Session 3 Wednesday, March 9, 2011 Lumberton High PLC

1. Literacy Training: Reading Strategies to Attain Meaning Session 3Wednesday, March 9, 2011Lumberton High PLC

2. Strategies for Assisting Struggling Readers

3. FrayerModel LITERACY STRATEGY Presented by: Sherry Odom March 9, 2011 LSHS Curriculum Specialist

5. Frayer Models: different versions with similar outcomes Characteristic Version: • Essential characteristics of the word • Essential Non Characteristics of the word • Examples • Non-examples Definition Version: • Word’s definition • A list of characteristics about the concept • A list of examples • A list of non examples

6. Definition Frayer Model This provides students with the opportunity to understand what a concept is and what it is not. The examples gives students the chance to elaborate on what they know and their understanding.

7. Essential Characteristics Frayer Model This allows student the chance to show the special characteristics that make a concept what it is and non essential or unimportant characteristics of a concept.

8. Your Foldable Frayer • Fold Construction paper in half • Then fold that half in half again • Now take scissors and cut connected corner • Take different colored small construction paper and tape onto back: • Write word/concept in different colored diamond • In upper left hand write definition • In upper right hand write characteristics • In lower left hand write examples (from own life) • In lower right hand write non-examples

9. Frayer Extension Activity: “The Way I See It” How to use: • Select topic or event that can be viewed differently by various people or groups • Determine four people or groups who hold different opinions or perspectives • As students read the selection, have them make notes about how each group or person would view the event or issue. Tips: Consider leading a discussion on "perspective" before beginning the activity.  Can be used to solve a problem and how different people or groups might solve a problem.

11. ThinkDots LITERACY STRATEGY Presented by: Aaron Locklear March 9, 2011 LSHS Curriculum Specialist

12. Why use ThinkDots? • To engage your students in ideas and information processing activities • To match your students learning profiles and current needs • To engage your students forward on many learning continuums. • To identify the students’ readiness levels, interests, and learning styles • To use ongoing formative assessment

13. When to use ThinkDots? • After presenting a unit and once students are familiar with the concepts, ThinkDots helps students THINK about and make SENSE of the unit and CONCEPTS • The teacher first defines readiness levels, interests, and learning styles with the students. • Decide what you want your students to know, understand, and do.

14. Directions • Teacher designs a template with six questions of various levels based on the lesson taught. • Each question is cut out, pasted to a 3 by 5 index card and numbered 1-6. • These activity cards (index cards) are now binded together…for ex.-hole punch w/ring • Teacher can create an “Activity Sheet” to correspond to the activity card questions to collect from the group to grade.

15. Directions • Student sit with a group of 2 or 3 students using activity cards of the same color. • Students take turns rolling a die and then answers the activity on the card that corresponds to the dots thrown on the die. • If the roll is an activity that the student has already did , another roll is allowed. • Each student may continue to answer all six activities or teacher can make modifications.

16. Suggestions • Use colored paper to indicate different readiness levels, interests, and learning styles • Have students work in small groups. • Let students choose which activities (for example, choose any three or have students choose just one to work on over a number of days) • After completing activities individually, have them come together in groups by levels, interest, or learning styles to synthesize