Study Skills - Grade One

Time Content Assessment Resources

SELF-MANAGEMENT
Organization
Time Management Manage a personal schedule *Brainstorm different morning activities *Discuss students before-school morning routine *Reflect and Revise -Discuss ways to better use their time (S) Determine benchmark dates *Participate in morning calendar activities (S) *Model benchmark dates (i.e., read-a-thon, spelling test, 100th Day, etc.) Estimate duration of assignment *Expose students to duration of assignment time frames (T) Use time effectively Study/Home Environment Establish parental involvement *Communicate with parents (i.e., e-mail, phone calls, newsletters, school district website, assignment notebooks, take home folders, conferences, open house, Home Links, etc.) (T) *Share and transport home to school communications (i.e., permission slips, notices, tests, progress reports, etc.) (S) Determine study area Control comfort level and distractions Supplies/Appropriate Materials Maintain and manage folder, assignment notebooks, etc. *Model good organizational practices (i.e., folder and assignment book check, weekly desk clean-up, math tool kits, transitioning from one activity to the next, etc.) (T) *Model backpack packing and unpacking (T) *Demonstrate emptying and reorganizing desks (T)
Homework w/o Tears; Lee Canter Homework w/o Tears Appendix

Homework w/o Tears Ch 11

Marzano Ch 5

June, 2008

*Provide a system for maintaining and managing supplies and materials (T) *Manage and maintain backpacks, desks, and personal belongings with increasing independence (S) *Discuss, facilitate, and monitor transport of materials to and from school (T) *Transport appropriate materials to and from school in a timely manner and in an acceptable condition (S) List materials for home use

Monitoring for Understanding

Questioning Provide a risk-free environment
Mosaic of Thought Ch 6 and 7; Marzano Ch 9 and 10 Mosaic of Thought Ch 5

Model metacognitive processing *Model think aloud (T) *Brainstorm personal experiences, prior knowledge, and ideas *Introduce 5W's (T) *Predict outcomes (S) Following Directions Attend to oral and/or written directions Understand what is being asked *Model and demonstrate directions when appropriate (T) *Repeat and/or restate directions (S) *Demonstrate understanding of directions (S) Practice multi-step direction techniques *Expose students to multi-step directions (T) *Practice one and two step directions (S) Listening Skills Concentrate on speaker *Provide cues (i.e., eyes on me, give me 5, clapping, turning off lights) (T)
*Model and reinforce appropriate listening etiquette (T) *Concentrate on speakers instructional focus (S) Visualize information June, 2008

Mosaic of Thought Ch 7

*Model and expose students to visualization techniques (T) *Provide opportunities in a variety of ways for students to demonstrate understanding through visualization (T) *Demonstrate, describe, illustrate, and/or act out visualizations (S) Practice note taking
* Not Addressed

ACQUIRING INFORMATION
Locating Information Comprehension Strategies
Features of Text Determining importance of informationp g p information *Allow opportunities for student-teacher and peer conferences to determine important information (T) *Teach main idea concept (T) *Recognize main idea (S) *Explore the difference between fact and opinion *Distinguish between reality and fantasy (T) *Utilize features of text (S) *Provide focus questions prior to acquiring information (T) Evaluating the accuracy of information *Explore and discuss the reliability of a source *Distinguish between fact, non-fact, and opinion Note Taking Graphic Organizers *Model forms of graphic organizers (T) *Participate in the formation of graphic organizers (S) *Select and practice use of graphic organizers (S) Graphic Representations *Model how to create illustrations to caputre content specific information (T) *Practice creating illustrations to capture content specific information (S)
Marzano Ch 3; Six Trait Writing McGraw-Hill Author Profiles Mosaic of Thought Ch 8

June, 2008

Format *Not Addressed Outlining * Not Addressed

Marzano Ch 3

MANAGING INFORMATION
Determining Importance
*Define the purpose focusing on the relationship of the purpose to importance (T) *Model sifting and sorting acquired information to determine relevance and redundancy of information relative to the purpose (i.e., personal stories, retelling read-aloud, etc.) (T)

Summarizing Identifying *Model identifying key words and elements from acquired information (T) *Practice identifying key words and elements from acquired information (S) Organizing *Model different strategies for organizing acquired information (T) *Practice different strategies for organizing acquired information (S) Rephrasing *Model rephrasing of acquired information in their own words (i.e., retelling or illustrating a unit of study or field trip) (T) *Practice rephrasing of acquired information in their own words (S) *Model the combining of related ideas from acquired information (T) Notemaking *Not addressed

Marzano Ch 3

APPLYING INFORMATION
Active Review Strategies

June, 2008

*Model through various modalities active review strategies for acquired information (i.e., act it out, draw a picture or diagram, create a 3-D model, use flashcards, use graphic organizers, use games, etc.) (T) *Practice active review strategies (S) Memory Techniques Creating a Study Guide How to Take a Test

June, 2008

Study Skills - Grade Two

Time Content Assessment Resources

SELF-MANAGEMENT
Organization
Time Management Manage a personal schedule *Brainstorm different morning activities *Discuss students before-school morning routine *Illustrate before-school morning routine (S) *Reflect and Revise -Discuss ways to better use their time (S) Determine benchmark dates *Participate in morning calendar activities (S) *Model benchmark dates (using at least one long term assignment - teacher facilitated) (T) Estimate duration of assignment *Expose students to duration of assignment time frames (T) Use time effectively Study/Home Environment Establish parental involvement *Communicate with parents (i.e., e-mail, telephone calls, newsletters, school district website, assignment notebooks, take home folders, conferences, open house, Home Links, etc.) (T) *Share and transport home to school communications (i.e., permission slips, notices, progress reports, tests, etc.) (S) Determine study area Control comfort level and distractions Supplies/Appropriate Materials Maintain and manage folder, assignment notebooks, etc. *Model good organizational practices (i.e., folder and assignment book check, weekly desk clean-up, math tool kits, transitioning from one activity to the next) (T) *Model backpack packing and unpacking (T) *Demonstrate emptying and reorganizing desks (T) *Provide a system for maintaining and managing supplies and materials (T)
Homework w/o Tears Ch 11 Homework w/o Tears Appendix

Marzano Ch 5

Lee Canter

June, 2008

*Manage and maintain backpacks, desks, and personal belongings with increasing independence (S) Bring appropriate materials to and from school *Discuss, facilitate, and monitor transport of materials to and from school (T) *Transport appropriate materials to and from school in a timely manner and in an acceptable condition (S) List materials for home use

Monitoring for Understanding

Questioning Provide a risk-free environment Model metacognitive processing *Participate in think aloud (S) *Reinforce 5W's (T) *Practice and utilize 5W's (S) *Predict outcomes (S) Following Directions Attend to oral and/or written directions Understand what is being asked *Model and demonstrate directions when appropriate (T) *Repeat and/or restate directions (S) *Demonstrate understanding of directions (S) Practice multi-step direction techniques *Expose students to multi-step directions (T) *Practice one and two step directions (S) Listening Skills Concentrate on speaker *Provide cues (i.e., eyes on me, give me 5, clapping, turning off lights) (T) *Model and reinforce appropriate listening etiquette (T) *Concentrate on speakers instructional focus (S) Visualize information *Model and expose students to visualization techniques (T) *Provide opportunities in a variety of ways for students to demonstrate understanding through visualization (T)
Mosaic of Thought Ch 7 Mosaic of Thought Ch 6 and 7; Marzano Ch 9 and 10 Mosaic of Thought 5

June, 2008

*Demonstrate, describe, illustrate, and/or act out visualizations (S) Practice note taking * Not Addressed

ACQUIRING INFORMATION
Locating Information Comprehension Strategies
Features of Text Determining importance of informationp g p (T) *Allow opportunities for student-teacher and peer conferences to determine important information (T) *Teach main idea concept (T) *Recognize main idea (S) *Explore the difference between fact and opinion *Distinguish between reality and fantasy (T) *Utilize features of text (S) *Provide focus questions prior to acquiring information (T) Evaluating the accuracy of information *Explore and discuss the reliability of a source *Distinguish between fact, non-fact, and opinion (fiction and nonfiction) (T) Note Taking Graphic Organizers *Model forms of graphic organizers (T) *Participate in the formation of graphic organizers (S) *Select and practice use of graphic organizers (S) Graphic Representations *Model how to create illustrations and write words to capture specific information (T) *Practice creating illustrations and writing words to capture content specific information (S) Format *Not Addressed Outlining *Not Addressed
Marzano Ch 3 Marzano Ch 3; Six Trait Writing McGraw-Hill Author Profiles

June, 2008

MANAGING INFORMATION
Determining Importance
*Define the purpose focusing on the relationship of the purpose to importance (T) *Model sifting and sorting acquired information to determine relevance and redundancy of information relative to the purpose (i.e., personal stories, retelling read-alouds, etc.) (T) Summarizing Identifying *Model identifying key words and elements from acquired information (T) *Practice identifying key words and elements from acquired information (S) Organizing *Model different strategies for organizing acquired information (T) *Practice different strategies for organizing acquired information (S) Rephrasing *Model rephrasing of acquired information in their own words (i.e., retelling or illustrating a unit of study or field trip) (T) *Practice rephrasing of acquired information in their own words (S) *Model the combining of related ideas from acquired information (T) Notemaking *Not addressed
Marzano Ch 3

APPLYING INFORMATION
Active Review Strategies *Model through various modalities active review strategies for acquired information (i.e., act it out, draw a picture or diagram, create a 3-D model, use flashcards, use graphic organizers, use games, etc.) (T) *Practice active review strategies (S) Memory Techniques Creating a Study Guide How to Take a Test

June, 2008

Study Skills - Grade Three

Time Content Assessment Resources

SELF-MANAGEMENT
Organization
Time Management Manage a personal schedule *Brainstorm different after-school activities *Discuss students after-school routine *Model use of a daily after-school schedule on a template (T) *Record (with parents) a personal daily after-school schedule on a template (S) *Reflect and Revise -Discuss ways to better use their time - find a good time for homework Determine benchmark dates *Model benchmark dates (using at least 2 long term assignments - teacher facilitated) (T) Estimate duration of assignment *Provide reminders during assignments (T) *Discuss pacing of a few assignments (T) *Estimate duration of a few assignments, record actual time (S) *Manage assignments in a given time frame (S) Use time effectively Study/Home Environment Establish parental involvement *Communicate with parents (i.e., e-mail, phone calls, news letters, school district website, assignment notebooks, take home folders, conferences open house, Home Link, etc.) (T) *Share and transport home to school, communications (i.e., permission slips, notices, tests, progress reports, etc.) (S) *Obtain parents signature in assignment book (S) Determine study area Control comfort level and distractions
June, 2008 1
Homework w/o Tears ; Lee Canter Homework w/o Tears Ch 11 Homework w/o Tears Appendix

Supplies/Appropriate Materials Maintain and manage folder, assignment notebooks, etc. *Model good organizational practices (i.e., folder and assignment book check, weekly desk clean-up, math tool kits, transitioning from one activity to the next) (T) *Model back-pack packing and unpacking (T) *Demonstrate emptying and reorganizing desks (T) *Provide a system for maintaining and managing supplies and materials (T) *Manage and maintain back packs, assignment books, desks, and personal belongings, with increasing independence (S) Bring appropriate materials to and from school *Discuss, facilitate, and monitor transport of materials to and from home (T) *Transport appropriate materials to and from school in a timely manner and in an acceptable condition (S) List materials for home use

Monitoring for Understanding

Questioning Provide a risk-free environment
Mosaic of Thought Ch 6 and 7 Marzano Ch 9 and 10

Model metacognitive processing *Model and expose students to higher order questioning techniques (i.e., MOT) (T) *Model think-pair-share (T) *Apply 5W's to increase understanding (S) *Utilize think aloud strategies to increase understanding (S) *Apply questioning techniques while participating in think-pair-share and cooperative groups (i.e., literature circles (S) Following Directions Attend to oral and/or written directions Understand what is being asked

June, 2008

*Model and demonstrate directions when appropriate (T) *Repeat and/or restate directions (S) *Demonstrate understanding of directions (S) *Highlight key words in directions (S) Practice multi-step direction techniques *Provide strategies for following multi-step directions (i.e., highlight key words, chunking, sequencing (T) *Practice highlighting, chunking, sequencing, etc. (S) Listening Skills Concentrate on speaker *Provide cues (i.e., eyes on me, give me 5, clapping, turning off lights) (T) *Model and reinforce appropriate listening etiquette (T) *Concentrate on speakers; instructional focus (S) Visualize information *Model and expose students to visualization techniques (T) *Provide opportunities in a variety of ways for students to demonstrate understanding through visualization (T) *Demonstrate, describe, illustrate, and/or act out visualizations (S) Practice note taking *Model and discuss how to take notes from brief audiovisual presentations identifying main idea and supporting details using a teacher provided template (T) *Practice taking notes following teacher's modeling using a teacher provided template(S)
Mosaic of Thought Ch 7

ACQUIRING INFORMATION
Locating Information Comprehension Strategies
Features of Text Determining importance of information *Practice whole group identification of important information (T) *Allow opportunities for student-teacher and peer conferences to determine important information (T)
Mosaic of Thought Ch 8

June, 2008

*Provide guides to assist students in extrapolating important information (i.e., outlines, fill in the blank, diagrams, etc.) (T) *Practice identifying main ideas (S) *Distinguish between fact and non-fact (S) *Distinguish between fact and opinion (S) *Utilize features of text (S) *Articulate reasons for selecting important information (S) Evaluating the accuracy of information *Explore and discuss the reliability of a source *Distinguish between fact, non-fact and opinion (S)
McGraw-Hill Author Profiles

Note Taking
Graphic Organizers *Model forms of graphic organizers (T) *Participate in the formation of graphic organizers (S) *Select and practice use of graphic organizers (S) Graphic Representations * Model how to create illustrations and write words to capture content specific information (T) *Practice creating illustrations and writing words to capture content specific information (S) Format *Model taking notes using a two-column format (such as main idea and supporting details, fact and non-fact, important and unimportant, cause and effect, similarities and differences, etc.) (T) *Practice taking notes using a two-column format (S) *Model taking notes using a three-column format (such as FQR, story elements, KWL, beginning-middle-end, etc) (T) *Practice taking notes using a three-column format (S) *Model taking notes using notecards (T) *Model and monitor taking notes using note cards (S) Outlining
* Not Addressed
Marzano Ch 3; Six Trait Writing

Marzano Ch 3

MANAGING INFORMATION
June, 2008 4

Determining Importance
*Define the purpose focusing on the relationship of the purpose to importance (T) *Examine acquired information to determine its relevance to the purpose (with increased independence) (S) *Model sifting and sorting acquired information to determine relevance, redundancy, and missing information relative to the purpose (T) *Re-work sifting and sorting acquired information to determine relevance, redundancy, and missing information relative to the purpose (S)

Summarizing
Identifying *Model identifying key words and elements from acquired information (i.e., highlighting, sticky notes, underlining) (T) *Practice identifying key words and elements from acquired information (i.e., highlighting, sticky notes, underlining with increasing independence) (S) Organizing *Model different strategies for organizing acquired information (i.e., sorting notes, graphic organizers, combining ideas, etc) (T) *Practice different strategies for organizing acquired information (i.e., sorting notes, graphic organizers, combining ideas, etc. with increasing independence) (S) Rephrasing *Model rephrasing of acquired information in their own words (T) *Practice rephrasing of acquired information in their own words with increasing independence (S) *Model the combining of related ideas from acquired information (T) *Practice the combining of related ideas from acquired information with increasing independence (S)

Marzano Ch 3

Note making
* Model how to review prior notes for purpose of sequencing and catergorizing (T)

June, 2008

*Practice reviewing prior notes for purpose of sequencing and categorizing (S) *Model how to evaluate prior notes to determine if information is important and comprehensive (T) *Practice evaluating prior notes to determine if information is important and comprehensive (S) *Model how to revise notes (ie, clarifying, adding information, organizing, rewording, etc) into a meaningful product (T) *Practice revising notes (ie, clarifying, adding information, organizing, rewording, etc) into a meaningful product (S) *Model how to analyze graphic representations in writing (T) *Practice analyzing students' own graphic representations in writing (S)

APPLYING INFORMATION
Active Review Strategies
*Model through various modalities active review strategies for acquired information (i.e., act it out, draw a picture or diagram, create a 3-D model, use and/or create flashcards, use and/or create mnemonic devices, use and/or create graphic organizers, use and/or create test questions, use and/or create games, reflect) (T) *Practice and apply active review strategies (S)

Memory Techniques Creating a Study Guide How to Take a Test

*Discuss different test formats (i.e., fill in the blank, multiple choice, short response, open-ended, etc.) *Practice strategies for various test formats (S) *Discuss and examine practice tests and samples of completed test responses (i.e., NECAP) *Practice test taking through sample tests *Apply READER

June, 2008

Study Skills - Grade Four

Time Content Assessment Resources

SELF-MANAGEMENT
Organization
Time Management Manage a personal schedule *Brainstorm different after-school activities *Discuss student's after-school routine *Model use of a weekly (Monday-Friday) afterschool schedule on a template (T) *Record (with parents) personal weekly afterschool schedule on a template (S) *Reflect and Revise -Discuss ways to better use their time - find a good time for homework (S) Determine benchmark dates *Model benchmark dates (T) *Provide timeline with benchmark dates for a few long term assignments (T) *Apply benchmark dates to assignments (S) Estimate duration of assignment *Provide reminders during assignments (T) *Discuss pacing of several assignments (T) *Estimate duration of a few assignments, record actual time (S) *Manage assignments in a given time frame (S) Use time effectively Study/Home Environment Establish parental involvement *Communicate with parents (i.e., e-mail, phone calls, newsletters, school district website, assignment notebooks, take home folders, conferences, open house, Home Link, etc.) (T) *Share and transport home to school communications (i.e., permission slips, notices, tests, progress reports, etc.) (S)
June, 2008 1
Homework w/o Tears ; Lee Canter Homework w/o Tears Appendix

Homework w/o Tears Ch 11

Marzano Ch 5

*Obtain parent's signature in assignment book (S) Determine study area Control comfort level and distractions Supplies/Appropriate Materials Maintain & manage folder, assignment notebooks, etc. *Model good organizational practices (i.e., folder and assignment book check, weekly desk clean-up, math tool kits, transitioning from one activity to the next) (T) *Model backpack packing and unpacking (T) *Demonstrate emptying and reorganizing desks (T) *Provide a system for maintaining and managing supplies and materials *Manage and maintain backpacks, assignment books, desks, and personal belongings with increasing independence Bring appropriate materials to and from school *Discuss, facilitate, and monitor transport of materials to and from home (T) *Transport appropriate materials to and from school in a timely manner and in an acceptable condition List materials for home use

Monitoring for Understanding

Questioning *Model and expand on higher order questioning techniques (i.e., MOT) (T) *Model think-pair-share (T) *Apply 5W's to increase understanding (S) *Utilize think aloud strategies to increase understanding (S) *Apply questioning techniques while participating in think-pair-share and cooperative groups (i.e., literature circles) (S) Provide a risk-free environment Model metacognitive processing Following Directions
Mosaic of Thought Ch 5 Mosaic of Thought Ch 6 and 7; Marzano Ch 9 and 10

June, 2008

Attend to oral and/or written directions Understand what is being asked *Model and demonstrate directions when appropriate (T) *Repeat and/or restate directions (S) *Demonstrate understanding of directions (S) *Highlight key words in directions (S) Practice multi-step direction techniques *Provide strategies for following multi-step directions (i.e., highlight key words, chunking, sequencing) (T) *Practice highlighting, chunking, sequencing, etc. (S) Listening Skills Concentrate on speaker *Provide cues (i.e., eyes on me, give me 5, clapping, turning off lights) (T) *Model and reinforce appropriate listening etiquette (T) *Concentrate on speakers; instructional focus (S) Visualize information *Model & expose students to visualization techniques (T) *Provide opportunities in a variety of ways for students to demonstrate understanding through visualization (T) *Demonstrate, describe, illustrate, and/or act out visualizations (S) Practice note taking *Model and discuss how to take notes from brief audio-vidual presentations identifying main idea and supporting details using a teacher provided template (T) *Practice taking notes following teacher's model using template (S)

Mosaic of Thought Ch 7

ACQUIRING INFORMATION
Locating Information Comprehension Strategies
June, 2008 3

Features of Text Determining importance of information *Practice whole group identification of important information (T) *Allow opportunities for student-teacher and peer conference to determine important information (T) *Provide guides to assist students in extrapolating important information (i.e., outlines, fill in the blank, diagrams, etc.) (T) *Practice identifying main ideas (S) *Distinguish between fact and non-fact (S) *Distinguish between fact and opinion (S) *Utilize features of text (S) *Articulate reasons for selecting important information (S) Evaluating the accuracy of information *Explore and discuss the reliability of a source *Distinguish between fact, non-fact, and opinion (S) *Expose students to point of view and author's purpose (T) Note Taking Graphic Organizers *Model forms of graphic organizers (T) *Participate in the formation of graphic organizers (S) *Select and practice use of graphic organizers (S) Graphic Representations * Model how to create illustrations with descriptive words on pictures, graphs, and diagrams to capture content specific information (T) *Practice creating illustrations with descriptive words to capture content specific information (S) Format *Model taking notes using a two-column format (such as main idea and supporting details, fact and non-fact, important and unimportant, cause and effect, similarities and differences, etc.) (T) *Practice taking notes using a two-column format (S)
Marzano Ch 3; Six Trait Writing Mosaic of Thought Ch 8

McGraw-Hill Author Profiles

June, 2008

*Model taking notes using a three-column format (such as FQR, story elements, KWL, beginningmiddle-end, etc) (T) *Practice taking notes using a three-column format (S) *Model and monitor taking notes using note cards (T) *Practice taking notes using a three-column format (S)

MANAGING INFORMATION
Determining Importance *Define the purpose focusing on the relationship of the purpose to importance (T) *Examine acquired information to determine its relevance to the purpose with increased independence (S) *Model sifting and sorting acquired information to determine relevance, redundancy, and missing information relative to the purpose (T) *Re-work sifting and sorting acquired information to determine relevance, redundancy, and missing information relative to the purpose (S) Summarizing Identifying *Model identifying key words and elements from acquired information (i.e., highlighting, sticky notes, underlining) (T) *Practice identifying key words and elements from acquired information (i.e., highlighting, sticky notes, underlining with increased independence) (S) Organizing *Model different strategies for organizing acquired information (i.e., sorting notes, graphic organizers, combining ideas, etc.) (T) *Practice different strategies for organizing acquired information (i.e., sorting notes, graphic organizers, combining ideas with increasing independence) (S) Rephrasing *Explain and discuss plagiarism and its consequences *Model rephrasing of acquired information in their own words (T)

June, 2008

*Practice rephrasing of acquired information in their own words with increasing independence (S) *Model the combining of related ideas from acquired information (T) *Practice the combining of related ideas from acquired information with increasing independence (S) Notemaking * Model how to review prior notes for purpose of sequencing and categorizing (T) *Practice reviewing prior notes for purpose of sequencing and categorizing (S) *Model how to evaluate prior notes to determine if information is important and comprehensive (T) *Practice evaluating prior notes to determine if information is important and comprehensive (S) *Model how to revise by reworking notes (ie, clarifying, adding information, organizing, rewording, etc) into a meaningful product (T) *Practice revising by reworking notes (ie, clarifying, adding information, organizing, rewording, etc) into a meaningful product (S) *Model how to analyze graphic representaions in writing (T) *Practice analyzing students' own graphic representations in writing (S)

APPLYING INFORMATION
Active Review Strategies
*Explore, discuss and honor learning styles to connect active review strategies to learning preferences (T) *Identify and apply strengths and weaknesses in the way they learn (i.e., checklists, surveys, inventories, etc.) (S) *Model through various modalities active review strategies for acquiring information (i.e., act it out, draw a picture or diagram, create a 3-D model, use and/or create flashcards, use and/or create mnemonic devices, use and/or create graphic organizers, create test questions, use and/or create games, reflect) (T) *Practice and apply active review strategies (S)

Memory Techniques
June, 2008 6

Creating a Study Guide How to Take a Test *Discuss different test formats (i.e. fill in the blank, multiple choice, true or false, essay, short response, open-ended, etc.) *Practice strategies for various test formats (S) *Discuss and examine practice tests and samples of completed test responses (i.e., NECAP) *Practice test taking through sample tests (S) *Apply READER

June, 2008

Study Skills - Grade Five

Time Content Assessment Resources

SELF-MANAGEMENT
Organization
Time Management Manage a personal schedule *Brainstorm different after-school activities *Discuss students after-school routine *Distribute a survey (template) to determine how students spend their after-school time (T) *Fill out survey, recording how many minutes spent on each activity (S) *Reflect and Revise -Discuss ways to better use their time (i.e. find a good time for homework) (T) (S) *Model use of a 7-day calendar schedule on a template (T) *Record (with parents) personal 7-day schedule on a template (S) attach survey results to study template Determine benchmark dates *Model benchmark dates (T) *Provide timeline with benchmark dates for several long term assignments (T) *Apply benchmark dates to assignments (S) Estimate duration of assignment *Provide reminders during assignments (T) *Discuss pacing of multiple assignments (T) *Estimate duration of a several assignments, record *Estimate duration of multiple assignments, record actual time (S) *Manage multiple assignments in a given time frame (S) Use time effectively
Marzano Ch. 5 Homework w/o Tears Appendix

Homework w/o Tears

Ch. 11

Study/Home Environment
Establish parental involvement
Homework w/o Tears Lee Cantor

*Communicate with parents (i.e., e-mail, phone calls, newsletters, school district website, assignment notebooks, take home folders, conferences, open house, Home Links, etc.) (T) *Share and transport home to school, communications (i.e. permission slips, notices, tests, progress reports, etc.) (S) *Obtain parents signature in assignment book (S) Determine study area Control comfort level and distractions

Supplies/Appropriate Materials
Maintain and manage folder, assignment notebooks, etc. *Model good organizational practices (i.e., folder and assignment book check, weekly desk clean-up, math tool kits, transitioning from one activity to the next (T) *Model backpack packing and unpacking (T) *Demonstrate emptying and reorganizing desks (T) *Provide a system for maintaining and managing supplies and materials (T) *Manage and maintain backpacks, assignment books, desks, and personal belongings with increasing independence (S) Bring appropriate materials to and from school *Discuss, facilitate, and monitor transport of materials to and from home (T) *Transport appropriate materials to and from school in a timely manner and in an acceptable condition (S) List materials for home use

Monitoring for Understanding

Questioning Provide a risk-free environment Model metacognitive processing
Mosaic of Thought Ch. 5 Mosaic of Thought Ch. 6 and 7 Marzano Ch. 9 and 10

*Model and expand on higher order questioning techniques (i.e. MOT) (T) *Model think-pair-share (T) *Apply 5W's to increase understanding (S) *Utilize think aloud strategies to increase understanding (S) *Apply questioning techniques while participating in think-pair-share and cooperative groups (i.e. literature circles) (S) *Generate questions (beginning) (S) Following Directions Attend to oral and/or written directions Understand what is being asked *Model & demonstrate directions when appropriate (T) *Repeat and/or restate directions (S) *Demonstrate understanding of directions (S) *Highlight key words in directions (S) Practice multi-step direction techniques *Provide strategies for following multi-step directions (i.e., highlight key words, chunking, sequencing) (T) *Practice highlighting, chunking, sequencing, etc. (S) Listening Skills Concentrate on speaker *Provide cues (i.e., eyes on me, give me 5, clapping, turning off lights) (T) *Model and reinforce appropriate listening etiquette (T) *Concentrate on speakers instructional focus (S) Visualize information *Model and expose students to visualization techniques (T) *Provide opportunities in a variety of ways for students to demonstrate understanding through visualization (T) *Demonstrate, describe, illustrate, and/or act out visualizations (S)

Mosaic of Thought Ch 7

Practice note taking

*Model and discuss how to take notes from audio-visual presentations identifying important information and making informed inferences and judgments with or without teacher provided tempate (T) *Practice taking notes with or without teacher provided template (S)

ACQUIRING INFORMATION
Locating Information Comprehension Strategies
Features of Text Determining importance of information *Practice whole group identification of important information (T) *Allow opportunities for student-teacher and peer conferences to determine important information (T) *Provide guides to assist students in extrapolating important information (i.e., outlines, fill in the blank, diagrams, etc.) (T) *Practice identifying main ideas (S) *Distinguish between fact and non-fact (S) *Distinguish between fact and opinion (S) *Utilize features of text (S) *Articulate reasons for selecting important information (S) Evaluating the accuracy of information *Explore and discuss the reliability of a source *Distinguish between fact, non-fact and opinion (S) *Determine point of view and author purpose (S)
Mosaic of Thought Ch. 8

McGraw-Hill Author Profiles

Note Taking
Graphic Organizers *Model forms of graphic organizers (T) *Participate in the formation of graphic organizers (S) *Select and practice use of graphic organizers (S)
Marzano Ch.3 Six Trait Writing

Graphic Representations * Model how to create illustrations with descriptive words on pictures, graphs, and diagrams to capture content specific information (T) *Practice creating illustrations with descriptive words to capture content specific information (S) Format * Model taking notes using a two-column format (such as main idea and supporting details, fact and non-fact, important and unimportant, cause and effect, similarities and differences, etc.) (T) *Practice taking notes using a two-column format (S) *Model taking notes using a three-column format (such as FQR, story elements, KWL, beginning-middle-end, etc) (S) *Practice taking notes using a two-column format (S) *Model and monitor taking notes using note cards (T) -See Glossary *Practice independently taking note cards (S) See Glossary Outlining *Model taking information from webs to outline (T) *Practice taking information from webs to outline (S) *Present some notes in outline form (T)

Marzano Ch. 3

MANAGING INFORMATION
Determining Importance
*Define the purpose focusing on the relationship of the purpose to importance (T) *Evaluate acquired information to determine its relevance to the purpose (S) *Model sifting and sorting acquired information to determine relevance, redundancy, and missing information relative to the purpose (T)

*Analyze sifting and sorting acquired information to determine relevance, redundancy, and missing information relative to the purpose (S)

Summarizing
Identifying *Model identifying key words and elements from acquired information (i.e., highlighting, sticky notes, combining ideas, etc.) (T) *Apply identifying key words and elements from acquired information (i.e., sorting notes, graphic organizers, combining ideas, etc.) (S) Organizing *Model different strategies for organizing acquired information (i.e., sorting notes, graphic organizers, combining ideas, etc.) (T) *Apply different strategies for organizing acquired information (i.e., sorting notes, graphic organizers, combining ideas, etc.) (S) Rephrasing *Explain and discuss plagiarism and its consequences *Model rephrasing of acquired information in their own words (T) *Apply rephrasing of acquired information in their own words (S) *Model the combining of related ideas from acquired information (T) *Apply the combining of related ideas from acquired information (T)

Marzano Ch. 3

Note making
*Model how to review prior notes for purpose of sequencing and categorizing (T) *Practice reviewing prior notes for purpose of sequencing and categorizing with increasing independence (S) *Model how to review prior notes to determine if information is important and comprehensive (T)

*Practice evaluating prior notes to determine if information is important and comprehensive with increasing independence (S) *Model how to revise by reworking notes (ie, clarifying, adding information, organizing, rewording, etc) into a meaningful product (T) *Practice revising by reworking notes (ie, clarifying, adding information, organizing, rewording, etc) into a meaningful product (S) *Model how to analyze graphic representatins in writing (T) *Practice analyzing students' own graphic representations in writing (S) *Model how to create graphic representations from students' prior notes (T) *Practice creating graphic representations from students' prior notes (S)

APPLYING INFORMATION
Active Review Strategies
*Explore, discuss, and honor learning styles to connect active review strategies to learning preferences (T) *Identify and apply strengths and weaknesses in the way they learn (i.e., checklists, surveys, inventories, etc.) (S) *Model through various modalities active review strategies for acquired information (i.e., act it out, draw a picture or diagram, create a 3D model, use and/or create flashcards, use and/or create mnemonic devices, use and/or create graphic organizers, create test questions, use and/or create games, reflect) (T) *Practice and apply active review strategies (S)

Memory Techniques Creating a Study Guide How to Take a Test

*Discuss different test formats (i.e. fill in the blank, multiple choice, essay, open-ended, etc) *Practice strategies for various test formats (S) *Discuss and examine practice tests and samples of completed test responses (i.e. NECAP, NWEA, etc.) *Practice test taking through sample tests (S) *Apply READER

Study Skills - Grade Six

Time Frame Content Assessment Resources

SELF-MANAGEMENT
Organization
Time Management Manage a personal schedule *Continue to maintain assignment book (S) *Model personal schedule (T) *Create and use personal schedule (S) Determine benchmark dates Estimate duration of assignment *Model (think aloud) estimating duration of assignment(s) (I) *Set benchmark times/dates (T) *Practice estimating duration of assignment(s) (T ) *Set benchmark times/dates (S) Use time effectively Study/Home Environment Establish parental involvement *Inform parents/guardians of classroom procedures, routines, and expectations. (T) *Inform parents/guardians of ongoing venues of communication such as e-mails, phone calls, letters, Open House, conferences, etc. (T) *Transport important documents to and from school on an as needed basis (S) Determine study area Control comfort level and distractions Supplies/Appropriate Materials Maintain and manage folder, assignment notebooks, etc. Bring appropriate materials to & from school *Model use of assignment notebook to maintain homework folder and gather materials. Provide time for practice (T) *Practice using assignment book to maintain homework folder and gather materials (S) *Introduce and demonstrate responsibilities of maintaining a locker and possessions (T)
June 2008 1

*Practice maintaining a locker and possessions (S) List materials for home use

Monitoring for Understanding

Questioning Provide a risk-free environment Model metacognitive processing *Model metagognitive processing by focusing on text to self connections (T) *Practice and use metacognative processing focusing on text to self connections (T) *Practice metacognative processing focusing on text to self connections (S) Following Directions Attend to oral and/or written directions Understand what is being asked *Discuss and demonstrate types of assessment (short answer, reports, essays, open response) and expectations for appropriate responses (T) *Practice types of assessment (short answer, reports, essays, open response) and expectations for appropriate responses (S) Practice multi-step direction techniques *Model reading and rereading directions (selfmonitor) until task is understood (T) *Model making note of key words, using highlighter, underlining, sticky notes (T) *Practice reading and rereading (self-monitor) until task is understood (S) *Practice making note of key words, using highlighter, underlining, sticky notes (S) *Utilize reading/rereading directions and noting key words (S) Listening Skills Concentrate on speaker *Discuss and practice appropriate audience etiquette (T) (S))
Mosaic of Thought Ch 3 and 4

June 2008

*Discuss verbal and nonverbal cues and practice appropriate responses (T) (S)) Visualize information *Model a think aloud where teacher describes images in his/her mind using the 5 senses (T) *Practice whole group visualization and share images with peers (S) *Draw, write, create visualized images (S) Practice note taking *Model and review note taking using a template for audio-visual presentations (T) *Practice and utilize a template for audio-visual presentations (S) *Monitor note taking on a template (T)

Acquiring Information
Locating Information Comprehension Strategies
Features of Text Determining importance of information *Model strategies of proficient readers, such as purpose, beliefs, prior knowledge, and audience, to make decisions about what is important in text (T) *Practice strategies of proficient readers, such as purpose, beliefs, prior knowledge, and audience, to make decisions about what is important in text (S) *Model information that is not important (redundant, irrelevant) in order to determine i ( ) information that is not important *Practice finding (redundant, irrelevant) in order to determine importance (S) *Practice using techniques such as "Say Something," to determine main idea and details (S) Evaluating the accuracy of information *Emphasize the importance of multiple sources to determine reliability of information (T)
Mosaic of Thought Ch 5

Note Taking
Graphic Organizers
June 2008

"Write Around"; 5 W's and H

*Review graphic organizers, such as Venn diagrams and webbing (T) *Practice diagramming more complicated relationships (T) Graphic Representations *Model and review how to use pictures graph, diagrams, etc. as a means of note taking (T) *Practice using pictures, graphs, diagrams, etc. as a means of note taking (S) *Utilize pictures graphs diagrams, etc. as a means of taking notes (S) *Monitor the use of pictures, graphs, diagrams, etc. as a means of note taking (T) Format *Review two column format (e.g. Main idea/topicdetail; opinion-proof form source) using materials of increasing difficulty (T) Practice two column format (e.g. Main idea/topicdetail; opinion-proof from source) with materials of increasing difficulty (S) *Utilize a two column format to create notes (S) *Monitor two column notes created by the students (T) *Review three column format (eg. Facts, questionsresponse: topic-detail-response; etc.) using materials of increasing difficulty (T) *Practice three column format (eg. Facts, questionsresponse: topic-detail-response; etc.) using materials of increasing difficulty (S) *Utilize three column format (eg. Facts, questionsresponse; topic-detail-response; etc.) using materials of increasing difficulty (S) *Monitor three column format (eg. Facts, questionsresponse; topic-detail-response; etc.) using materials of increasing difficulty (T) *Review using note cards as a means of note taking (T) *Practice using note cards for taking notes independently (S) *Monitor use of note cards (T)

June 2008

Outlining *Model and review outline format (T) *Create an informal outline from given text (S) *Monitor the informal outline created by student (T)

MANAGING INFORMATION
Determining Importance
*Model strategies of proficient readers such as purpose, beliefs, prior knowledge, and audience, to make decisions about what is important in text (T) *Practice strategies of proficient readers, such as purpose, beliefs, prior knowledge, and audience, to make decisions about what is important in text (S) (redundant, irrelevant) in order to determine importance (T) *Practice finding information that is not important (redundant, irrelevant) in order to determine importance (S) Following Directions

Summarizing
Identifying *Model 5 W's and H strategy to identify and check important information for the purpose of the task (T) *Practice and use the 5 W's and H strategy to identify and check important information for the purpose of the task (S) Organizing *Model creating text structures such as compare and contrast, chronological order, problem/solution, and cause/effect, appropriate to the purpose of the task (T) *Practice and create text structures appropriate to the purpose of the task (S) Rephrasing *Discuss the definition of plagiarism (T) *Model practices that are not rephrasing, but plagiarism such as copy and paste, changing a word or phrase, using the thesaurus to find a synonym (T)

June 2008

*Model combining identified information and appropriate organizational structure and reformulating to a more familiar text structure (T) *Model text reformulations, i.e. expository text into a narrative (T) *Practice text reformulations, i.e. expository text into a narrative (S) *Practice writing summaries of acquired information (S)

Notemaking
*Model rereading and reviewing prior notes (T) Practice rereading and reviewing prior notes (S) *Model evaluating/analyzing notes by identifying central ideas and supporting details (T) *Practice evaluating/analyzing notes by identifing central ideas and supporting details (S) *Model reworking/revising notes to synthesize thinking and key concepts (T) *Practice reworking/revising notes to synthesize thinking and key concepts (S) *Introduce and model how to choose a format (e.g. graphic organizers, note cards) to rewrite notes that would be appropriate for the users needs (T)(S)

What Teachers Can Do Ch 8

Marzano Ch 3

APPLYING INFORMATION
Active Review Strategies
*Review creating flashcards and games as strategies for deeper learning (T) *Practice creating flashcards and games as strategies for deeper learning (S) *Review dramatization as a strategy for active review (T) *Practice dramatization as a strategy for active review (S) *Review and have students create graphic organizers as active review of information (T) (S))

Memory Techniques Creating a Study Guide How to Take a Test

June 2008 6

*Model and review types of questions and appropriate answers (T) *Practice multiple types of questions including essays and open responses (S) *Discuss items needed for successful test taking (T) *Bring appropriate items for test-taking (S) *Demonstrate and review test-taking strategy of READER (see glossary) (T) *Apply strategies for following directions and use READER (see glossary) (S) *Model self-reflection after test is returned, focusing on remediation (T) *Monitor and remediate test taking strategies (T) (S) *Acknowledge and honor different learning styles (T)

June 2008

Study Skills - Grade Seven

Time Content Assessment Resources

SELF-MANAGEMENT
Organization
Time Management Manage a personal schedule *Create and use a personal schedule (S) *Continue to maintain assignment book (S) Determine benchmark dates Estimate duration of assignment *Model and review use of assignment notebooks (T) *Practice use of assignment notebooks (S) *Involve students in discussions to determine duration of assignment(s) and individual benchmark times/ dates for longer term tasks (T) *Participate in discussions to determine duration of assignment(s) and individual benchmark times/ dates for longer term tasks (S) *Practice estimating duration of assignment(s) and setting benchmark times/dates for long term assignments (S) Use time effectively Study/Home Environment Establish parental involvement *Inform parents/guardians of classroom procedures, routines, and expectations (T) *Inform parents/guardians of ongoing venues of communication such as e-mails, phone calls, letters, Open House, conferences, etc. (T) *Transport important documents to and from school on an as needed basis (S) Determine study area Control comfort level and distractions Supplies/Appropriate Materials Maintain & manage folder, assignment notebooks, etc. Bring appropriate materials to and from school *Discuss responsibilities of maintaining a locker and possessions (T)
June, 2008 1

*Practice responsibilities of maintaining a locker and possessions (S) List materials for home use

Monitoring for Understanding

Questioning Provide a risk-free environment Model metacognitive processing *Review metacognitive processing focusing on text to self connections (T) *Use metacognitive processing focusing on text to self connections (S) *Model metacognitive processing for text to text connections (T) *Practice and use metacognitive processing for text to text connections (S) Following Directions Attend to oral and/or written directions Understand what is being asked *Model and discuss need for analytical judgments in responses such as essays, reports, and open response assessment (T) *Practice analytical judgments in responses such as essays, reports, and open response assessments (S) Practice multi-step direction techniques *Model reading and rereading directions (self-monitor) until task is understood (T) *Model making note of key words, using highlighter, underlining, and sticky notes (T) *Practice reading and rereading (self-monitor) until task is understood (S) *Practice making note of key words, using highlighter, underlining, and sticky notes (S) *Utilize reading/rereading directions and noting key words strategies (S) Listening Skills Concentrate on speaker *Review, practice, self-monitor and adjust behavior for appropriate audience etiquette (T) (S) Visualize information
June, 2008 2

Mosaic of Thought Ch 3 and 4

*Model a think aloud where teacher describes images in her/her mind using the five senses (T) *Practice whole group visualization and share images with peers (T) (S) *Draw, write, create visualized images (S) Practice note taking *Model and review note taking using a template for audiovisual presentations (T) *Practice using a template for audiovisual presentations (S) *Utilize a note taking template for audiovisual presentation(S) *Monitor note taking on a template (T)

ACQUIRING INFORMATION
Locating Information Comprehension Strategies
Features of Text Determining importance of information *Review strategies of proficient readers such as purpose, beliefs, prior knowledge, and audience to make decisions about what is important (T) *Practice strategies of proficient readers such as purpose, beliefs, prior knowledge, and audience to make decisions about what is important (S) *Review techniques such as "Say Something," and "Write Around" to determine main idea and supporting details (T) *Practice techniques such as "Say Something," and "Write Around" to determine main idea and supporting details (S) *Review acquired information that is not important (redundant and/or irrelevant) in order to determine importance (T) *Practice identifying acquired information that is not important (redundant and/or irrelevant) in order to determine importance (S) *Review textbook features and organizers in order to determine importance (T) Evaluating the accuracy of information *Emphasize the importance of multiple sources to determine reliability of information (T) *Recognize perspective of the source as a method to determine bias and distinguish fact from opinion (S)

MOT, chap 5

June, 2008

Note Taking
Graphic Organizers *Review graphic organizers such as Venn diagrams and webbing (T) *Practice utilizing graphic organizers such as Venn diagrams and webbing (S) *Review and practice more complicated relationships (T) (S) Graphic Representations *Model and review how to use pictures graph, diagrams, etc. as a means of note taking (T) *Practice using pictures, graphs, diagrams, etc. as a means of note taking (S) *Utilize pictures graphs diagrams, etc. as a means of taking notes (S) *Monitor the use of pictures, graphs, diagrams,etc. as a means of note taking (T) Format *Review two column format (i.e.. Main idea/topic-detail; opinion-proof from source) using materials of increasing difficultly (T) *Practice two column format (i.e.. Main idea/topic-detail; opinion-proof from source; etc. using materials of increasing difficulty (S) *Utilize a two column format to create notes (S) *Monitor two column notes created by the students (T) *Review three column format (i.e.. Facts, questions-response; topic-detail-response; etc.) using materials of increasing difficulty (T) *Practice three column format (i.e.. Facts, questionsresponse; topic-detail-response; etc.) using materials of increasing difficulty (S) *Utilize three column format (i.e.. Facts, questions-response; topic-detail-response; etc.) using materials of increasing difficulty (S) *Monitor three column format (i.e.. Facts, questions-response; topic-detail-response; etc.) using materials of increasing difficulty (T) *Introduce Combination Notes Template (T) *Model and discuss Combination Notes Template (T)

June, 2008

*Practice Combination Notes Template (S) *Review using note cards as a means of note taking (T) *Practice using note cards for taking notes independently (S) *Monitor Combination Notes Template (T) Outlining *Model and review outline format (T) *Create an informal outline from a given text (S) *Monitor the informal outline created by a student (T) *Monitor use of note cards (T)

MANAGING INFORMATION
Determining Importance
*Review strategies of proficient readers, such as purpose, beliefs, prior knowledge, and audience to make decisions about what is important (T) *Practice strategies of proficient readers, such as purpose, beliefs, prior knowledge, and audience to make decisions about what is important (S) *Review pointing out what is not important (redundant and/or irrelevant) in order to determine importance (T) *Practice finding acquired information that is not important (redundant and/or irrelevant) in order to determine importance (S) Following Directions

Summarizing
Identifying *Model 5 W's and H strategy to identify and check important information for the purpose of the task (T) *Practice the 5 W's and H strategy to identify and check important information for the purpose of the task (S) Organizing *Model creating text structures such as compare and contrast, chronological order, problem/solution, and cause/effect, appropriate to the purpose of the task (T) *Practice and create text structures appropriate to the purpose of the task (S) Rephrasing
June, 2008 5

*Review the definition of plagiarism (T) *Review practices that are not rephrasing but plagiarism including copy and paste, changing a word or phrase, using the thesaurus to find a synonym (T) *Review combining identified information and appropriate organizational structure and reformulating to a more familiar text structure (T) *Model text reformulations, i.e. expository text into a narrative (T) *Practice and use text reformulations, i.e. expository text into a narrative (S) *Practice writing summaries of acquired information (S) *Review and practice rereading and reviewing prior notes (T)(S) *Review and practice evaluating/analyzing notes be identifying central ideas and supporting details (T)(S) *Review and practice reworking/revising notes to synthesize thinking and key concepts (T)(S) *Model and review how to choose a format (e.g. Graphic organizers, note cards) to rewrite note that would be appropriate for the users needs (T)(S)

APPLYING INFORMATION
Active Review Strategies *Practice and use flashcards, student/teacher created games, dramatizations, and graphic organizers as review (S) *Review creating a sample test as an active review strategy (T) *Practice creating a sample test as an active review strategy (S) *Create sample tests as an active review strategy (S) Memory Techniques Creating a Study Guide How to Take a Test *Model and review types of questions and appropriate answers (T) *Practice multiple types of questions including essays and open responses (S) *Discuss items needed for successful test taking (T) *Bring appropriate items for test-taking (S)

June, 2008

*Demonstrate and review test-taking strategy of READER (see glossary) (T) *Apply strategies for following directions and use READER (see glossary) (S) *Model self-reflection after test is returned, focusing on remediation (T) *Monitor and remediate test taking strategies (T) (S) *Acknowledge and honor different learning styles (T)

June, 2008

Study Skills - Grade Eight

Time FrameContent Assessment

Resources

SELF-MANAGEMENT
Organization
Time Management Manage a personal schedule *Practice, create, and follow a personal schedule (S) *Continue to maintain assignment book(s) (S) Determine benchmark dates Estimate duration of assignment *Continue practicing setting benchmark dates and remediate when necessary (S) Use time effectively Study/Home Environment Establish parental involvement *Inform parents/guardians of classroom procedures, routines, procedures, and expectations (T) *Inform parents/guardians of ongoing venues of communications, such as e-mail, telephone calls, letters, Open House, conferences, etc. (T) *Transport important documents to and from school on an as needed basis (S) Determine study area Control comfort level and distractions Supplies/Appropriate Materials Maintain and manage folder, assignment notebooks, etc. *Encourage peer modeling (and monitor as necessary) of appropriate strategies to maintain homework, folders, and materials, and provide time for practice (T) (S) Bring appropriate materials to and from school *Discuss and practice responsibilities of maintaining a locker and possessions (T) (S) List materials for home use

Monitoring for Understanding

Questioning Provide a risk-free environment
June, 2008 1

Model metacognitive processing *Model metacognitive processing focusing on text to world connections (T) *Make text to self and text to text connections (S) *Practice and use metacognitive processing focusing on text to world connections (S) Following Directions Attend to oral and/or written directions Understand what is being asked *Review, practice, and use analytical judgments in responses such as essays, reports, and open response assessments (T) (S) Practice multi-step direction techniques *Review reading and rereading directions and noting key words strategies (T) *Utilize reading/rereading directions and noting key words strategies (S) Listening Skills Concentrate on speaker *Review, practice, self-monitor, and adjust behavior for appropriate audience etiquette (T) (S) *Recognize verbal and nonverbal cues and practice appropriate responses (S) Visualize information *Model a think aloud where teacher describes images in his/her mind using the 5 senses (T) *Practice whole group visualization and share images with peers (S) *Draw, write, and create visualized images (S) Practice note taking *Model and review note taking using a template for audiovisual presentations (T) *Practice using a template for audiovisual presentations (S) *Utilize a note taking template for audiovisual presentation(S) *Monitor note taking on a template(T) Mosaic of Thought Ch 3 and 4

June, 2008

ACQUIRING INFORMATION
Locating Information Comprehension Strategies
Features of Text Determining importance of information *Review strategies of proficient readers such as purpose, beliefs, prior knowledge, and audience to make decisions about what is important (T) *Practice strategies of proficient readers such as purpose, beliefs, prior knowledge, and audience to make decisions about what is important (S) *Review, practice, and use techniques, such as "Say Something," and "Write Around" to determine main idea and supporting details (T) (S) *Review acquired information that is not important (redundant and/or irrelevant) in order to determine importance (T) *Practice identifying acquired information that is not important (redundant and/or irrelevant) in order to determine importance (S) *Review and use textbook features and organizers in order to determine importance (T) Evaluating the accuracy of information *Analyze perspective of the source to determine bias and distinguish fact from opinion (S) *Use multiple sources to determine reliability of information (S)

Note Taking
Graphic Organizers *Review graphic organizers such as Venn diagram and webbing (T) *Practice using graphic organizers such as Venn diagram and webbing (S) *Model diagramming more complicated relationships using various graphic organizers (T) *Practice diagramming more complicated relationships using various graphic organizers (S) Graphic Representations *Model and review how to use pictures graph, diagrams, etc. as a means of note taking (T)
June, 2008 3

*Practice using pictures, graphs, diagrams, etc. as a means of note taking(S) *Utilize pictures graphs diagrams, etc. as a means of taking notes (S) *Monitor the use of pictures, graphs, diagrams, etc. as a means of note taking (T) Format *Review two column format (i.e. Main idea/topic-detail: opinion-proof from source) using materials of increasing difficulty (T) *Practice two column format (i.e. Main idea/topic-detail: opinion-proof from source; etc.) using materials of increasing difficulty (S) *Utilize a two column format to create notes (S) *Monitor two column notes created by the students (T) *Review three column format (i.e. Facts, questionsresponse; topic-detail-response; etc.) using materials of increasing difficulty (T) *Practice three column format (i.e. Facts, questionsresponse; topic-detail-response; etc.) using materials of increasing difficulty (S) *Monitor three column format (i.e. Facts, questionsresponse; topic-detail-response; etc.) using materials of increasing difficulty(T) *Utilize three column format (i.e. Facts, questionsresponse; topic-detail-response; etc.) using materials of increasing difficulty(S) *Review Combination Notes Template (T) *Model and discuss Combination Notes Template (T) *Practice Combination Notes Template (S) *Monitor Combination Notes Template (T) *Review using note cards as a means of note taking (T) *Practice using note cards for taking notes independently (S) *Monitor use of note cards (T) Outlining *Model and review outline format (T) *Create an informal outline for purpose of acquiring information (S) *Introduce, practice, and write formal outlines (T) (S)

June, 2008

MANAGING INFORMATION
Determining Importance *Model strategies of proficient readers, such as purpose, beliefs, prior knowledge, and audience, to make decisions about what is important in text (T) *Review acquired information that is not important (redundant and/or irrelevant) in order to determine importance (T) *Practice identifying acquired information that is not important (redundant and/or irrelevant) in order to determine importance (S)

Summarizing
Identifying *Model and identify the 5W's and H strategy to identify important information for the purpose of the task (T) *Practice 5W's and H strategy to identify important information (S) Organizing *Review creating text structures such as compare and contrast, chronological order, problem/solution, and cause/effect, appropriate to the purpose of the task (T) *Practice and create text structures appropriate to the purpose of the task (S) *Introduce the text structure of thesis and support (T) *Practice and use the text structure of thesis and support (S) Rephrasing *Discuss the definition of plagiarism (T) *Review practices that are not rephrasing, but plagiarism such as copy and paste, changing a word or phrase, using the thesaurus to find a synonym (T) *Review combining identified information and appropriate organizational structure and reformulating to a more familiar text structure (T) *Practice text reformulations, i.e. expository text into a narrative (T) (S) *Write summaries of acquired information (S)

Notemaking

June, 2008

*Reread and review prior notes independently (S) *Evaluate/analyze notes by identifying central ideas and supporting details independently (S) *Review/revise notes to synthesize thinking and key concepts independently (S) *Rewrite notes choosing from a variety of more complex forms (e.g. graphic organizers, note cards) appropriate for the users needs (S) *Monitor the note making process (T)

APPLYING INFORMATION
Active Review Strategies
*Use flashcards, teacher/student created games, dramatizations, graphic organizers, and student/teacher created sample tests as active review strategies (S) *Model and practice creating a study guide as an active review strategy (T) (S) *Create and use study guides as a review strategy (S)

Memory Techniques Creating a Study Guide How to Take a Test

*Model and review types of questions and appropriate responses (T) *Practice multiple types of questions including essays and open responses (S) *Discuss items needed for successful test taking (T) *Bring appropriate items for test-taking (S) *Demonstrate and review test-taking strategy of READER (see glossary) (T) *Apply strategies for following directions and use READER (see glossary) (S) *Model self-reflection after test is returned, focusing on remediation (T) *Monitor and remediate test taking strategies (T) (S) *Acknowledge and honor different learning styles (T)

June, 2008

Study Skills - Grades Nine through Twelve

Time Content Assessment Resources

SELF-MANAGEMENT
Organization
Time Management Manage a personal schedule
*Maintain assignment notebook and personal calendar (S) *Model schedule (daily, weekly or unit) with assignment sheets, posted daily schedule on board or syllabus (T) *Identify and establish short and long term goals (S)

Determine benchmark dates

*Model managing of long term assignments (T) *Manage long term assignments (S) *Prioritize importance of assignments based on course load (S)

Estimate duration of assignment

*Model positive self-management skills by posting daily/unit schedule (T)

Use time effectively Study/Home Environment Establish parental involvement

*Provide options for teacher/parent communication via email, voice mail, schoolnotes.com, course expectation sheets, newsletters etc. (T) * Encourage students and parents to utilize GradeQuick to monitor course progress (T) * Encourage parents to utilize district email for teacher communication (T)

Determine study area Control comfort level and distractions Supplies/Appropriate Materials Maintain and manage folder, assignment notebooks, etc.

June, 2008

*Provide written notification of materials needed for course (T) Bring appropriate materials to and from school
*Provide clear expectations to students and parents of required materials for the classroom (T)

List materials for home use

Monitoring for Understanding

Questioning Provide a risk-free environment Model metacognitive processing
*Utilize Think Aloud, KWL, free writing strategies, 5W and H, predicting etc.(T) (S)

Following Directions Attend to oral and/or written directions Understand what is being asked
*Preview vocabulary, identify key terms within the question (ex. compare and contrast) (S) * Develop practice questions, guided question and answer sessions, review tests/quizzes (T)

Practice multi-step direction techniques

*Provide clearly written step by step directions (T) *Model chunking of oral instructions (T) * Restate instructions orally (S)

Listening Skills Concentrate on speaker

* Utilize active listening skills such as SLANT (S) * Utilize speaker cues such as walk-about, using first names, putting main ideas on the board, etc. (T)

Visualize information
*Making connections to personal life, identifying analogies, illustrate key concepts etc. (S)

Practice note taking

*Provide partially completed outlines or templates to be used during classroom lectures, media presentations or when working with written materials (T) June, 2008 2

* Complete outlines/templates and write additional information (S)

*Practice independent note taking with increasing level complexity (S)

ACQUIRING INFORMATION
Locating Information Comprehension Strategies
Features of Text Determining importance of information
*Use structure of text and questioning strategies (5W) to cue focus of inquiry (S) *Utilize Think Aloud, KWL, Word Storming, SQ3R, 5W and H etc.(T) (S) *Utilize fill in the blank notes, skeleton notes, graphic organizers, PowerPoint presentations etc.(T)

Evaluating the accuracy of information

*Provide links to reliable websites through sharepoint, schoolnotes.com, assignments etc. (T) *Utilize building media specialist for tutorials on evaluating websites (T)(S)

Note Taking
Graphic Organizers
*Model appropriate styles (Venn diagram, 2 column, webbing activities, fishbone, skeleton etc.) of organizing information (T) *Use appropriate styles (Venn diagram, 2 column, webbing activities, fishbone, skeleton etc.) of organizing information from a variety of sources (S)

Graphic Representations
*Interpret various graphic representations such as pictures, graphs, diagrams, maps, charts, tables, etc

Note Taking Format

*Introduce and model notebooks, electronics, and journals for note taking purposes (T) * Review and model 2 column, 3 column, and note cards (T)

*Use appropriate note taking formats (S)

June, 2008 3

Outlining
* Model appropriate format to organize information (T)

*Use appropriate format to organize information (S) *Use outline to guide writing assignments (S) *Use to meet benchmark dates of long term assignments (S)

MANAGING INFORMATION
Determining Importance
* Use a variety of formats (highlight, underline, circle, star etc.) to emphasize important key terms, concepts ideas etc. (T) (S) * Utilize graphic organizers, outlining to develop logical structure of acquired information (S) *Using structure of text and questioning strategies (5W) to cue focus of acquired information (S) Following Directions

Summarizing
Identifying
Supporting Students with Learning Needs in the Block, Canady, Appendix I Classroom Instruction That works, Marzano, Chapter 3

*Introduce RAP technique (T) * Utilize Summary Frames (Narrative Frame, Definition Frame, Problem/solution Frame etc.) (S) * Use a variety of formats (highlight, underline, circle, star etc.) to emphasize important key terms, concepts ideas etc. (S) *Use expository advanced organizers, narrative advanced organizers and skimming Organizing *Utilize Rule Base Strategy (Delete, Substitute and Keep) (S) *Analyze content for sequence of information (S) *Model and reinforce research process (T) Rephrasing

Classroom Instruction That works, Marzano, Chapter 3

Classroom Instruction That works, Marzano, Chapter 3

June, 2008

*Reinforce of RAP technique (S) *Reinforce and model content based examples of plagiarism (T) *Distinguish between Primary and Secondary content sources (T)

Note making
*Model the organization, evaluation, synthesis, and revision of the students' notes (T) *Review notes in order to organize, evaluate, synthesize, and revise with increasing independences (S)

APPLYING INFORMATION
Active Review Strategies
*Model how to develop independent self assessment skills which address specific learning styles, such as, free writes, PAT method, RAFT activity, flashcards, etc. (T) *Create study groups, possible test questions, review outlines etc. (S) * Identify time within personal schedule for test preparation (S) *Implement review activities (games, review sheets, PowerPoint presentations, etc.) (T) (S)

Memory Techniques Creating a Study Guide How to Take a Test

*Apply READER strategy (S) *Demonstrate content related test taking strategies for true/false, multiple choice, matching, fill in the blank, short answer and essay (T)
Release test items from SAT, NECAP, NWEA, etc.

June, 2008