Scaffolding Note-taking

1. Scaffolding Note-taking The summarization strategy was taken from a workshop on Excellence in Writing. Note that their materials include religious passages and are often used in home-schooling. The strategies; however, are very effective for teaching writing to students who need additional scaffolding. The slides provide an example of the directions. The headings suggest ways to move from whole-class to individual accountability.

2. Directions Read each sentence. Select the three most important words in each sentence. Numbers and symbols don’t count as a word. So you can write any number you want. You can also draw a symbol for a word if desired. Initials don’t count as a word. Repetitions aren’t counted, so you can write the same word for a different sentence and not count it. When done, write a summary using your notes of the selected words, numbers and symbols.

3. Model the process with the whole group. See all slides. Students can write on transparencies to compare ideas. The United States Constitution divides power into three branches, the executive branch, the legislative branch and the judicial branch.

4. The next time, you could use Team-jigsaw to have each team model a different sentence. To help avoid abuse of power, each branch was given separate but equal powers.

5. Later students work with partner. Some powers for each branch, the expressed powers, are directly written in the Constitution.

6. Partners can share with teammates and discuss. Implied powers are not written in the Constitution, but to exercise the expressed powers, others would be necessary or implied.

7. When ready, students take their own notes. The “Elastic Clause” is an expressed power that states Congress can write laws that define what implied powers are necessary and proper to carry out the expressed powers.

8. Partners practice orally summarizing before they write. In government, when one branch of government tries to stretch the elastic clause too far, there is often controversy.

9. Write a summary from all the notes. Despite the struggle to balance power among the three branches, division of power is perceived in democracies as better than having governmental power in one place.

10. Kate Kinsella’s • resources support vocabulary using gradual release of responsibility. • Videos • Vocabulary organizers • Sentence and paragraph frames. http://pubs.cde.ca.gov/tcsii/prolearningtoolkit/kinsellaindex.aspx

12. INDIVIDUAL ASSESSMENT CONTENT & LANGUAGE OBJECTIVES: Given a related picture: • Use a word bank to complete a cloze paragraph. CHALLENGES: • Complete the cloze without a word bank. • Use ONLY the word bank to write an explanation of the process

13. The reading strategy QAR provides meaningful test prep, including skills for Extended Response Answers http://www.justreadnow.com/strategies/qar.htm

14. EXTENDED RESPONSE SUPPORT AND GUIDANDE FOR WRITING ON HIGH-STAKES TESTS Developed in collaboration with Gina Morgan

15. Oral Preparation for Extended Response • Use numbered-heads-together to ask questions with multipart answers. • How do you decide when to use mental math, paper and pencil, or a calculator to solve a math problem? • How do the features and behaviors of sharks help them meet their needs? • What are the four kinds of questions in the Question Answer Relationships reading strategy? Challenge: Explain each type.

16. Prompt Words Visible in the Pictures Your Own Ideas Visible in the Pictures Your Own Ideas Visible in the Pictures Your Own Ideas Prompt Words

17. Model Extended Response process with pictures.

18. Source: Writing through pictures, J.B. Heaton, pp. 60-61

19. What does the artist want the viewer to learn from Simone’s actions in the picture story? • Use information from the pictures and your own observations and conclusions to support your answer. • Underline the 3 most important words in the question. • Write a sentence that includes those 3 words in the answer. • Example: The artist wants the viewer to learn to stay calm and think in emergencies.

20. Responding to Picture

21. Responding to Pictures

22. Restate the answer to the question, “What does the artist want the viewer to learn from Simone’s actions in the picture story? In a different way. For example, From this story I learned, if we don’t panic, we may be able to make a difference during life’s greatest challenges.

23. What are s’mores and how do you make them? Girls making s’mores How to Make S’Mores

24. Science example What are the procedures for calculating the mass of objects using a triple-beam balance?

25. Prompt Words Words from Story Your Own Ideas Words from Story Your Own Ideas Words from Story Your Own Ideas Prompt Words

26. SAMPLE SENTENCE PROMPTS

27. Personal Connections From my experience… My feelings are… When I did this… It’s like when… This character reminds me of… I have seen evidence of ….in my own life. I can identify with ….because … A similar ….happened to me when … Unlike ... I …. …is meaningful to me because….

28. Responding to Literature

29. Responding to Literature: Part II Note: it takes more skill to artfully make a personal connection and return to the focus . Deviations from the main point may be very appropriate in some cultures, so there may be cultural variables that make this even more difficult to teach.

33. The Bundle of Sticks

34. The Bundle of Sticks An old man called his sons together. He handed a bundle of sticks to his oldest son and said, “Break it, please.” The son strained and strained, but with all his efforts was unable to break the bundle of sticks. The second son grabbed the bundle from his brother, shoved him aside and said, “Watch me.” However, he could not break the bundle either.

35. The youngest son laughed loudly at his brothers and said, “Give the bundle to me, you weaklings.” He also tried with all his strength, but he could not break the bundle either. The father said quietly, “Untie the bundle and each of you take a stick.” When they had done so, the father said, “Now, break the sticks.” Each stick was easily broken. “I hope you have learned,” said their father, “unity gives strength.”

36. Prompt Question Why did the father feel the need to teach the lesson about unity to his sons? Use information from the text and what you know to support your answer. Students’ activity: Read and underline the 3 most important words. Think-pair-share your answers.

38. Responding to Literature

39. Responding to Literature(Class could generate an example) . Grabbed, shoved, laughed loudly Shows competition Name calling – lack of respect Weakling He would not be around to help them and protect them forever. Father was an old man.

40. Responding to Literature: Part II

44. Copy the parts of Example 2 in the correct spaces. This story shows an old man trying to teach his sons how to work in unity. Because the man is old he knows that he needs to teach this to his sons before he dies. He knows that his sons don’t get along. The story shows them doing things like grabbing, shoving, and laughing loudly at each other. They even call each other names like weakling. When the father sees this he knows his sons don’t get along but he wants them to. This reminds me of me and my brother. If he scores 10 points in a game, I try really hard to score more than him. Sometimes that means that we don’t play as a team. We have lost games because my brother and I don’t get along so good. The father knows unity is a big thing. CHALLENGE: If time, correct the errors.

48. http://www.makingmathematicians.com/ConstResponse.html

49. www.wida.us Select Download library for PDF files: See Can Do Descriptors