Ashley Lee

Purpose: The purpose of the Rule Based Summary is to help make students more effective readers. They are able to do this by summarizing informational text more effectively. To do this readers have to delete, substitute, or rephrase information. This strategy helps students produce an informative and detailed summary. 

How can it be used: This strategy has four steps, students will have to first substitute a more general term for a list of specific terms. They then will have to delete redundant information. Also, delete information that is not a absolutely necessary, or central, to overall meaning. Lastly, they have to select or create a topic sentence. 

The Rule Based Summary can be introduced to the children to help them identify the most important information from a text. This strategy can also help them with their own individual papers which they may have to write. This strategy encourages higher thinking and a better way to process things that are read and also written. 

By Erin Hogan

Purpose
The purpose of Think Pair Share is to give students the time they need to collect their thoughts silently before speaking. Students often feel rushed when asked to share without time to think and do not give the best answer they can. When they share with a partner, they are able to exchange ideas and see a topic through the perspective of another person.

Application
The best part about the Think Pair Share method is that it can be used at any time in any subject. Students can use it when looking at a math problem or after a short reading assignment. This can be done with partners or small groups who can then share out their answers with the rest of the class.

Usage with Comprehension Strategies
This would be difficult to implement with CSR or Reciprocal Teaching. The best way to use it would be to have the person assigned to ask questions initiate the Think Pair Share. They would ask a question to the group and everyone would think about it, including them, and then the group can discuss what they came up with. The teacher would have to scaffold and show the students how to do this themselves but it is something that everyone can incorporate into their assignments, with or without the teacher leading it.

 

 

Purpose: 
The purpose of the Compass Points is to help make students develop an idea or proposition and then, be able to evaluate it. The Compass Points allow students to research and learn different sides to a idea or proposition before they take a stance or form an opinion.

 

Application:
Compass Point can help students build off each others ideas, so it is best to model the groups initial responses for the whole group to see. Showing a visual anchor is the best aid because the students can see the directions of their responses. Its best for the teacher to draw a compass in the center of the board with N,E,S, and W on the points. 

 

Usage with Comprehension Strategy: 

This can be useful in Reciprocal Teaching because this can help the student organize their thought before taking a stance. This can also help the students create stronger arguments and persuade their peers to also take a stance with them. In the clarification section in RT the students can chart their confusions and questions. The things that they are excited about and account for the things they know, the things they worried about can account for the things they don't, and the things they need to know can account for the things they need to know to help aid them.

Topic: Because I teach 7th grade math, it is hard to bring real life situations or current topics into the classroom. I could use this to help strengthen the connection to math and the real world with my students. With the curriculum and our CCS, the main goal of every lesson is to connect it to real world application. Having students reflect on this can help them put their own spin on the topic to carry it beyond 7th grade.

VTRs in CSR: I feel that this can be a great pairing because it allows the students to work in groups or as a class and then they can self reflect on the subject matter on their own terms. Students of any age just want to fit in, so having students work together allows them to socialize while learning subject material. Having them reflect on the subject matter independently allows them to truly explore the subject matter in their own head, with their own thinking ways. 

1.     Purpose

 

So the purpose of the compass points in class Is allowing students to understand or come with idea about what will be read. This would allow the students to jot down what are the things that they will be excited the most about. Sharing their ideas with the class. Allowing students, at the end, to evaluate it. Using the compass points in class would allow the students to learn from one another, or allow students to help each other out, in areas that will be need the most help. The teacher is the person who guides the students through the steps, but the students are each other’s teachers. If that makes any sense. This allows students to put their fears on paper, and work on overcoming those same fears. 

2.  What topic would you use it for? 

 

I would actually use this in my math class. This is because we are going to step into 7th grade geometry for the first time. I know some of my higher level students are very excited, while others are scared. Using the compass points will allow students to notice other student’s strengths and weakness and help each other out. Coming up with predictions, or working on prior knowledge. Maybe, one student is great at knowing angels but doesn’t understand the terminology but another student is the exact opposite. This allow both students to teach each other and feel comfortable doing so. This will also allow me, as the teacher, areas that will be in everyone benefits to teach and take time with in class. This can also allow me to pin point certain areas my focus students will need.     


3.    If it involves some sort of visual, which picture would you choose? Upload the pic 

 

 Seeing this image is hard because of the way the computer has made it look. But each other different points have their own meaning. E is for excitement, what is the student excited about learning. South, is suggestions, what could they put forth into this new idea. West, what are they worried about? North, what skills do they need to have already know to help out with this new topic. 

 

 
4.  How can VTRs be added to any of the comprehension strategies we have covered in class. Please be specific and descriptive.

 
So I love this idea of VTR with reciprocal teaching. This because this allows students, especially Michael, a visual cue to help them out. Using the compass point before starting to read some of the word problems we would be tackling in geometry in class could bring a sense of relief and purpose. My students will have a graphic organizer that allows them to put forth ideas and knowledge, that they could look back on and work with. This allows my students to have the purpose for the reading and have each other to teach them the lesson. I do believe that this VTR would help out with reciprocal teaching. Another great point for VTR, is the see, think, wonder. I love that strategy and I have already used it in class for math. While using SEW (see, think, wonder), this allows students to active prior knowledge, think about what we will be reading and doing in math, and generate any questions that could be helpful, not only to one, but to everyone in the class. So during the reading of the problem, we can stop look back at the compass or the SEW, and use that to help comprehend the reading material. This can allow other students define vocabulary that would help other students. Allow students to know what the problem is asking them and how they could answer it. Then allow the students to evaluate their answers all together as a group. Challenging each other on how they got it, if there was another way, how would have another student do it, what could be worked on next time.    

 

The purpose of circle of viewpoints is to raise students’ awareness that all authors share different opinions about a topic. By being exposed to different viewpoints, students can learn the style of writing that coincides with a certain viewpoint. Knowing that there are different perspectives on the same topic, will provide the student with an advantage of being a well rounded and open minded individual. 

Application: 

I would use this method in either ELA or Social Studies. In ELA, I can introduce it before reading a text. For example, by looking at specific vocabulary in the title, a student can get a clear idea of what the author’s viewpoint is. Be fore reading, I can have the students read the title and brainstorm some inferences on what they will be reading about. This method can also be applied during reading, where students may have a clearer idea of the author’s perspective on a particular topic. In Social Studies, students may look at historical articles or compare and contrast writing on the same topic, but from different authors. They can analyze the two different point of views and provide evidence for their claim. 

Use with comprehension-based strategies: 

I believe the circle of viewpoints method can be used with reciprocal teaching comprehension strategy. RT promotes student individualism during reading by paying attention to their thought process. For example, each student is responsible for a particular role (summarizer, questioner, clarifier, and predictor), and this prepares them to provide opinions and backing them up with facts from the text. The students get to lead a discussion and learn to internalize the process of asking questions and analyzing during reading. 

See Think Wonder asks the questions: What do you see? What do you think about that? What does it make you wonder? It encourages students to observe closely and decipher the material in front of them in a thorough way. It also encourages students to ask questions and make predictions about new material. 

 

What topic would you use it for?

See Think Wonder can be used in any subject. It is best used at the start of a unit to get students thinking about what they will be discussing and to generate interest. It can also be used to extend thinking, and to get students to make connections between the materials being discussed in class and the world, other texts, etc. It would extremely beneficial in ELA, Social Studies, or Science. For example, before discussing the state of immigration in American today, the class could be shown images of immigrants throughout history, the border between Mexico and the United States, images of immigrants in their home country versus in the U.S., etc. This will help students better understand the immigrant experience. 

 

If it involves some sort of visual, which picture would you choose? Upload the picture. Students can begin by observing an object, a piece of artwork, an image, etc. For instance, in the ELA class that I co-teach, we are beginning to read a text called Enrique’s Journey, in which a young man attempts to illegally enter the United States from Honduras to reunite with his mother. Part of his journey involved riding on top of trains to get to the border, a life-threatening endeavor that is all too common for Latin American immigrants. I could show students a picture like the one attached, of people traveling on top of a train, and they could fill out a graphic organizer with one box for each of the See Think Wonder questions. To extend, I could also show students an image of immigrants traveling through Ellis Island in a cramped and unclean boat circa the early 1900s, and have them make a connection about the realities of immigration to America, and whether or not much has changed in the last 100 years.

 

How can VTRs be added to any of the comprehension strategies we have covered in class. Please be specific and descriptive. 

VTRs can be combined with any of the comprehension strategies we have covered. See Think Wonder could be extremely useful during the “prediction” or “questioning” stage of Reciprocal Teaching and CSR. Looking at an image or piece of art may help students make predictions about what a text or an upcoming unit will be about, and it may help students generate thoughtful and worthwhile questions. See Think Wonder encourages students to look at material more closely to help them make their own connections. Combining this with a comprehension strategy will help students practice making connections and predictions independently.

What topic would you use it for? I think this method or activity is useful specially for introducing events in social studies, or introducing texts for ELA classrooms. I would use it for my Global History class when introducing new units and concepts. I think doing this will also help me figure out what concepts seem to be more obscure and difficult to understand by the students. For example, we are about to start learning about the Industrial Revolution in Global, so I could show my students a picture of a textile factory and ask them to describe what they see in the picture, to discuss what they think in groups, and share what they still would like to know about specifically to the picture. 

Usage with a comprehension Strategy: I think this can be use in both reciprocal teaching and CSR. I would use it in CSR. It would be a “pre-lesson” activity or maybe even a “Do Now” present them with the picture of a textile factory and have them use the steps of CSR- Gist- writing down what they see and think, the Clunks- would be what they wonder. They will be formulating a complete thought of the picture by using “See, Think Wonder” alongside CSR.

According to visiblethinkingpz.org, the purpose of Think-Puzzle-Explore is to help students connect to prior knowledge, to stimulate curiosity and to lay the groundwork for independent inquiry. Student’s use their prior knowledge to first think to connect before completing an activity which allows them to formulate questions (puzzled), and explore the activity.

 What topic would you use it for?

I would use Think-Puzzle-Explore throughout the whole lesson beginning with the “Do Now” to begin the topic of the day. For example, tomorrow we will be learning about the Han Dynasty in Global History. I would first have students use their prior knowledge on what they know about China and previous dynasties, then go into the mini lesson where they will formulate questions, and then into independent and group activities for them to “explore.”

  If it involves some sort of visual, which picture would you choose? 

One of the visuals I would use is a map of current day China and a map of China during the Han Dynasty. This will allow students to use their prior knowledge, as well as puzzling during a compare and contrast before diving into exploring with the lesson’s activities.

How can VTRs be added to any of the comprehension strategies we have covered in class. Please be specific and descriptive.  

I think that almost if not all comprehension strategies can benefit from the addition of VTRs. When it comes to reading, VTRs can be helpful for comprehension. Visuals are helpful for students who are visual learners and English Language Learners. For example, in my ELA class, with every story or article we give students to read, we provide visuals for better understanding since all of our students are English Language Learners. The comprehension strategies can be incorporated after a VTR is introduced so that students can connect their prior knowledge with the new information.