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Zoning In On Troublesome Objectives

Guilford County Schools. Zoning In On Troublesome Objectives. Katrina Daniel & Shelby Sikes GCS Curriculum & Instruction Department, November 2011. Today’s Agenda. Welcome Focus Skill: Compare and Contrast Wrap-Up. Workshop Guidelines. Be sure to sign in for today’s session

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Zoning In On Troublesome Objectives

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  1. Guilford County Schools Zoning In On Troublesome Objectives Katrina Daniel & Shelby Sikes GCS Curriculum & Instruction Department, November 2011

  2. Today’s Agenda • Welcome • Focus Skill: Compare and Contrast • Wrap-Up

  3. Workshop Guidelines Be sure to sign in for today’s session Cell phones on vibrate

  4. Ice Breaker Activity “Sortin’ Stuff”

  5. Created using: http://www.wordle.net/.

  6. The Research says . . . Marzano, Pickering, and Pollock found that strategies that engage students in comparative thinking had the greatest effect on student achievement, leading to an average percentile gain of 45 points. http://www.ascd.org/publications/books/110126/chapters/Section-1@-Why-Compare-$-Contrast%C2%A2.aspx

  7. NCSCOS

  8. Looking at data The historical data for Guilford County Schools benchmarks indicates the following percentages for the skill of comparing & contrasting.

  9. Comparing and Contrasting This is easy! The answers are always “Right There” in the text, right? No, not all of the answers will be concrete. The students are expected to look beyond the text and use their prior knowledge to make inferences. In some cases the students will have to analyze different types of text to answer the questions..

  10. How will this be tested on the EOG?

  11. Put It Into Practice

  12. The Relationship On a sticky note, briefly explain your understanding of the relationship between similarities, differences, comparing, and contrasting. Comparing and Contrasting is the act of analyzing the similarities and differences between two or more things. Turn and talk to your neighbor about what you just wrote. Do you have the same understanding of the relationship?

  13. Analogy Similarity Difference Compare Contrast

  14. Compare and Contrast Question Stems Cognition: Which character……? Interpretation: According to the selection, in which of these is (a Character) best described? Critical Stance: How does ______ change from the beginning to the end of the selection? Connections: What would someone that read these selections most likely enjoy doing?

  15. Comparing and Contrasting When you compare you tell how things are alike/similar. When you contrast you tell how things are different.

  16. Signal Words COMPARE: Similar Like Likewise In the same ways In comparison At the same time In the same manner CONTRAST: However On the other hand But Yet Nevertheless Conversely Rather On the Contrary Nonetheless In contrast

  17. It’s Electric! • Your students may think that they understand comparing and contrasting, however, it is important to show them how to start with the concrete and then move to higher levels of comprehension. • This activity will start them “moving” towards understanding comparing and contrasting.

  18. Compare and Contrast Updated Dance Original Dance slides grapevine music clap floortouch Move to the right first stiff snap 4 steps back One fourth turn bouncy shoulders S A M E Different Different

  19. http://www.dinah.com/venndiagram.php

  20. Teaching Venn Diagrams 1. Start by sorting objects into two groups in front of students without the rings overlapping. Have them determine what the similarities are. Fruit Red 2. When you come to an object that belongs in both, ask the students where to put it. They will most likely say “in the middle”.

  21. Teaching Venn Diagrams 3. Then show them how to move the circles to make them overlap. Red Fruit 4. Discuss how the objects inside one circle all belong to that group. Remove one circle to make this obvious for students.

  22. Teaching Venn Diagrams 5. Then show them an object that does not fit into either group. Ask them where that object should go. This object is called an “outlier” Red Fruit 6. It is really important to provide your students with an example of an outlier and to remind them that it is part of the “universal set”.

  23. Teaching Venn Diagrams 7. Once your students have mastered the double venn diagram through constructing, discussing, and correctly answering questions; add the third circle to make it a triple venn diagram. This will most likely be on a different day. Red Fruit Round

  24. Graphic Organizers Venn Diagrams Double Bubble Maps Side By Side Selections Matrix Move Beyond Your Basic Organizer!

  25. Non-Fiction Sample Matrices Components of Soil Observation and Information Sheet Comparing North American Countries

  26. Character Analysis Matrix

  27. Layered Book Foldable Activity Directions: • 1. Stack two sheets of paper so that the back sheet is one inch higher than the front sheet. • 2. Bring the bottom of both sheets upward and align the edges so that all of the layers or tabs are the same distance apart. • 3. When all tabs are an equal distance apart, fold the papers and crease well. • 4. Open the papers and staple them together or glue along the inner center fold. www.dinah.com

  28. Compare & Contrast Kingfisher Cormorant Nighthawk

  29. Synthesis Knowledge left in pieces is easier to lose than knowledge that is made whole. Compare and contrast should always end with a synthesis task ~ asking students to pull together what they have learned and apply that learning to the creation of a product. http://www.ascd.org/publications/books/110126/chapters/Section-1@-Why-Compare-$-Contrast%C2%A2.aspx

  30. Compare & Contrast Teaching the skill of compare and contrast in writing

  31. Organizing Compare & Contrast Organizing Compare & Contrast • Whole-to-Whole (Block) • Similarities to Differences • Point-by-Point

  32. Whole-to-Whole • Say everything about the first item of comparison • Say everything about the other item of comparison

  33. Whole-to-whole

  34. Similarities-to-Differences • Explain all the similarities of the items being compared • Explain all of the differences of the items being compared

  35. Similarities and Differences

  36. Visit the Compare & Contrast Map tool at http://www.readwritethink.org/files/resources/interactives/compcontrast/map/ to create your own map.

  37. Point-by Point • Explain one point of comparison • Explain the next point of comparison

  38. Point-by-Point

  39. A Recipe for Success

  40. Recipes • Read both recipes carefully. • Work with the people at your table to discuss the similarities and differences between the two articles. • Remember to look closely at the: • * ingredients • * preparation • * substitutions • * nutritional information

  41. Let’s Practice . . .

  42. Recipes Write three questions using these recipes. • How are the recipes the same? • How are the recipes different? • Which Oreo recipe has fewer calories per serving? • If you were to double the recipe for Oreo Shazam Bars, how many cookies would you need? • What is the best description of this selection? • a. recipe b. procedures c. instructions d. menu

  43. Literature for Learning

  44. Compare & Contrast with Miss Nelson Is Missing Miss Nelson Miss Swamp BOTH • Unpleasant voice • No story hour for the children • Wears dark clothes • Makes the children behave • Gave them lots of homework • Sweet voice • Reads to the children • Wears bright clothes • Cannot make the children behave • Teachers • Women

  45. Comparing Main Characters of 2 Stories

  46. Helpful Tips • How are these ideas alike? How are the ideas different? • Which ideas belong together? • How are the ideas related? • How would you group the facts from the selection? • Why did the author compare...to... How are they alike? How are they different? • Writers often connect new ideas with something a reader may already know. What examples from the selection show this writing strategy? Reading Strategies from the Journey North Teacher

  47. Helpful Tips • What does this selection remind you of? • What does (idea from selection) remind you of? • What comparisons did the author use to describe ideas? • What similes or metaphors did the author use to describe ideas in the selection? • What analogies were used to help readers connect ideas? • What are the similarities described? What are the differences described? • How did the author help readers learn new ideas? Reading Strategies from the Journey North Teacher

  48. Find your resources from today’s session at:

  49. Curriculum & Instruction. . . Always Reaching towards academic excellence through Meaningful Service danielk2@gcsnc.comsikess@gcsnc.com 574-2645 370-3268

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