Strategy:
Science Connection Overview
Procedure:
- Survey the selection.
- Complete the “What’s familiar?” section of the Connection Overview. Only familiar, nontechnical information should be included. Use pictures and graphics in the selection to assist you in making connections.
- Read the selection summary. Identify key topics that seem to be the focus of the selection. Enter these in the “What topics are covered?” section of the Overview.
- Generate personal questions about the material. Work with a partner and think about what you know in this topic area and what you might want to find out. Enter these questions in the “What questions do you have?” section of the overview.
- Complete the “How is it organized?” section of the Connection Overview by outlining the selection organization.
- Read the first section of the selection. As you read, use index cards to translate technical terms. Treat science vocabulary as you would a foreign language; translate it into English. On the front of the card, write the term. On the back of the card, write what it means in more understandable language.
- Use your imagination to develop a memory clue for each vocabulary term. Write the memory clue under the term on the front of the card.
(Buehl, 1992)
Strategy:
Science Connection Overview
Procedure:
- Survey the selection.
- Complete the “What’s familiar?” section of the Connection Overview. Only familiar, nontechnical information should be included. Use pictures and graphics in the selection to assist you in making connections.
- Read the selection summary. Identify key topics that seem to be the focus of the selection. Enter these in the “What topics are covered?” section of the Overview.
- Generate personal questions about the material. Work with a partner and think about what you know in this topic area and what you might want to find out. Enter these questions in the “What questions do you have?” section of the overview.
- Complete the “How is it organized?” section of the Connection Overview by outlining the selection organization.
- Read the first section of the selection. As you read, use index cards to translate technical terms. Treat science vocabulary as you would a foreign language; translate it into English. On the front of the card, write the term. On the back of the card, write what it means in more understandable language.
- Use your imagination to develop a memory clue for each vocabulary term. Write the memory clue under the term on the front of the card.
(Buehl, 1992)
Strategy:
Science Connection Overview
Procedure:
- Survey the selection.
- Complete the “What’s familiar?” section of the Connection Overview. Only familiar, nontechnical information should be included. Use pictures and graphics in the selection to assist you in making connections.
- Read the selection summary. Identify key topics that seem to be the focus of the selection. Enter these in the “What topics are covered?” section of the Overview.
- Generate personal questions about the material. Work with a partner and think about what you know in this topic area and what you might want to find out. Enter these questions in the “What questions do you have?” section of the overview.
- Complete the “How is it organized?” section of the Connection Overview by outlining the selection organization.
- Read the first section of the selection. As you read, use index cards to translate technical terms. Treat science vocabulary as you would a foreign language; translate it into English. On the front of the card, write the term. On the back of the card, write what it means in more understandable language.
- Use your imagination to develop a memory clue for each vocabulary term. Write the memory clue under the term on the front of the card.
(Buehl, 1992)
Strategy:
Different Perspectives for Reading
Procedure:
- Read through the story, article, or selection.
- Select an identity perspective to complete the exercise other that the narrator.
- Identify the issues, feelings, effects, or concerns surrounding the perspective you have selected. Answer the following questions from this perspective: Why would conflict be a concern for this person? How does conflict affect the needs of this person? Fill in the top section of the graphic outline.
- Re-read the material to look for specific statements or information that would be of special interest to the perspective you chose.
- Write the information on the graphic outline under “read and react” along with comments about your chosen perspective.
- Discuss new insights gained through looking at the material from this perspective in your group.
- Write a position statement summarizing the feelings of the individual with the perspective you chose. Include this statement on the bottom of the graphic outline.
(Buehl, 1995)
Strategy:
Different Perspectives for Reading
Procedure:
- Read through the story, article, or selection.
- Select an identity perspective to complete the exercise other that the narrator.
- Identify the issues, feelings, effects, or concerns surrounding the perspective you have selected. Answer the following questions from this perspective: Why would conflict be a concern for this person? How does conflict affect the needs of this person? Fill in the top section of the graphic outline.
- Re-read the material to look for specific statements or information that would be of special interest to the perspective you chose.
- Write the information on the graphic outline under “read and react” along with comments about your chosen perspective.
- Discuss new insights gained through looking at the material from this perspective in your group.
- Write a position statement summarizing the feelings of the individual with the perspective you chose. Include this statement on the bottom of the graphic outline.
(Buehl, 1995)
Strategy:
Different Perspectives for Reading
Procedure:
- Read through the story, article, or selection.
- Select an identity perspective to complete the exercise other that the narrator.
- Identify the issues, feelings, effects, or concerns surrounding the perspective you have selected. Answer the following questions from this perspective: Why would conflict be a concern for this person? How does conflict affect the needs of this person? Fill in the top section of the graphic outline.
- Re-read the material to look for specific statements or information that would be of special interest to the perspective you chose.
- Write the information on the graphic outline under “read and react” along with comments about your chosen perspective.
- Discuss new insights gained through looking at the material from this perspective in your group.
- Write a position statement summarizing the feelings of the individual with the perspective you chose. Include this statement on the bottom of the graphic outline.
(Buehl, 1995)
Strategy:
Proposition/Support Outlines
Procedure: A proposition is a statement that can be argued as true.
- Write the author’s proposition on the Proposition/Support Outline (the title and subtitle may often be used.)
- Read the article and analyze the author’s arguments.
- Work with a partner to complete the Proposition/Support Outline.
- As you analyze the author’s message, note the type of support presented. How convincing is it? Does the author rely solely on logic, reasoning, and examples, neglecting statistics and other facts? Is only a single expert authority cited? How reliable are the statistics? Do the examples seem typical or atypical? Has important counteracting information been omitted from the discussion?
- Discuss your findings with the group addressing the previous questions in your discussion. Come to a group consensus on the author’s arguments supporting the proposition.
(Buehl, 1992)
Strategy:
Proposition/Support Outlines
Procedure: A proposition is a statement that can be argued as true.
- Write the author’s proposition on the Proposition/Support Outline (the title and subtitle may often be used.)
- Read the article and analyze the author’s arguments.
- Work with a partner to complete the Proposition/Support Outline.
- As you analyze the author’s message, note the type of support presented. How convincing is it? Does the author rely solely on logic, reasoning, and examples, neglecting statistics and other facts? Is only a single expert authority cited? How reliable are the statistics? Do the examples seem typical or atypical? Has important counteracting information been omitted from the discussion?
- Discuss your findings with the group addressing the previous questions in your discussion. Come to a group consensus on the author’s arguments supporting the proposition.
(Buehl, 1992)
Strategy:
Proposition/Support Outlines
Procedure: A proposition is a statement that can be argued as true.
- Write the author’s proposition on the Proposition/Support Outline (the title and subtitle may often be used.)
- Read the article and analyze the author’s arguments.
- Work with a partner to complete the Proposition/Support Outline.
- As you analyze the author’s message, note the type of support presented. How convincing is it? Does the author rely solely on logic, reasoning, and examples, neglecting statistics and other facts? Is only a single expert authority cited? How reliable are the statistics? Do the examples seem typical or atypical? Has important counteracting information been omitted from the discussion?
- Discuss your findings with the group addressing the previous questions in your discussion. Come to a group consensus on the author’s arguments supporting the proposition.
(Buehl, 1992)
Strategy:
History Change Frame
Description:
History tends to focus on people who must try to solve problems that are caused by change. Factual details in text are presented to help readers understand problems and the actions taken to solve them.
Procedure:
- Survey the assigned section of text to determine the groups focused on in the material. Do not note individual names, but generalize to groups. Write each group in the appropriate place at the top of a blank History Change Frame.
- As you read the selection, work with a partner to fill in the History Change Frame Graphic Organizer.
- Look for clues about problems the groups of people might be encountering. What problems did they face? In some cases, the groups may be causing problems others must deal with.
- Select information from the text that describes the changes that are causing problems for each group of people.
- Identify actions taken by each group to solve their problems.
- Finally, discuss with the entire group how the changes affected these groups in different ways.
(Beuhl, 1992)
Strategy:
History Change Frame
Description:
History tends to focus on people who must try to solve problems that are caused by change. Factual details in text are presented to help readers understand problems and the actions taken to solve them.
Procedure:
- Survey the assigned section of text to determine the groups focused on in the material. Do not note individual names, but generalize to groups. Write each group in the appropriate place at the top of a blank History Change Frame.
- As you read the selection, work with a partner to fill in the History Change Frame Graphic Organizer.
- Look for clues about problems the groups of people might be encountering. What problems did they face? In some cases, the groups may be causing problems others must deal with.
- Select information from the text that describes the changes that are causing problems for each group of people.
- Identify actions taken by each group to solve their problems.
- Finally, discuss with the entire group how the changes affected these groups in different ways.
(Beuhl, 1992)
Strategy:
History Change Frame
Description:
History tends to focus on people who must try to solve problems that are caused by change. Factual details in text are presented to help readers understand problems and the actions taken to solve them.
Procedure:
- Survey the assigned section of text to determine the groups focused on in the material. Do not note individual names, but generalize to groups. Write each group in the appropriate place at the top of a blank History Change Frame.
- As you read the selection, work with a partner to fill in the History Change Frame Graphic Organizer.
- Look for clues about problems the groups of people might be encountering. What problems did they face? In some cases, the groups may be causing problems others must deal with.
- Select information from the text that describes the changes that are causing problems for each group of people.
- Identify actions taken by each group to solve their problems.
- Finally, discuss with the entire group how the changes affected these groups in different ways.
(Beuhl, 1992)
Strategy:
Magnet Summaries
Description: Just as magnets attract metal, magnet words attract information. Magnet words frequently appear in titles, headings, or may be highlighted in bold or italic print. Not all words in bold or italic are necessarily magnet words.
Procedures:
- Each student should take four index cards. Read the entire passage recording each magnet word from the material in the center of a card.
- In your cooperative group, decide on the best magnet words for the passage.
- Recall important details that are connected to the magnet word. Write these details around the magnet word.
- Organize the information on each card into a sentence that sums up the passage of text containing the magnet word. The magnet word should occupy a central place in the sentence. Omit any unimportant details from the sentence. Write the sentence on scratch paper first. Then write the final version on the back of the magnet word card and underline the magnet words.
- Arrange the sentences in order that your group wants the summary to read. Write a Magnet Summary for the passage altering the sentences so that they flow smoothly from one to another.
(Buehl, 1992)
Strategy:
Magnet Summaries
Description: Just as magnets attract metal, magnet words attract information. Magnet words frequently appear in titles, headings, or may be highlighted in bold or italic print. Not all words in bold or italic are necessarily magnet words.
Procedures:
- Each student should take four index cards. Read the entire passage recording each magnet word from the material in the center of a card.
- In your cooperative group, decide on the best magnet words for the passage.
- Recall important details that are connected to the magnet word. Write these details around the magnet word.
- Organize the information on each card into a sentence that sums up the passage of text containing the magnet word. The magnet word should occupy a central place in the sentence. Omit any unimportant details from the sentence. Write the sentence on scratch paper first. Then write the final version on the back of the magnet word card and underline the magnet words.
- Arrange the sentences in order that your group wants the summary to read. Write a Magnet Summary for the passage altering the sentences so that they flow smoothly from one to another.
(Buehl, 1992)
Strategy:
Magnet Summaries
Description: Just as magnets attract metal, magnet words attract information. Magnet words frequently appear in titles, headings, or may be highlighted in bold or italic print. Not all words in bold or italic are necessarily magnet words.
Procedures:
- Each student should take four index cards. Read the entire passage recording each magnet word from the material in the center of a card.
- In your cooperative group, decide on the best magnet words for the passage.
- Recall important details that are connected to the magnet word. Write these details around the magnet word.
- Organize the information on each card into a sentence that sums up the passage of text containing the magnet word. The magnet word should occupy a central place in the sentence. Omit any unimportant details from the sentence. Write the sentence on scratch paper first. Then write the final version on the back of the magnet word card and underline the magnet words.
- Arrange the sentences in order that your group wants the summary to read. Write a Magnet Summary for the passage altering the sentences so that they flow smoothly from one to another.
(Buehl, 1992)
Strategy:
Math Reading Keys
Procedure:
- Read carefully to make sure each sentence makes sense.
- Summarize what you read in your own words.
- When you encounter tough words, think of easier words that mean the same thing and substitute.
- Discuss with a partner what you read to make sure you understand, and to clear up things you don’t understand.
- Look for things the author assumes you already know and things you have learned in math before.
- Read with a pencil to work any examples provided, and reread each section after working the examples.
- Write and store your own definitions for key terms in a notebook.
(Buehl, 1998)
Strategy:
Math Reading Keys
Procedure:
- Read carefully to make sure each sentence makes sense.
- Summarize what you read in your own words.
- When you encounter tough words, think of easier words that mean the same thing and substitute.
- Discuss with a partner what you read to make sure you understand, and to clear up things you don’t understand.
- Look for things the author assumes you already know and things you have learned in math before.
- Read with a pencil to work any examples provided, and reread each section after working the examples.
- Write and store your own definitions for key terms in a notebook.
(Buehl, 1998)