TABLE OF CONTENTS
Topic A: Learning Strategies
My Learning Styles……………………………………………………… 3
Note Taking: 5 W’s............................................................... 4
Successful Student Tips....................................................... 5
Topic B: Reading Comprehension Skills
Context Clues for Understanding Words in
Context……………………………………….............. 6
Context Clues Strategy………………………………….................. 6
Problem Solving Strategies……………………………………………7
Montrose Reading Strategies………………………....................8
Topic C: Research Strategies
Web Guides for Kids……………………………………………………..9
Places to organize information……………………………………..10
Avoiding Plagiarism……………………………………………………...11
How to Cite a Source…………………………………………………….12
Topic D: Organization Tools
Graphic Organizers………………………………………………………13
Topic E: Presenting or Publishing Tips
Adding Style to Your Writing………………………………………….14
Types of Sentence Beginnings……………………………………...15
Adverbs-Words Ending in Ly……………………………….............16
Sentence beginnings words………………………………………….17
Ten Tips for Proofreading Effectively………………………….....18
2
TOPIC A: LEARNING STRATEGIES
Kinesthetic-Tactile
Written Expressiveness
Learn best by doing and
moving.
Express themselves in writing.
Highlight and write as I study
•
Use different colors to select and
organize
•
Use study cards
•
Write down formulas, and
memorization cues on test as
soon as I get it.
Move while studying


•
Chew gum

Carry index cards
to study from when
waiting or bored
3
Topic A
NOTE TAKING: 5 W’S
When
Who
Where
How
What
Why
4
SUCCESSFUL STUDENT TIPS
1)
Topic A
Get organized and keep organized
 Supplies (binder, paper, pens, pencils, agenda)
 Labeled dividers for all subjects
 Name, class, date, due date on every handout
 At the end of class put everything where it belongs
 Look around for any dropped items before leaving
4)
Hand in assignments on time
 Write homework in daily planner
 Use Students Achieve
 Read, keep and show parents report strips
 Go to any tutorials offered if behind in work
5
TOPIC B:
READING COMPREHENSION
Context Clues for
Understanding Words in Context
Clue #1: Definition-the word is defined for you in the
sentence
Frond is another name for fern leaf.
Clue #2: Synonym-the word is defined through the
use of a synonym phrase set off by
commas
The canopy of tree limbs, a roof of brilliant
green leaves, shaded Jodi’s head.
Clue #3: Description-the word is defined through
description
The tortuous road that followed the winding
shoreline made driving dangerous.
Topic B
Context Clues Strategy
 When you come to a word you
don’t know, continue reading to a
good stopping place.
 Use the context to figure out the
meaning of the new word.
 Guess what the meaning might
be.
 Test your guess by asking if the
meaning:
Looks right
Sounds right
Makes sense
 Check your guess in the
dictionary.
Clue #4: Contrast-the word’s meaning is indicated
by contrast to a familiar word or
phrase
The life of a monarch butterfly is fleeting
compared with a dog’s life, which can last
fifteen years.
Clue #5: Root Words-break up a word into parts
tortuous-torture
Sousa, David A. How the Brain Learns to
Read.*Corwin Press, 2005
6
PROBLEM SOLVING STRATEGIES
Topic B
These are literacy strategies that should be done on every problem and often
done in conjunction with one or more different strategies.
1. Make an organized list
a. Helps focus and organize information to identify the question and possible operations
2. Use a focusing sentence
a. Helps to identify what the question is asking by summarizing the question
i. The question is really asking ...
3. Draw a picture
a. Helps to visualize a problem
b. Very helpful in any question that uses a shape or uses movement
4. Solve a simpler problem
a. Use smaller/easier to visualize numbers to choose operations and establish patterns
5. Make a table or graph
a. Helps to focus and organize information
b. Used to help you communicate better to the reader
6. Use logical reasoning
a. Ask yourself after each step “Is this possible?” or “does this make sense?”
b. This builds number sense which will help you figure out if you have made a mistake
and correct it before you actually get marked on it.
7
MONTROSE READING STRATEGIES
I.
Before reading
1.Ask questions, set a purpose and make connections
2.Select important vocabulary
3.Write out predictions
4.Make analogies and visual images
5.Create concept maps
II.
During reading
1.Create new questions
2.Clarify if new information fits old
3.Keep or change your predictions
4.Visualize important events
5.Summarize the main ideas after each section
6.Make connections to other reading
III.
After reading
1.Check vocabulary prediction
2.Analyze summaries
3.Critical thinking-consider how the main ideas lead to a theme
4.Personal response to theme
5.Consider other resources with a similar theme
Topic B
8
TOPIC C: RESEARCH STRATEGIES
Topic C
Web Guides
Ivy’s Search Engine Resources for Kids
· 100 Top Kid Sites - 100 Hand Picked Top Kid Sites
· Awesome Library - K-12 education directory
·· Educational Hotlists - links selected by the Franklin Institute
· ExtremeKids.com - Kids-Links from education to games
·· Internet Public Library Youth Division - selected sites
· Great Sites - 700+ great sites selected by American Library Association
· K.E.W.L. - Kids Excellent Web Links
· KidGrid - selected sites
· KidsClick - web directory by a bunch of librarians
· KidCyber - primary student research materials
· KidsKonnect - web directory maintained by educators
· Kid Sites.com - selected sites
· Kid's Online Resources - selected and paid sites
· Kids on the Web - selected sites
· KIWE Interactive - pre-approved sites reviewed by educators
· Linkasaurus - "official" kids sites
· Linkopedia's Kid Zone - selected sites
· Open Directory - Kids and Teens - sites selected by a vast army of volunteer editors
· SuperKids - selected sites
· Teach the Children Well - selected sites
· Yahoo Kids - selected site
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Topic C
PLACES TO ORGANIZE
INFORMATION
1. Input information into essay outline
2. Organizing research with note
cards
www.readwritethink.org/files/
resources/interactives/essaymap
3. Organizing research with
computers
http://www.studygs.net/
10
AVOIDING PLAGIARISM
Topic C
Plagiarism:
To use and pass off (the ideas or writings of another) as one's own.
To appropriate for use as one's own passages or ideas from (another).
When is it appropriate to reference another's work?
When you are
 Quoting directly
 Using unique expressions or ideas of another,
whether from printed resources, the Internet, interviews, even casual
conversations
 Documenting facts, reproducing images, tables, etc.
 Referencing opinions of experts,
whether or not you agree with them
 Getting extraordinary help from someone,
a tutor, a teacher, even a roommate or parent. Why not?
When don't you reference:
When
 A fact or idea is commonly understood
 A reasonable search has led to no author or source
(for example the phrase "give credit where credit is due" seems to be a
common expression without an author
 What you say is commonly accepted and not cited elsewhere
http://www.studygs.net
11
HOW TO CITE A SOURCE
Topic C
Components of a Standard Reference
In order for your readers to be able to find the sources you used, you need to supply
reference information.
The basic components of a reference are Author, Title, and Publication Information.
Depending on the source, these elements may be somewhat different.
Books: Author (or Editor), Title, Publisher, Place of publication, Year of publication
Articles: Author, Article Title, Journal Title, Volume #, Issue #, Date, Pages
Web Site: Author (or Company or Organization), Web Page Title, URL, Date (posted or
revised), Date retrieved
Image: Artist name, Title of the work, Date is was created, Repository (or, museum or
owner),
City or Country of origin, Dimensions of the work, Material or medium (such as
oil on canvas, marble, found objects)
If the image is in a book you will need the full book reference with the page for
the image.
If it's online, you need the Web reference in addition to the image number or
other identifier.
2010-2013 Copyright Old Dominion University -- ODU Libraries, updated September 2013
12
TOPIC D: GRAPHIC ORGANIZERS
Hamburger Outline
Mind Map
Topic D
Venn Diagram
1
detail
detail
Main
idea
detail
detail
http:///www.clker.com/cliparts/1/N/C/J/v/k
conflict-graphic-organizer-hi.png
2
3
Used for brainstorming
Shows similarities and differences
From Smart Art
From Smart Art
http://marzanos-technology.wikispaces.com/file/view/
mariposa.jpg/262049748/mariposa.jpg
13
TOPIC E:
PRESENTING AND PUBLISHING TIPS
Topic E
Adding Style to Your Writing Descriptive Sentences Examples
Add one type of word to the middle of a sentence. To keep track of the type, underline the word.
1. who/which
-who for person or animal
-which for object
The CD, which was under the book bag, could not be seen.
Sally, who was my friend, stood up for me.
2. “ly” word
-word ending in ly
-see adverb sheet
-goes before a verb
The young boy frantically screamed for his dog to get off the road.
3. Because
-clause
-explains why
The athlete was delighted because she knew it would be an easy race.
4. Strong Dual Verbs
-verbs(action words)
-usually ends in ed
-you need to have two beside each other
-could use said is dead sheet
The boys laughed and lounged while watching the movie.
5. Quality dual Adjectives
-adjectives describe a noun
-noun-person, place or thing
-you need two beside each other describing one noun.
My coach thanked the professional and accurate referee.
6. When, while, where, since, as, if , although
-adverb clause
-choose one of these words to give more information
-the sentence should make sense by itself without the clausal phrase
The teacher smiled as her class worked quietly.
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TYPES OF SENTENCE BEGINNINGS
Topic E
Choose a different type of sentence beginning for each sentence in a paragraph.
1. Subject (Nouns)
-noun: person, place or thing
Terry Fox was a courageous man.
He is confident.
2. Prepositional (see p. 11 list)
-explains when or where
In a flurry, the shocked hare dashed toward the finish line.
Up above the village, Peter sat and wondered.
Since last year killer bees have been found as north as Arizona.
3. “ly” (Adverbs) (see p. 13 list)
-adverbs: give more information about the verb
Calmly the turtle placed his foot over the finish line.
4. “ing” (Words ending with ing)
Skrieking with fear, Peter scrambled to evade the rabid wolf.
5.
Clausal (When, while, were, since, as, if, although)
Although she was hungry, she chose not to eat.
Since the turtle knew the hare was lazy, he challenged him.
Because killer bees are hard to contain, they can be dangerous.
If you use a variety of sentence openers, your writing will improve.
6.
VSS (Very Short Sentence=5 words or less)
“Thief!” he screeched.
The lion bellowed and thundered.
Leave.
“ed” (Words ending with ed) (Verbs) (see p. 12 list)
7.
Deceived by the cunning fox, the crow began her song.
8.
Other (Words that do not apply to openers 1-7)
There are many opportunities for jobs in China.
To keep track of which type of sentence opener you used, write the number of the type of
opener in the margin of the beginning of that sentence.
5, 4
Although she was hungry, she chose not to eat. Shrieking with fear, Peter ran.
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ADVERBS
Abnormally
anxiously
Arrogantly
Brightly
Completely
Commonly
Curiously
Dearly
Diligently
Eventually
Excitedly
Frequently
Frightfully
Frankly
Gratefully
Ferociously
Helplessly
Increasingly
Knowingly
Longingly
Meaningfully
Mostly
Naturally
Obviously
Positively
Playfully
Quickly
Reassuringly
Relatively
Surprisingly
Sedately
Searchingly
Softly
Tentatively
Tenderly
Undeniably
Violently
Wisely
Absentmindedly
Badly
Broadly
Clearly
Continually
Certainly
Distinctly
Essentially
Especially
Enormously
Foolishly
Furiously
Gradually
Generally
Frantically
Hopelessly
Intensely
Kindly
Lonely
Mechanically
Notably
Nearly
Presumably
Primarily
Powerfully
Quietly
Reluctantly
Repeatedly
Substantially
Suspiciously
Stupidly
Separately
Sharply
Thoughtfully
Thankfully
Usually
Virtually
Wonderfully
Willfully
Topic E
Absolutely
Beautifully
Briskly
Carefully
Coaxingly
Continuously
Delightfully
Entirely
Extremely
Fundamentally
Fortunately
Famously
Generously
Ghostly
Helpfully
Happily
Immediately
Kingly
Lightly
Miserably
Normally
Occasionally
Predictably
Potentially
Patiently
Reproachfully
Righteously
Regularly
Significantly
Successfully
Seemingly
Sheepishly
Suddenly
Tremendously
Triumphantly
Unusually
Willingly
Wistfully
Actually
Bashfully
Chilly
Calmly
Crossly
Constantly
Deceivingly
Exactly
Evidently
Finally
Fervently
Friendly
Greedily
Ghastly
Hopefully
Instantly
Innocently
Knightly
Likely
Mockingly
Nicely
Orderly
Properly
Physically
Probably
Restfully
Rightfully
Readily
Steadily
Strictly
Surely
Scarcely
Solidly
Terribly
Tightly
Viciously
Warmly
Worldly
Assuredly
Bravely
Closely
Coolly
Correctly
Confidently
Dreamily
Evenly
Eagerly
Fully
Fairly
Freely
Gently
Greatly
Highly
Inwardly
Interestingly
Lovely
Loudly
Madly
Neatly
Openly
Proudly
Possibly
Queenly
Really
Rapidly
Rigidly
Slowly
Surly
Sadly
Straggly
Safely
Truly
Utterly
Vastly
Wrinkly
Wildly
16
Topic E
SENTENCE BEGINNINGS WORDS
2. Prepositions
About
Before
Except
On
Under
Above
Behind
For
Onto
Underneath
According to Below
From
Opposite
Unlike
Across
Because of
In
Out
Until
After
Beneath
Inside
Outside
Up
Against
Beside
Instead
Over
Upon
Along
Between
Into
Past
With
Amid
Beyond
Like
Since
Within
Among
By
Minus
Through
Without
Around
Despite
Near
Throughout
Aside from
Down
Of
To
At
During
Off
Toward
5. Clausal Starters
when
as
where
while
since
although
if
17
TEN TIPS
FOR PROOFREADING EFFECTIVELY
Topic E
There's no foolproof formula for perfect proofreading every time. As Twain realized, it's just too tempting to
see what we meant to write rather than the words that actually appear on the page or screen. But
these 10 tips should help you see (or hear) your errors before anybody else does.
1. Give it a rest.
If time allows, set your text aside for a few hours (or days) after you've finished composing, and then
proofread it with fresh eyes. Rather than remember the perfect paper you meant to write, you're more
likely to see what you've actually written.
2. Look for one type of problem at a time.
Read through your text several times, concentrating first on sentence structures, then word choice, then
spelling, and finally punctuation. As the saying goes, if you look for trouble, you're likely to find it.
3. Double-check facts, figures, and proper names.
In addition to reviewing for correct spelling and usage, make sure that all the information in your text is
accurate.
4. Review a hard copy.
Print out your text and review it line by line: rereading your work in a different format may help you catch
errors that you previously missed.
5. Read your text aloud.
Or better yet, ask a friend or colleague to read it aloud. You may hear a problem (a faulty verb ending, for
example, or a missing word) that you haven't been able to see.
6. Use a spellchecker.
The spellchecker can help you catch repeated words, reversed letters, and many other common errors-but it's certainly not goofproof.
7. Trust your dictionary.
Your spellchecker can tell you only if a word is a word, not if it's the right word. For instance, if you're not
sure whether sand is in a desert or a dessert, visit the dictionary.
8. Read your text backward.
Another way to catch spelling errors is to read backward, from right to left, starting with the last word in
your text. Doing this will help you focus on individual words rather than sentences.
9. Create your own proofreading checklist.
Keep a list of the types of mistakes you commonly make, and then refer to that list each time
you proofread.
10.
Ask for help.
Invite someone else to proofread your text after you have reviewed it. A new set of eyes may
immediately spot errors that you've overlooked.
Richard Nordquist
About.com Grammar & Composition
18
STRUCTURE AND FORMAT
FOR ESSAYS
Topic E
Formal Writing Expectations for Essays
1)
2)
3)
4)
5)
6)
7)
8)
Good copy can be: typed on computer, written or printed in blue or black
pen, or pencil.
Double spaced.
No contractions. For example, instead of they’ll you should have they will.
No abbreviations. For example, instead of T.V you should have television.
Numbers of ninety-nine and below must be written out.
All paragraphs must be identified by indenting or tabbing in five spaces.
Leave one or two spaces after a period, quotation mark, or exclamation
mark, or colon. Leave one space after a comma or semi-colon.
Check for spelling, grammatical and typing errors even on good copy.
Structure of an Essay
1)
2)
3)
4)
5)
6)
7)
Make sure you have a title and your name, all capitalized. All essays should
include five paragraphs with five sentences in each paragraph.
You need to have an introductory, topic, or lead sentence.
Plan for three supporting themes.
All paragraphs must have a topic sentence and four supporting sentences.
Every sentence in a paragraph should have a variety of sentence beginnings.
Add description and interest to your sentences.
For research and persuasive essays state your ideas, do not say I think.
19
THINGS TO REMEMBER
20