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| Content Area Resources | ||
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RESOURCE |
APPLICATION | Correlation to Marzano/Bloom/Webb |
Instructional Focus Calendar |
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This is a District recommended agenda for instruction. |
QUESTIONS, CUES, ADVANCE ORGANIZERS |
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| The calendar is based on the Common Core State Standards for Reading/English Language Arts. Apply to your content area and integrate the teaching of these skills into your lessons when possible. | SETTING OBJECTIVES | |
| MarzanoHighYieldStategies | ALL HIGH YIELD STRATEGIES | |
| Reading Strategies | Brief descriptions of easy to use reading comprehension strategies. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Setting Objectives and Providing Feedback PowerPoint | Methods for goal setting and clearly communicating goals, as well as methods for providing feedback. | SETTING OBJECTIVES AND PROVIDING FEEDBACK |
| Power of Feedback | Practices for powerful feedback | SETTING OBJECTIVES AND PROVIDING FEEDBACK |
| Questioning and Discussion | ||
| Question, Answer, Relationship Strategies | Materials for learning and using the QAR strategies. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Questioning for Understanding | Classroom daily assessment techniques to check on whether the student understands texts, lectures, etc. These can be used for warm-up or review at the beginning of class or at the end for a review. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Guidelines for Classroom Questioning | Recommendations for asking questions in the classroom to check for student understanding and stimulate critical thinking. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Question Generator | Activities for students to generate questions about topics studied in the course. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Student Generated Test Questions | Question stems for a student activity in which students create FCAT type questions on topics studied in the course. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Inquiry and Discovery Activity | A series of questions to check whether a student understands basic information about a text, topic, lecture, etc. | GENERATING/TESTING HYPOTHESIS |
| Main Idea Notes | A graphic organizer to check if students understand the main idea of a text, article, lecture, etc. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Focused Listing | Classroom assessment to check for understanding. Can be used as a review or warm-up at the beginning of class or a review at the end of class. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Minute Paper | Classroom assessment to check for understanding. Can be used as a review or warm-up at the beginning of class or a review at the end of class. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Muddiest Point | Classroom assessment to check for understanding. Can be used as a review or warm-up at the beginning of class or a review at the end of class. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| One Sentence Summary | Classroom assessment to check for understanding. Can be used as a review or warm-up at the beginning of class or a review at the end of class. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Using Essential Questions | An explanation of what an essential question is and how it should be a major focus of each lesson. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| The Essential Question Guide | Classroom a activities using essential questions. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Critical Thinking | ||
| Higher Order Cause and Effect Thinking Activity | Using an advaneed organizer, s tudents analyze any text and answer higher order questions about the content | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Bloom and Webb-Higher Level Questions | Materials to use in preparing higher level questions include: a table of verbs to use when creating questions, Model Questions, a Planning Framework. Formerly Bloom's Taxonomy was the basis for these questions, but the FCAT test item writers now base their questions on Webb's Depth of Knowledge questions, so I have included that as well. | GENERATING AND TESTING HYPOTHESES |
| Key Concept Synthesis | Analysis and synthesis of major points about a topic, text, lecture, etc. | NONLINGUISTIC REPRESENTATION |
| Low-Moderate-High Type Questions in FCAT | Higher Order Thinking skills correlated to QAR activities. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Low, Moderate, High Key Vocabulary Words | Must know words for answering standardized tests such as FCAT, SAT, ACT. | VOCABULARY |
| PMI Chart (Plus, Minus, Implications) | A graphic organizer that can help students organize thoughts about making a decision...and what goes into important decision-making. | IDENTIFYING SIMILARTIES AND DIFFERENCES |
| Pro and Con Grid | A graphic organizer that can help students organize thoughts about making a decision...and what goes into important decision-making. | IDENTIFYING SIMILARTIES AND DIFFERENCES |
| Thinking Webs in Inspiration | A sample of one of many graphic organizers students can create using Inspiration. | NONLINGUISTIC REPRESENATION |
| Compare/Contrast-Cause/Effect Activities Resource Guide | Other areas in which our students are weak are making comparisons and analyzing cause and effect. Listed on this resource you will find websites that can help teach these skills. |
IDENTIFYING SIMILARTIES AND DIFFERENCES |
| Summarizing and Paraphrasing/Writing | ||
| Marzano's Summarizing Tips | Suggestions for teaching summarizing from Marzano's High Yield Strategies | SUMMARIZING AND NOTETAKING |
| Summarizing and Paraphrasing Tips | Tips for summarizing and paraphrasing. | SUMMARIZING AND NOTETAKING |
| Short-Extended Response Rubrics | Basis of grading for short and extended response questions. These are good to use because they require analysis and synthesis of information. | SUMMARIZING AND NOTETAKING |
| Short-Extended Response Questions | Samples of short and extended response questions and how to analyze and answer them. | SUMMARIZING AND NOTETAKING |
| Two Column Notes | Use these strategies to teach students how to take notes from their textbooks. | SUMMARIZING AND NOTETAKING |
| CORNELL Notetaking | Use these strategies to teach students how to take notes from their textbooks. | SUMMARIZING AND NOTETAKING |
| Use to teach students to analyze multi-cuases of events. | NONLINGUISTIC REPRESENTATION |
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| Multi-Effect Graphic Organizer | Use to teach students multi-effects of events | NONLINGUISTIC REPRESENTATION |
| Profile of an Admirable Individual | An activity in which students are asked to recall characteristics of an admirable individual and synthesize those into a persuasive essay. | SUMMARIZING |
| Writing Strategies | Brief descriptions of easy to use reading comprehension strategies. | SUMMARIZING AND NOTETAKING |
| Reference and Research | ||
| Reference and Research Activities | Types of activities to do to educate students in Reference and Research skills | HIGHER ORDER THINKING |
| Reference and Research Questions | Question stems that teachers and students can use to create Reference and Research type questions | HIGHER ORDER THINKING |
| Comparing Texts | IDENTIFYING SIMILARITIES AND DIFFERENCES |
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| Map Skills | Inquiry activities to teach map reading skills. | NONLINGUISTIC REPRESENATION |
| Captions and Cutlines PowerPoint | PowerPoint Explaining Captions/Cutlines and why they are importing to understanding a photograph or illustration and its relation to a text or article. | REFERENCE AND RESEARCH/ NONLINGUISTIC REPRESENTATION |
| Captions Activity | Captions and Cutlines Activity | REFERENCE AND RESEARCH/ NONLINGUISTIC REPRESENTATION |
| Captions Lesson_Student Set | Captions and Cutlines Activity | REFERENCE AND RESEARCH/ NONLINGUISTIC REPRESENTATION |
| Caption_Images Checklist | Captions and Cutlines activity rubric | REFERENCE AND RESEARCH/ NONLINGUISTIC REPRESENTATION |
| Links to Online Resources | ||
| Reference-Research Questioning Resource Guide | One of our students' weakest areas is Reference and Research. Listed on this resource you will find websites that can help teach this skill. | BLOOM AND WEBB - HIGHER ORDER THINKING SKILLS |
| Web-Based Content Area Materials | Resources for teachers and online activities for students on wide variety of website. | REFERENCE AND RESEARCH/ NONLINGUISTIC REPRESENTATION |
| Vocabulary | ||
| Online Word Wall Resources | Online resources for Word Wall creation and usage in Secondary classrooms. |
VOCABULARY |
| Secondary Word Wall Activities | Word Wall creation and usage in Secondary classrooms. | VOCABULARY/CONCEPT DEVELOPMENT |
| Secondary Word Walls - MORE!! | Word Wall theory and practice Secondary classrooms. | VOCABULARY/CONCEPT DEVELOPMENT |
| Frayer Model | Content area vocabulary practice activity. |
VOCABULARY |
| Marzano Vocabulary Activity | Content area vocabulary practice activity. | VOCABULARY |
| Online Vocabulary Resources | Another area in which our students are weak is vocabulary. Listed on this resource you will find websites that can help teach these skills. |
VOCABULARY |
| VIS Chart | Content area vocabulary practice activity. | NONLINGUISTIC REPRESENTATION |
| Instructional Strategies | ||
| 7 Comprehension Strategies | ||
| Jigsaw Activity | Jigsaw is an effective strategy to use when you want to increase students’ mastery or a topic at a hand, boost their concept development, enhance targeted discussions among students, and foster group project participation and learning (Kagan, 1994) |
COOPERATIVE LEARNING |
| Small Group Alternative Lesson Structures | Tips for having students work in collaborative groups | COOPERATIVE LEARNING |
| Collaboration Strategies | Tips for having students work in collaborative groups |
COOPERATIVE LEARNING |
| Ideal 90 Minute Lesson Plan | A 90 minute lesson plan format that includes direct instruction as well as collaboration in pairs and teams | SETTING OBJECTIVES AND PROVIDING FEEDBACK |
| Advance Organizers/Anticipation Guide | A guide for building background knowledge before introducing a new topic, reading selection, project, etc. | QUESTIONS, CUES, ADVANCE ORGANIZERS |
| Oral Literacy Strategies | Brief descriptions of easy to use reading comprehension strategies to build fluency in reading. Our students need to read more quickly while grasping information or they lose their focus. | VOCABULARY/QUESTIONS, CUES, ADVANCED ORGANIZERS |
FCAT Explorer for Social Studies- Reading Timeline With 23 passages and over 200 practice questions, the Reading Timeline covers topics in science and culture, using a history-based navigation. In addition, the Reading Timeline offers eight in-depth lessons on important reading skills. Each lesson gives students clear, step-by-step instruction on one important skill |
Pretest and Posttest Eight Review Lessons Animated Illustrations Benchmark Skill Review Answer specific feedback Learn more section for further reading Explorer's Report and Challenge List
You will need your teacher login to set up your classes and add your students. |
VOCABULARY SIMILARITIES/DIFFERENCES CAUSE/EFFECT MAIN IDEA AUTHOR'S PURPOSE REFERENCE/RESEARCH |
FCAT Explorer for Science-Science Mission With 202 practice questions, four interactive concept activities, and three remedial lessons, Science Mission provides comprehensive practice for the skills tested on the 11th grade science FCAT. The program is organized into three areas: Physical & Chemical, Earth & Space, and Life & Environment. In addition, Nature of Science practice questions are embedded in each area of the program. Science Mission instructional support includes answer-specific feedback and science vocabulary activities |
* Science vocabulary instruction on key benchmark-based terms You will need your teacher login to set up your classes and add your students. |
VOCABULARY SUMMARIZING |
COMPREHENSION LESSONS FOR SCIENCE AND SOCIAL STUDIES |
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Guiding Principles for Planning the Comprehension Instructional Sequence
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High-complexity questioning drives quality text-based discussions, and |
Instructional Sequence for high level comprehension questioning. Teachers must select a text that lends itself to open-ended discussion and collaborative learning so students will:
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| Using Text Evidence | Description A strategy that uses a collaborative format for the discussion of text in which students locate and record text information that supports their position, claim, or argument. |
Purposes • To support students in locating supportive evidence from text to justify/validate their position, claim, or argument. • To promote reading comprehension • To clarify and deepen thinking about content |
| Planning a Questioning Lesson | Draft a set of questions for any passage/text that you plan to use for instruction to challenge student thinking. |
It is vital to: • model/reinforce higher complexity questioning processes. • pre-write & post in the classroom examples of higher complexity questions with quality answers. |
| Teacher Planning Template | Plan for Teaching Students to Think as They Read | |
| The essential question will guide the entire sequence of activities. | In order to ‘Hook’ students into text, it is helpful to present a Hook Question before reading text that will be used with the Comprehension Instructional Sequence. |
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| Inquiry Chart | Purpose: To record and display answers to student-generated questions that require outside sources, as well as: • identify any bias in each source • establish credibility from each source • establish whether the information is valid • corroborate information across sources • draw strong final conclusions based on all of this information |
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| Directed Note-Taking Sample | Students record notes containing the most important information relevant to the guiding question. | |
| Directed Note-Taking Blank | Students record notes containing the most important information relevant to the guiding question. | |
| History Frame | Graphic organizer for history lesson | |
| Science Frame | Graphic organizer for science lesson | |
| TIMELINE FOR CIS IMPLEMENTATION | Step by step chart of entire sequence of instruction | |
SOCIAL STUDIES SPECIFIC STRATEGIES
Document Based Questions Materials |
A DBQ, document based question, is a question that focuses around one or more documents. The documents can be a graph, cartoon, short excerpt, picture, etc, basically anything that a student can glean information from.
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These are some tasks that students could be asked to do in a DBQ: Analyze: Break a topic down into separate parts and discuss each one. Criticize: Make judgments. Evaluate comparative worth. Define: Explain the exact meaning, specific to the course or subject. Describe: Give a detailed account, listing characteristics, qualities and parts. Discuss: Argue the pros and cons of an issue. Evaluate: Give an opinion or cite the opinion of an expert. Illustrate: Give concrete examples. Summarize: Give a brief, condensed account, including conclusions. |
Comparison/Cause-Effect |
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| Instructor's Notes | ||
| Cause Effect Benchmark Mini Lessons-Days 1-3_gm | ||
Reference and Research |
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| Reference Research Benchmark Mini Lesson | ||
Documents |
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| The Documents | ||
| FCAT 2.0 Vocabulary | FCAT 2.0 Glossary of Terms to Know | |
| Quick Vocabulary Activities | ||
| Higher Order Thinking Activities | Instructions and Handouts for Many Activities | |
| Test Taking Tips | TestTakingTips_ | |