Annotated Examples of Strategies abc brainstorming

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Annotated Examples of Strategies
1. ABC Brainstorming
Ask students to write the alphabet on a sheet of notebook paper. Then, working in partners, ask them to brainstorm, before reading or listening, their background knowledge that begins with specific letters. Students can be assigned certain letters or can brainstorm ideas for the entire alphabet. After reading or listening, ask student to return to their ABC brainstorming. What can they now add? What can they verify as correct information? ABC brainstorming also works well as a pre-writing tool. Once writers have listed what they know, they can begin to focus their ideas.

Alphabet Chart



























2. Academic Language Stems
Academic Language Stems
Expressing an Opinion

I think that...

I believe that…

I predict that…

I imagine that…

In my opinion…

It seems to me that…

Not everyone will agree with me, but…


I agree with what _____ said because…

You’re right about …

I don’t really agree with you because…

_____ told me that…

_____ explained to me that…

_____ pointed out that…

_____ mentioned that…

_____ emphasized that…

_____ shared with me that…

_____ brought to my attention that…

_____ pointed out something interesting…

I found out from _____ that…

I learned from _____ that…

I heard from _____ that…

I discovered from _____ that…

3. Anticipation Guide

  1. Identify five or six major concepts to be learned in the material (film, lecture, text, science experiment). Keep the following guidelines in mind: When writing these statements, think about what student might already know about the concepts, paying particular attention to common misconceptions,

  1. Present the Anticipation Guide on the overhead or as an individual handout.

Part I

Directions. Read each statement. If you agree with the statement, put a check in the Agree column. If you don’t agree with the statement, put a check in the Disagree column. Discuss your answers with a partner. The teacher will be asking the class before reading the story how the class as a whole marked their papers.
Agree Disagree

1. _____ _____ The lowest point of the Great Depression occurred during the 1920s.

2. _____ _____ The “flapper” was an airplane part of Charles Lindbergh used to make his plan fly across the Atlantic Ocean during this decade.

3. _____ _____ A “speakeasy” was a place where people went to use a newly-invented telephone system.

4. _____ _____ The 1920s have long been remembered as an era of change.
5. _____ _____ The word “cataclysmic” means far-reaching and expanding.
6. _____ _____ Charles Lindbergh, a hero of this time, is known for his solo flight from Paris to New York.
7. _____ _____ “Bootleggers” were cowboys and farmers who kept America stable and secure.

  1. Have students read the selection and refer to the Anticipation Guide to see if they have changed their minds.

  1. Have students return to their small groups, and ask them to develop a consensus about the answers and complete Part II of the Anticipation Guide. (See following example.) Remind them to provide evidence “in your own words” to convince others.

Part II
Directions. Now you will read the article, “The Restless Decade,” which contains information related to each of the statements in Part I. If you find information in the article that supports your response in Part I, put a check in the Support column; in the In Your Own Words column, write a summary of the information you found to support your response. If you find information that disproves your response, put a check in the No Support column, and summarize the correct information. You should have seven true statements in the In Your Own Words column when you have finished.
Support No Support In Your Own Words

_____ _____ 1. _________________________________________________________
_____ _____ 2. _________________________________________________________
_____ _____ 3. _________________________________________________________
_____ _____ 4. _________________________________________________________
_____ _____ 5. _________________________________________________________
_____ _____ 6. _________________________________________________________
_____ _____ 7. _________________________________________________________

  1. Have a whole class discussion

  1. Talk about what the Anticipation Guide did for your students as learners? Did they have a purpose for reading? Did it help them realize what they knew and didn’t know about the topic before reading? Were they more interested in reading the selection? Ask, “How might the Anticipation Guide help you identify your misconceptions about the topic?”

Anticipation Guide

Directions: Place an “x” that indicates where you stand in regard to the statement that follows. Be prepared to defend and support your opinions with specific examples. After reading the text, compare your opinions on those statements with the author's implied and/or stated messages.
Strongly Disagree Strongly Agree

1. Place the statements from your text/topic here










Anticipation/Reaction Guide

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