Professional Documents
Culture Documents
Hatley 2
headings identify various features that
each concept might or might not
possess. The chart is completed by
placing a plus sign (+) in a particular
position if the concept in that row has
the feature for that column. If not, a
zero (0) is indicated. Some teachers find
the letter s helpful if the concept
sometimes has that feature (pg. 147).
Tree Diagrams: When some of the
concepts to be taught represent
subdivisions of other, broader concepts,
the relationship can be depicted by
means of a branching arrangement
known as a tree diagram. The branching
usually runs downward so that one
encounters smaller and smaller
subdivisions as one moves down the
page (pg. 150).
Hatley 3
presented by means of a very simple
organizer. Timelinesare appropriate
whenever the terms are related by
chronology. When specific dates are
known, the timeline can be marked off
accordingly. When they are not known,
as in a novel, a timeline can still be used
to sequence the key events (pg. 152).
Hatley 4
The language arts teacher who writes
the word autobiography in its parts on
the chalkboard, and then discusses its
meaning in terms of these parts, has
given students an added tool for
remembering and understanding (pg.
160).
Hatley 5
the following: Embrace collaborative
teaching and learning; Use whole-class
and small-group explicit strategy
instruction; Establish consistent
routines and procedures; Scaffold
student learning; Increase student
engagement; Teach students how to
learn as well as what to learn; and
Change the way teaching occurs (pg.
167).
Differentiating Content (pg. 167)We
can differentiate content by providing
information about a topic or a group of
related topics using a variety of
sources.
Hatley 6
to work in a guided context; to work
independently with peers. When used:
During direct (explicit) instruction;
When the teacher is working with other
students or the entire class is working
in pairs.
Individuals (pg. 169)Purpose: to work
independently individually. When used:
when applying what has been learned or
when reading silently.
Hatley 7
and evaluative (pg. 173).
When engaging in ReQuest (Manzo,
1969), students actively participate in
the discussion of the text. After
observing teacher modeling, students
practice generating questions at
multiple levels. Teachers and students
also answer questions (pg. 174)
Thick and Thin Questions (Lewin,
1998) encourages students to create
questions pertaining to a text and helps
students discern the depth of the
questions they ask, Teachers often use
sticky notes when teaching this
technique. Smaller sticky notes are used
to write thing questions (memory level)
and noticeably larger notes are used to
writ thick questions (convergent,
divergent, evaluative questions) (Pg.
176).
Research reports that if students know
the text patters and understand how to
generate questions, they will improve
their comprehension of text. Five text
patterns: Descriptive, sequence,
comparison and contrast, cause and
effect, problem and solution (pgs. 177178).
Hatley 8
study technique, students survey,
question, read, record, recite, and
reflect about a text (187).