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Strategies and Tips Maxine McCormick MH/Contemporary

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1. Create a System for Prescribing Individual Needs. 2. Build Vocabulary 3. Analyze Class Prior Knowledge/Needs 4. Use Materials Appropriate to Assessment 5. Practice – Practice - Practice

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Use the pre or post tests in CC Basics to help prescribe individual needs Pre-test is 25 questions long / post-test is 50 questions. Use the one that works best for your program Correlation becomes the student individual guide Compare the results across the entire class and determine which areas need group lessons and which areas need small group instruction

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Use your time and energy wisely. Ask yourself: What skills should I teach that will give me huge results? Put 20% effort that will return 80 % results. Example: Prefix, Latin and Greek, Suffixes Example: Multiplication Tables Example: Cap and Punctuation Rules Example: How to Use Graphic Organizers Example: Writing clear and concise sentences

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Vocabulary has 3 Tiers Tier 2 – Formal language is on most standardized assessments and used in the workplace. App – for 99cents McGraw-Hill Words to Learn By – 300 words – 3 levels – starts 4-5 grade Tier 3 – Academic Words – Ex. Gravitational – Important for building knowledge especially in Science and Social Studies

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The brain can only absorb bits of information at a time. Only give 5-7 chunks of information Forget the page of Mult. Tables or vocabulary words Use index cards for review and memorization The more cards – the more confidence Practice and perfect before adding new skills Retention is the goal – building blocks for the future

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Math Ex. – Problem Solving Discuss meaning of 3 words: Irrelevant – Reasonable – Solution Then complete the following sentences: I had a problem, but found a solution by… My solution was reasonable because ….. One factor related to the problem that turned out irrelevant was …..

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1. Understand the Question – Read and reread the question carefully – Decide what the problem asks you to find. 2. Decide what information is needed to solve the problem. Determine what information is irrelevant to the question. 3. Choose the most appropriate operation/operations to solve the problem. 4. Solve the problem. Make sure the solution answers the questions asked. 5. Check your answer by rereading the question to see if the answer is reasonable, that it makes sense. UDCSC – Have a contest for the best Sentence for the Acronym.

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Sally is taking inventory of the glassware. She has 15 cases of green glasses. They come 12 to a case and stand 8 inches tall. She also has 9 cases of blue glasses. They come 20 to a case. They are good for water and juice. If these are the only glasses Sally has in her store, how many glasses does she have in all? Solve using the 5 step approach or UDCSC Irrelevant, Solution, Reasonable

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Tier 2 Words: Function - input – output Tier 3 words: Linear function Nonlinear function Vertical line test Remember we are not asking students to solve anything at this point we are only wanting them to have an understanding of the vocabulary.

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Understanding the housing chart 1.Clue: Only one output for each input Notice the diagram below and the Rule Find the cost for a 500 sq ft house on the chart. Talk about the new trend of the tiny house. What else might be 500 square feet? Solve the equation y=40x+2,000 Ask for 1,500 or 2,000

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2. Clue – Function can only have one point in a vertical line. Example: pg. 200 Is the diagram on 201 an ex. of a function? Why or why not? On graph paper – find as many capital letters that are functions using the Vertical line test. Linear function vs Nonlinear function Pg. 202- 203 Perimeter vs Area of a Square.

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Science Basics page 110. Notice how many words have Prefix, Rt words, and suffixes Take one word - Invasive Species – (Invade comes from Latin word Invadere meaning to attack, enter or assault). List at least three examples. What are the Laws of Ecology? Who is Barry Commoner? Biotic or Abiotic factors? Explore… Give examples of Disruption happening this week. Use your lessons for thought provoking, critical thinking, investigative processes. Use discussion for better memory of the lessons. 50% more retention. Use charts to provide 75% retention Example: 112 Have class members present chapters for 90% retention. By using vocabulary – this gives the basis for each lesson no matter the subject area.

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Vocabulary – Argument, claim, credible, citation, counterclaims, databases, cohesive. Persuasive/argumentative essay, review, opinion articles are everyday essays. How can the reader tell fact from opinion? FOG Assessing accuracy of source (org,gov,edu) Read pg. 241Was the paragraph persuasive? Why or Why not? Describe the Claim. Practice Claim – Counter Claim exercises. Yogurt is Healthy. Partner up.

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Take the Correlation sheets of all students and breakdown which skills are missed by most of the students – This becomes your daily group instruction Determine which small groups of students are missing similar skills and design small group activities Each student has their own individual plan Use your Instructor’s Resource Binder for planning each activity. ELL activities and Extension Activities are included

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Before anyone can practice – there needs to be instruction and the building of student knowledge Begins with Teacher Resources – Large Group – Small Group – Individual Lesson Review Chapter Review Post Test Blend your Learning – Print and Digital LearnSmart Test Prep – Mini Lesson – Adaptive Format Count 5 Resources for Practice before taking the TASC Readiness Assessment – Basics – Achieve Print – TASC Ex Books- Achieve Online – Achieve LearnSmart

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Website - maxinemccormick.com Email – maxine.mccormick@mheducation.com maxine.mccormick@mheducation.com Phone – 609-234-9603

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