Textbook+Ideas

DIRECTIONS: -Your group will be responsible for researching and teaching the rest of the class a strategy (with a group created example) -Make sure to explain the benefits and possible obstacles of this strategy -Post your strategy to the WIKI Textbook page -a couple sentences explaining -At least 1 link to a related website (article, explanation, example, etc.) -your example uploaded -Ask me for help – I can give you hints and suggestions! -Make sure you have printed off the graphic organizer for when groups present

Chelsie, Jim, and Oriel [|website] Example: You use this method before, during, and after reading a text. This stands for Survey, Questioning, Read, Recite, Relate, Review. It is a way to actively engage yourself in the text, use prior knowledge, and better comprehend the content presented.
 * Science**
 * SQ4R**

Steve, Seth, Josh P
 * Self-questioning summarization strategy**

The students need to analyze paragraphs of the text. They have to find the main idea of each paragraph. Then they should summarize what the main idea was by rewriting the topic sentence and finding supporting details. Finally, they have to apply the knowledge. The application is doing the following self-questions Six questions : 1. In this paragraph, is there anything I don’t understand? 2. In this paragraph, what’s the most important sentence (main idea sentence)? Let me underline it. 3. Let me summarize the paragraph. To summarize, I rewrite the main idea sentence, and add important details. 4. Now, does my summary statement link up with the subheading? 5. When I have written summary statements for a whole subsection: a. Let me review my summary statements for the whole subsection. b. Do my summary statements link up with one another? c. Do they all link up with the subheading? 6. At end of an assigned reading section: Can I see all the themes here? If yes, let me predict the teacher’s test question on this section. If no, let me go back to EXAMPLE: step 4. http://www.unl.edu/csi/Pdfs/selfquest.pdf

TJ, Brooke, Jake Definition: Activities that let students get to know the organization of the textbook. This is done the first few days of class or when changing to a new text. The teacher point how the text is laid out and points out organizational features such as summaries, glossary, headings, and chapter checks of comprehension. This strategy also could be used a validation of the authority of the text. [|http://iteslj.org/Techniques/Issa-Textbook.html]

Math group: Jacob Chadderdon, Josh Korotka, Alisha Brandtmeier SQRQCQ This is an acronym that stands for SURVEY, QUESTION, REREAD, QUESTION, COMPUTE, QUESTION. The idea of this is to systematically come to an understanding of what a question is asking, then checking and rechecking to see that what your doing is logical and follows from the information given. [|www.litandlearn.lpb.org/strategies/strat_sqrqcq.pdf]

Example: The minimum braking distance d in feet for a vehicle on dry concrete is approximated by the function d(v)=.045v^2, where v is the vehicle’s speed in miles per hour. If the vehicle’s tires are in poor condition, the braking-distance function is d(v)=0.068v^2. What kind of transformation describes this change, and what does the transformation mean?

Survey: Identify the topic of the problem. Question: An initial question of this problem would lead someone to think the question is about how long it will take to brake. Reread: Reread the problem to ensure you’re trying to answer the right question. Question: After rereading, the question would change to identifying the transformations of the two functions and what they mean. Compute: Write up an explanation of what the transformations are and what they mean in the context of the problem. Question: Does the answer make sense? Why or why not.

SCROL--Dan, Mike, Jim, Christian Acronym for Survey, Connect, Read the text, Outline, and Look Back These are five steps to reading a text. During survey, you scan the headings and subheadings of the chapter and try to connect these to prior knowledge. In Connecting, you connect the headings and subheadings to each other. During reading, you look for words and phrases connected to the headings and make sure that you understand the main ideas and supporting information. During outlining you draw up an outline on the major idea in each subheading and heading. While Looking Back, you check to make sure that your prior work and thoughts were accurate and consistent with each other. http://www.unl.edu/csi/Pdfs/scrol.pdf

PORPE is used to study textbook materials in an effective way but can be time consuming. The students will develop essay questions. They will go through the following process: predict, organize, rehearse, practice and evaluate. In the prediction, predict possible essay questions. Then organize key points from the chapter. Use your own words. Rehearse your answers aloud and quiz yourself. With a partner practice answering the essay questions you came up with. Evaluate your own work to see if there is anything else you should know. http://www.arc.sbc.edu/porpe.html · Encourage higher level thinking skills · Use comprehension strategies: organization, questioning, summarizing · If in partners reciprocal teaching · Commit information to long term memory · Self evaluation · Preparation for the test · Used for essay exams · Needs modification for other types of exams · Time consuming · What happens if their questions are not what the teacher is looking for? Will the teacher look at the questions before they go further?
 * PORPE-Casey Robers, Jackie Huebner, Beth Kutzke**
 * Benefits:**
 * Obstacles:**

Brittany, Kyle, Nick, Ally **Strategy**: Multi-pass **Explanation**: This is a multi-step strategy that forces the students to paraphrase, interpret visual aids, use self-questioning reading strategies, and scan prose before learning this strategy. This process requires the student to re-read the chapter several time and each time using a different process. **Benefits**: This strategy is highly organized, helps the student gain a higher understanding of the chapter by looking at in detail and it forces the students to look at different aspects of the chapter each time they go through it. **Obstacles**: This strategy would be time consuming and an organizer to help students remember the each step. **Website**: http://www.unl.edu/csi/Pdfs/mpass.pdf T-The Science of Life: How life works/biology’ I-Uses owls as an example of a living organism and its relationship to biology S-This chapter discusses the ideas behind the themes, study, tools, and techniques and its relation to biology. O- Students should read all headings P- Students examine all pictures T- Students examine the table of contents **I**-Image 1-1 shows a group of students eating at a picnic. We would get from this image that biology, study of life, directly applies to your health, life, and future in ways as simple as daily food choices. **Q**- While looking at the photos, compare and contrast. **W**-Terminology **H**-For each heading do the following: **R**-constructing a theory **A- ** How do you construct a theory? **S**-Paragraph on page 17. **P**- A set of hypothesis confirmed to be true many times and can be explained by a great amount of data **N**-Hypothesis, Theory, Support by data **O**-Graphs, Real life applications, Section reviews **R**-State 3 major themes found in biology **A**-Diversity/Unity, Interdependence of Organisms, and Evolution of Life **M**-Mark the question to indicate status **S**-Search for the answer—If students do not know answer off the top of their head they should utilize the search model as shown below: **s**-Select a single heading **e**-examine content **a**- Diversity/Unity, Interdependence of Organisms, and Evolution of Life **r**-repeat under another heading **c**-check with someone if answer is not found within text **h**-ask teacher about the difficult questions
 * Example: **
 * Step 1: **
 * Step 2: **
 * Part 3: **