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HOW TO USE: Concept maps are effective tools to link ideas and topics together to one main idea. it helps students see how different smaller words and topics are linked to one larger idea. they are visual tools for organizing information. you can use this as a During and After reading practice and during group discussions to link ideas together.

Step by step: First you give students one large concept to place in the center of the map. then have them branch it out into subtopics to put in bubbles that relate to the main concept. After branching out into subtopics, have them put 3 or more key terms or ideas that branch off from each subtopic that encapsulates what the topic is about. Allow time for discussion and reflection during the process.

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What is a concept map?

A concept map is a visual representation that illustrates the relationships between different concepts, ideas, or information.

Concept maps typically portray ideas as boxes or circles, known as nodes, and organize them hierarchically with interconnected lines or arrows, known as arcs. These lines have annotated words and phrases that describe the relationships to help understand how concepts connect.

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Concept Mapping: What is it & How to Make One

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Learn about concept mapping and gain insights on creating your own. Streamline complex ideas effortlessly with concept map best practices.

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HOW TO USE: Part of doing any scientific study involves making predictions or creating a hypothesis about how you think something is going to turn out. Students can do the same in reading. You teach them before they read a passage or chapter, have them make a prediction of what they think they will read about using text features and context clues. you can then have them reflect on their prediction, why they made it in the first place, and conclude whether it was right. it helps build critical thinking skills. You can use this before reading and before a lab activity.

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Making predictions is a strategy in which readers use information from a text (including titles, headings, pictures, and diagrams) and their own personal experiences to anticipate what they are about to read (or what comes next). A reader involved in making predictions is focused on the text at hand, constantly thinking ahead and also refining, revising, and verifying his or her predictions. This strategy also helps students make connections between their prior knowledge and the text.

Students may initially be more comfortable making predictions about fiction than nonfiction or informational text. This may be due to the fact that fiction is more commonly used in early reading instruction. Students also tend to be more comfortable with the structure of narrative text than they are with the features and structures used in informational text. However, the strategy is important for all types of text. Teachers should make sure to include time for instruction, modeling, and practice as students read informational text. They can also help students successfully make predictions about informational text by ensuring that students have sufficient background knowledge before beginning to read the text.

Predicting is also a process skill used in science. In this context, a prediction is made about the outcome of a future event based upon a pattern of evidence. Students might predict that a seed will sprout based on their past experiences with plants or that it will rain tomorrow based on today's weather. Teachers can help students develop proficiency with this skill by making connections between predicting while reading and predicting in science. Students will not necessarily make these connections independently, so teacher talk and questioning are important.

Sometimes, teachers will use the terms prediction and hypothesis interchangeably in science. While the terms are similar, there are subtle differences between the two. A hypothesis is a specific type of prediction made when designing and conducting an investigation in which a variable is changed. For example, students might write a hypothesis about what will happen to a plant's growth if the amount of water is increased. A hypothesis is often written as an "If...then..." statement.

The distinction between a prediction and a hypothesis is not something that elementary students need to understand and explain. However, teachers can be cognizant of how they use these words during science instruction - using prediction for statements of what might happen based on prior knowledge or evidence and hypothesis only when an investigation calls for a variable to be changed.
For More Information
Predicting
This page provides an overview of the reading strategy, an explanation of how predicting supports reading comprehension, and several activities that support students in predicting. The article also includes a list of Ohio's Academic Content Standards as they relate to predicting.

Predicting
This article discusses the strategy of predicting and why it is important. It also includes ideas for supporting students as they become proficient in making predictions about text.

Directed Reading Thinki ng Activity (DRTA)
DRTA is a way to support students as they practice making predictions from a text. This article provides a step-by-step sequence for teachers who wish to create a directed reading thinking activity with any type of text.

Tips for Success with Informational Text
This brief article discusses five steps that can help students make predictions about an informational text. Students preview the article and then jot down words that they would expect to find in the article.

The Science Process Skills
This article includes definitions of both prediction and hypothesis as they apply to science.

Learning and Assessing Science Process Skills
This book explains basic and integrated science process skills and provides activities to help your students develop these skills.
This article was written by Jessica Fries-Gaither. Jessica is an education resource specialist at The Ohio State University and project director of Beyond Penguins and Polar Bears. She has taught in elementary and middle school settings. Email Jessica at beyondweather@msteacher.org. Copyright February 2011 - The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 1034922. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. This work is licensed under an Attribution-ShareAlike 3.0 Unported Creative Commons license.

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Making Predictions: A Strategy for Reading and Science Learning - Beyond Weather & The Water Cycle

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Making predictions is a strategy in which readers use information from a text (including titles, headings, pictures, and diagrams) and their own personal experiences to anticipate what they are about to read (or what comes next). A reader involved in making predictions is focused on the text at hand, constantly thinking ahead and also refining, revising, and verifying his or her predictions.

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The SQ3R method is a study method that teachers can teach students for reading and studying. it stands for SURVEY, QUESTION, READ, RECITE, AND REVIEW. It is based on the information processing theory of learning and is a great method of getting the most out of reading new material.

Step by step:: what you do is have students skim through the text to prepare for new knowledge. have them then write questions to answer after and as they read the main text to check your own uncertainties. Have them read the text and allow time for reflection. have them summarize the text in your own words and going back to review headings and answer questions to lock in new information.

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The SQ3R Study Method: All You Need to Know - E-Student

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In this article, you’ll learn what is the SQ3R study method, what are its advantages and disadvantages, and how to use it as a student.

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Allows readers to read and review passages or articles and interpret what they felt was important for discussion.

Can be used after reading for class discussions to see what students are comprehending from the reading as well as what we are going to learn about for next class.

Step-by-step: Assign reading to students. Allow enough time for all readers to read the material in order to take notes. have them write a line down a piece of paper. in the left side tell them to write quotes they think are important in the reading, and in the right column what they think the quote means and why they felt they should write it. After reading allow students to share twin entries in discussion.

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Double-Entry Journals

What Is It?

Students can use a double-entry journal to help them study concepts or vocabulary, express opinions, justify an opinion using text, and understand or respond to the text they are reading. The double-entry journal is a two-column journal. In the left column, students write a piece of information from the text, such as a quotation or a concept, which students want to expand upon, understand better, or question. In the right column, students relate to or analyze the information that is written in the left column. For example, the student could title the left column "Quotes" and the right column "Reflections." In this instance, the student would copy quotes from the text in the left column and reflect upon what they mean in the right column.

Below is an example of how a language arts teacher who is teaching Walden, by Henry David Thoreau, could use a double-entry journal.

Double-Entry Journal for Walden by Henry David Thoreau

"To be awake is to be alive." (from the chapter "Where I Lived and What I Lived For"

I think that you can go though your whole life asleep if you don't stop and think about what you're doing. It's important to make conscious choices, especially when you're my age.

"I should not talk so much about myself if there were anybody else whom I knew as well. Unfortunately, I am confined to this by the narrowness of my experience." (from the chapter "Economy")

I disagree with what Thoreau says here. I think that you can know another person as well as you know yourself. I know my best friend as well as I know myself. Sometimes, I don't think I know myself well at all.

"Say what you have to say, not what you ought. Any truth is better than make-believe." (from the Conclusion)

Sometimes it is difficult to tell the truth because you don't want to hurt a person's feelings or because it's hard for you to admit something. It was hard for me to tell my dad that I didn't want to go to the same college he did, but I was glad that I told him afterwards.

Why Is It Important?

Double-entry journals give students a way to interact personally with the text, by reflecting on and writing about their understanding of the material they are reading. Students can use the text to form an opinion and then use pieces of text to support their opinions. Students process the information and relate to the text, increasing reading comprehension.

Research by Marzano (1988) emphasizes the importance of metacognition and student learning. By writing about what they are thinking, students show their thinking process as they read, allowing teachers to redirect or encourage students to be more effective readers.

How Can You Make It Happen?

Double-entry journals can be used effectively for expression or for more concrete purposes. For example, if students are reading material in class that they can personally react to, then they can use the double-entry journal to express their feelings and opinions about the material. On the other hand, students may need to learn specific information such as new vocabulary words or historical events. In this instance, students can use the double-entry journal as a study guide.

Distribute a blank double-entry journal to students or show them how to create one in their notebooks. Have students draw a line down the center of a piece of paper to make two columns. Model the use of a double-entry journal with the class by displaying one on the board. First, show students how to use the double-entry journal in an expressive way. Think about a topic you are currently teaching that students can respond to personally or ask questions about. For example, if you are teaching a unit on abolition and the Civil War, in the left column write some interesting quotes or the names of some of the significant people who lived during that time. Brainstorm with students thoughts or reflections they have about the quotes or the people, and write students' comments in the right column. Discuss their thoughts and explain how reflecting in writing can help them consider the material more thoroughly.

Encourage students to work independently using the double-entry journal. To do this, consider some concrete information students need to know that relates to the material you are teaching. For example, write down some vocabulary words students need to know, some dates that are important, or some concepts or rules students need to master. Have students copy the terms in the left column. Break students into pairs, and have them define the concepts or terms using the column on the right. If time allows, have pairs join together into groups of four to compare their double-entry journals and discuss each other's reflections about the text. Instruct students to use their double-entry journals as study guides for an upcoming test or quiz.

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Students can use a double-entry journal to help them study concepts or vocabulary, express opinions, justify an opinion using text, and understand or respond to the text they are reading. The double-entry journal is a two-column journal.

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These are graphic organizers that can be used by students to who what they know about a subject, what they want to know and, what they learn after reading or being taught a subject. It also provides teachers feedback from students on what areas to focus on.

Step by step: Handout KWL handout page to students. Have them fill out the K column individually or in small groups about what they know about a topic. After allowing time for reflection, have students fill out the W column in what they want to know about a topic. Allow time for reflection and discussion. Have students progressively add to column L to show what they are learning during the unit and after each lesson.

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Use K-W-L charts to help students assess what they already know about a topic and what they want to learn.

English & Language Arts

History

Social Studies

The resources I'm getting from my colleagues through Facing History have been just invaluable.

- Claudia Bautista, Santa Monica, Calif

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Use K-W-L charts to help students assess what they already know about a topic and what they want to learn.

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Reciprocal teaching is an effective strategy to increase student engagement and literacy skills. It is a cooperative strategy where students take turns trying to read and comprehend texts in order to teach others about it. Can be used as a during and after reading strategy both as students are given a passage to read and understand for class as well as create discussion opportunities.

Step by step: Put students in a group of 4. Identify each student's role as either summarizer, questioner, clarifier, or predictor. Have students read a section and take notes. At a stopping point, have summarizer highlight key points from what they read, questioner formulate questions about uncertain topics, clarifier clarify those uncertain points, and predictor make predictions about what the passage will talk about next.

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Reciprocal teaching is a cooperative learning strategy that aims to improve students’ reading comprehension skills, with four components: predicting, clarifying, questioning, and summarizing. A group of students take turns acting as the teacher in guiding the comprehension of a text.

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Note taking is an important skill for high school students to have in studying topics and working independently to understand new information. Visual note taking is a strategy that students can use to take notes in a creative way and allow them to visualize information better with graphic organizers, pictures, drawings and diagrams.

Step by step: During lectures, have students write down both vocabulary and bullet points, but also draw out diagrams and graphic organizers for students to integrate into their notes. Encourage them to use reflection and critical thinking skills to add their own drawings of concepts that help them understand it better. Make sure they have opportunities to use notes as resources for study and assignments.

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The Ultimate Guide to Visual Note Taking | Techniques, Tips and Templates

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Learn how to effectively practice visual note taking with powerful visual note taking techniques, tips and editable templates you can use right away.

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Teaching word roots and Etymology helps students to more deeply understand what important terms mean, and they build fluency in readers when it comes to word recognition. Can be uses as a before reading strategy.

Step by step: Give students a list of vocabulary terms and their root words in the beginning. Model how to break down the word into its roots. Have them identify the root word of each vocabulary term and write down its meaning. finally have them write the vocabulary definitions to see how the word root give them meaning.

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Unfamiliar vocabulary often overwhelms students, especially in content areas such as science and social studies. The majority of scholarly terms and challenging multisyllabic words are derived from Greek and Latin roots, so understanding these roots will empower and enable students to decipher the meaning of unfamiliar words. So what exactly are root words? Everything you need to know is explained below, along with some fun teaching ideas to help students learn root words.

What are root words?

Just like roots are the foundation of a plant or tree, root words are foundational to the meanings of words. They are the basis upon which more complex words are built. The majority of roots are of Greek and Latin origin and are created by the addition of affixes like prefixes and suffixes. For example, the Latin word root ject means throw. From this root word, we have other words like eject, project, and reject. Root words are part of morphology-the study of the formation of words-and are a key player in vocabulary acquisition.

Common Greek and Latin Word Roots

Root words are all around us! Check out this master list of common root words and their meanings, origins, and examples of words using each particular root.

Affixes

Affixes are added to root words to create new words or to modify their meanings. The two main types of affixes in the English language are prefixes and suffixes. Prefixes, such as un-, re-, and dis-, come at the beginning of a word. Suffixes, such as -ed, -er, -est, -ly, and -able, come at the end of a word. For example, the Greek root bio means life. When the suffix -logy ( the study of) is attached to bio, we get the word biology -the study of life. By modifying root words with affixes, numerous words with related meanings can be created.

Root Words vs. Base Words

Although people often use the terms "root word" and "base word" interchangeable, they are not synonyms. The main difference between the two is whether the root or base can stand alone as a word with meaning without an affix attached.

Root words typically are not meaningful on their own. For example, the Greek root word tele means distant or far. You can see this in words like television and telephone. But tele is not a word on its own. Likewise, the root word biblio pertains to book. Words like bibliography and bibiophile are formed from this root. Script, form, counter, act, and ego are some root word exceptions: They can be written and understood without affixes. But the vast majority of the time, root words cannot stand alone as words with meaning.

Base words are meaningful on their own and do not rely on affixes. For example, quick is a base word. It is a word on its own, meaning speedy or fast. Add the suffixes -ly, -er, or -est to quick to make new words. But without those suffixes, quick is still a word. As another example, the base word play is the foundation for words like playing, played, playful, and player. And yet play has meaning as a word on its own.

5 Favorite Ways To Teach Root Words

Knowing common root words is a powerful tool that can help students determine the meaning of unfamiliar words. As with any vocabulary instruction, repetition and exposure are key.

1. Root Word Wall

Just like you may have sight word walls or sound walls, make some space for a root word wall. Students will see root words front and center and can refer back to them throughout the year.

2. Root Word of the Week

Delve into in-depth study of one root at a time. Choose random roots. Or choose a theme or context that interests students the most, and then explore words with related root words throughout the week. Students (and you!) will learn a great deal and expand their vocabularies. Hang the root words in a space seen frequently throughout the day.

3. Root Word Trees

Create root word trees to study roots in depth. Students can make their own trees to hang in the classroom or to keep for personal reference.

4. Root Word Anchor Charts

Create anchor charts with color, visuals, and examples to aid students in understanding and remembering root words.

5. Create Root Word Spokes

Similar to word webs, root word spokes are circular graphic organizers, like spokes on a bicycle. Complete spokes in whole-group and display in the classroom. Students can also create their own word spokes individually or in small groups to keep for reference.

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Many scholarly terms come from Greek and Latin roots. Understanding what a root word is helps decipher unfamiliar vocabulary.

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The Frayer model is a graphic organizer that can help students learn new vocabulary and deepen understanding of words. It consists of the Main word in an oval in the middle, and 4 squares around it labeled definition, characteristics, examples, and non-examples.

Step by Step: split students into small groups or partners. Handout graphic organizer of Frayer Model. Have students write specific vocabulary term in the center. Then have them write down the definition of the word in the definition section. Model characteristics of the word that helps students visualize the term and have them write characteristics they can think of. Have them work together to discuss examples and synonyms of the word to write down in the examples section and non-examples or antonyms in the non-examples section.

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The Frayer Model: What is It and How to Use It - TeachHUB

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Vocabulary and word acquisition isn't easy for all students, but graphic organizers can help. Learn about the Frayer Model and how to use it in your class.

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Fish Bowl discussions are a great opportunity for students to share ideas about what they are learning and learn from each other. seated inside the fishbowl actively participate in a conversation by asking questions and sharing their opinions, while learners standing outside the fishbowl listen carefully to the ideas provided.

Step by step: Select a topic for discussion. Set up the room for a small group of students to sit and discuss a topic together and the rest of the group to sit around them and listen to their discourse. allow students time to make ideas and prepare for the discussion. have inner group discuss for 10-15 minutes and then switch the groups to have the listeners become the speakers and the speakers become the listeners. At the end, have students reflect on what they found important and good about their discussion group and what they listened to in the other group.

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How to Implement the Fishbowl Teaching Strategy in Your Classroom

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Spread the loveDescription In a "fishbowl" discussion, learners seated inside the fishbowl actively participate in a conversation by asking questions and sharing their opinions, while learners standing outside the fishbowl listen carefully to the ideas provided. Learners take turns in these roles so that they practice being both contributors and active listeners in a group discussion.

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I think the two instructional strategies I might implement are the practice of using word roots to increase fluency as well as the reciprocal teaching method. I think that in science we run into a lot of complex terms that we have to use in writing and discourse, and it is important to use them in the right context. I think students will appreciate some of it in the long run as it will help build their vocabulary and might only need to be practiced a few times to get them to recognize words more quickly or at least what they could relate to.

Reciprocal teaching is a good way to get students to engage with learning material as well as help other students learn as well. By learning about a topic in order to teach it, a student will deepen their understanding of a topic and provide information in words their fellow student can understand as they are part of the same demographic.

I think that the least useful model for science at least that I could use fishbowl model as even though allows students to share their thoughts, it takes a lot of time to set up and prepare for and is more useful for topics like English or psychology. It works best when having students talk about complex topics such as psychological or ethical issues as well as how we can create solutions or reflect on what we read. It is possible to use it in science, but typically when working to provide solutions to problems, small group projects work better.