1. Session 3 Wednesday, March 9, 2011 Lumberton High PLC Literacy Training: Reading Strategies to Attain Meaning

2. Strategies for Assisting Struggling Readers

3. Frayer Model LITERACY STRATEGYPresented by: Sherry Odom March 9, 2011LSHS Curriculum Specialist

5. Frayer Models: different versions with similar outcomes Characteristic Version : Essential characteristics of the word Essential characteristics of the word Essential Non Characteristics of the word Essential Non Characteristics of the word Examples Examples Non-examples Non-examples Definition Version: Word’s definition Word’s definition A list of characteristics about the concept A list of characteristics about the concept A list of examples A list of examples A list of non examples A list of non examples

6. Definition Frayer Model This provides students with the opportunity to understand what a concept is and what it is not. The examples gives students the chance to elaborate on what they know and their understanding.

7. Essential Characteristics Frayer Model This allows student the chance to show the special characteristics that make a concept what it is and non essential or unimportant characteristics of a concept.

8. Your Foldable Frayer Fold Construction paper in half Fold Construction paper in half Then fold that half in half again Then fold that half in half again Now take scissors and cut connected corner Now take scissors and cut connected corner Take different colored small construction paper and tape onto back: Take different colored small construction paper and tape onto back: Write word/concept in different colored diamond Write word/concept in different colored diamond In upper left hand write definition In upper left hand write definition In upper right hand write characteristics In upper right hand write characteristics In lower left hand write examples (from own life) In lower left hand write examples (from own life) In lower right hand write non-examples In lower right hand write non-examples

9. Frayer Extension Activity: “The Way I See It” How to use: Select topic or event that can be viewed differently by various people or groups Select topic or event that can be viewed differently by various people or groups Determine four people or groups who hold different opinions or perspectives Determine four people or groups who hold different opinions or perspectives As students read the selection, have them make notes about how each group or person would view the event or issue. As students read the selection, have them make notes about how each group or person would view the event or issue. Tips: Consider leading a discussion on "perspective" before beginning the activity. Can be used to solve a problem and how different people or groups might solve a problem. Can be used to solve a problem and how different people or groups might solve a problem.

11. ThinkDots LITERACY STRATEGYPresented by: Aaron Locklear March 9, 2011LSHS Curriculum Specialist

12. Why use ThinkDots? To engage your students in ideas and information processing activities To engage your students in ideas and information processing activities To match your students learning profiles and current needs To match your students learning profiles and current needs To engage your students forward on many learning continuums. To engage your students forward on many learning continuums. To identify the students’ readiness levels, interests, and learning styles To identify the students’ readiness levels, interests, and learning styles To use ongoing formative assessment To use ongoing formative assessment

13. When to use ThinkDots? After presenting a unit and once students are familiar with the concepts, ThinkDots helps students THINK about and make SENSE of the unit and CONCEPTS After presenting a unit and once students are familiar with the concepts, ThinkDots helps students THINK about and make SENSE of the unit and CONCEPTS The teacher first defines readiness levels, interests, and learning styles with the students. The teacher first defines readiness levels, interests, and learning styles with the students. Decide what you want your students to know, understand, and do. Decide what you want your students to know, understand, and do.

14. Directions Teacher designs a template with six questions of various levels based on the lesson taught. Teacher designs a template with six questions of various levels based on the lesson taught. Each question is cut out, pasted to a 3 by 5 index card and numbered 1-6. Each question is cut out, pasted to a 3 by 5 index card and numbered 1-6. These activity cards (index cards) are now binded together…for ex.-hole punch w/ring These activity cards (index cards) are now binded together…for ex.-hole punch w/ring Teacher can create an “Activity Sheet” to correspond to the activity card questions to collect from the group to grade. Teacher can create an “Activity Sheet” to correspond to the activity card questions to collect from the group to grade.

15. Directions Student sit with a group of 2 or 3 students using activity cards of the same color. Student sit with a group of 2 or 3 students using activity cards of the same color. Students take turns rolling a die and then answers the activity on the card that corresponds to the dots thrown on the die. Students take turns rolling a die and then answers the activity on the card that corresponds to the dots thrown on the die. If the roll is an activity that the student has already did, another roll is allowed. If the roll is an activity that the student has already did, another roll is allowed. Each student may continue to answer all six activities or teacher can make modifications. Each student may continue to answer all six activities or teacher can make modifications.

16. Suggestions Use colored paper to indicate different readiness levels, interests, and learning styles Use colored paper to indicate different readiness levels, interests, and learning styles Have students work in small groups. Have students work in small groups. Let students choose which activities (for example, choose any three or have students choose just one to work on over a number of days) Let students choose which activities (for example, choose any three or have students choose just one to work on over a number of days) After completing activities individually, have them come together in groups by levels, interest, or learning styles to synthesize After completing activities individually, have them come together in groups by levels, interest, or learning styles to synthesize