GOAL+1

**GOAL #1: Use __reading__ and writing strategies to enhance learning in all classes.**
flat Paired Questioning GIST KWL Cornell Notes Reciprocal Teaching || Pg. 61 Pg. 61 Pg. 62 Pg. 105 Pg. 121 Pg. 123 || 3-2-1 (Wormeli) 3-minute pause Re-telling Summarization Pyramid (Wormeli) || Students read more effectively with better schema to rely on. (Eva Lai, Hong Kong Professional Teachers' Union, 2007).
 * Skill || LAC Teaching Strategy || LAC Page || Other Strategies || Research Based ||
 * =Summarizing= || Jigsaw

Students' grades "improve markely" when they use this system (Richardson and Morgan, 1994).

To effectively summarize, students must analyze information at a fairly deep level (Marzano, 2001).

Teaching adolescents to summarize text had a consistent, strong, positive effect on their ability to write good summaries. (Graham, 2007). || Paired Questioning KWL Cornell Notes || Pg. 61 Pg. 61 Pg. 105 Pg. 121 || Carousel brainstorming (Wormeli) || Verbatim note taking is the least effective way to take notes (Marzano, 2001). || Graphic Organizers Concept Definition Map Frayer Model Cornell Notes || Pg. 105 Pg. 114 Pg. 115 Pg. 119 Pg. 121 || Word sorts or List- Group-Label (Daniels) Word Walls Constructing analogies (Marzano) || Organizers help readers understand relationships among concepts (Earle and Barron, 1973).
 * =Paraphrasing= || Jigsaw
 * =Categorizing= || KWL

Identifying similarities and differences enhances students' understanding of and ability to use knowledge. (Marzano, 2001).

Nonlinguistic representations elaborate on knowledge (Marzano, 2001). || Questioning the Author || Pg. 110 Pg. 117 || Constructing Metaphors (Marzano) Constructing Analogies (Marzano) || Students must be asked to decide what's important in a text; synthesize information and draw inferences (Vacca, 2002).
 * =Inferring= || RAFT

Creative notetaking requires extraction and reaction (explain, sort, classify, respond) (Jacobs, 2006). || Story Impressions Anticipation Guides Visual Prediction Guide Reciprocal Teaching || Pg. 105 Pg. 110 Pg. 113 Pg. 121 Pg. 123 || 20 Questions (Gallagher) || Getting students to think about key concepts before they read about them provides a tangible purpose for reading. (Daniels, 2004).
 * =Predicting= || KWL

Guides develop critical thinking and enhance comprehension (Conley, 1985).

Questions are effective learning tools even when asked before a learning experience (Marzano, 2001).

Advance organizers are most useful with information that is not well organized (Marzano, 2001). ||
 * =Recognizing=

vocabulary
|| Vocabulary Clues Concept Definition Map Mathematics Reading Keys Frayer Model || Pg. 63 Pg. 114 Pg. 118 Pg. 119 || Janet Allen's Words, Words, Words || Students must encounter words in context more than once to learn them. Instruction in new words enhances learning those words in context. (Marzano, 2001).

To be academically literate, students need a strong and constantly growing vocabulary base (Short, 2007).

Vocabulary is not learned effectively by memorizing lists and definitions, but by seeing words in use, in their customary contexts. (Daniels, 2004).

Teaching word meanings directly affects comprehension. (Jacobs, 2006). ||

=**RESOURCES**=


 * [[image:buttonregular.png width="60" height="60" caption="Jigsaw" link="http://www.litandlearn.lpb.org/strategies/strat_jigsaw.pdf"]] || [[image:buttonregular.png width="60" height="60" caption="Backgrounder"]] || [[image:buttonregular.png width="60" height="60" caption="Paired Reading"]] || [[image:buttonregular.png width="60" height="60" caption="Paired Questioning"]] || [[image:buttonregular.png width="60" height="60" caption="GIST" link="http://www.litandlearn.lpb.org/strategies/strat_2gist.pdf"]] || [[image:buttonregular.png width="60" height="60" caption="Vocab Clues"]] || [[image:buttonregular.png width="60" height="60" caption="My Daily News" link="http://www.fodey.com/generators/newspaper/snippet.asp"]] || [[image:buttonregular.png width="60" height="60" caption="Literature Circles" link="http://www.literacyconnections.com/ReadersTheater.php"]] || [[image:buttonregular.png width="57" height="57" caption="3-minute pause"]] || [[image:buttonregular.png width="57" height="57" caption="Summarization"]] || [[image:buttonregular.png width="54" height="54" caption="Re-telling"]] ||
 * [[image:buttonregular.png width="60" height="60" caption="Reader's Theater"]] || [[image:buttonregular.png width="60" height="60" caption="DEAR" link="http://www.readwritethink.org/classroom-resources/lesson-plans/daily-dear-program-drop-55.html"]] || [[image:buttonregular.png width="60" height="60" caption="KWL" link="http://www.litandlearn.lpb.org/strategies/strat_kwl.pdf"]] || [[image:buttonregular.png width="60" height="60" caption="Cornell Notes"]] || [[image:buttonregular.png width="60" height="60" caption="Reciprocal Teaching"]] || [[image:buttonregular.png width="60" height="60" caption="3-2-1"]] || [[image:buttonregular.png width="60" height="60" caption="Pyramid"]] || [[image:buttonregular.png width="60" height="60" caption="Constructing Analogies/Metaphors"]] || [[image:buttonregular.png width="57" height="57" caption="20 Questions"]] || [[image:buttonregular.png width="57" height="57" caption="Janet Allens Words" link="http://static.bcsd.com/voorhies_isp/gems/voorhies/scan0004.pdf"]] || [[image:buttonregular.png width="54" height="54" caption="Carousel brainstorming"]] ||

[|Vocab Ideas complied by Deb Smith]

[|Janet Allen's book]

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