Crystal Mann
1
Crystal Mann
RED 4350
Summer 2012
Strategy Application Project
Landmarks
Intermediate 3rd-5th
Crystal Mann
2
Table of Contents
Comprehension
3-8
Literacy Content Areas
9 - 14
Oral Language
15 - 17
Comprehension by Differentiating Instruction
18 - 20
Word Study/Fluency
21 - 22
Vocabulary
23 - 27
Reading & Writing Connections
28 - 29
Crystal Mann
3
1. Name of Strategy: Anticipation Guide
Reading Target: Comprehension
Source: McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
Standard: SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’
ideas and expressing their own clearly.
 Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
Description of the Strategy: Anticipation Guide is a strategy that is used to preview what is
about to be read and to monitor thinking while reading. By using this strategy it can help
students relate what they already know to the topic and activate their prior knowledge. It also
allows the teacher to analyze what the students already know about the given topic. The
students are to read statements pre-selected by the teacher and discuss with partners, small
groups or as a whole group whether they agree or disagree with the statements. The statements
may or may not be true. After reading the text and learning more about the topic the students
would then go back and decide if they want to stick with the same answers they decided the
first time and if they agree or disagree with their previously selected thoughts. After deciding
whether or not their thinking has changed with their partners, small groups or whole group will
discuss why their thinking changed or why it did not.
Rationale for Use: I used the Anticipation Guide for my first strategy on my unit discussing
different landmarks around the world because I started off with the Everglades National Park
which is a local landmark. Being that Everglades is a local landmark, some students might
have visited, heard information, or have some prior knowledge about the Everglades. Some
students will know more about the Everglades than others, so allowing them to discuss their
decisions in small groups will allow them to bounce knowledge off of each other and learn
from others experiences and knowledge. This strategy will allow the teacher to analyze what
they already know and what they are actually learning from the text. It will also give the
teacher an opportunity to direct what they are listening for in the story by what statements are
given to the students to discuss.
Book, Article, Magazine, etc.: Morgan, C. K. (1990). The Everglades. Mahwah, N.J.: Troll
Associates.
Short Summary of the book, article or magazine: This book explains what Everglades
National Park is and it goes through the different habitats and exhibits. Going through the
different habitats it talks about the different types of animals and plant life that live in the
Crystal Mann
4
habitats and what can be seen at Everglades.
Strategy Example: I would randomly select groups of 3-4 students in each group and give
each group a worksheet with a variety of agree/disagree statements about the Everglades. The
students as a group are then to discuss their rationale for their decision. After the students have
discussed their thinking, I will then read a book to them about the Everglades giving them the
knowledge they will need to make a logical decision about the statements. Allowing the
students to sit and listen to the book will allow them think and analyze their prior knowledge to
their current information or knowledge they are gaining. After reading the book, the groups
will then discuss whether or not they agree or disagree with their current decisions and why.
Giving the students time to discuss and bounce their thinking process off of each other will
give me time to walk around and observe their discussions. I can take the strategy further by
asking the students to write a short summary of their learning experience and what statements
they changed their responses to.
Example Strategy/Questions:
(Start off with Simple questions then make the questions a little harder)
Before Reading:
Agree / Disagree
Agree / Disagree
Agree / Disagree
Agree / Disagree
After Reading:
A slough is a habitat
There are several different habitats in the Everglades
Swamps are parts of the Everglades
The Everglades is a local landmark
Agree /Disagree
Agree /Disagree
Agree / Disagree
Agree / Disagree
Writing Integration: The students are to write whether or not they agree/disagree with the
statements given and any other information they can add to the statements. To further integrate
writing after reading the book and discussing their decisions again, the students would write a
short summary of their learning experience and what statements they changed their responses
to.
Technology Integration: Instead of reading a book, I could do a webquest type of an
assignment and have the students get into small groups and give them statements that they are
to read and find out more information on the topic to further gain knowledge.
Crystal Mann
5
Assessment: For the assessment it would be more informal. I would observe their discussions
and make sure all of the students are actively contributing their knowledge to the discussion.
The summary at the end that I added to the strategy will allow me to assess whether or not they
were able to listen to the book and gain the knowledge needed to check their answers, this
could be turned into a formal assessment as well. Rubric Below. Made from RubriStar
CATEGORY
Organization
4
The summary is
well organized
and clearly states
what was learned
with connections
to the book.
3
The summary is
fairly organized
with some
learning
connections to the
book.
2
The summary is
fairly organized
with no learning
connections to
the book.
1
The summary isn't
organized and
does not have any
connections to the
book.
Neatness
The summary is
readable, clean,
neat and
attractive. It is
free of crossedout words and it
looks like the
author took great
pride in it.
The summary is
readable, clean,
neat and
attractive. It is has
one or two free of
crossed-out word,
but they are not
distracting. It
looks like the
author took some
pride in it.
The summary is
readable and
readable, but not
very attractive. It
looks like parts
of it might have
been done in a
hurry.
The summary is
not neat or
readable. It looks
like the student
just wanted to get
it done and didn't
take any pride in
it.
Accuracy of
Facts
All facts
presented in the
summary are
accurate.
Almost all facts
presented in the
summary are
accurate.
Most facts
presented in the
summary are
accurate (at least
70%).
There are several
factual errors in
the summary.
Crystal Mann
6
2. Name of Strategy: Photographs of the Mind
Reading Target: Comprehension
Source: McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
Standard: SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’
ideas and expressing their own clearly.
 Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under
discussion.
 Follow agreed-upon rules for discussions and carry out assigned roles.
 Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Description of the Strategy: Photographs of the Mind is a strategy that is used that allows
students to stop throughout reading and visualize what they have read and what they are
thinking while they are reading. This strategy allows students to stop and reflect periodically
throughout the story instead of at the end to think and visualize. Their visuals and images of
the story will change throughout the different stopping points.
Rationale for Use: I chose Photographs of the Mind to go along with The Statue of Liberty
because the book has different categories and different aspects of the Statue of Liberty. Also
the Statue of Liberty is well known and when talking about the statue or even mentioning the
statue at least an image or thought normally comes to mind. I thought stopping points would fit
after certain categories of the book to reflect back on the sections to better comprehend the
material. Each section the students would have something else drawn and have a different
image and it would allow the students to keep all of the different sections separate, but connect
them all together at the same time.
Book, Article, Magazine, etc.: Binns, T. B. (2001). The Statue of Liberty. Chicago:
Heinemann Library.
Short Summary of the book, article or magazine: The Statue of Liberty is about the whole
aspect of the Statue of Liberty. It starts off explaining what the Statue of Liberty is and what it
symbolizes it goes on to talking about what is seen when visiting the statue to how money was
Crystal Mann
7
raised to build the statue and how the statue was made to the changes the statue went through.
Strategy Example: I would read The Statue of Liberty aloud to the students and give them 4
stopping points, which will be after each category of the book, to visualize what was read and
to sketch their image. I will then at the end of the book allow the students to get into groups of
four and discuss their drawings and what they saw while listening to the story. The students are
then to connect their drawings together as a group and make a poster board of their different
drawings and their connections to the book. After making the poster board the students are to
present their posters to the class and discuss their learning.
Writing Integration: To integrate writing I could have the students not only draw what they
are visualizing, but also write a sentence or two describing their drawings. I could also ask
them to write a short description of their drawings on the poster board as a group.
Technology Integration: The students could research more about the Statue of Liberty and I
could allow the students cut and paste pictures into a power point or use a paint program to
draw their pictures instead of hand drawing them.
Assessment: This would be more of an informal assessment. I would observe their discussions
as they were in groups and I would analyze their poster boards. I could also turn their poster
boards into a formal assessment and grade their presentation and poster board.
Rubric Below. Made from RubriStar
Crystal Mann
8
CATEGORY
Graphics Relevance
4
All
drawing/graphics
are related to the
book and the poster
is easy to
understand.
3
Some of the
drawing/graphics
are related to the
book read. The
poster is
understandable.
2
One or two
drawings/graphics
are related to the
book read. The
poster is
somewhat
confusing.
1
None of the
drawings/graphics
relate to the book
read. The poster
is confusing.
Knowledge
Gained
Student accurately
describes all of the
drawings/graphics
and relates them to
the book read.
Student can
accurately describe
most of the
drawings/graphics
and relate them to
the book read.
Student can
accurately
describe some of
the
drawings/graphics.
Some of the
drawings/graphics
relate to the book
read.
Student cannot
describe any of
the drawings in
relation to the
book read.
Required
Elements
The poster includes
all required
elements as well as
additional
information.
All required
elements are
included on the
poster.
All but 1 of the
required elements
are included on
the poster.
Several required
elements were
missing.
Crystal Mann
9
3. Name of Strategy: Venn Diagram
Reading Target: Literacy Content Areas
Source: McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
Standard: RI.4.6. Compare and contrast a firsthand and secondhand account of the same event
or topic; describe the differences in focus and the information provided.
RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text
Description of the Strategy: Venn Diagrams are used to compare similarities and differences
between two topics. The similarities would go in the middle where the circles interlock. The
differences would go in the outer sides of the circles.
Rationale for Use: I chose to use a Venn Diagram for the Literacy Content reading target
because, so it would allow the students to compare and contrast two different canyon national
parks in two different areas which will deepen their comprehension. It is a fun and interactive
way that they can learn about two landmarks comparing the two and finding out they have
unique differences, but then again have similarities also. The students would be in charge of
their own learning in certain aspects in this type of an assignment.
Book, Article, Magazine, etc.:
Kallen, S. A. (2003). The Grand Canyon. San Diego: KidHaven Press.
Bryce Canyon National Park - Bryce Canyon National Park. (n.d.). U.S. National Park Service
- Experience Your America. Retrieved June 11, 2012, from
http://www.nps.gov/brca/index.htm
Short Summary of the book, article or magazine: The first book, The Grand Canyon, is on
the Grand Canyon and it goes through the history of the Grand Canyon, to the plant and animal
life at the canyon. The second is an article on Bryce Canyon, which discusses the history of the
canyon and also the plant and animal life at the canyon.
Strategy Example: The students would be in groups of four and I would print out parts of the
book on the Grand Canyon and give each group a copy of the selected section I chose for them.
I would also give them a copy of the article on Bryce Canyon, so that the students can compare
the differences and similarities between the two by creating a Venn Diagram. This allows the
students to realize that landmarks have their unique characteristics.
Writing Integration: I could ask the students to turn their Venn Diagrams into a comparative
Crystal Mann
essay.
Technology Integration: The article would be pulled up on the overhead for the students to
read. To take the strategy and the topics further, I could have the students do research on the
computers to find more information on the canyons.
Assessment: I would use the Venn Diagram as an informal assessment and observe their
knowledge during a discussion of the students’ diagrams. I would ask the students to share
parts of their diagrams or interesting information from their diagrams.
10
Crystal Mann
Example Venn Diagram:
(The students would have more facts and information filled out on their diagram)
11
Crystal Mann
12
4. Name of Strategy: Inquiry Minds
Reading Target: Literacy Content Areas
Source: McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
Standard: RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in the text.
W.4.7. Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
W.4.8. Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes and categorize information, and provide a list of sources.
Description of the Strategy: Inquiry Minds is a small group research activity that incorporates
student’s topic choice. Depending on what the students are learning or what the unit is about,
the students would pick a topic related to what they are learning and they would get into groups
depending on what topic they chose. The students then would brainstorm together and pick
three to five questions that they would research as a group. The groups are to make poster
boards with their questions on them and when all of the groups are done, the students are to
walk around the classroom to view the boards and add any questions they have to the student’s
lists. The lists are then given back to the groups with the original questions and the questions
their classmates have added. This helps the groups broaden their scope of research and creates
interest from classmates that have added questions. Once they have the completed list of
questions, the students are to research the questions to get clarity. This motivates the class and
gets them interested in the results of their classmate’s research.
Rationale for Use: I used Inquiry Minds because it gives the students a chance to pick a
landmark that they are interested instead of me picking all of the landmarks that we study and
research. Allowing the students to chose their landmarks gives them a since of ownership and
interest which will enhance their comprehension. I narrowed it down to a city, so that all of the
students would get familiar with an area and how one area can have many landmarks that all
are significant. I chose Inquiry Minds to do so because it allows the students to work together
and to interact with each other, so they can bounce ideas and facts off of each other to
comprehend the material. It engages students in each others learning.
Book, Article, Magazine, etc.: New York City Attractions. (n.d.). A View On Cities. Retrieved
June 12, 2011, from http://www.aviewoncities.com/nyc/nycattractions
Short Summary of the book, article or magazine: This website has articles with the different
Crystal Mann
13
landmarks in New York City. It discusses what is offered in New York and goes through the
landmarks.
Strategy Example: I will pull up the articles and go through the different landmarks in New
York City and give a brief description to the students. The students will then pick what
landmark they would like to learn more about and then the students will get into groups with
students who picked the same landmark. The students will then write down three to five
questions that they would like to know about their landmark on a small poster board. After the
students are done writing the questions down, I will post the poster boards around the
classroom and allow the groups to browse around and write down additional questions on the
other group’s poster boards. When the additional questions are added, I will return the poster
boards to the groups and they will begin researching their landmarks through books and
computers. When they are done researching the groups will present their findings.
Writing Integration: This assignment could be further turned into a research essay where the
students take the information that they have gathered on their landmarks and individually write
an essay about their findings.
Technology Integration: I will pull up the website, so the students are able to see and go
through it with them to give them a brief description of each landmark they can chose from.
This will allow the students to pick what “topic” or landmark they would like to do their
research on. The students will also be using computer along with books to do their research on
their topics.
Assessment: I will assess the students on their presentations and their research.
Rubric Below. Made from RubiStar.
Crystal Mann
14
CATEGORY
Knowledge
Gained
4
Student can
accurately answer
all of the questions
related to the facts
on the poster and
the process used to
create it.
3
Student can
accurately answer
most of the
questions related
to the facts on the
poster and the
process used to
create it.
2
Student can
accurately
answer about
75% of
questions related
to the facts on
the poster and
the process used
to create it.
1
Student appears
to have
insufficient
knowledge about
the facts on the
poster and the
process used to
create it.
Content Accuracy
All of the facts
displayed are
accurate.
Most of the facts
displayed are
accurate.
Some of the
facts displayed
are accurate.
None of the facts
displayed are
accurate.
Grammar
There are no
grammatical
mistakes on the
poster.
There is 1
grammatical
mistake on the
poster.
There are 2
grammatical
mistakes on the
poster.
There are more
than 2
grammatical
mistakes on the
poster.
Crystal Mann
15
5. Name of Strategy: Press Conference
Reading Target: Oral Language
Source: McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
Standard: SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on
others’ ideas and expressing their own clearly.
 Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
Description of the Strategy: For the Press Conference Strategy students look at newspapers,
magazines, Internet, books etc. to find articles that interest them along with their peers. Once
they find articles that they will enjoy reading, they first discuss it with their teacher and make
sure it is an appropriate topic. After picking their topics, they begin researching their topics.
Students should be given a self-assessment or a checklist and criteria of how many resources
(minimum of two) they need to provide to guide their research. After they are done researching
information, they are to give an informal presentation where their peers are to ask the presenter
any questions that they have. If the presenter does not know the answer, the presenter and the
questioner both research the question asked.
Rationale for Use: I chose Press Conference to go along with the 100 Greatest Natural
Wonders because it goes through 100 natural wonders of the world. Instead of assigning a
reading assignment, activity, or asking them to read the entire book, I can allow them to skim
through it and pick one natural wonder that interests them to research. By giving students the
opportunity to chose what natural wonder they would like to learn more about, this allows
them to put their personal interest into it. Putting their personal interest into it promotes their
oral communication as well. By presenting material to the class, they have an interest and will
grab their peer’s attention and promote peer learning. I think that 100 Greatest Natural
Wonders is a great book to go along with this strategy because it guides the students to connect
to the unit topic, but gives them a since of freedom and choice.
Book, Article, Magazine, etc.: Cranfield, I. (1997). 100 Greatest Natural Wonders.
Danbury, CT: Grolier Educational.
Crystal Mann
16
Short Summary of the book, article or magazine: 100 Greatest Natural Wonders goes
through 100 natural wonders around the world and gives a page or two description of each
natural wonder. The book sections each natural wonder into categories such as Volcanoes,
Mountains, Valleys, Desserts, etc.
Strategy Example: I would give copies of 100 Greatest Natural Wonders to the class for them
to skim through and pass around. As they are skimming through they are to pick a natural
wonder that interests them. To save time and to allow the students to compare ideas,
experiences and interests I will allow them to work in pairs. Once the students have picked
their natural wonder I will provide additional books, magazines, etc. along with giving them
access to computers to further research their wonder. I will also give them a criteria sheet
asking them to find certain aspects about their natural wonder keeping it some what general
such as; find four facts that you found interesting, what makes this natural wonder important?
After giving the students time to research the students are then going to present the information
they found out about their natural wonder and give their peers time to ask questions. Once
everyone has presented I will then give the students time to research again and find out the
answers to their questions. This time instead of just presenting I would like the students to
make a poster board of all of their findings to post around the classroom.
Writing Integration: Press Conference doesn’t really incorporate a great deal of writing. It
only incorporates the students writing down the facts they have found, but it could be turned
into a research-based paper.
Technology Integration: Press Conference already integrates technology use because the
students are allowed to use computers to further research their topics.
Assessment: For the normal Press Conference Strategy it is more informal and a discussion,
but by giving them a criteria and an outline I would like them to follow, I could assess them on
whether or not they followed the outline or not. I could also assess them on their poster boards
that I added onto the strategy. Rubric Below. Made from RubiStar.
Crystal Mann
17
CATEGORY
Use of Class
Time
4
3
2
Used time well
Used time well
Used some of the
during each class during each class
time well during
period. Focused
period. Usually
each class period.
on getting the
focused on getting
There was some
project done.
the project done
focus on getting
Never distracted
and never
the project done
others.
distracted others.
but occasionally
distracted others.
Required
Elements
The poster
includes all
required
elements as well
as additional
information.
All required
elements are
included on the
poster.
Content Accuracy
At least 7
accurate facts are
displayed on the
poster.
5-6 accurate facts
are displayed on
the poster.
Knowledge
Gained
Student can
accurately
answer all
questions related
to facts in the
poster and
processes used
to create the
poster.
Student can
accurately answer
most questions
related to facts in
the poster and
processes used to
create the poster.
1
Did not use
class time to
focus on the
project OR
often distract
others.
All but 1 of the
Several required
required elements
elements were
are included on the
missing.
poster.
3-4 accurate facts
are displayed on
the poster.
Less than 3
accurate facts
are displayed on
the poster.
Student can
Student appears
accurately answer
to have
about 75% of
insufficient
questions related to
knowledge
facts in the poster
about the facts
and processes used
or processes
to create the poster.
used in the
poster.
Crystal Mann
18
6. Name of Strategy: Summary Cube
Reading Target: Comprehension by Differentiating Instruction
Source: McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
Standard: RI.4.1. Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
Description of the Strategy: Summary Cubes are used to help students remember important
parts of the text. They can be used for almost every type of lesson or genre. The cubes are to be
completed after students have select and read about a topic. The information that will be
presented on each side of the cube is determined either by the teacher or the student depending
on the lesson.
Rationale for Use: Summary Cubes work well with The Lincoln Memorial because it has
many facts and interesting information through out it, but all of the information is not
necessarily important. Giving the students an outline of what I would like them to listen for or
find in the book will help them to decipher what I would like them to learn from the book. This
allows students to focus and comprehend the important information that they will need to
know.
Book, Article, Magazine, etc.: Deady, K. W. (2002). The Lincoln Memorial. Mankato,
Minn.: Bridgestone Books.
Short Summary of the book, article or magazine: The Lincoln Memorial starts off by giving
facts about Lincoln Memorial then it goes onto talking about Abraham Lincoln, the planning of
the memorial, designing the memorial, what can be seen when visiting the memorial onto
important dates that relate to Lincoln Memorial.
Strategy Example: For this example in particular I would read the book aloud to the class
giving them a sheet with questions guiding them to listen for certain facts. After the read aloud
I would as a class go over the information they wrote down under each category on the sheet.
Once everyone’s sheet is completely filled out they will then receive a paper with the cube
outline on it. They will then fill in the cube and we will fold and transform the paper into a
factual cube about Lincoln Memorial.
Crystal Mann
19
This would be the sheet where I would already have questions/topics filled in for them and they
would fill in the response part. I chose this sheet for them to fill out, so we could check the
information easily before actually putting the information in the cube format.
Side
Question/Topic
Response
1
2
3
4
5
6
Writing Integration: The Summary Cube Strategy doesn’t incorporate writing, but the
students could pick a side of the cube and write more information going off of the fact or
information on that side.
Technology Integration: I could allow students to electronically type in the information of a
cube summary website, so they can just type and print their cubes. I would also give students
questions to answer and allow them to research and find out the answers on their own.
Assessment: I wouldn’t assess the summary cube assignment it is more for their own
knowledge. I would use this strategy more as a guide and a focusing tool for students. I would
then have a discussion to make sure everyone has the correct information on their cubes and
comprehended the material, so I could assess their participation in the discussion if needed.
Rubric Below. Made from RubrStar.
Crystal Mann
20
CATEGORY
Content Accuracy
4
All four facts
on the cube are
accurate.
3
Three of the
facts on the
cube are
accurate.
2
Two of the
facts on the
cube are
accurate.
1
One of the
facts on the
cube is
accurate.
Knowledge
Gained
Student
accurately
answered all
four questions
asked.
Student
accurately
answered three
or the four
questions
asked.
Student
accurately
answered two
of the four
questions
asked.
Student
accurately
answered one
of the four
questions
asked.
Crystal Mann
21
7. Name of Strategy: Pattern Partner Reading
Reading Target: Word Study/Fluency
Source: McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
Standard: RF.4.4. Read with sufficient accuracy and fluency to support comprehension.
 Read grade-level text with purpose and understanding.
Description of the Strategy: Pattern Partner Reading gives students a chance to interact and
read together. Two students are to take turns reading a text. One student reads a section aloud
and then other student listens, this goes back and forth. To insure the student who is supposed
to be listening is actually listening and comprehending what is being read there are a variety of
strategies that go along including; Read-Pause-Question: Students take turns reading, the
student who is reading pauses and asks the student who is listening a question about the text he
or she just read, Read-Pause-Make a Connection: Students take turns reading, the student who
is reading pauses through out the text and each student will make a connection to the text, self,
or the world, Read-Pause-Bookmark: Students take turns reading, the students pause through
the text and book mark certain information (most interesting, most confusing, a word the whole
class needs to know, etc.), Read-Pause-Sketch: Students take turns reading, the students pause
and visualize what is being read and stop to sketch through out the text, Read-Pause-SaySomething: Students take turns reading, the students pause through out the text and say
something to each other that they found interesting or didn’t know before, Read-PauseSummarize: Students take turns reading, the students pause through the text and the student
who is not reading summarizes what was just read.
Rationale for Use: I chose this strategy to go along with The Seven Wonders of the Natural
World because I wouldn’t want each student to individually have to read this book and learn
about each wonder individually. It would also give me a chance to pair students who are
having trouble with fluency/word study with students who aren’t. Students would be able to
hear a role model reading. While listening to someone else read that has good fluency will
allow them to comprehend the material better also. For the student who has good fluency
would also benefit by getting practice reading aloud and also will it help them focus on
comprehending what he or she is reading by adding the extra strategy into it.
Book, Article, Magazine, etc.: Cox, R., Morris, N., Field, J., & End, S. (1996). The
Seven Wonders of the Natural World. Parsippany, NJ: Silver Burdett Press.
Short Summary of the book, article or magazine: The Seven Wonders of the Natural World
gives an overview of what natural wonders are and then describes in detail seven wonders of
the Ancient World that have survived till now.
Crystal Mann
22
Strategy Example: I would pair students up and give them a copy of a natural wonder for
them to read about. I would have one student read then pause and then have the student who
was reading ask the student who is listening a question about the text to make sure he or she
was listening. This would be the Read-Pause-Question technique. I will have previously
marked where I would like them to pause. The questions the students ask will be written down,
by the students, with the answer each student gave. Once the students are done reading I would
like them then to summarize what they read individually to turn in.
Writing Integration: The summaries at the end of the lesson that the students will write would
integrate writing into the strategy.
Technology Integration: I could have the students after reading about their natural wonder
and asking questions research the wonder further and turn it into a unit lesson.
Assessment: For the assessment part I will collect the individual summaries at the end. This
will allow me to make sure each student was participating and it will give me an idea of his or
her comprehension. I would use it as a complete or incomplete grade for participation.
Crystal Mann
23
8. Name of Strategy: Semantic Question Map
Reading Target: Vocabulary
Source: McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
Standard: L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
 Use context (e.g., definitions, examples, or restatements in text) as a clue to the
meaning of a word or phrase.
 Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation and determine or clarify the precise
meaning of key words and phrases.
Description of the Strategy: For Semantic Question Mapping for vocabulary you would place
the focus word in the middle oval and then have ovals coming out from the middle one
answering questions about the word. The student or the teacher can either develop the
questions. There are normally three to four ovals or questions related to the word in the middle.
Rationale for Use: I used Semantic Question Mapping to help students learn the vocabulary in
Natural Landmarks because there are words that students need to know to understand what
they are reading and exactly the unique aspects of the landmarks. Semantic Question Mapping
will give the students an organized way to visualize their vocabulary.
Book, Article, Magazine, etc.: Craats, R. (2004). Natural landmarks. New York, NY:
Weigl Publishers.
Short Summary of the book, article or magazine: Natural Landmarks is an informational
book that goes through different landmarks and gives details and information relating to the
landmarks. Natural Landmarks has bold words that are important and that are significant to the
landmark.
Strategy Example: I would split the landmark up and give students different landmarks than
they have had and ones that they don’t have background knowledge about already. I will then
give the students a Semantic Question Map with four questions supporting the main word in
the middle, but I will leave the middle blank. Each student will get two Semantic Question
Maps from me and they are to read about the landmark and find four to five words they aren’t
familiar with that are important. They are then to pick two from their four to five and then fill
in the Semantic Question Map. Once everyone is done filling in their maps we will discuss
their maps as a class. Below is an example of Semantic Question Mapping I would give the
students. I personally made the map.
Crystal Mann
24
Illustration:
What is the Definition?
Word:
__________________
What is the sentence
from the text?
Write your own sentence:
Crystal Mann
25
Writing Integration: After they fill in the Semantic Question Maps I could have them chose
one out of there two and write a poem or a short paragraph using the word. I wouldn’t just
want them to use the word, but I would want them to describe and define the word in their
poem or short paragraph.
Technology Integration: I could show an example of a Semantic Question Map on a
projector or allow the students to research more about their word.
Assessment: Semantic Question Mapping is really to benefit them and a visual way for
students to organize their vocabulary. For an assessment I could collect their Semantic
Question Maps as a completion or incomplete grade and make sure they filled out each circle
answering the questions that I provided for them. During our discussion I could also assess
them on their knowledge gained and their participation. Rubric Below. Made from RubiStar.
CATEGORY
Attractiveness
&
Organization
4
Semantic map
is well
organized and
formatted
properly.
3
Semantic map
is fairly
organized and
formatted
properly.
2
Semantic map
is fairly
organized, but
isn't formatted
properly.
1
Semantic map
isn't organized
or formatted
properly.
Content Accuracy
All facts in the
semantic map
are accurate.
Most of the
facts in the
semantic map
are answered
accurately.
Some of the
facts in the
semantic map
are answered
accurately.
None of the
facts in the
semantic map
are answered
accurately.
Knowledge
Gained
All sections are Most of the
filled in and
sections are
accurate.
filled in and
accurate.
Some of the
sections are
filled in and
accurate.
None of the
sections are
filled in or
accurate.
Crystal Mann
26
9. Name of Strategy: Vocabulary Self-Selection
Reading Target: Vocabulary
Source: McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
Standard: RI.4.4. Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area.
Description of the Strategy: Vocabulary Self-Selection is a strategy, which allows students to
create self-interest in vocabulary. It is normally used in informational text, but can be used with
literature as well. Students read a text and pick out words that they don’t know or want to learn
more about.
Rationale for Use: I chose Vocabulary Self-Selection to go along with the Everglades
National Park article because there are words in the article that we have not gone over as they
discuss the different habitats and animals that live in the habitats. It is a good vocabulary
strategy because it allows students to take control over their learning. Instead of the teacher just
being in control of their vocabulary words and it allows the teacher to see what words the
students need more work on and don’t know. Students have different levels of background
knowledge on certain things, so it is a good starting point for the teacher as well.
Book, Article, Magazine, etc.: Everglades National Park - UNESCO
World Heritage Centre. (n.d.). UNESCO World Heritage Centre. Retrieved July 1,
2012, from http://whc.unesco.org/en/list/76/
Short Summary of the book, article or magazine: Everglades National Park is an article that
describes the different habitats that are in the Everglades and the different animals and plants
that can be found there. It also discusses the history of the Everglades.
Strategy Example: I will give each student a copy of the article and ask them to read through
it and highlight or underline words that they aren’t familiar with. Once they are done reading
the article they are then to pick out four words that they highlighted and write down the word
in context, the sentence it was found in in the text, what they think it means and why they think
it should be on the class vocabulary list. Then as a class we will discuss the words they wrote
down and we will add the words that are most frequently chosen to the vocabulary list. After
figuring out which words we chose to put on the vocabulary list the students are then to look
up the words in the dictionary and write there own sentence using the word. We will then
discuss and work with the words through out the lesson.
Writing Integration: The students are to write a sentence using the word, but I can ask them
Crystal Mann
27
to write a paragraph using all of the vocabulary words that we have chosen instead to integrate
writing.
Technology Integration: There really isn’t a technology integration part to this strategy, but I
can use the smart board. I can post the article up and as a class we could do the strategy
together and highlight words as a class and then continue the rest of the strategy.
Assessment: I will assess the students on whether or not they followed directions.
Rubric Below. Made from RubiStar.
CATEGORY 4
3
2
1
Requirements
Student chose four
vocabulary words.
Student chose three Student chose two
vocabulary words. vocabulary words.
Student chose one
vocabulary word.
Definitions
Student had all
definitions written
for the vocabulary
word.
Student had 80%
of the definitions
written for the
vocabulary words.
Student had 70%
of the definitions
written for the
vocabulary words.
Student had 60%
of the definitions
written for the
vocabulary words.
Sentences
Student sentences
written for each
vocabulary word.
Student had 80%
of the sentences
written for the
vocabulary words.
Student had 70%
of the sentences
written for the
vocabulary words.
Student had 60%
of the sentences
written for the
vocabulary words.
Crystal Mann
28
10. Name of Strategy: Structured Note Taking
Reading Target: Reading and Writing Connections
Source: McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
Standard: W.4.4. Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
W.3.4. With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose.
Description of the Strategy: Structured Note Taking is a technique to help students take notes
organized and efficiently. This type of note taking can include illustrations, charts or graphs. It
can be a guided note taking guided by the teacher. The teacher can write sentences with a few
words left out of the sentences and as the students are taking notes they just listen for
information that best fits in the blanks. After the students are done taking their notes they then
write a brief paragraph overviewing their notes.
Rationale for Use: Students often don’t take notes efficiently or the teacher talks too fast and
the students can’t get all of the information in time or write down incorrect information. By
incorporating the Structured Note Taking Strategy when doing a lesson will help students get
the correct information and learn how to take notes effectively. Once students get the hang of
taking notes efficiently they will better connect to the reading. I chose to use Wetlands with
this strategy because they need to get the certain information from the book and the correct
information also.
Book, Article, Magazine, etc.: Richardson, A. (2001). Wetlands. Mankato: Capstone
Press.
Short Summary of the book, article or magazine: Wetlands starts off by giving facts about
wetland and then goes through layers of wetland, animals that live in wetlands, the ecosystem
and the resources wetlands provide.
Strategy Example: I will read Wetland aloud and provide each student with a sheet outlining
their notes for them as a guide. I will leave blanks through out the outline for them to fill in as I
am reading Wetland to them. After the read aloud we will as a group discuss to make sure their
notes were taking efficiently and they filled in the blanks correctly. Once everyone’s notes are
correctly taken they will then write a brief paragraph overviewing their notes. Below is an
example of the note-taking sheet I would give the students to fill in the blank.
Crystal Mann
29
Wetlands are found __________________________________. The
___________________ is the largest freshwater marsh. _____________ is a
wetland plant. Many wetlands contain _________________.
Writing Integration: Taking notes are sort of a writing technique. To take the writing of it
further after taking notes the summaries they write at the end will have integrated writing.
Technology Integration: I could post the outline on the projector and fill in the blanks as a
class or I could use a direct instruction technique and have a visual power point for the students
to follow along and take notes.
Assessment: The summary paragraph I could use as an assessment to make sure they filled out
the blanks correctly and I could assess their understanding and comprehension of the topic. It
would assess whether or not they took efficient notes as well. Rubric Below. Made from
RubiStar.
CATEGORY
Content Accuracy
4
All of the notes
are accurate.
3
2
70% of the notes 60% of the notes
are accurate.
are accurate.
1
50% of the
notes are
accurate.
Knowledge
Gained
The notes are
accurately
written in the
student's own
words. The
summary is also
accurate.
Most of the
notes are
accurate and in
the student's own
words. The
summary is
fairly accurate.
Some of the
notes are
accurate and in
the student's own
words. The
summary is fairly
accurate.
Notes are some
what accurate,
but are not in
the student's
own words.
The summary
is not accurate.
Writing Organization
The notes and
summary are
well organized.
The notes and
summary are
fairly organized.
The notes are not The notes and
organized, but
the summary is
the summary is.
not organized.
Crystal Mann
30
Rubric: Strategy Application Project
A= Excellent B=Thorough
C=Adequate D= Inadequate
(Creativity)--Created engaging
and challenging lessons.
(Choice of Strategy)-- Deepened
and enriched students’
understanding through content
area literacy strategies,
verbalization of thought, and
application of the subject matter.
(Explanation)-- Sequenced
lessons and concepts to ensure
coherence and required prior
knowledge; designed instruction
for students to achieve mastery
(Strategy Template)--Applied
varied instructional strategies
and resources, including
appropriate technology, to
provide comprehensible
instruction and student
understanding
(Assessment)-- Developed
learning experiences that
required students to
demonstrate a variety of
applicable skills and
competencies.
(Spelling and Grammar)-Showed thought, logical
organization, accurate
grammatical structure, and
correct spelling. The assignment
was appropriate and
professional.
A
(20-19)
B
(18-17)
C
(16-15)
D
(14)
Total
/100