La Grange Elementary: WDL and WtoL Strategies

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Not losing Sight of Where We’ve Been... Kelley A. Johnstone, Literacy Coach La Grange Elementary School August 2012 Friday, August 10, 12

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Transcript of La Grange Elementary: WDL and WtoL Strategies

Page 1: La Grange Elementary: WDL and WtoL Strategies

Not losing Sight of Where We’ve Been...

Kelley A. Johnstone, Literacy CoachLa Grange Elementary School

August 2012

Friday, August 10, 12

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The following slides and descriptions are a small sampling of the writing to learn and writing to demonstrate learning that we have

utilized in the past few years. Remember, these are excellent strategies that can be useful with any age learner. Please don’t

hesitate to ask me about tailoring for your classroom.KJ

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Don’t forget: Gallery Walks

Useful with pictures, text, or even current events. Remember to have a specific prompt to focus student responses.

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Exit Slips/ Entrance Slips

This tool is an excellent way for students to respond to the guiding question. Don’t forget that you could even include a ‘vocabulary word bank’ to enhance use of content terminology.

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Content Literacy

What is the most important information you want your students to read? Create a summary based on the standards, and the ‘theme’ that you are focusing on during the current UbD. Then ask students to read and react to the text.

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YOUTUBE...USE IT! or any other type of Video- It’s the 21st Century!

After viewing, or event reading supplemental texts, students can write, speak and listen to peers to engage with the text and their partner to synthesize content.

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Responding with an Open Sort

Use content vocabulary terms, combined with the strategy of an ‘Open Sort’ to allow students

to respond to your prompt.

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Using a Word SplashA ‘Word Splash’ is a way to demonstrate learning. Remember, visual literacy is a powerful way for students to represent their

understanding of the concept.

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Read-Make a Decision- ReflectAnother option is to ask students to incorporate text, with an analysis, and a reflective statement demonstrating their knowledge.

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What’s Most Important Point

An ‘MIP’ or a Summary of the most important points from a major event in history or science concept. Easy to create or capture the text that is most important.

Native American Adaptations to the Environment

Here inflated seal skins hang from the wooded poles on the Inuit family’s tent frame. The Inuit attached inflated seal skins to harpoons and used them as floats.

! Native Americans had to adapt their way of life to their surroundings. Each group had to a find way to use the available natural resources wisely so it could survive in its particular environment. ! One group that lived in a very harsh environment was the Inuit, who are also known as eskimos. Like many Native Americans, the Inuit called themselves by the name that means “the people.” The Inuit lived in northwestern Alaska, northern Canada and Greenland, places that are also part of the Arctic. The Arctic ice fields are a place of long, cold winters and land that is frozen most of the year. ! The Inuit had to make special adaptations to their harsh environment. They hunted animals such as whales, walruses, seals, salmon, caribou, polar bears, Arctic foxes, squirrels, and birds. The Inuit did not waste any part of the animals they captured. They ate meat. They sewed animal skins together to make clothing, blankets, and tents. They burned animal fat for

After reading this text, I will be able to identify several ways that Native Americans, specifically members of the Inuit Tribe, adapted to their environment.

adaptations: changes in a way of life that allow people to survive in a particular environment

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Visual RepresentationsIf students are given the option to be creative as they demonstrate what they know, engagement will be higher and they’ll be strengthening their understanding at a higher level.

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? Getting the Gist? ‘Getting the Gist’ is a strategy that asks you to begin synthesizing your understanding by starting with the big picture, then narrowing your thinking to just ten words or less.

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Three Column OrganizerThree Column Graphic Organizer doesn’t need to be limited to just Facts/Questions/Thinking. Create the organizer to meet your content topics, tailoring based on standards and classroom discussions.

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