AUGUST 22 ND GRAPHIC ORGANIZERS FOLDABLES Strategies and

AUGUST 22 ND GRAPHIC ORGANIZERS FOLDABLES Strategies and structures for common lesson planning templates.

AGENDA FOR TODAY • 8: 00 – 9: 30 – Graphic Organizers • 9: 30 – 9: 45 – Break • 9: 45 – 11: 15 – Foldables

MEETING NORMS • Take care of your needs as appropriate • Silence your cell phones • Focus on the presentations and do not enter into side conversations

WHAT ARE STRATEGIES? • Techniques or tools that students use to process information that can be applied to any learning situation and that engage students in the learning process.

WHAT ARE STRUCTURES? • Ways that a teacher organizes the classroom to maximize student engagement and interaction for the purpose of enhancing learning.

PLANNING FOR LEARNING Implementation of Graphic Organizer Strategies Shared definitions Implementation of Foldable Strategies Goals for Today Implementation of Cooperative Learning Structures

PLANNING FOR LEARNING MODEL Curriculum PLC PLC Regroup/ Reteach Lesson 1 Formative assessment (FA) Lesson 2 FA Lesson 3 FA Instructional Unit 1 Lesson 4 Common assessment

70% of input to the human brain is VISUAL!

GRAPHIC ORGANIZERS • Students learn using both linguistic and non-linguistic modes to make relationships visible. • Graphic organizers combine the linguistic mode that they use words and pictures and the nonlinguistic mode that they use symbols and relationships. (Marzano, 2001)

WHY USE GRAPHIC ORGANIZERS? • Across 129 studies in which teachers used nonlinguistic strategies—such as graphic organizers, sketches, and pictographs—with one class but not with another class studying the same content, the average effect was a 17 percentile point gain in student achievement. (Haystead & Marzano, 2009)

GRAPHIC ORGANIZERS • There are common patterns that correlate to the cognitive rigor of our state standards. • • • Descriptive patterns Time-Sequence patterns Cause and Effect patterns Episode patterns Generalization/Principle patterns Concept patterns (Marzano, 2001)

DESCRIPTIVE PATTERNS Used to describe facts about specific places, persons, events, and things in no particular order. Fact Person Fact

K. 8 B – Describe characters in a story and the reasons for their actions. P. 4 B - Describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration.

TIME-SEQUENCE PATTERNS • Time sequence patterns organize events in specific chronological order. •

PROCESS/CAUSE-EFFECT PATTERNS • Process/cause-effect patterns organize information into a casual network leading to a specific outcome or into a sequence of steps leading to a specific product. Step 1 Step 2 Step 3

PROCESS/CAUSE AND EFFECT PATTERNS • 6. 6 A – Describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes on the Earth’s surface. • Earthquakes • Erosion • •

EPISODE PATTERNS • Organize information about specific events including, setting (time and place), specific people, a specific duration, a specific sequence of events, and a particular cause and effect. • Cause Episode Person Effect Person

GENERALIZATION/PRINCIPLE PATTERNS • Generalization / principle patterns organize information into general statements with supporting examples. Generalization: Principle Example

CONCEPT PATTERNS • Concept patterns organize information around a word or phrase that represents entire classes or categories of persons, places, things, and events. The characteristics of each should be included in this pattern. Fiction Types of Fiction Not True Historical Science Fiction Realistic Has a plot

RESEARCH SUGGESTS BEST PRACTICES FOR INSTRUCTION WITH GRAPHIC ORGANIZERS. • Foster cooperative learning • Encourage students to work in small teams when they are constructing non-linguistic representations • Refine thinking through questions and discussions

STANDUP–HANDUP–PAIRUP 1 Teacher says, “When I say go, you will stand up, hand up, and pair up. ” Teacher pauses, then says, “Go!” 3 Teacher asks a question or gives an assignment, then provides think time. 2 Students stand up and keep one hand high in the air until they find a partner with a hand raised. Students do a “high five” and put their hands down. 4 Partners interact using a Timed Pair Share. Spencer Kagan, 2011

DO I TAKE A GRADE ON A GRAPHIC ORGANIZER? • You have 5 minutes to talk to your table about the following questions: – How could you use graphic organizers as formative assessments (assessments for learning) or summative assessments (assessments of learning)? – Would you take a grade on the graphic organizers? Is it always necessary to grade the graphic organizers?

BREAK – 15 MINUTES

WHAT IS A FOLDABLE? • 3 dimensional interactive graphic organizer that students create • Can be used as a self check study guide • Can be used at any level and with any subject area • Learning/Assessment tools

FOLDABLES CAN…. • focus on text structure • visually represent relationships in text • provide well-organized summaries of text (Put Reading First: The Research Building Blocks for Teaching Children to Read) • Engage students in the instructional process and learning (Marzano, 2001)

LET’S FIND A NEW PARTNER • What is your favorite beverage – Dr. Pepper -1 – Coca-Cola - 2 – Anything with an umbrella in it - 3 – Tea – 4 – Have you used foldables before? – What were the benefits or challenges of using a foldable?

Basic Folds • Review the folds • Create foldable templates Assembly • Assemble notebook or folder examples Connect to Rigorous Instruction • Standards • Classroom application

VENN DIAGRAM FOLDABLE

TAB-BOOK FOLDABLE

SHUTTER FOLDABLE

LAYERED FOLDABLE

FOUR STEP CYCLE

TRIFOLDABLE

LET’S FOCUS ON THE CLASSROOM

KINDERGARTEN • K. 8 A – Retell a main event from a story read aloud. • K. 9 A - identify authority figures in the school. • K. 4 – Model and create addition and subtraction problems in real situations with concrete objects • K. 5 A - Observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture

1 ST GRADE • 1. 9 A – Describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events • 1. 3 A – Model and create addition and subtraction problems with concrete objects and write corresponding number sentences • 1. 13 C - Identify other individuals who exemplify good citizenship • 1. 5 B - Predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating

2 ND GRADE • 2. 9 A – Describe similarities and differences in the plots and settings of several works by the same author. • 2. 2 B - Apply vocabulary related to chronology, including past, present, and future. • 2. 3 A – Recall and apply basic addition and subtraction facts • 2. 5 C - Demonstrate that things can be done to materials to change their physical properties such as cutting, folding, sanding, and melting

3 RD GRADE • 3. 8 A – Sequence and summarize the plot’s main events and explain their influence on future events. • 3. 3 A – Model addition and subtraction using pictures, words, and numbers • 3. 9 A - Describe the basic structure of government in the local community, state, and nation • 3. 5 A - Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float

4 th GRADE • 4. 6 A – Sequence and summarize the plot’s main events and explain their influence on future events. • 4. 3 A – Use addition and subtraction to solve problems involving whole numbers. • 4. 7 A - Describe a variety of regions in Texas and the United States such as political, population, and economic regions that result from patterns of human activity. • 4. 5 A - Measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float

5 TH GRADE • 5. 6 A – Describe incidents that advance the story or novel explaining how each incident gives rise to or foreshadows future events. • 5. 3 A – Use addition and subtraction to solve problems using whole numbers and decimals • 5. 5 A – Classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy • 5. 1 A – Explain, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain

SECONDARY – SOCIAL STUDIES • 6. 11 B Compare the characteristics of limited and unlimited governments • 8. 25 A Trace the development of religious freedom in the United States. • World Geography 11. C Assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities. • U. S. History 13. A Analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion and rural to urban

SECONDARY - SCIENCE • 6. 8 A – Demonstrate energy transformations such as the energy in a flashlight battery changes from chemical energy to electrical energy to light energy. • 7. 12 F - Recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life. • 8. 6 C Investigate and describe applications of Newton’s Laws • B. 4 B Investigate and explain cellular processes including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules • C. 4 B Identify extensive and intensive properties • P. 5 A Research and develop the historical development of the concepts of gravitational, electromagnetic, weak nuclear and strong nuclear forces.

SECONDARY - MATH • 6. 11 B - use a problem solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness • 7. 2 A - represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers • 8. 16 A - make conjectures from patterns or sets of examples or nonexamples • A. 1 D - represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalitites • G. 1 C - compare and contrast the structures and implications of Euclidean and non-Euclidean geometries • 2 A. 1 A - identify the mathematical domains and ranges of functions and determine reasonable domain and range values for continuous and discrete situations

SECONDARY - ELAR • Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. [1] • analyze the effects of metrics, rhyme schemes (e. g. , end, internal, slant, eye), and other conventions in American poetry. [3 A] • analyze different forms of point of view, including firstperson, third-person omniscient, and third-person limited. [6 C] • write an imaginative story that creates a specific, believable setting through the use of sensory details. [15 A]

FINE ARTS, HEALTH, PE • 3 B – Plan a healthy meal or snack • 9. 3 D – Research and describe the historical development of an individual sport • 8. 4 E - Identify and apply basic weight training principles and safety practices such as appropriate goals, appropriate weight and repetitions, body alignment, principle of frequency, intensity and time, and importance of balance in muscle pairs. • 2. B - Define characters by what they do, what they say, and what others say about them. • 3. D - identify music symbols and terms referring to dynamics and tempo.

LOTE

TALK WITH YOUR SHOULDER PARTNER ABOUT WHEN YOU THINK COMPLETING A FOLDABLE IN A PARTNER OR IN A GROUP WOULD BE APPROPRIATE. • Examples: – Teacher directed modeling – Guided practice – Alternative assessments – Independent practice

DO WE TAKE A GRADE ON A FOLDABLE? • You have 5 minutes to talk to your table about the following questions: – How could you use foldables as formative assessments (assessments for learning) or summative assessments (assessments of learning)? – Would you take a grade on the foldables? Is it always necessary to grade the foldables?

DEBRIEF • On the front of your folder draw a description pattern graphic organizer Take away Structures and Strategies Take away

PLC COLLABORATION TIME – 2: 30 – 3: 30 • We answer the 4 following questions: – What do we want our students to know? – How will we know that they know it? • After we create an assessment, we look at what lessons we will design that will lead them to this outcome. – What will we do if they don’t know it? – What will we do if they do know it?

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