Visual tools for Teaching College Readiness Reading Standards

Visual Tools for Teaching College- and Career-Readiness Standards

Edwin Ellis, Ph.D. Professor, Special Education, The University of Alabama [email protected] (205) 394-5512

Craig Henden, BAMath Teacher Oakman Middle School

Elizabeth Long, MARTI Coordinator Hartselle High School

© 2013 Edwin S. Ellis All Rights Reserved [email protected] 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




PART 1: Reading Standards




Edwin Ellis, Ph.D. Professor, Special Education The University of Alabama [email protected] (205) 394-5512


PART 2: Writing Standards




Craig Henden, BAMath Teacher Oakman Middle SchoolPART 3: Math Standards


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


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


Summarizing Key Ideas & Details


Webs can be excellent visual tools for teaching summarization skills…

Are the other visual tools that work better?




Which would you rather have?


Webs depict “whole-to-part” structures

WHOLE

PARTS




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


Drawing Conclusions




Drawing Conclusions



Making Comparisons


Venns can be excellent visual tools for for comparing…

Are the other visual tools that work better?


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.


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


Which would you rather have?


How Formed

Where Located

Movement

Ice Berg Ice Flow


Making Comparisons

© 2013 Edwin S. Ellis All Rights Reserved [email protected]

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


Making Comparisons



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


Making Comparisons

© 2013 E S. Ellis

Explaining How Ideas Developed


Plot Sequence




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




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





© 2013 E. S. Ellis All Rights Reserved



Know * Learned* Questions Vocabulary Smart Visual






Think-back Ask & Answer Questions

Reading Smart Visual


Write your WHY question here

Write your answer here

Write your HOW question here

Write your answer here




Questioning The Author about the Setting



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?


Drawing Inferences


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)


Drawing Inferences


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


Drawing Inferences


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…


Recognizing Point-of-View, Bias


Narrator’s vs. Character’s Point-of-View


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



Impact of Narrator’s Point-of-View on How

Story is ToldReading Smart Visual


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




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.



Author BiasReading Smart Visual



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



Balanced vs. One-sided Report





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



Balanced vs. One-sided Report





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


MakesSenseStrategies.com © 2011 Edwin Ellis

TM

Making Connections



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




Making Connections

Word WallsVocabulary

Smart VisualWord Definition Picture

Knowledge Connection

PERSONAL CONNECTIONS


Making Connections




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


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
