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Preactive X Interactive Reflective Preactive Rally Coach X Interactive X Reflective • • • • Each partner pair gets a set of questions. Student A reads the question out loud to student B. Student B answers & explains how to do it out loud. Partners take turns asking and answering each question. • Teacher may walk around the room with the answer key to spot check/allow pairs to check their answers. Name__________________ Name__________________ Date_____________ Date_____________ Inside-Outside Circle • Students stand in concentric circles, with the inside circle facing out and the outside circle facing in. • Teacher asks a question. Students take turns responding. • Teacher rotates circles after every question. • Variation: Use flash cards with a question on one side and the answer on the back; students quiz each other as they move around the circle. Ways to use it in my class: Ways to use it in my class: X Preactive Preactive ConceptDefinition Definition Map Concept Map Interactive X Interactive Reflective X Reflective What is it? What is it like? (categ o ry ) What is it NOT? (property) Picture It • Students read the text, focusing on picturing a setting or situation in their minds. • Students list details from the text that help them create a mental picture. • Students make a drawing from the list of details. Person or Setting: ____________________________ (p ro p erty ) Details from the Text My Mental Picture (p ro p erty ) (co n cep t) What are some examples? (p ro p erty ) (illu stratio n ) (illu stratio n ) (illu stratio n ) New Definition:_____________________________ _________ _________ _ _________________________________________________________ Ways to use it in my class: Ways to use it in my class: X Preactive X Interactive Reflective X Preactive Frayer Vocab Model Definition (in own words) Characteristics X Interactive Reflective RIVET/Guess My Word • Choose 3-4 key terms from the reading. • In a “hang-man” fashion, write the word using dashes. One by one (or as blends), add a letter until the students can guess the word. • Students guess & spell. Confirm or add more letters until the correct word is identified. • Discuss its meaning. • Continue until all key words are revealed. • Students read to find these words in the passage. BR_ _ _ _ WORD: Examples (from own life) Non-examples (from own life) Ways to use it in my class: Ways to use it in my class: Preactive Interactive Reflective _______________ X Preactive Word Sorts X Interactive X Reflective VOCABULARY • Students copy vocabulary terms or numbers on 3 x 5 cards, one word/number per card. • Students sort the words into categories (made by teacher or generated by themselves) Idea: create a word wall using the sorted words/categories Geometry Word Sort Parts of Shapes Plane figures Solid Figures Measures Relations edges triangle sphere length parallel lines square cube volume symmetry rays circle prism radius similar angles cone opposite congruent Number Sort 105 Multiples of 5 Ways to use it in my class: 53 50 10 5 35 41 1 36 4 Less than 50 Ways to use it in my class: Prime X Preactive X Interactive X Reflective SQ3R • Survey what you are about to read (title, headings, illustrations, read first paragraph, read summary) • Question (turn the title into a question= major purpose for reading, write down questions that come to mind, turn headings into questions, turn illustrations into questions, write unfamiliar vocabulary) • Read actively (search for answers to your questions, generate additional questions) • Recite (look away from book to recall what you read, reread text for unanswered questions) • Review (answer the major purpose for reading, look over answers to organize information, create a graphic organizer or write a summary or have a discussion to summarize the information) Ways to use it in my class: X Preactive Interactive X Reflective Access My Knowledge/ Whip-Around • Everyone in the room will stand up and share one thing he/she learned about (or already knows about)… • You may sit as soon as you’ve contributed a new idea. Ways to use it in my class: Preactive X Interactive X Reflective Compare/Contrast Diagram Preactive X Interactive X Reflective Semantic Feature Map Helps students discern a term’s meaning by comparing its features to those of other terms that fall into the same category or class. Terms Convex Equilateral Equiangular 4-sided Square + + + + Rectangle + + + Triangle + Rhombus + + Ways to use it in my class: Ways to use it in my class: + Preactive X Interactive X Reflective Preactive Circle Organizer X Interactive X Reflective Write About It • Knowledge is not owned until new communication is synthesized with that knowledge, so write lists, charts, paragraphs, summaries, timelines, graphic organizers, new reports, scientific evidence summaries, etc. • Notes: Never assign the after-reading activity before the reading if you want students to read the material. • If you want students to scan & skim for information, assign the Reflective-reading activity before reading. Ways to use it in my class: Ways to use it in my class: Preactive Interactive X Reflective Similarities & Differences • Students select 2 items to compare. • In each box labeled Similar, write one point of comparison & in each box labeled Different, write one point of contrast. • In the support column, list evidence from the text that support the similarities or differences. Preactive Interactive X Reflective Fan N Pick 1. Student One fans higher order question cards. 2. Student Two picks a card & reads it aloud to the team. 3. Student Three gives an answer Reflective 5+ seconds of think time. 4. Reflective another 5+ seconds of think time, student Four paraphrases, praises, or adds to the answer given. 5. Student rotate roles. Ways to use it in my class: Ways to use it in my class: Preactive Interactive X Reflective Preactive Sum it Up Interactive X Reflective 3-2-1 • You have students imagine they are placing a classified ad or sending a telegram, for which every word used costs them money. • Tell them each word costs 10 cents, and then tell them they can spend "so much." Ways to use it in my class: Ways to use it in my class: Preactive X Interactive Reflective noTes for Both Sides of the Brain •Students create a T-chart: On the right side, they record notes in words On the left side, they draw a picture or write an important word to cue their understanding. Preactive Interactive X Reflective Picture Perfect • Students draw what they visualize is happening at a certain point in the lesson. • Then, they write two to three sentences about what is happening in the picture Topic: In Words In Pictures Summary: Ways to use it in my class: Ways to use it in my class: Preactive X Interactive X Reflective Preactive Four Quadrants •Explain the kind of thinking that students should do as they answer each question in each of the quadrants. •Students make notes to answer the questions. What are the most important points? How does this information match what I already knew? Topic: X Interactive X Reflective Cubing • Players take turns rolling the cube. • The player who rolls the cube begins by discussing the “thinking question” that is face up. • While the TQ is discussed by all members of the group, the person who rolled the dice acts as the facilitator & summarizes the conversation before the next player rolls the cube. • Variation: Use Fan N Pick rules • Variation: use 2 cubes with fractions or decimals on each face. Students earn points by rolling cubes & correctly identifying which cube shows the greater value. Ways to use it in my class: Why should I learn this? What is important about learning this? What questions do I still have about the topic? Ways to use it in my class: Preactive X Interactive X Reflective Preactive Alphabet Soup • Identify a topic for the activity. • Using Scrabble tiles, have students draw up to 10 letters (it’s ok to have duplicates.) Do this individually, in small groups, or as a whole-class • Each student writes the letters in the column 1 boxes (1 letter in each box.) • Interactive and Reflective they read/learn, students create sentences that summarize a main idea. Each sentence must begin with the letter in the box. Letter Sentence X Interactive X Reflective Comparison Matrix • Select several items or concepts to compare (students write these in column 1) • Student select the characteristics (most important aspects) that will be used to compare the items (students write these under “Characteristics.”) • Students complete the chart as they read/learn. Characteristics Items to Compare Conclusions Ways to use it in my class: Ways to use it in my class: X Preactive Interactive Reflective X Preactive So, That’s a Word? X Interactive Reflective •Give students a list of 3-12 critical vocab terms or phrases for the upcoming unit. •Students mark an X in the appropriate column. (Check for a clear understanding of those that marked column 2.) •Teach the terms, focusing on the ones they do not understand. Word List I know this word & it means… I’ve seen this word, but I can’t remember what it means. You have to be kidding! This is a word? Personal Vocab List • Student scan the reading, looking for unfamiliar words. List them in the left-hand column. • Students make a prediction about the meaning of the word. • Students read the entire selection & then rewrite the definitions based on context clues…if they still don’t know the meaning, they can use the glossary or dictionary. Unfamiliar Word My Guess About Its Meaning Ways to use it in my class: Ways to use it in my class: What It Really Means Preactive X Interactive X Reflective Preactive Remember This! •Students list important information that needs to be remembered for later use. •For each piece of info, students identify a tool or method to remember it (mnemonics, visuals, graphic organizer, rhyming, senses, muscle memory/action, linking tools, emotions, etc.) Important Information Tools/Methods I Can Use to Help Me Remember Ways to use it in my class: X Interactive Reflective 2 x 2 Thinking • Individual students identify the 3 most important things they learned from the lesson. • Pair students to share their most important info & agree on their 3 most important pieces of learning. • Have two pairs meet to share their learning & agree on their 3 most important pieces…provide reasons for their choices. Step 1: My 3 most important pieces of learning: Step 2: Our pair’s most important 3: 1. 1. 2. 2. 3. 3. Step 3: Our group’s most important 3: Step 4: The reasons for our choices: 1. 1. 2. 2. 3. 3. Ways to use it in my class: X Preactive List-Group-Label X Interactive X Reflective • Write a content-area term on the board. Explain that this term has something to do with the next unit or chapter. • Students generate words & phrases that they associate with the term. • Reflective a list of 15-30 words is developed, ask students to figure out what the words have in common & organize them into categories (significant relationships related to the learning, not “they all start with s.”) • Students explain the rationale behind their groupings; use this conversation to broaden students’ understanding of these concepts & how to apply this understanding when solving problems. Term: Measurement Student-generated list: Weight age circumference meter time perimeter foot cup radius mile kilogram ruler tape measure height quart area length temperature scale pound yard distance width thermometer Categorize Units of Measure Foot Pound Yard Quart …etc. Things You Measure weight age height circumference Tools for Measurement tape measure scale cup ruler Ways to use it in my class: X Preactive X Interactive X Reflective Verbal & Visual Word Association (VVWA) • Students draw a rectangle divided into four sections for each term. • Write the vocabulary word in the upper-left box, write the text definition in the lower left box. • Students draw a visual representation of the vocab word in the upper-right box, then make their own personal association (example or characteristic) in the lower-right box. (Term) (Visual Representation) Normal Distribution (Definition) Distribution of statistical measures (data) that has a symmetrical graph. (Personal Association) Bell-shaped; think of Liberty Bell Normally measures are close to middle, like people’s heights. Ways to use it in my class: Preactive X Interactive X Reflective Preactive Concentration X Interactive X Reflective • Create a deck of cards of paired equivalents (ex. Metric conversions) • Shuffle the deck and place the cards face down. Ask one student, or player, to turn over two cards. If the student identifies cards that are equivalent, allow the player to keep those cards and take another turn. If the cards are not equivalent, the player should turn them face down and relinquish his/her turn. • Players alternate until all of the cards except any distractors are gone. The winner is the student with the most pairs of cards. 8.5 m 29 cm 150 mm 0.4 km 0.7 m 70 mm 1.5 km 370 dm 96 cm 96 mm 15 cm 4m 7 cm 29 m 0.96 dm 400 cm 85 cm 3.7 m 37 m 400 m 0.029 km 8.7 dm 0.85 km 3.7 km 370 cm 3700 m 8500 mm 0.29 m 0.96 m 1500 m Ways to use it in my class: Cue Cards Students match math expressions to the verbal language used to read them. • Provide each student (or pair) with a set of 6-8 cards. Each card should have a math statement given in symbols. • Prepare cue cards with phrases to read for the math statement. It is OK to have more than one cue card corresponding to one statement. • Display and read the cue cards aloud one at a time. Students hold up a matching response. Visually check for correct responses. Student Cards: n+7 7-n n/7 7/n n-7 7n n>7 n<7 Example Cue Cards: A number n is less than 7 7 more than a number n The difference between n and 7 A number n decreased by 7 The sum of a number n and 7 7 subtracted from a number n The product of a number n and 7 A number n increased by 7 The quotient of a number n and 7 Ways to use it in my class: X Preactive Preactive X Interactive X Reflective Anticipation Guide • Identify major concepts you want students to learn from reading. • Determine ways they might support or challenge the students’ beliefs. • Create 4-6 statements that address important points of reading. • Ask students to react to each statement (true or false) • Students read to find evidence that supports or disconfirms their responses. Anticipation Guide: Multiples & Divisors Directions: In the column labeled “Me,” place a check next to any statement with which you agree. Reflective reading the text, compare your opinions about those statement with information in the text. Me ____ ____ ____ ____ ____ Text ____ ____ ____ ____ ____ 1. Multiples relate to multiplying & divisors relate to dividing. 2. 0 is a multiple of any number. 3. 0 is a divisor of any number. 4. Multiples of 2 are called even numbers. 5. Multiples of 1 are called odd numbers. Ways to use it in my class: X Interactive X Reflective 5-Step Problem Solving This is best used with word problems. 1. Restate the problem/ question: _____________________ __________________________ 2. Find needed dated: _______________________________________ ___________________________________________ _______________________________________________ ___________________________________________________ 3. Plan what to do: ______________________________________________________________ __________________________________________________________________ _____________________________________________________________________ 4. Find the answer: Step 1 Step 2 Step 3 Answer: __________________ 5. Check. Is your answer reasonable? __________________ ______________ __________ Ways to use it in my class: Preactive Interactive X Reflective Group Summarizing • Students survey the text selection to identify major topics to focus on while reading. • Divide the board into parts, and label the sections based on major topics they identify (purpose for reading.) • Reflective students have read the text, ask for volunteers to provide information for each major topic & record the information in sentence form on the board. Discussion will determine what info is critical & how to state it clearly. • Develop a class summary of critical information based on the info in the labeled sections. • Variation: Record student information first and ask students to identify major topics & then organize the info from there. • Variation: Do this with small groups. Ex. Pascal’s Triangle Description Patterns 1 1 1 1 2 1 1 3 3 1 1 4 6 4 1 1 5 10 10 5 1 1 6 15 20 15 6 1 Each number is entered in the triangular array by adding the two numbers above it. Uses -combinational patterns -binomial coefficients -symmetry -sum of any row is a power of 2 -diagonals: 1’s, counting numbers, triangular numbers Interesting Facts ₋ This arithmetic triangle was known to the Chinese as early as 1100 A.D. ₋ Italian mathematicians investigated properties of the triangle in 1550. ₋ Pascal identified it in 1650. Ways to use it in my class: X Preactive Interactive X Reflective Knowledge Rating Chart • Present students with a list of the major concepts to be covered in the unit, chapter, or lesson. • Ask students to rate how familiar they are with these terms. • EXAMPLE Directions: Rate the following statistics terms as follows: 1. I’ve never heard of the word before. 2. I’ve heard the term, but I don’t know how it applies to math. 3. I understand the meaning of this term and can apply it to a math problem. mean _____ line of best fit ______ median _____ correlation ______ mode _____ range ______ weighted average _____ Normal distribution _____ Bimodal distribution _____ Skewed distribution _____ Flat distribution _____ Ways to use it in my class: X Preactive Interactive X Reflective K-W-L Chart Help students predict & connect new information with prior knowledge. X Preactive K-N-W-S Interactive X Reflective This is a K-W-L for word problems. K What facts do I KNOW from the info in the problem? N Which info do I NOT need? W WHAT does the problem ask me to find? Ways to use it in my class: Ways to use it in my class: S What STRATEGY/op eration/tools will I use to solve the problem? Preactive X Interactive Reflective S E Search Strategy Select a specific topic of interest to study. Establish what students know, think they know, and want to know about the topic. A Ask questions to raise curiosity and to challenge students by asking for more specific information when they share their ideas about the topic. R Read resource materials to verify what they know and think they know, to answer questions, and to raise new questions. C Come together like scholars; share & review responses in small groups. H Hold a large-group discussion to share learning and to identify unanswered questions as well as new questions for further research. Ways to use it in my class: X Preactive X Interactive X Reflective Semantic Mapping This should help students organize information they have, make connections, and incorporate new ideas into their information. • Write the subject in the middle • Students think of as many words that relate (what they already know, then what they learn/infer from the reading) • Categorize words that relate after they read • Discuss map: students listen & share, becoming aware of new words, gather new meanings for familiar terms, & see relationships among numerous words associated with the lesson. Ways to use it in my class: X Preactive X Interactive X Reflective SQRQCQ This is intended to assist students in reading and learning math, particularly solving word problems. Survey-read the problem quickly to get an idea or general understanding of it. Question-ask what info the problem requires? Read-carefully read the problem to identify the relevant info, facts, & details needed to solve it. Question-ask what operations must be performed & in what order? Compute-do the computations or otherwise construct a solution to the problem. Question-ask whether the solution process and answer seem to be correct (were the computations performed accurately and is the answer reasonable?) Ways to use it in my class: X Preactive X Interactive X Reflective Word Problem Roulette • Divide the class into collaborative teams & give each a word problem. • They are to solve the problem verbally (no writing or drawing.) • After the groups have discussed the problem and agreed how to solve it, members take turn writing the steps to the solution in words (not symbols). Each member must write one sentence & then pass the solution sheet to the next member. • Ask each group to select one member to read the solution steps to the class while another writes the symbolic representation of the solution on the board. Ways to use it in my class: X Preactive X Interactive X Reflective Preactive Learning Log • To foster reflection, assign a topic (at any time during class.) • Allow students “think time” to consider their responses. • Give students time to write about the topic. • Encourage students to reread their learning log entries at a later date and reflect on how their ideas have changed. Log Assignment Examples: Before learning-to activate and assess prior knowledge. • Why do we use rulers? • What do these symbols mean? • Make a web to describe some of the uses of fractions. During learning-to help students identify how well they understand what is being covered. • Explain how you know that 7 + 3 = 11 – 1 • How do you know what a story problem is asking you to do? • Write a story problem in which you need to calculate 5 x 7. • Find examples in our classroom of the geometric shapes we are studying. After the lesson-to help students reflect on their learning. • I have trouble understanding… • Write a note to a student who was absent today and explain what was learned in class today about right triangles. • Write a note to your parents explaining how you know when a shape has a line of symmetry. Ways to use it in my class: RAFT Interactive X Reflective • Write-to-learn activity to enhance math understanding. • To create a good writing prompt, identify the RAFT for writing (role, audience, format, and topic.) Examples of RAFTs for Math ROLE AUDIENCE FORMAT TOPIC Zero Whole numbers Campaign speech Importance of the number 0 Percent Student Tip Sheet Mental ways to calculate percents Parts of a graph TV audience Script How to read a graph Function Relations Article Argue the importance of functions Prime number Rational numbers Instructions Rules for divisibility Ways to use it in my class: Preactive Interactive X Reflective Pre-Algebra Property Rummy • The object is to form sets of three cards each. Each must contain one property card and two expression cards that illustrate the property. • To begin, each player is dealt 8 cards (see p.2426). The remaining cards are placed face down, and the top card is turned face up. • You then take turns either drawing the top face up or face down card and then discarding one of your cards. • When you can form 2 sets from the cards in your hand, place them in front of you. The first person to do this wins the game. Ways to use it in my class: Preactive Interactive X Reflective Pre-Algebra “What’s the Value?” • With one or two classmates, you are to see who can earn the most points by correctly translating a verbal expression into an algebraic expression and then evaluating that expression for a given value of the variable. • In your turn, you must do all of the following: draw a card and write the algebraic expression, roll the die, substitute the number rolled for the variable in the expression, and evaluate the expression. • The other members of the group should check the correctness of your work. • Earning points: one point for correctly writing the expression & another point for correctly evaluating the expression for the rolled value. • Expressions to be used can be found on p. 27. Ways to use it in my class: Cards for “Property Rummy”—p.1/3 Commutative Property of Addition Commutative Property of Multiplication Multiplicative Property of Zero Associative Property of Addition Associative Property of Multiplication Identity Property of Addition Identity Property of Multiplication 12 + 34 34 + 12 92 + 74 74 + 92 12 X 34 Cards for “Property Rummy”—p.2/3 34 x 12 15 x 87 87 x 15 (7 + 16) + 9 7 + (16 + 9) 74 + (92 + 5) (74 + 92) + 5 7 x (16 x 9) (7 x 16) x 9 9 x (37 x 12) (9 x 37) x 12 72 + 0 Cards for “Property Rummy”—p.3/3 72 45 + 0 45 72 x 1 72 56 x 1 56 72 x 0 0 45 x 0 0 Expressions for “What’s the Value?” Two times the quotient of a number and 5. 7 less than a number. The product of a number and 9. Twice a number decreased by 6. 19 decreased by a number. Three times a number minus 2. The quotient of a number increased by 1 and 5. 8 less than the product of 3 and a number. 5 plus the quotient of 1 and a number. The quotient of ten less a number and 4. Four times the sum of a number and 2. Five more than the sum of a number and 6. Preactive Interactive X Reflective Pre-Algebra “Don’t Be the Joker” • Materials: diamonds #2-10 and clubs #2-10 from a deck of cards; one joker card; three 3x5 index cards, each with either ≤, ≥, or “has the same absolute value as” written on them. • Shuffle the 19 cards (numbers & joker) and deal them. One player gets 9, the other gets 10. • Red cards represent negative integers; black cards represent positive integers; joker represents 0. • The player with 10 cards lays a card on the table, draws a card from the other player’s hand, and lays that card beside the first card. Lastly, the player makes a true statement about those numbers using one of the 3x5 cards. • If correct, the player discards the pair of cards. If incorrect, the player keeps the number cards. Switch turns. • If a joker is drawn, the player must put the played card and the joker back into his/her hand, and it is the other player’s turn. The person who runs out of cards wins, causing the other player to be the joker. Ways to use it in my class:
