The GIST Strategy Generating Interactions between Schemata and

The GIST Strategy: Generating Interactions between Schemata and Text Ashley Owens ED 350 CARS Fall Term 2013

Description Generating Interactions between Schemata and Text is a comprehension strategy that is used both during reading and after reading. It is one approach to summarizing a text. When using GIST, students create summaries that are 20 words or less for increasingly large amounts of text. http: //www. interlakes. org/ilhs/AVID/GIST%20 Reading%20 Strategies. pdf Founded by Cunningham in 1982 (origin) http: //wvde. state. wv. us/strategybank/GISTStrategy. html

BDA Purposes • Use During Reading: to determine key/main points of a text (who, what, when, where, why, & how) • Use After Reading: to summarize a section of a text into a complete summary of 20 words or less • Delete trivial information, select key ideas, and generalize the text in their own words http: //www. interlakes. org/ilhs/AVID/GIST%20 Reading%20 Strategies. pdf

Steps for Teachers • Select text • Divide and mark text into sections of less than three paragraphs each (label with “stop”) • Handout the GIST template to the students • Model and explain the GIST strategy – Fill in the title of the text and the text source – Read the first section of the text, marked with “stop” – Identify and write the 5 Ws & H – Summarize the key/main points of text into a 20 word summary or less

Steps For Teachers & Students • Uses of guided and independent practices will vary with teacher and student involvement, but they will both follow the same steps as the teacher during modeling • Repeat steps for each section of the text previously divided until the entire text is summarized Summary Variations • Combine the first 20 word summary with the second summary, making a 40 word summary • Combine all 20 word summarizes into one 20 word summary of the entire text (used with shorter text selections)

Text For Teacher Model The Ride Stuff by Readworks. org One small step for a woman, one giant leap for womankind! Astronaut Sally Ride became the first American woman to voyage, or travel, to space. She made the journey on June 18, 1983. WR News student reporter Leah Meador talked with Ride about her starring role in NASA’s history. NASA Sally Ride checks in with NASA from the space shuttle in 1983. Leah Meador: How did you feel when you were going into space? Sally Ride: I was unbelievably excited. There is no amusement park ride even close to the experience of flying into space. LM: What inspired you to become an astronaut? SR: I was always interested in science from the time that I was in second or third grade. Science was always my favorite subject. LM: What did it mean to you to be the first U. S. woman to go into space? SR: It meant a lot to me to be [a] role model. . . for young girls who wanted to be astronauts. LM: Who is the person that supported you the most while you were trying to become an astronaut? SR: My high school science teacher. She was a good teacher, but what was really important to me is that she helped me build my confidence. . . She helped me believe in myself. STOP http: //www. readworks. org/sites/default/files/passages/740_the_ride_stuff. pdf

Model Name: Ashley Owens Article Title: The Ride Stuff Article Source: Readworks. org Who: Sally Ride What: She was the first woman astronaut to travel to space. Where: Space When: June 18 th, 1983 Why: She had a strong interest for science ever since she was little. How: She traveled in a spaceship with a team of NASA astronauts. Write a 20 -word GIST. _____Because_______of______Sally______Ride’s______ _____science_____interest____, ______she______became____ ______the_______first_____ ____woman_____ ___astronaut____ ______to____travel______to____space______on_____June______ ____18 th______1983_____.

Text for Guided Practice Vanishing Species by Readworks. org Over the last 50 years, many amphibian species have become extinct. Two of every five of the 3, 046 species that live in North and South America are at risk of vanishing. Why are these creatures in trouble? Their habitat is being destroyed as loggers cut down trees to make room for farms and roads. A habitat is a place in nature where a plant or an animal makes its home. Disease, weather changes, and pollution are other causes of the decline in amphibian populations. Scientists are concerned about the decrease in the number of frogs. The health of frogs is closely linked to the health of the environment. "Amphibian extinction is an indicator of [a problem with the environment], " scientist Jonathan Campbell told Weekly Reader. Because amphibians breathe through their skin, they easily absorb pollution. They are usually the first to disappear when the environment is under threat. As a result, some frogs are born with deformed, or wrongly shaped, body parts, such as extra legs and eyes. When frogs with strange body parts are found in an area, it is a clue that the environment is polluted or suffering. STOP http: //www. readworks. org/sites/default/files/passages/The%20 Frog%20 Scientist%20 Paired%20 Text%20 Lesson %20 Passage_Frogs%20 at%20 Risk. pdf

Guided Practice Name: Ashley Owens Article Title: The Vanishing Article Source: Readworks. org Who: Amphibians What: Two out of every five of the 3, 046 species are at risk of becoming extinct. Where: North and South America When: Why: How: Write a 20 -word GIST. _______________ ________________ _______________ ________________ _______________.

Guided Practice Name: Ashley Owens Article Title: The Vanishing Article Source: Readworks. org Who: Amphibians What: Two out of every five of the 3, 046 species are at risk of becoming extinct. Where: North and South America When: Over the past 50 years Why: The environment is under a threat. How: Loggers are cutting down trees in the animals’ habitats, disease, weather changes, and pollution are all factors contributing to the extinction of amphibians. Write a 20 -word GIST. ___Over______the_______past______ ___50______ ___years______ , _amphibians__ ____have____become_____ ______at_______risk_______ ___of______ __extinction_____. ____Loggers____ , ___disease____, ____and____ __pollution____are_______ __threatening_ ____their___ ___environments___.

Expert Suggestions • Use the GIST strategy with a section of text not longer than three or five paragraphs • Conduct the strategy by first teacher modeling, then small groups, and finally individual practice • Find a variation of the GIST strategy that will work best in your content area (Sum it up for $2. 00) • Conduct this strategy with expository and narrative texts http: //www. interlakes. org/ilhs/AVID/GIST%20 Reading%20 Strategies. pdf • Underline or highlight important/main ideas while reading • Create sentence strips for each 20 word summary and combine the sentences at the end of the reading http: //www. bath. kyschools. us. schools. bz/docs/GIST%20 Article. pdf

CA Elementary & Secondary Examples Elementary Science - sound waves Tiny particles vibrate in the air to create sound Social Studies – Olympics 1896 Olympics, metals, university students http: //www. education. com/worksheet/article/1896 -olympics/ Secondary Art - a famous artist Vincent van Gogh, Leonardo da Vinci, etc. Health – calorie intake Portion size, energy, weight http: //www. medicalnewstoday. com/articles/245588. php

Technology Exit. Ticket https: //exittix. com/frontend/login/ (ashley. owens@wartburg. edu) Description – Online question/quiz generator that can be used for pretests, posttests, checks for understanding, keeping academic records, etc. – Students answer the questions on technological devices that ensures confidentiality between the students – Shows instant results/percentages of student answers

Steps for use: Technology 1. Create an account with a username and password. 2. Click on the "authoring and admin. " tab to begin creating an exit ticket/s. 3. Click on the orange plus button at the top of the page to create a new ticket/s. 4. Chose the format you want for the assessment. 5. Begin filling out the overview and the question format based on a desired content area/s. 6. Preview question/s and click on the "general settings" tab to select technology. 7. Finally save and close your ticket question/s. 8. Click on the "classroom view" box in the top left hand corner, showing the initial screen the students will see. 9. Click on the menu button and select the "project class code" button to show the students how to log onto Exit. Ticket and begin completing their question/s. 10. Once students have submitted their answers, the teacher can click on the word "hidden" and then "student counter" to show many students are logged in, have completed the questions, and the total number of students in the class.

Technology 11. The teacher can also click on "student response" to show a bar graph of the question results and their percentages from the whole class. 12. If re-teaching is needed, click on the corresponding button and it will present the initial question and its answers to the class for further explanation. 13. Then if you click on the “et” button you are able to click on the "teacher’s view" box, which looks like a bar graph, and obtain more information about the students. 14. By clicking on the "hidden button" and then the "student counter" button, the teacher can see the names of the students and each of their individual answers. 15. By clicking the re-teach button in the "teacher’s view", it allows you to see which student answered incorrectly and those who need to be re-taught the information. 16. From this screen, or the "classroom view" screen, click the button that says "end class & log students out" to complete the assessment. 17. By clicking the house button at the top of the page, it brings you back to the home screen if you want to start the process over and create a new exit ticket

Technology Tips – There are two views of the screen, the teacher view and the classroom view. Make sure the classroom view is shown on the class projector so all student names are kept confidential. – Clicking the house icon, in the top left-hand corner, brings you back to the home screen where you are able to view and keep student records. – Practice manipulating this website before implementing it into a classroom.

Reference List Strategy: http: //www. interlakes. org/ilhs/AVID/GIST%20 Reading%20 Strategies. pdf http: //www. readwritethink. org/classroom-resources/lesson-plans/gist-summarizingstrategy-content-290. html? tab=3#tabs http: //www. bath. kyschools. us. schools. bz/docs/GIST%20 Article. pdf http: //wvde. state. wv. us/strategybank/GISTStrategy. html Texts: http: //www. readworks. org/sites/default/files/passages/740_the_ride_stuff. pdf http: //www. readworks. org/sites/default/files/passages/The%20 Frog%20 Scientist%20 Paired%20 Text%20 Lesson%20 Passage_Frogs%20 at%20 Risk. pdf http: //www. medicalnewstoday. com/articles/245588. php http: //www. education. com/worksheet/article/1896 -olympics/ Technology: https: //exittix. com/frontend/login/