View
219
Download
4
Category
Tags:
Preview:
DESCRIPTION
Presentation by Dr. Edwin Ellis, Elizabeth Long, and Craig Henden about use of software featuring specialized digital interactive graphic organizers (Smart Visuals), each specifically designed for teaching individual NCCSS Career- and College Readiness READING standards. Presentation made at the 2013 Auburn Transition Conference. For information about the software or profession development, please contact Dr. Ellis (edwinellis1@gmail.com).
Citation preview
Visual Tools for Teaching College- and Career-Readiness Standards
Edwin Ellis, Ph.D. Professor, Special Education, The University of Alabama edwinellis1@gmail.com (205) 394-5512
Craig Henden, BAMath Teacher Oakman Middle School
Elizabeth Long, MARTI Coordinator Hartselle High School
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
For information about how to access Smart Visual software featured in this presentation or professional development for your school, please contact Dr. Edwin Ellis
Visual Tools for Teaching College- and Career-Readiness Standards
Edwin Ellis, Ph.D. Professor, Special Education, The University of Alabama edwinellis1@gmail.com (205) 394-5512
Craig Henden, BAMath Teacher Oakman Middle School
PART 1: Reading Standards
Elizabeth Long, MARTI Coordinator Hartselle High School
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
Visual Tools for Teaching College- and Career-Readiness Standards
Edwin Ellis, Ph.D. Professor, Special Education The University of Alabama edwinellis1@gmail.com (205) 394-5512
Craig Henden, BAMath Teacher Oakman Middle School
PART 2: Writing Standards
Elizabeth Long, MARTI Coordinator Hartselle High School
Visual Tools for Teaching College- and Career-Readiness Standards
Edwin Ellis, Ph.D. Professor, Special Education, The University of Alabama edwinellis1@gmail.com (205) 394-5512
Craig Henden, BAMath Teacher Oakman Middle SchoolPART 3: Math Standards
Elizabeth Long, MARTI Coordinator Hartselle High School
Craft & Structure Use Text Features to Aid Comprehension
Identify Author’s Purpose
Determine / Clarify Meaning of Words in Text
Recognize & Use Text Structure Cues
Recognize Point-of-View, Bias, etc.
Knowledge & Ideas Integration Drawing Conclusions
Identifying Texts’ Similarities & Differences
Comparing Author’ Points / PositionsDistinguishing b/w Fact, Opinion, & Reasoned JudgmentIntegrating Multiple Info SourcesAssessing Author’s Claims, Reasoning & Evidence
Key ideas & details Identifying Key ideas & Details
Asking/Answering Questions
Making Connections
Differentiate b/w Explicit & Implied Info
Cite Textual Evidence
Explain How Ideas Were Developed in Text
LANGUAGE ARTS READING
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
3 BIG IDEAS about visual toolsAll about… embedded prompts that cue
what /how to think about essential info
All about… applying principles of strategic instruction when using visual tools
All about… visual tools that target specific NCCS standards
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
Summarizing Key Ideas & Details
All about… visual tools that target specific NCCS standards
Webs can be excellent visual tools for teaching summarization skills…
Are the other visual tools that work better?
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
Which would you rather have?
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
Webs depict “whole-to-part” structures
WHOLE
PARTS
All about… visual tools that target specific NCCS standards
Summarizing Key Ideas & Details
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
Is about…
Much better…. “whole-to-part
TOPIC
Main Idea
Details
So what? What’s important to understand about this?
Main Idea
Details
WHOLE
PARTS
WHOLE
-back-to-whole
All about… visual tools that target specific NCCS standards
Drawing Conclusions
Summarizing Key Ideas & Details
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
All about… visual tools that target specific NCCS standards
Drawing Conclusions
Summarizing Key Ideas & Details
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
Making Comparisons
All about… visual tools that target specific NCCS standards
Venns can be excellent visual tools for for comparing…
Are the other visual tools that work better?
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
Bald Eagle Red-Tailed HawkDIFFERENT DIFFERENTSIMILAR
They eat fish anduse their talons or
claws to catch them.
Carnivores They prey on smallrodents and rarely willeat poultry.
They live near lakes,rivers, marshes, and
seacoasts.
Temperate DeciduousForest
They live in the opencountry of various kinds, including farmlands.
The Bald Eagle has a white
head and tail and a blackish
body.
Both have white somewhere on their body
The Red-tailed Hawkusually has a white chestwith a rust-colored tail.
They create their nests
using sticks.. The eggs are white.
The females lay two tothree eggs at a time.
Make nests of sticks in talltrees.
Their eggs are whitewith brown spots. The nest is also made of bark and bits of fresh green vegetation.
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
Food
Habitat
Color
Nests
Bald Eagle Red-Tailed Hawk
DIFFERENT DIFFERENTSIMILAR
They eat fish anduse their talons or
claws to catch them.
Carnivores They prey on smallrodents and rarely willeat poultry.
They live near lakes,rivers, marshes, and
seacoasts.
Temperate DeciduousForest
They live in the opencountry of various kinds, including farmlands.
The Bald Eagle has a white
head and tail and a blackish
body.
Both have white somewhere on their body
The Red-tailed Hawkusually has a white chestwith a rust-colored tail.
They create their nests
using sticks.. The eggs are white.
The females lay two tothree eggs at a time.
Make nests of sticks in talltrees.
Their eggs are whitewith brown spots.The nest is also made of bark and bits of fresh green vegetation.
Note the clarity that adding subtopics adds to the visual
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
Which would you rather have?
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
How Formed
Where Located
Movement
Ice Berg Ice Flow
All about… visual tools that target specific NCCS standards
Making Comparisons
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com
www.GraphicOrganizers.com
How Formed
Where Located
Movement
Ice Berg Ice Flow
Began as slow forming land-based glacier (from snow)- breaks off & falls into water
Began as surface water freezes – makes an ice layer on top of ocean that breaks & refreezes
Most of it is below water
Can flip over
All of it floats on top of water;
Never flip over
Move by wind & ocean currents;some travel to warmer areas = shipping hazard
May break apart to form ice islands, Moves by wind only. Melt thus, not much shipping hazard
All about… visual tools that target specific NCCS standards
Making Comparisons
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com
www.GraphicOrganizers.com
How Formed
Where Located
Movement
ConclusionIce Berg Ice Flow
Began as slow forming land-based glacier (from snow)- breaks off & falls into water
Began as surface water freezes – makes an ice layer on top of ocean that breaks & refreezes
Ice bergs made from snow = fresh water. Ice flows made from sea water = salty
Most of it is below water
Can flip over
All of it floats on top of water;
Never flip over
Both formed in polar regions, thus require REALLY cold weather Both float
Move by wind & ocean currents;some travel to warmer areas = shipping hazard
May break apart to form ice islands, Moves by wind only. Melt thus, not much shipping hazard
Ice bergs are more dangerous than ice flows. Ice flows can look like land. Bergs look like ice islands
Drawing Conclusions
All about… visual tools that target specific NCCS standards
Making Comparisons
© 2013 E S. Ellis
Explaining How Ideas Developed
All about… visual tools that target specific NCCS standards
Plot Sequence
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com
www.GraphicOrganizers.com
All about… visual tools that target specific NCCS standards
So far, we’ve been looking at generic graphic organizers that are excellent tools for addressing NCCS standards
Some NCCS standards require visual tools that are specifically designed to teach them
These are specialized visual tools
“Discipline-specific”, not generic
All about… embedded prompts that cue what /how to think about essential info
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com
All about… visual tools that target specific NCCS standards
All about… embedded prompts that cue what /how to think about essential info
Determining Meanings of Words
Asking / Answering Questions
Make up a WHO question that includes the term in the question
Guess the answer to your question
Term Definition (in your own words)
© 2013 E S. Ellis
All about… visual tools that target specific NCCS standards
All about… embedded prompts that cue what /how to think about essential info
Determining Meanings of Words
Asking / Answering Questions
© 2013 E. S. Ellis All Rights Reserved
All about… visual tools that target specific NCCS standards
All about… embedded prompts that cue what /how to think about essential info
Know * Learned* Questions Vocabulary Smart Visual
Determining Meanings of Words
Asking / Answering Questions
© 2013 E. S. Ellis All Rights Reserved
Asking / Answering Questions
All about… visual tools that target specific NCCS standards
Think-back Ask & Answer Questions
Reading Smart Visual
All about… embedded prompts that cue what /how to think about essential info
Write your WHY question here
Write your answer here
Write your HOW question here
Write your answer here
© 2013 E. S. Ellis All Rights Reserved
Asking / Answering Questions
All about… visual tools that target specific NCCS standards
Questioning The Author about the Setting
Reading Smart Visual
All about… embedded prompts that cue what /how to think about essential info
What words best describe the setting?
How does the way you describe the setting affect the mood in the story?
How the setting affect or shape the main character in the story?
Why does the the setting impact the main problem in the story?
© 2013 E. S. Ellis All Rights Reserved
Drawing Inferences
All about… visual tools that target specific NCCS standards
Inferences about EventsReading Smart Visual
IMPORTANT EVENT(summary of facts provided by the author about event)
INFERENCE (addition info about event that might be true)
© 2013 E. S. Ellis All Rights Reserved
Drawing Inferences
All about… visual tools that target specific NCCS standards
Inferences about how the character’s features was shaped
by the setting or eventsReading Smart Visual
CHARACTER FEATURES
…how the character treats others
…how the character views his/her self
…what motivates the character
…how the character deals with problems
…character’s values
© 2013 E. S. Ellis All Rights Reserved
Drawing Inferences
All about… visual tools that target specific NCCS standards
CHARACTER FEATURES
Inferences about how the character’s features was shaped
by the setting or eventsReading Smart Visual
PROBABLY SHAPED BY THESE SETTING or EVENT FEATURES
BECAUSE…
© 2013 E. S. Ellis All Rights Reserved
Recognizing Point-of-View, Bias
All about… visual tools that target specific NCCS standards
Narrator’s vs. Character’s Point-of-View
Reading Smart Visual
Describe an important event in the story
Who is telling the story?
What the narrator seems to like or not like about the event
Why you think the narrator thinks or feels this way
CHARACTER
How the character views the event DIFFERENTLY
Why the character thinks or feels this way
© 2013 E. S. Ellis All Rights Reserved
All about… visual tools that target specific NCCS standards
Impact of Narrator’s Point-of-View on How
Story is ToldReading Smart Visual
Recognizing Point-of-View, Bias
Summary of an important EVENT in the story
How the narrator seems to feel about the event or characters involved in it
How the narrator’s feelings affect the way the event is described
© 2013 E. S. Ellis All Rights Reserved
Recognizing Point-of-View, Bias
All about… visual tools that target specific NCCS standards
Author BiasReading Smart Visual
Assessing Author’s claims
EVENTSource & Author
Distinguishing b/w Facts, Opinions, & Reasoned Judgment
Tone A reporter may express opinion (approval, ridicule, etc.) via tone of voice used when discussing the topic
Exaggeration Exaggerating the characteristics of something/ someone often reflect bias.
Title The wording of a report’s title may reflect the author’s opinion about the topic of
the report.
Inclusion or omission of info Author chooses to include or omit specific info about a topic. Only by comparing explanations about a topic from a wide variety of sources can “omission” bias be observed, so it is difficult to detect.
Word choice The choice of words an author uses to describe something (gathering vs. mob) or name something / someone (child vs. brat); use of words that express positive / negative value.
Placement The position in a report (beginning, middle, end) that an idea is presented may cause people to view its importance differently.
Picture / video selection How something / someone appears in a picture or video can dramatically sway perceptions; picture captions or video narrations also may reflect bias.
Recognizing Point-of-View, Bias
All about… visual tools that target specific NCCS standards
Author BiasReading Smart Visual
Assessing Author’s claims
EVENTSource & Author
How balanced was the author’s report? (provide evidence from the source material to support your opinion)
How impartial was the author? (provide evidence from the source material to support your opinion)
How well did the author substantiate the information in the report? (provide evidence from the source material to support your opinion)
Distinguishing b/w Facts, Opinions, & Reasoned Judgment
© 2013 E. S. Ellis All Rights Reserved
All about… visual tools that target specific NCCS standards
Balanced vs. One-sided Report
Reading Smart Visual
Recognizing Point-of-View, Bias
Assessing Author’s claims
EVENTSource & Author
How balanced was the author’s explanation?
VERY BALANCED
Equally explained the different perspectives people may have about the topic; explain conflicting arguments
VERY ONE_SIDED
Explanation was one-sided; failed to explain alternative perspectives; ignored conflicting arguments
© 2013 E. S. Ellis All Rights Reserved
All about… visual tools that target specific NCCS standards
Balanced vs. One-sided Report
Reading Smart Visual
Recognizing Point-of-View, Bias
Assessing Author’s claims
EVENTSource & Author
How balanced was the author’s explanation?
Reason 1 for rating / include information from source material
Reason 2 for rating / include information from source material
© 2013 E. S. Ellis All Rights Reserved
MakesSenseStrategies.com © 2011 Edwin Ellis
TM
Making Connections
All about… visual tools that target specific NCCS standards
All about… embedded prompts that cue what /how to think about essential info
This person Caused this to happen
Specific information about the person
Specific information about what happened
How or Why?
This person’s positive to negative impact on the world
CAUSE / EFFECT
All about… visual tools that target specific NCCS standards
All about… embedded prompts that cue what /how to think about essential info
Determining Meanings of Words
Making Connections
Word WallsVocabulary
Smart VisualWord Definition Picture
Knowledge Connection
PERSONAL CONNECTIONS
© 2013 E. S. Ellis All Rights Reserved
Making Connections
All about… visual tools that target specific NCCS standards
All about… embedded prompts that cue what /how to think about essential info
Summarizing Key Ideas & Details
Person
Is important person because…
Ways to describe this person…
Know for… Not know for…
-or- Don’t confuse
with…
Because…
Impact on world
THEN & NOW
Someone from today’s
world this person is like or not like…
Because…
Knowledge Connections
This person makes you think of…
Because…© 2013 E. S. Ellis
All Rights Reserved
All about… applying principles of strategic instruction when using visual tools
3 BIG IDEAS about visual toolsAll about… embedded prompts that cue
what /how to think about essential info
All about… visual tools that target specific NCCS standards
We’ve developed specific high-engagement instructional routines for using visual tools….
* BEFORE the lesson to activate & assess background knowledge, pre-teach vocabulary & create anticipation for learning.
* DURING the lesson to both teach the NCCSS language arts literacy skills AND teach subject-matter
* AFTER the lesson to facilitate reflective reviews and use of “essential questions” about the tools students are learning to use and the relevance of the subject-matter they have been learning
Text-to-notes routines
Notes-to-writing routines
Project-based learning routines
© 2013 E. S. Ellis All Rights Reserved
Recommended