Setting Objectives and Providing Feedback
Setting objectives establishes a direction for learning. Once students understand the parameters of an objective, they should brainstorm to determine what they know and what they want to learn. Specific, timely, and regular feedback to students enhances their learning. Also, feedback should include an explanation of why an item is correct or incorrect and be criterion referenced. In other words, students should understand where they stand relative to a specific target of knowledge or skill.
SQ3R
Strategy #: 36
Reading component: Comprehension
Related Standard(s) of Learning: 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
SQ3R (Survey, Question, Read, Recite, Review) is a study strategy that students may use throughout the reading process. Using this strategy, students first preview texts in order to make predictions and
generate questions to help direct their reading. As students read, they actively search for answers to their questions, and, when they have finished reading, they summarize what they have read and review
their notes, thus monitoring and evaluating their own comprehension.
Strategy procedure
1. Explain to the students that SQ3R, which stands for Survey, Question, Read, Recite, and Review, is a study strategy which will help them read and understand texts independently.
2. Select a text that the class has not read. The text should be not too long and should contain graphics,
illustrations, and typographical features, such as headings and subheadings. Distribute the text to the
class, and explain that the class will be reading the text together to learn the SQ3R strategy.
3. Using the selected text, model the SQ3R strategy, noting the strategy’s steps on a board, chart, or
overhead projector:
· Survey what you are about to read. Consider the title. Ask what students already know about this
subject and what they want to know more about. Look at the headings, and skim the topic
sentences of the paragraphs. Examine the illustrations and other graphic elements. Read the last
paragraph or summary.
· Question. Use questions to set the purpose for the reading. Change the title, headings, subheadings, and
illustrations and graphics into questions. Write down any unfamiliar vocabulary in order to determine its
meaning.
· Read actively. Respond to and locate answers to the questions generated above, using context
clues to help with unfamiliar words. As you read, generate additional questions by focusing on
unclear passages, confusing terms, and questionable statements.
· Recite. Recall the answers and the information from the book without referring back to the text
and notes. Recite the answers to questions aloud or in writing. Reread the text for unanswered
questions.
· Review. Answer the major purpose questions (from the title and subheadings). Review the answers and all
sections of the chapter to help organize information. Summarize the information learned, depicting main
ideas by using graphic organizer, paragraph summary, or group discussion.
Sources
· F. Robinson, Effective Study (New York: Harper and Row, 1961).
· R. Billmeyer and M. L. Barton, Teaching Reading in the Content Areas (Aurora, Colo.: McREL, 1998).
Reading component: Comprehension
Related Standard(s) of Learning: 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
SQ3R (Survey, Question, Read, Recite, Review) is a study strategy that students may use throughout the reading process. Using this strategy, students first preview texts in order to make predictions and
generate questions to help direct their reading. As students read, they actively search for answers to their questions, and, when they have finished reading, they summarize what they have read and review
their notes, thus monitoring and evaluating their own comprehension.
Strategy procedure
1. Explain to the students that SQ3R, which stands for Survey, Question, Read, Recite, and Review, is a study strategy which will help them read and understand texts independently.
2. Select a text that the class has not read. The text should be not too long and should contain graphics,
illustrations, and typographical features, such as headings and subheadings. Distribute the text to the
class, and explain that the class will be reading the text together to learn the SQ3R strategy.
3. Using the selected text, model the SQ3R strategy, noting the strategy’s steps on a board, chart, or
overhead projector:
· Survey what you are about to read. Consider the title. Ask what students already know about this
subject and what they want to know more about. Look at the headings, and skim the topic
sentences of the paragraphs. Examine the illustrations and other graphic elements. Read the last
paragraph or summary.
· Question. Use questions to set the purpose for the reading. Change the title, headings, subheadings, and
illustrations and graphics into questions. Write down any unfamiliar vocabulary in order to determine its
meaning.
· Read actively. Respond to and locate answers to the questions generated above, using context
clues to help with unfamiliar words. As you read, generate additional questions by focusing on
unclear passages, confusing terms, and questionable statements.
· Recite. Recall the answers and the information from the book without referring back to the text
and notes. Recite the answers to questions aloud or in writing. Reread the text for unanswered
questions.
· Review. Answer the major purpose questions (from the title and subheadings). Review the answers and all
sections of the chapter to help organize information. Summarize the information learned, depicting main
ideas by using graphic organizer, paragraph summary, or group discussion.
Sources
· F. Robinson, Effective Study (New York: Harper and Row, 1961).
· R. Billmeyer and M. L. Barton, Teaching Reading in the Content Areas (Aurora, Colo.: McREL, 1998).
Think-Alouds
Strategy #: 37
Reading component:Comprehension
Related Standard(s) of Learning: 1.9, 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Think-Alouds help students understand the mental processes readers engage in when constructing meaning from texts. The teacher models this strategy as he or she reads a selection aloud, thus enabling students to observe what skilled readers think about while reading.
Strategy procedure
1. Explain that reading is a complex process that involves thinking and making sense of what is read.
2. Select a passage to read aloud that may be difficult for students to comprehend because of unknown vocabulary words, unclear descriptions, or confusing explanations.
3. Develop questions prior to demonstrating the strategy that will show what you are thinking as the passage is read.
4. Have the students read the passage silently as you read it aloud. As you read, verbalize your thoughts, the questions you develop, and the process you use to solve comprehension problems.
5. Change the tone of your voice so students will know the difference between what the text is saying and what you are thinking.
6. Some behaviors or strategies to model include:
· Making predictions (e.g., “From what he’s said so far, I’ll bet that the author is going to give some examples of poor eating habits.”)
· Describing the mental pictures you see (e.g., “When the author talks about vegetables I should include in my diet, I can see our salad bowl at home filled with fresh, green spinach leaves.”)
· Creating analogies (e.g., “That description of clogged arteries sounds like traffic clogging up the interstate during rush hour.”)
· Verbalizing obstacles and fix-up strategies (e.g., “Now what does ‘angiogram’ mean? Maybe if I reread that section, I’ll get the meaning from the other sentences around it. I know I can’t skip it because it’s in
bold-faced print, so it must be important. If I still don’t understand, I know I can ask the teacher for help.”)
7. After modeling, provide opportunities for students to practice this strategy independently, in pairs, or in small groups.
Source
· B. Davey, “Think Aloud: Modeling the Cognitive Processes of Reading Comprehension.” Journal of Reading 27, no. 1 (1983): 44–47.
QAR
Strategy #: 38
Reading component: Comprehension
Related Standard(s) of Learning: 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
In QAR (Question-Answer Relationships) two categories of questions are identified, In the Book and In My Head. These two categories are further broken-down into four types of questions, Right There, Think and Search, Author and You, and On My Own. This questioning taxonomy codifies an approach to reading texts and answering questions and helps students understand the need to consider both information in the text and information from their own background knowledge. QAR is the basis for three comprehension strategies, including (1) locating information, (2) determining text structures and how these structures may convey information, and (3) determining when an inference would be required or invited.
Strategy procedure
When first introducing this strategy and for students in second grade and below:
1. Begin with the two broad categories, In the Book and In My Head.
2. Select a short passage with one or two related questions, one an In the Book question and one an In My Head
question, to model the strategy. Present the text on chart paper or on the overhead, and read it.
3. Have students answer the related questions. As answers are given, focus on locating the information, using
the text.
4. For an In the Book question, continue to prompt students with questions, such as
· How do you know that answer?
· Does the text tell us the answer?
· Where in the text does it say…?
· Can you point to where in the story it tells you?
· What does the story say about…?
· Can you prove your answer from what you’ve read? How?
5. For an In My Head question, begin with questions such as
· How do you know? Does the text tell you?
· What helps you decide on your answer?
6. When students have recognized that the answer does not come from the story but from what they already
know, say something like:
· You used a good source of information for that answer – your own experiences.
· When we’re answering questions, remember to think about information we know already. It’s in our heads.
When students have clearly understood the differences between In the Book and In My Head, a process which may take minutes for upper grade students, weeks for early primary grade students:
1. Expand upon each category, explaining the different types of questions. Focus on the two categories, In the Book and In My Head, one at a time.
2. In the Book questions can be divided into two subcategories. In the first, Right There, the answers to the questions can be found stated explicitly within a single sentence. In the second, Think & Search/Putting It Together, the information is found in different parts of the text and needs to be put together by the reader.
3. In My Head questions can also be further divided into two types of questions, On My Own and Author & You. The answers to On My Own questions are not in the text at all. The reader can answer the question without
reading the text, using only his or her own experience or, perhaps, another text. The answers to Author & You questions are not explicitly stated in the text. The reader needs to think about what he or she already knows,
what information the author has put in the text, and how these two sources of information fit together in order to arrive at the answers.
4. Place these descriptions of question types on overheads, bulletin boards, or handouts for students to refer to as
they read and answer questions.
5. Emphasize strategies for seeking information, not merely identifying question categories.
6. Model these four types of questions as you did for the two broad categories.
Source:
· T. E. Raphael, “Teaching Question Answer Re lationships, Revisited,” The Reading Teacher 39 (1986): 516–522.
Reading component: Comprehension
Related Standard(s) of Learning: 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
In QAR (Question-Answer Relationships) two categories of questions are identified, In the Book and In My Head. These two categories are further broken-down into four types of questions, Right There, Think and Search, Author and You, and On My Own. This questioning taxonomy codifies an approach to reading texts and answering questions and helps students understand the need to consider both information in the text and information from their own background knowledge. QAR is the basis for three comprehension strategies, including (1) locating information, (2) determining text structures and how these structures may convey information, and (3) determining when an inference would be required or invited.
Strategy procedure
When first introducing this strategy and for students in second grade and below:
1. Begin with the two broad categories, In the Book and In My Head.
2. Select a short passage with one or two related questions, one an In the Book question and one an In My Head
question, to model the strategy. Present the text on chart paper or on the overhead, and read it.
3. Have students answer the related questions. As answers are given, focus on locating the information, using
the text.
4. For an In the Book question, continue to prompt students with questions, such as
· How do you know that answer?
· Does the text tell us the answer?
· Where in the text does it say…?
· Can you point to where in the story it tells you?
· What does the story say about…?
· Can you prove your answer from what you’ve read? How?
5. For an In My Head question, begin with questions such as
· How do you know? Does the text tell you?
· What helps you decide on your answer?
6. When students have recognized that the answer does not come from the story but from what they already
know, say something like:
· You used a good source of information for that answer – your own experiences.
· When we’re answering questions, remember to think about information we know already. It’s in our heads.
When students have clearly understood the differences between In the Book and In My Head, a process which may take minutes for upper grade students, weeks for early primary grade students:
1. Expand upon each category, explaining the different types of questions. Focus on the two categories, In the Book and In My Head, one at a time.
2. In the Book questions can be divided into two subcategories. In the first, Right There, the answers to the questions can be found stated explicitly within a single sentence. In the second, Think & Search/Putting It Together, the information is found in different parts of the text and needs to be put together by the reader.
3. In My Head questions can also be further divided into two types of questions, On My Own and Author & You. The answers to On My Own questions are not in the text at all. The reader can answer the question without
reading the text, using only his or her own experience or, perhaps, another text. The answers to Author & You questions are not explicitly stated in the text. The reader needs to think about what he or she already knows,
what information the author has put in the text, and how these two sources of information fit together in order to arrive at the answers.
4. Place these descriptions of question types on overheads, bulletin boards, or handouts for students to refer to as
they read and answer questions.
5. Emphasize strategies for seeking information, not merely identifying question categories.
6. Model these four types of questions as you did for the two broad categories.
Source:
· T. E. Raphael, “Teaching Question Answer Re lationships, Revisited,” The Reading Teacher 39 (1986): 516–522.
Ticket Out the Door/Exit Ticket
Strategy #: 39
Overview:
Tickets Out the Door are effective tools for assessing what students have learned at the end of a class or at the end of a strategy lesson. Tickets Out the Door are short prompts given to students for a focused writing that will give you feedback about their learning. Tickets Out the Door can also be used the following day to review and synthesize learning before moving on.
Purpose:
Some teachers use Tickets Out the Door every day, but many use them only at
the end of a class period when students have encountered new content, learned a reading or writing strategy, or seemed to have difficulty with the content or format of the class. Primary teachers may give oral Tickets Out the Door, asking students a question they answer as they exit the room. Elementary through high school teachers may give out forms which students complete and leave in a specific place as they exit the room.
Tips/Variations:
Tickets Out the Door can be made from index cards or colored strips of paper.
The slips can be color coded by class to help keep them straight.Approximately
three to four minutes before the end of class, the students are asked to complete the Tickets Out the Door. The prompts that are used will assess what the teacher needs to know before planning the next teaching steps.
Examples:
See Lesson 2, Click here
See Lesson 3, Click here
See Lesson 4, Click here
Source: Zygouris-Coe, V., Wiggins, M.B., & Smith, L.H. (2004). Engaging students with text: The 3-2-1 strategy. The Reading Teacher, 58(4), 381–384.
Overview:
Tickets Out the Door are effective tools for assessing what students have learned at the end of a class or at the end of a strategy lesson. Tickets Out the Door are short prompts given to students for a focused writing that will give you feedback about their learning. Tickets Out the Door can also be used the following day to review and synthesize learning before moving on.
Purpose:
Some teachers use Tickets Out the Door every day, but many use them only at
the end of a class period when students have encountered new content, learned a reading or writing strategy, or seemed to have difficulty with the content or format of the class. Primary teachers may give oral Tickets Out the Door, asking students a question they answer as they exit the room. Elementary through high school teachers may give out forms which students complete and leave in a specific place as they exit the room.
Tips/Variations:
Tickets Out the Door can be made from index cards or colored strips of paper.
The slips can be color coded by class to help keep them straight.Approximately
three to four minutes before the end of class, the students are asked to complete the Tickets Out the Door. The prompts that are used will assess what the teacher needs to know before planning the next teaching steps.
Examples:
- Write about something new you learned today.
- What made learning easy or hard for you today?
- What questions were you left with at the end of the class?
- How did what we learned today connect to the work we did yesterday?
- How will you/I know when you have mastered this concept?
- What new questions do you have?
- What predictions do you have for the reading you will do after this?
- List three to five important things to remember about this reading/writing/learning strategy.
See Lesson 2, Click here
See Lesson 3, Click here
See Lesson 4, Click here
Source: Zygouris-Coe, V., Wiggins, M.B., & Smith, L.H. (2004). Engaging students with text: The 3-2-1 strategy. The Reading Teacher, 58(4), 381–384.
Persuasive Essay Anchor Papers with Feedback
Strategy #: 40
Basics:
Process:
When:
Source: Ribas, W.B., Deane, J.A. & Seider, S. (2005). Instructional practices that maximize student achievement: For teachers, by teachers. Westwood, MA: Ribas Publications.
Basics:
- no minimum or maximum number of participants
- Need: desk space, highlighters, rubric, and multiple anchor papers or examples
- Approximately 30 minutes or more of time
Process:
- Give each student a packet of the necessary rubric, essay prompt, sample of scored papers and sample of non-scored papers.
- Explain the rubric using direct instruction.
- Have student highlight differences between the levels of the rubric.
- In paired conversation, have students compare and contrast the sample scored papers to the rubric to confirm understanding of the rubric.
- Independently have students read, score and write feedback on one of the non-scored anchor papers.
- In paired conversation using the paper they just scored and gave feedback on, have students discuss their conclusions/feedback and the rubric; teacher walk around and confirm each score and feedback was appropriate.
- As a whole group have all papers shared and analyzed based on the rubric and feedback.
- Repeat as many times as necessary for consistency in scoring and feedback, confirming understanding of the rubric and quality/non-quality examples.
- Given a new prompt, have students then write their own response (persuasive essay paper) and repeat the process using their papers.
When:
- I would use this strategy before the students have a big paper due. I think giving them examples and having them grade them using the same rubric would really help them understand what their paper should be like.
Source: Ribas, W.B., Deane, J.A. & Seider, S. (2005). Instructional practices that maximize student achievement: For teachers, by teachers. Westwood, MA: Ribas Publications.
Student-Student or Student-Teacher Writing Conferences
Strategy #: 41
Basics:
Process:
When:
Sources: Hughes, B. (2001) Conducting Student-Teacher Conferences. Retrieved from http://mendota.english.wisc.edu/~WAC/page.jsp?id=62&c_&c_id=37
Basics:
- Best done with even number of students so that students can partner up. The fewer students in the class, the less time the activity will take.
- Need: desk space, highlighters, rubric/focus correction areas, student work/assignment of focus
- Approximately 15 minutes per conference
Process:
- Before each conference, think through the clear purposes of the conversation.
- Give students a brief handout about what to expect during the conferences such as: where to meet, how long the conference will last, what to bring, what to prepare, how to schedule.
- Begin dialogue and keep the conference focused on what most needs work and on what’s appropriate for the writer at that stage of working on that particular paper.
- After a round of conferences is over, spend a small amount of class time talking about them: asking students what was helpful about the conferences, sharing some students’ effective ideas and strategies with the whole class.
When:
- I would use this when I am teaching my class about the writing process. I feel that this strategy would really help them understand fully everything that needs to take place in the writing process.
Sources: Hughes, B. (2001) Conducting Student-Teacher Conferences. Retrieved from http://mendota.english.wisc.edu/~WAC/page.jsp?id=62&c_&c_id=37
The People Ladder
Strategy #: 42
Basics:
Process:
When:
Sources:
Daniels, W. (1986). Group power I: A manager’s guide to using task force meetings. San Diego, CA: University Associates, Inc., and Johnson & Johnson.
Destra Consulting Group. (2002, April). Presentation on “dealing with rapid change.” Thompson School District, Loveland, CO.
Basics:
- Takes about 20-40 minutes
- Need: sticky-notes
Process:
- Start with a goal or problem that the class is going to work on during the year.
- Have the students brainstorm a list of solutions or strategies and have them write them on sticky-notes.
- Have a few students sort all of the sticky-notes up on the board into similar categories.
- Develop a title/heading for each group.
- Explain that the people ladder will help students prioritize the strategies and solutions.
- Start having students discuss which categories are really important and which are less important.
- Create a graphic ladder with all of the categories, with the strategies placed lower will be less of a priority and the categories at the top of the ladder has more priority.
When:
- I would adapt this strategy to help students understand some class material. I would have students write down information that they remember from the topic we learned about and then we would order them from semi-important to very important. This would help my students organize their ideas and think through the really important information verses the alright information.
Sources:
Daniels, W. (1986). Group power I: A manager’s guide to using task force meetings. San Diego, CA: University Associates, Inc., and Johnson & Johnson.
Destra Consulting Group. (2002, April). Presentation on “dealing with rapid change.” Thompson School District, Loveland, CO.