Cues

1. Cues Cues are when teachers give hints to students about what they are getting ready to learn or experience.

2. More Information About Cues • Activate prior knowledge • Can prompt students to look for new information • Are at the heart of classroom practice • Along with questioning, account for as much as 80% of what happens in classrooms • Should focus on what’s important, rather than what is unusual • Explicit cues can be a straightforward way to help students think about what they already know about a topic.

3. One way to cue is to elicit from students what they already know about a topic. • K-W-L • Anticipation Guides • Wordle • Thumbs up/down • Agree/Disagree Prompts • Password • Hot/Warm/Cold/Freezing

4. Example • A teacher is providing students with a cue when she explains that the article they are about to read about endangered species will provide some information they already know and some new information. • The teacher has provided the topic and article for the students which allows them to activate prior knowledge. Also, the teacher has told them to expect some new information.

5. Teachscape Video Clips • K-2 ELA Lesson – “Long vowel sounds” http://www.teachscape.com/tsp/web/orgpreview/oid/4095/asid/66278 • 3-5 Math Lesson – “Broken calculator” http://www.teachscape.com/tsp/web/orgpreview/oid/4095/asid/66278

6. Vocabulary Activity • Each person at the table has a vocabulary card. • Look at your word. Give one word hints/cues to the members of your table team. • The team member who identifies the word correctly receives a point for the table. Then it is their turn to cue their vocabulary word.

7. Vocabulary Activity and Differentiation • Words can be predetermined by the teacher and color coded for groups • Words can be purposely assigned to students based on reading level • Students can prepare vocabulary words for the game as homework the night before • Working with vocabulary in the format of “pictionary” or “charades” (modalities) • Can easily become a center or station • Can be a vocabulary review utilizing classroom word walls or content vocabulary

8. Cues are not: • New to most teachers • Responses of “no”, “think harder” or “Did you do the reading?” • Going to look or sound the same in every classroom - the extent and level of cues utilized is contingent upon the needs of their students

9. Wordle Purpose • Show how Wordle is an example of a cue (or question) • Model how to use Wordle- the sight, how to create, how to capture and crop on a Word/Powerpoint document • Provide work time for teachers (Make-It Take-It) • Link: http://www.wordle.net/

10. Wordle • Here is an example of Wordle being used to identify what was in the newspaper on Jan 21 (next slide) -Teachers could use Worlde with the newspaper and/or Kidsville. Each kid could come up and write one or two tings they found in the paper

11. In the News- Jan 21

12. Wordle (K-2 example) • Here is an example of how students can do a character analysis on the Big Bad Wolf: • 1st Grade ELA- 4.02 Use words that describe, name characters and settings (who, where) and tell action and events (what happened, what did __ do) in simple texts

13. Big Bad Wolf

14. Wordle (3-5 Example) • Copy and paste the text of MLK’s “I Have a Dream” speech into Wordle. Use that as a cue for: 5th Grade Obj: 3.01 Locate and describe people of diverse ethnic and religious cultures, past and present, in the United States • Model copying, pasting, and creating a Wordle • Model how to use picture screen (capturing), pasting on a Word/PP document, and cropping for the teachers

15. Other Ways to use Wordle • Password/Vocabulary Cards -Student groups can create a wordle by putting the password hints on the wordle and the rest of the class can try and guess what the word is. Teachers can make a vocab powerpoint using wordle • KWL- a class can create a wordle using their prior knowledge of a topic and it can be printed and used on the KWL chart. Can also be done on an individual student basis.

16. Differentiation-Password • Password cards- One way to model differentiation using the password cards on the previous HYIS is to give one or two groups a list of the words and definitions. (A copy of the HYIS Cards will be in the folder) • Another option is to create vocab cards for a certain grade level/subject and do the same activity- can give teachers time to create their own password cards for a Make-It Take-It

17. Anticipation Guide Comprehension strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic Why use anticipation guides? • They teach students to make predictions, anticipate the text, and verify their predictions.

18. How to use an anticipation guide • Write four to six statements about key ideas in the text; some true and some false. • Include columns following each statement, which can be left blank or can be labeled -Yes or No, Agree or Disagree, • Model the process of responding to the statements and marking the columns. • Read each of the statements and ask the students if they agree or disagree with it. Provide the opportunity for discussion. The emphasis is not on right answers but to share what they know and to make predictions. • Bring closure to the reading by revisiting each of the statements.

19. Examples • http://www.readwritethink.org/files/resources/lesson_images/lesson226/anticipation.pdf • http://forpd.ucf.edu/strategies/antGuide.pdf • http://www.sarasota.k12.fl.us/sarasota/anticipation.htm • http://www.adlit.org/pdfs/strategy-library/anticipationguide.pdf • http://lcps.k12.nm.us/Departments/Prof_Dev/elem_literacy.shtml