Class/Homework Instructions:
Comprehension Guide:
Students will receive a comprehension guide on the day of the test for the previous chapter. The comprehension guide is a tool for the students that while they are reading, they will have to answer questions along the way. This is used to improve reading skills, comprehension, understand vocabulary, and hold the students accountable for reading the chapter. Done properly, students should have no more than 8 questions a night that they need to answer while they read.
Reading comprehension is perhaps one of the most critical skills a student can master. Without a firm grasp on the comprehension process, learners will struggle in every subject they encounter. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing.
Reading comprehension is important because without it, reading doesn't provide the reader with any information.
Students will receive a comprehension guide on the day of the test for the previous chapter. The comprehension guide is a tool for the students that while they are reading, they will have to answer questions along the way. This is used to improve reading skills, comprehension, understand vocabulary, and hold the students accountable for reading the chapter. Done properly, students should have no more than 8 questions a night that they need to answer while they read.
Reading comprehension is perhaps one of the most critical skills a student can master. Without a firm grasp on the comprehension process, learners will struggle in every subject they encounter. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing.
Reading comprehension is important because without it, reading doesn't provide the reader with any information.
Who Am I Vocabulary:
The Who Am I is given out on the test day of the previous chapter and is a vocabulary strategy that assists students in expanding their knowledge to raise achievement. Vocabulary development increases when students have visual images of word meaning and when the words are categorized into groups.
In order to understand spoken or written words a student must know 95% of the words.
Students are given a scenario in which they must go through the text and find the right vocabulary word whether it’s academic, content, or a person/place/thing. Once students find the correct word, they must write the definition, use that word in a sentence, and then draw a nonlinguistic representation of that word.
Nonlinguistic representations are extremely important because students are visualizing the word without using words. When teaching, all of the senses come into play in learning. In most classrooms, however, reading and lectures dominate instruction, engaging students through the linguistic mode (words). Learners also acquire and retain knowledge nonlinguistically, through visual imagery, kinesthetic or whole-body modes, auditory experiences, and so forth.
Students are actively creating a model of their thinking. When students then explain their models, they are putting their thinking into words. This may lead to new questions and discussions, which will in turn promote deeper thinking and better understanding.
For example: If I say the word is "Democracy" or "Freedom", a student might draw a picture of the American Flag or the United States to illustrate their meaning.
The Who Am I is given out on the test day of the previous chapter and is a vocabulary strategy that assists students in expanding their knowledge to raise achievement. Vocabulary development increases when students have visual images of word meaning and when the words are categorized into groups.
In order to understand spoken or written words a student must know 95% of the words.
Students are given a scenario in which they must go through the text and find the right vocabulary word whether it’s academic, content, or a person/place/thing. Once students find the correct word, they must write the definition, use that word in a sentence, and then draw a nonlinguistic representation of that word.
Nonlinguistic representations are extremely important because students are visualizing the word without using words. When teaching, all of the senses come into play in learning. In most classrooms, however, reading and lectures dominate instruction, engaging students through the linguistic mode (words). Learners also acquire and retain knowledge nonlinguistically, through visual imagery, kinesthetic or whole-body modes, auditory experiences, and so forth.
Students are actively creating a model of their thinking. When students then explain their models, they are putting their thinking into words. This may lead to new questions and discussions, which will in turn promote deeper thinking and better understanding.
For example: If I say the word is "Democracy" or "Freedom", a student might draw a picture of the American Flag or the United States to illustrate their meaning.
Workbook:
Students are given the workbook on the test day of the previous chapter. The workbook is a complimentary reading piece that helps with reading comprehension and gives the students the opportunity to make inferences, make connections, identify cause and effect, compare and contrast, and is another tool to help reinforce their academic and content vocabulary. Students are expected to read each section carefully while answering questions related to the text.
Students do not have to complete the "take the challenges" or the "reflection" on the last/back page.
Students are given the workbook on the test day of the previous chapter. The workbook is a complimentary reading piece that helps with reading comprehension and gives the students the opportunity to make inferences, make connections, identify cause and effect, compare and contrast, and is another tool to help reinforce their academic and content vocabulary. Students are expected to read each section carefully while answering questions related to the text.
Students do not have to complete the "take the challenges" or the "reflection" on the last/back page.
Progress Checks:
Progress checks are used to track student progress as they are reading each section. Progress checks ask the student to pull textual evidence answers as they read to answer each question.
Progress checks are used to track student progress as they are reading each section. Progress checks ask the student to pull textual evidence answers as they read to answer each question.
Kahoot Review Game:
Kahoot is an online review game where I have built in questions and students will be using the laptop carts to compete with each other. Points are given by how fast and correctly the question is answered.
Kahoot is an online review game where I have built in questions and students will be using the laptop carts to compete with each other. Points are given by how fast and correctly the question is answered.
Word Scatters:
Word Scatters are used to help students learn how to develop sentence structure and use grammar properly. Vocabulary word meanings within the sentences must make sense in their usage.
Students are given twenty words that relate to a bold idea within the current chapter (ex. Executive Branch). Students must then use and connect two vocabulary words per sentence to make a proper sentence that makes sense. They cannot use the same words twice, or if they do, they only count the first time they are used. They must highlight the words that they use in each sentence that come from the word scatter.
This is a strategy for independently inferring word meanings from context.
For example: If the words you have to work with were -
You could make these sentences:
1. The president is head of the Executive Branch.
2. The president can veto a bill presented by Congress.
I used president twice, but would only highlight it once. Since I used two words in sentence 1 and three in sentence 2, you can see how I would highlight my words so that it would be correct.
Word Scatters are used to help students learn how to develop sentence structure and use grammar properly. Vocabulary word meanings within the sentences must make sense in their usage.
Students are given twenty words that relate to a bold idea within the current chapter (ex. Executive Branch). Students must then use and connect two vocabulary words per sentence to make a proper sentence that makes sense. They cannot use the same words twice, or if they do, they only count the first time they are used. They must highlight the words that they use in each sentence that come from the word scatter.
This is a strategy for independently inferring word meanings from context.
For example: If the words you have to work with were -
- Executive Branch
- president
- veto
- bill
You could make these sentences:
1. The president is head of the Executive Branch.
2. The president can veto a bill presented by Congress.
I used president twice, but would only highlight it once. Since I used two words in sentence 1 and three in sentence 2, you can see how I would highlight my words so that it would be correct.
Primary Source Activity:
Primary source activities are worksheets that use independent readings where the students must answer questions based on what they have read. They must be able to comprehend the material and answer the required questions independently, thoroughly, and thoughtfully.
Primary source activities are worksheets that use independent readings where the students must answer questions based on what they have read. They must be able to comprehend the material and answer the required questions independently, thoroughly, and thoughtfully.
Bluff Game (Test Review):
The Bluff Game is a review game in which students are put into two teams to compete with each other. The teacher uses a PowerPoint with approximately 12 to 20 questions directly related to the material and the test to assess comprehension of the material before the test.
The game is set up so that each team takes a turn. A question is put up on the board and the teacher will read it out loud with four possible answers shown. The team whose turn it is will listen to the entire question with the accompanying answers and will stand up if they know or think they know the answer. It is called the bluff game because students will also stand up if they want to pretend they know the answer. The rule of thumb says that you should only bluff if the majority of students are standing. If only one other student is standing and you try and bluff, you have a 50% chance of being picked. If ten students are standing and you try and bluff, your chances of being picked go down to 10%. The object of the game is to get as many answers correct with as many people standing as possible to get the maximum amount of points to defeat the other team. If a team has ten people standing and they get it right, they receive ten points. If they get it wrong, they would lose ten points.
The point to using this game to review for the test is that most students find games to be fun, interesting, and spark motivation to learn and have team camaraderie. No one wants to be the person who does not get the answer right which thereby motivates them to work, study, and learn. It is a team building activity which has immediate feedback on whether their answers were right or wrong.
Games fulfill multiple needs. They are memorable and they enhance retention. Games provide a context for what is being taught that is easy to recall. They can be used to assess what people need to learn, to solve problems, to generate ideas, and to evaluate what people have learned. Games teach decision-making skills. Both individuals and teams learn techniques to evaluate data and make strategic decisions. Games provide reinforcement and reward. People can gain immediate satisfaction and accomplishment in their learning.
The Bluff Game is a review game in which students are put into two teams to compete with each other. The teacher uses a PowerPoint with approximately 12 to 20 questions directly related to the material and the test to assess comprehension of the material before the test.
The game is set up so that each team takes a turn. A question is put up on the board and the teacher will read it out loud with four possible answers shown. The team whose turn it is will listen to the entire question with the accompanying answers and will stand up if they know or think they know the answer. It is called the bluff game because students will also stand up if they want to pretend they know the answer. The rule of thumb says that you should only bluff if the majority of students are standing. If only one other student is standing and you try and bluff, you have a 50% chance of being picked. If ten students are standing and you try and bluff, your chances of being picked go down to 10%. The object of the game is to get as many answers correct with as many people standing as possible to get the maximum amount of points to defeat the other team. If a team has ten people standing and they get it right, they receive ten points. If they get it wrong, they would lose ten points.
The point to using this game to review for the test is that most students find games to be fun, interesting, and spark motivation to learn and have team camaraderie. No one wants to be the person who does not get the answer right which thereby motivates them to work, study, and learn. It is a team building activity which has immediate feedback on whether their answers were right or wrong.
Games fulfill multiple needs. They are memorable and they enhance retention. Games provide a context for what is being taught that is easy to recall. They can be used to assess what people need to learn, to solve problems, to generate ideas, and to evaluate what people have learned. Games teach decision-making skills. Both individuals and teams learn techniques to evaluate data and make strategic decisions. Games provide reinforcement and reward. People can gain immediate satisfaction and accomplishment in their learning.
Test Study Guide:
The test study guide is given out the week before the test and has questions that relate directly to the assessment that will be given. Students who complete this short companion guide will have a better understanding of what will be on the test and what they are expected to have learned and comprehended.
The test study guide is given out the week before the test and has questions that relate directly to the assessment that will be given. Students who complete this short companion guide will have a better understanding of what will be on the test and what they are expected to have learned and comprehended.
2 1/2 Minute Pop-Quiz:
Students will be given random timed pop quizzes to assess what they have learned and retained from the material that has been taught thus far. Each slide will stay on the screen for approximately 30 seconds before switching to the next slide. Questions will range between low, medium, and high and they will have four answers on each slide. They must chose the correct before time expires and the next slide appears. They will have five slides total. Each slide is worth 1 point on a zero to 4 point scale.
Students will be given random timed pop quizzes to assess what they have learned and retained from the material that has been taught thus far. Each slide will stay on the screen for approximately 30 seconds before switching to the next slide. Questions will range between low, medium, and high and they will have four answers on each slide. They must chose the correct before time expires and the next slide appears. They will have five slides total. Each slide is worth 1 point on a zero to 4 point scale.
Foldable Activity:
Students will make a Know-Want-Learn foldable which will help them to organize what they know, what they want to know, and what they have about learned about the time period we are studying.
Step 1: Fold four sheets of paper in half from top to bottom
Step 2: On each folded paper, make a cut 1 inch from the side on the top flap
Step 3: Place the folded papers one on top of the other. Staple the four sections together and label the top four tabs.
In this activity, students will use questioning, describing, and identifying. To help students take notes as they read, they can convert each main head in a lesson (red headers) of their textbook into a question. Students should use words such as who, what, when, where, or why.
Students will make a Know-Want-Learn foldable which will help them to organize what they know, what they want to know, and what they have about learned about the time period we are studying.
Step 1: Fold four sheets of paper in half from top to bottom
Step 2: On each folded paper, make a cut 1 inch from the side on the top flap
Step 3: Place the folded papers one on top of the other. Staple the four sections together and label the top four tabs.
In this activity, students will use questioning, describing, and identifying. To help students take notes as they read, they can convert each main head in a lesson (red headers) of their textbook into a question. Students should use words such as who, what, when, where, or why.
Facebook Activity:
Students will be given a person of importance during the time period that we are studying. Students must make a pretend Facebook page (on a pre-done worksheet) for that person with the understanding that this is an activity where we use historical facts to make inferences of what their Facebook page might look like if they had Facebook back then. Students will be given a minimum of two days in a computer lab where they will research information on the person that they have selected and fill in the information accordingly.
Students will be given a person of importance during the time period that we are studying. Students must make a pretend Facebook page (on a pre-done worksheet) for that person with the understanding that this is an activity where we use historical facts to make inferences of what their Facebook page might look like if they had Facebook back then. Students will be given a minimum of two days in a computer lab where they will research information on the person that they have selected and fill in the information accordingly.