THINK LITERACY: Cross-Curricular Approaches, Grades 7-12
Think Literacy: Cross-Curricular Approaches, Grades 7-12
CONTENTS: Individual and Family Living
READING STRATEGIES
Getting Ready to Read:
Anticipation Guide (Relationships) 2
Extending Vocabulary (Adolescent Development) 6
Engaging in Reading:
Most/Least Important Idea(s) and Information (Adolescent Development) 10
Visualizing (Getting Ready For Work) 16
Reacting to Reading:
Drawing Conclusions (Consumerism) 20
Making Judgements (Decision Making) 24
Reading Different Text Forms:
Following Instructions (Clothing Care Labels) 30
Reading Graphical Texts (Family Expenses) 36
WRITING STRATEGIES
Generating Ideas:
Rapid Writing (Social Teen Issues) 40
Adding Content (Communication) 44
Developing and Organizing Ideas:
Supporting the Main Idea (Social Science Research) 48
Webbing, Mapping and More (Functions of Families) 52
Revising and Editing:
Proofreading Without Partners (Complaint Letter to Proofread) 56
Reorganizing Ideas (Financial Responsibility) 62
Writing for a Purpose:
Using Templates (Social Science Research) 66
ORAL COMMUNICATION
Pair Work:
Think/Pair/Share (Identifying Practical Skills) 72
Small-group Discussions:
Place Mat (Community Resources) 74
Determining Key Ideas (Exploring a News Item on a Family Issue) 78
Whole-class Discussions:
Four Corners (Self Concept) 82
THINK LITERACY: Cross-Curricular Approaches, Grades 7-12
Individual and Family Living Relationships (unit 2)
THINK LITERACY: Cross-Curricular Approaches, Grades 7-12
Individual and Family Living Relationships (unit 2)
What teachers do
/What students do
Before· Preview the resource to find themes or main ideas. Number off the paragraphs if using an information article before providing this resource to the students
· Using Student Resource, Anticipation Guide Template, create a one-page anticipation guide with eight to ten general statements about these themes, each requiring the reader to agree or disagree; e.g., “Our acquaintances are equally as important to us as our best friends.” (See Student/Teacher Resource, Anticipation Guide – Sample Statements, for an example.)
· Distribute copies of the anticipation guide to the students. Explain that this is not a test, but an opportunity for them to explore their own thoughts and opinions. They are to complete the guide first individually, and then share their thoughts in a whole-class discussion.
· To engage students in a whole-class discussion, start with a simple hand-count of the numbers of students who agreed or disagreed with a particular statement. Then ask the students who disagreed to share their thinking, followed by those students who agreed with the statement.
· Record (or ask a student to record) some of the key points made during the discussion, using a 'T-chart' (agree/disagree) on the board or an overhead transparency. / · Working individually, read each statement on the anticipation guide and check off the most appropriate responses.
· Contribute responses in the class discussion and explain them.
During
· Explain the topic of the reading assignment and how it connects with the anticipation guide statements and discussion.
· Ask students to keep the guide beside the resource as they read it, so that they can record the page numbers or paragraph numbers that correspond to the issues on the anticipation guide. / · Read the assigned resource (certain pages, a chapter, or alternative resource such as a magazine or newspaper article) and record the page numbers or paragraph numbers beside each agree/disagree statement (for information that relates to the issue).
After
· Ask students to return to the anticipation guide statements and to make notes from what they have discovered in the resource that may confirm or change their opinions. / · Make notes that confirm or change their opinions for each of the statements.
Student/Teacher Resource
Anticipation Guide - Sample Statements
· Circle 'Agree' or 'Disagree' beside each statement below before you begin the assigned reading.
· Following our discussion of these statements, you will read Chapter 5 in the textbook, Individual and Family Living in Canada, noting page numbers that relate to each statement.
· When you have finished the assigned reading, consider each statement again based on any new information you may have read. Circle 'Agree' or 'Disagree' beside each statement and then check to see whether your opinion has changed based on new evidence.
Before Reading / Statements / Page # / After Reading1. Agree/ Disagree / All relationships consist of two or more parties; all are “equals” in the relationship. / Agree/ Disagree
2. Agree/ Disagree / It is possible to reconcile a relationship once trust has been betrayed. / Agree/ Disagree
3. Agree/ Disagree / Family relationships change as time passes. / Agree/ Disagree
4. Agree/ Disagree / It is possible to be friends with someone even if you have no common interests. / Agree/ Disagree
5. Agree/ Disagree / Our acquaintances are equally as important to us as our “best” friends. / Agree/ Disagree
6. Agree/ Disagree / Teenage girls and boys react in the same way to break-ups. / Agree/ Disagree
7. Agree/ Disagree / You can be friends with your teacher. / Agree/ Disagree
8. Agree/ Disagree / You can change a bad first impression. / Agree/ Disagree
9. Agree/ Disagree / If the purpose of a friendship is only to make common activities more enjoyable, the friendship probably will not last. /
Agree/ Disagree
10. Agree/ Disagree / It is easy to perform different roles at the same time in your life (e.g., student, son, employee, etc). / Agree/ Disagree*Statements based on Chapter 5 of Individual and Family Living in Canada, Toronto: Irwin Publishing, 2001.
Student Resource
Anticipation Guide Template
· Circle 'Agree' or 'Disagree' beside each statement below before you begin the assigned reading.
· Following our discussion of these statements, you will read ______noting page numbers or paragraph numbers that relate to each statement.
· When you have finished the assigned reading, consider each statement again based on any new information you may have read. Circle 'Agree' or 'Disagree' beside each statement and then check to see whether your opinion has changed based on new evidence.
Before Reading / Statements / Page # / After Reading1. Agree/ Disagree / Agree/ Disagree
2. Agree/ Disagree / Agree/ Disagree
3. Agree/ Disagree / Agree/ Disagree
4. Agree/ Disagree / Agree/ Disagree
5. Agree/ Disagree / Agree/ Disagree
6. Agree/ Disagree / Agree/ Disagree
7. Agree/ Disagree / Agree/ Disagree
8. Agree/ Disagree / Agree/ Disagree
9. Agree/ Disagree /
Agree/ Disagree
10. Agree/ Disagree / Agree/ DisagreeGetting Ready to Read: Extending Vocabulary (Creating a Word Wall)
Individual and Family Living Adolescent Development (unit 2)
Getting Ready to Read: Extending Vocabulary (Creating a Word Wall)
Individual and Family Living Adolescent Development (unit 2)
What teachers do
/What students do
Before· Preview chosen text for key vocabulary. See suggested readings from Individual and Family Living.
· Prepare strips of card stock (approximately 4” x 10”) for words, terms and concepts.
· Review the techniques of Skimming and Scanning. (See Student Resource, Skimming and Scanning to Preview Text.)
· Explain that while working individually and in groups, students will use the techniques to find key vocabulary in the introductory reading. Students will help each other to locate words and clarify meanings. Words, terms and concepts become a “word wall” in the classroom as a reference for the duration of the particular topic.
· Divide students into groups of 3.
· Prepare stick-on notes, markers, and masking tape or pins for each group of students. / · Review Skimming and Scanning as outlined by the teacher.
During
· Ask students to skim the text to get a general sense of the topic and how it is presented.
· Engage students in some general discussion of the topic, making a few brief notes on the board about the main ideas of the topic.
· Direct students to independently scan the text for bolded words or terms, and unfamiliar words, terms or concepts.
· Ask students to create a personal list of 10 words, terms or concepts that are unfamiliar.
· Direct students to small groups and ask the groups to compare personal lists and create a group master list. Encourage students to help one another in clarifying meanings.
· Distribute 10 pieces of card stock, markers, and pieces of masking tape or pins to each group. / · Skim the text, noting features of the text.
· Contribute to class discussion.
· Individually, scan the text for bolded words or terms, and any unfamiliar words, terms or concepts.
· Create a personal list of the 10 most unfamiliar words, terms or concepts in the reading.
· Move to designated small groups and compare personal lists. Help one another in clarifying meanings.
· Create a group master word list of the 10 most unfamiliar words. Print the vocabulary in large letters on the card stock and tape or pin to board. In creating the word wall duplicate words can be taped or pinned on top of one another.
After
· Lead some discussion about the words and their meanings.
· Ask students to look up the meanings of words, if necessary.
· Remind students that these words will remain posted for the duration of the topic. / · Contribute to the discussion about the words and their meanings.
· Use the glossary and textbook to find meanings, if necessary.
· Use the word wall throughout the topic.
Teacher Resource
Suggested Words, Terms and Concepts for Word WallsStudent Resource
Skimming and Scanning to Preview Text
Skimming
What is it? / When you SKIM, you read quickly to get the main idea of a paragraph, page, chapter, or article, and a few (but not all) of the details.Why do I skim? / Skimming allows you to read quickly to get a general sense of a text so that you can decide whether it has useful information for you. You may also skim to get a key idea. After skimming a piece, you might decide that you want or need to read it in greater depth.
How do I skim?
Read in this direction. / 1. Read the first few paragraphs, two or three middle paragraphs, and the final two or three paragraphs of a piece, trying to get a basic understanding of the information.
2. Some people prefer to skim by reading the first and last sentence of each paragraph, that is, the topic sentences and concluding sentences.
3. If there are pictures, diagrams, or charts, a quick glance at them and their captions may help you to understand the main idea or point of view in the text.
4. Remember: You do not have to read every word when you skim.
5. Generally, move your eyes horizontally (and quickly) when you skim.
Scanning
What is it? / When you SCAN, you move your eyes quickly down a page or list to find one specific detail.Why do I scan? / Scanning allows you to locate quickly a single fact, date, name, or word in a text without trying to read or understand the rest of the piece. You may need that fact or word later to respond to a question or to add a specific detail to something you are writing.
How do I scan?
Read in these directions. / 1. Knowing your text well is important. Make a prediction about where in a chapter you might find the word, name, fact, term, or date.
2. Note how the information is arranged on a page. Will headings, diagrams, or boxed or highlighted items guide you? Is information arranged alphabetically or numerically as it might be in a telephone book or glossary?
3. Move your eyes vertically or diagonally down the page, letting them dart quickly from side to side and keeping in mind the exact type of information that you want. Look for other closely associated words that might steer you toward the detail for which you are looking.
4. Aim for 100% accuracy!
Engaging in Reading: Most/Least Important Idea(s) and Information
Individual and Family Living Adolescent Development (unit 2)
Engaging in Reading: Most/Least Important Idea(s) and Information
Individual and Family Living Adolescent Development (unit 2)
What teachers do
/What students do
Before· Introduce topic area with a story or analogy to promote familiarity and relevancy with up-coming text passage. For this example, students need to have some concept of the idea of growth and development and the associated changes. A personal “hair story” works well. Accompanying pictures or photographs enhance the concept. Have students share their personal hair stories.
· Use the passage in Teacher Resource, Most/Least Important Ideas and Information – Sample. Explain to students that in this reading, the idea is to understand something about human development.
· Give students time to read the passage.
· Read the passage aloud to students asking them to think about the most important and least important ideas. / · Listen to a story or analogy that introduces the idea of the up-coming text passage on growth and development and the associated changes.
· Observe pictures or photographs that might be presented.
· Share some personal hair stories.
· Briefly skim over the selected passage as the teacher explains the general idea of the reading.
· Read the passage silently, thinking about the purpose of the reading.
· Listen to the passage being read, while thinking about their choices for the most important and least important ideas(s) in the reading.
During
· Re-read the passage aloud, while thinking aloud through the various sentences and ideas, to make judgements about least important and most important ideas.
· Have students set up a T chart in their notes, or provide students with the Student Resource, Most/Least Important Ideas and Information – Exercise 1.
· If desired, suggest to students that this will be a note for future reference and study. / · As passage is being re-read, contribute suggestions about the most and least important ideas of the reading passage.
· Record the most and least important ideas on a T chart in their notebooks or on handout, after the teacher has completed thinking aloud through the passage.
After
· Assign the additional passage of text (Student Resource, Most/Least Important Ideas and Information – Exercise 2), setting the purpose for the reading as finding out specifically about adolescent development.
· Ask students to use the handout provided or the actual textbook, if available, and set up their own T chart in their notes.
· If the passage is provided for the students (as a photocopy), they may wish to use two different colours of highlighters to indicate the most important and least important ideas.
· Ask students to summarize their findings in a class discussion. Information may be recorded on chalkboard or overhead transparency template.
· Students should retain this activity for future reference and study. / · Read the assigned text with the intent of finding out specifically about adolescent development.
· Re-read and record the most important and least important ideas on the T chart provided, or one of their own making.
· Share their findings in a class discussion comparing their ideas and adding information, if necessary.
Teacher Resource