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SEA

and SPACE

exploration

Table of Contents

Reading Strategies

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Some of the topics may overlap, but the following provides a general context for each strategy under at least one of its main focus areas.

READING

Choice Board Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Reading Non-Fiction Bookmark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Q.A.R.S. Question Answer Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Compare and Contrast Y Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Mystery Change of Frame – Summarizing Problems and Solutions . . . . . . . . . . . . . . . . . 5-6

Agree or Disagree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Three Column Note–Taking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Separating Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Question Brainstormer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

VOCABULARY

New Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Structural Indexing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

List Group Label – Organizing Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-14

WRITING

C.U.C.C. Circle-Underline-Count-Check Off . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

C.U.P.S for Proofreading and Editing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Writing to Inform Strategy Card. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

P.L.A.N. An Active Reading Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Choice Board ActivityDeveloping Project ideas based on the Mysteries of Sea and Space exploration

From the project ideas below:

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Pick three you would consider before completing your research Complete research about Sea and Space in text and on the Internet Narrow down your choice to one project about Sea and/or Space

Create a paperslide video about the timeline of the Sea beginning when the earth was formed.

Write a IMBd PowerPoint about a mystery movie of the Sea or Space

Create a paperslide video of how the universe/universes were formed.

My Project Idea about the Sea My Project Idea about comparing the Sea and Space

My Idea about Space

Create an animation in Scratch illustrating different levels of the sea explain the ecosystem. Write a summary of the process from research through development.

Develop a project categorizing sea life and write a report summarizing your findings

Create an animation in Scratch describing the creation of the universe. Write a summary of the process from research through development.

Autism Classroom.com

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(Cerveny, C., LaCotti, M.)

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Develop 5 questions each about the Sea and Space you would like to find or investigate further on our own. Put each of the questions in the context of the QAR Process and fill in the chart.

(Cerveny, C., LaCotti, M.)

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(Barton, M.)

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(Jones, R.)

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(Jones, R.)

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(Barton, M., 2002)

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(Barton, M.)Page 8

Much of what you read about the sea and space, will contain detailed and scientific texts. Also, some readings may also have diagrams and infograms to explain and help us to understand concepts of size and quantity. Use the three column notetaker to record the details of your readings.

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Separating Fact and Opinion A fact is something that can be proved to be true. For example, it is

a fact that there are 12 inches in a foot. An opinion is a personal belief or feeling. For example, it is an

opinion that college basketball is the most exciting sport to watch. For your research, it is especially important to keep in mind the

concept of a theory: an idea or set of ideas that is intended to explain facts or events; an idea that is suggested or presented as possibly true but that is not known or proven to be true

Directions: As you read, list the facts stated by the author in the left-hand column. List the opinions in the right-hand column.

Fact Opinion/Theory

(Barton, M.)

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Question BrainstormerFill in questions and answers you would like to answer when researching Sea and Space

QuestionTopic #1 Topic # 2

Sea Space

Who?

Where?

Why?

How?

What if? Use the knowledge you have to pose a hypothesis and consider options to help develop a project regarding the Sea and/or Space

(Valenza, J.)

Page 10New Words

Fill in words from your readings in the spaces below:

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Words about the SeaWord ___________________________________Source _________________________________Page____________________________________Meaning from Context:____________________________________________________________________________________Meaning from Resource:____________________________________________________________________________________Word ___________________________________Source _________________________________Page____________________________________Meaning from Context:____________________________________________________________________________________Meaning from Resource:____________________________________________________________________________________Word ___________________________________Source _________________________________Page____________________________________Meaning from Context:____________________________________________________________________________________Meaning from Resource:____________________________________________________________________________________Word ___________________________________Source _________________________________Page____________________________________Meaning from Context:____________________________________________________________________________________Meaning from Resource:____________________________________________________________________________________Word ___________________________________Source _________________________________Page____________________________________Meaning from Context:____________________________________________________________________________________Meaning from Resource:__________________________________________

Words about SpaceWord ___________________________________Source _________________________________Page____________________________________Meaning from Context:____________________________________________________________________________________Meaning from Resource:____________________________________________________________________________________Word ___________________________________Source _________________________________Page____________________________________Meaning from Context:____________________________________________________________________________________Meaning from Resource:____________________________________________________________________________________Word ___________________________________Source _________________________________Page____________________________________Meaning from Context:____________________________________________________________________________________Meaning from Resource:____________________________________________________________________________________Word ___________________________________Source _________________________________Page____________________________________Meaning from Context:____________________________________________________________________________________Meaning from Resource:____________________________________________________________________________________Word ___________________________________Source _________________________________Page____________________________________Meaning from Context:____________________________________________________________________________________Meaning from Resource:__________________________________________

(Cerveny, C., LaCotti, M.) Page 11Structural Indexing

Directions: Use the grid below to place key terms from the assigned section of text. Create sentences using the words in the order in which they appear on the grid going across, down, and diagonally.

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Sentences:

1.

2.

3.

4.

5.

6.

7.

(Langer, J.)

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List—Group—Label Organizing Vocabulary

Topic: OCEANSBased on Text or Internet Resources:

1) List words which are defining characteristics of the ocean environment2) Pick at least 3 different categories and list words in appropriate category

(Beull, D., 1995)

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List—Group—Label Organizing Vocabulary

Topic: SPACEBased on Text or Internet Resources:

1) List words which are defining characteristics of the ocean environment2) Pick at least 3 different categories and list words in appropriate category

(Beull, D., 1995)

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Once your teacher has developed your project assignment, read through the instructions carefully and follow the strategy card to assure you have completed all of the steps:

CIRCLE the direction words in the instructions

UNDERLINE the directions that follow the direction words you circled

COUNT the total number of directions; number each of the direction words your circled

CHECK OFF Begin working on your project. As you complete a step check it off. Before you hand in the assignment, check off each of the directions words

Some of the steps could include: Compiling all of your research and citation Pick the topics you are going to focus on Write details supporting your topics Develop essay with

o Introductiono Paragraph 1

Detail 1 Detail 2 Detail 3

o Paragraph 2 Detail 1 Detail 2 Detail 3

o Paragraph 3 Detail 1 Detail 2 Detail 3

o Conclusion Check for good transitions Check for grammar Make a citations page

(Cervery, C., LaCotti, M.)

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Use C.U.P.S. to help you proofread your writing

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C – apitalizationUsed at the beginning of sentences?Use for proper names?Used for places?Used for names of regions?

U – sage (Grammar)Did you write complete thoughts?Did you have subject very agreement?Did you use the correct form for plurals?Did you use the correct for of adjective and adverbs?Did you use the

P – unctuationUsed period at the end of sentences?Used in contractions and possessives?Used commas within sentences?Used period for initials or abbreviations?Used quotation marks for quotes?

S – pellingUsed grade level words?Checked for common misspellings?Checked for misspellings of homophones?Checked spelling of above grade level scientific words?

(Cervery, C., LaCotti, M.)

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Strategy Card for

Writing to InformWriting after reading of Informational Text

Organize your ideas about your topic before your

start writing

Think about the form of your writing, audience

(who you are writing to), topic and purpose of

your writing

Know your main ideas, have clear details to

support your main ideas

Use vocabulary that supports your topic, and use

a variety of words trying not to repeat words to

often

Proofread and revise your work

(Cervery, C., LaCotti, M.)

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P.L.A.N. An Active Reading Strategy - *See next page for citation and explanation

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This information was taken directly from a resource found on Internet at UC, but refers to the reference below it

PLAN allows students who may be visually inclined to record their readings in a map format. If you have tried SQ4R or another textbook reading strategy, but it didn’t quite click, then try adopting PLAN, a simple four-step program that allows you to place main concepts, definitions, people, places, and times into a physical representation and catalogue.

PLAN also forces you to imagine the information in your textbook before you approach the text, place information in the context of what you already know, and then search out any holes in your knowledge.

Step 1: PredictStep one entails scanning your text and looking for the following information to make a “predictive map” of the text’s contents:

Bolded, italicized, or defined terms Key people, places, or time periods Charts, graphs, or any other visual representation of data Headings, subheadings, or organizational titles Examples Summaries or study questions

Using this information, you will draw a map of what you expect the chapter, article, or essay to discuss. Connect the ideas using lines or arrows, and remember to designate main ideas and smaller ideas. Step 2: LocateAfter drawing your map, determine which information you already know, and which information you will have to find when you read the textbook more thoroughly. Note missing information with a question mark, and note completed information with a checkmark. You can fill in information you already know during this step , or wait to compare with the textbook.

READ THE TEXT!!

Step 3: AddAfter reading the text, close your book and try answer the questions remaining in your prediction map. Try to include as much information as possible for each topic, but also Try to determine which ideas were the most prominent or important in your reading.

Step 4: NoteAfter filling in your missing information, continue to develop and prepare the information. In other words, determine how you will use the information: will you have a multiple choice or essay exam, an assigned chapter summary, or a group presentation? Different assignments will require you to use the information differently, and Step 4 allows you to organize your notes into a summary paragraph, or to practice recreating your map from memory to prepare for a multiple choice or fill-in-the-blank exam.Youmay also decide that your predictive map was inaccurate; during step four you can reorganize the relationships between ideas and definitions to more accurately reflect what you read in the textbook.

** Why I picked this strategy? PLAN is a useful strategy for those students who need to see the connections between ideas, and rewriting and reorganizing your notes has been proven to improve recall.

(Caverly, D.C, Mandeville, T. F., Nicholson, S.; 1995)Page 19

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REFERENCES

Autism Classroom.com. Autism Classroom – The Place Where Teachers Learn – CHOICE BOARDS, 2013

Barton, M. and Heidema, C. Teaching Reading in Mathematics. McREL: Aurora, CO

Buehl, D. (1995). Classroom strategies for interactive learning. Schofield, WI: Wisconsin Reading Association

Caverly, D.C, Mandeville, T. F., Nicholson, S. (1995). “PLAN: A study - reading strategy for informational text ” Journal of Adolescent & Adult Literacy, 39 (3): 190-199

Cerveny, C., LaCotti, M., 35 learning tools for practicing essential reading and writing skills; Scholastic Teaching Resources.

Jones, R. (n.d.). ReadingQuest Strategies | History Frames/Story Maps. Retrieved October 21, 2015.

Langer, J., (1986). Children reading and writing: structures and strategies. Ablex Publishing Children Reading and Writing: Westport, CT.

University of Cincinnati Learning Resource Center. (2011). PLAN: An active reading strategy. Retrieved October 21, 2015, from https://www.uc.edu/content/dam/uc/aess/docs/LACResources/PLAN_Reading strategy_6_25_2012.pdf

Valenza, J., (2004). Question brainstorming, Dare to differentiate wikispaces, contribution from Springfield Township High School Virtual Library

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