and promote deeper

understanding of the main ideas of a story or a topic in the content areas.

Writing Strategy

APA Citation:


Name: Learning Logs

Steps:

1. Teach the core ideas and supporting points of the lesson.

2. Provide students with a set of Learning Log questions. It is often best to provide

a limited selection of questions from which students are to select for responses

and also provide some questions that all students are required to respond to.

3. Provide time for students to reflect and note responses.


Students write in learning logs their reaction to a specific writing prompt. This strategy

helps with all types of learners when making predictions and activating prior knowledge.

Learning Logs are also useful because they promote reasoning and understanding.

Moreover, students respond best to learning log activities when structure is provided.

Study Skills/ Test Taking Strategy

APA Citation:


Name: Verbatim Split Page Procedure

Steps:

1. Begin teaching the Verbatim Split Page Procedure (VSPP) by having students

divide their notebook paper so that 40% of each page lies to the left and 60% to

the right.

2. Instruct students to take notes only on the left side during lectures. All notes

should be verbatim and clipped.

3. The right side of the notebook paper should be used for reorganizing and

expanding upon the scribbles to the left.


Note taking has two presumed functions: external storage and encoding. The

external storage (the notes themselves) of information serves as a substitute for

memory and gives students an opportunity to review material that might otherwise

have been forgotten. The encoding function improves the comprehension of

information by forcing the note taker to transform lecture material into personally

meaningful language. This makes the VSPP a great strategy to help students study.


Verbatim Split Page Procedure

40%Verbatim Transcription

60%


APA Citation:


Name: PLAE (Preplan, List, Activate, Evaluate)

Steps:

1. Preplan : Plan how to study. This may entail asking question such as: “Should I

summarize, take notes, or reread?”

2. List : The answers to such questions should result in planned behaviors rather

than thoughtless or reflexive ones.

3. Activate : This is a monitoring behavior. Basically the student needs to regularly

ask, “Am I following the Plan?”

4. Evaluate : Students assess whether or not the plan has worked.


This strategy helps improve the metacognitive skills. PLAE helps instruct students on

how to take notes. By doing so, students will be able to differentiate important material

from supporting detail as well as other irrelevant information. PLAE is incredibly simple;

teachers love it.


APA Citation:


Name: Testwiseness Skills

Steps:

1. Read all directions carefully. It is not unusual for students to get poor scores on

exams simply because they fail to read and follow directions.

2. Always guess if you do not know the answer. Never leave a multiple-choice

question blank.

3. Budget time so that you are certain to finish the test. Students sometimes spend

too much time on one part of a test and then fail to finish another.

4. Do not waste time on items that are very difficult. Take a guess and make a light

mark in the test booklet (if it is allowed) then go back to the tough question at the

end of the exam.

5. Try to come up with the answer to the question before you look at the

alternatives.

6. Look at all the answers before making a choice. Multiple-choice test typically

require you to select the best answer.


These testwiseness skills can help students to perform better on state reading

assessments, and multiple choice exams. Once students master the testwiseness skills

they will be able to exploit the flaws in exams and apply logic, common sense, and good

organization in test-taking situations.

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