Learning Objectives
Participants will be able to …
understand the benefits of anchor charts
interact with standards-based visual charts
know how to implement charts into the classroom
Brief definition of Anchor Charts
Explore & Utilize the following Charts:
Textual Evidence
Comparing Texts with a Twist
Chart Implications
Treasure Hunt
• Interactive visual
TOOLS that make
learning visible and
permanent
• Build on prior
learning
• Provide visual cues
to develop
independence
• 4 Types of Types:
Ritual, Toolbox,
Classification,
Interactive
(Debbie Miller, 2002)
What does this
mean for Common
Core teaching and
learning?
Captain Hook
Standard 1: Textual Evidence
What are the
connotations of the
word pirate?
Would you consider
being a pirate an equal
employment
opportunity? Why or
why not?
Could the benefits of
being a pirate outweigh
the risks?
“Ten Facts About Pirates”
Read the article titled – “Ten Facts About Pirates”
like a Private Investigator
•Locate evidence to support and/or refute your
responses to the guiding questions regarding
“Pirates”
•Write your supporting statements on a sticky note
and place outside the what you know graphic
What proof from the
text helps to
support or refutes
what we know?
Standard 1: Textual Evidence
What proof from the
text helps to
support or refutes
what we know?
•If used for pre-reading activity, ensure one’s audience
has ample knowledge of content in order to be able to
share “stuff in your head”
•Guiding questions were provided to focus student
thought and discussion; make guiding questions specific
to the standard(s) being taught
•Can be used during instruction to bring attention to
specific information; use after instruction as formative
assessment
Captain Walker D. Plank
Details
Purpose
Text #1:
Text Features
Text #2:
Informational
Elements
Which perspective do you prefer/agree? Why?
What textual evidence supports your decision?
Comparing Texts
Word Choice
/Connotation
Viewpoint/Bias
Details
Purpose
Word Choice
/Connotation
Text #2:
Text #1:
Text Features
Which perspective do you prefer/agree? Why?
What textual evidence supports your decision?
Comparing Texts
Viewpoint/Bias
• May use chart to compare mediums (i.e. script vs. audio)
• Students may compare their own writing to an
informational text with the same claim checking for style,
structure, supporting evidence, etc.
• Due to the fact that one must use higher order thinking
skills, the teacher should initially model the thinking
process when introducing this chart
Shared Strategies & Resources
•Planted Participants or Planted Questions
“ plant ” questions, names, etc. around the
classroom to model rigorous questioning and to
encourage student participation
•Tulare
ELA
CCSS
Bookmarks
(K-12)
http://www.tcoe.org/ERS/CCSS/ELA/Resources.shtm
•Kagan Team Mats (set of 10 - $14)
Linder, Rozlyn
Chart Sense: Common Sense Charts to Teach 3-8 Informational
Text and Literature.
Atlanta, Georgia: The Literacy Initiative, LLC
Harvey, Stephanie, and Goudvis, Anne.
Strategies That Work: Teaching Comprehension to Enhance
Understanding
Portland, Maine: Stenhouse, 2000.
Miller, Debbie. Reading with Meaning.
Portland, Maine: Stenhouse, 2002
Hoyt, Linda. Spotlight on Comprehension: Building a Literacy of
Thoughtfulness.
Portsmouth, NH: Heinemann, 2005
Product Details
•Paperback: 182 pages
•Publisher: Literacy Initiative, The (February 2, 2014)
•Language: English
•ISBN-10: 0988950510
•ISBN-13: 978-0988950511
Descargar

Slide 1