{"id":73,"date":"2016-10-03T16:07:55","date_gmt":"2016-10-03T20:07:55","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/kukeskj\/?page_id=73"},"modified":"2020-08-26T12:38:57","modified_gmt":"2020-08-26T16:38:57","slug":"strategies","status":"publish","type":"page","link":"https:\/\/iblog.dearbornschools.org\/kukeskj\/strategies\/","title":{"rendered":"Strategies"},"content":{"rendered":"\n[et_pb_section][et_pb_row][et_pb_column type=”4_4″][et_pb_text]Read, Stop, Jot<\/strong>\n\nRead, Stop, Jot<\/a> is a strategy that helps readers learn to pace themselves.\u00a0 It focuses on being able to paraphrase the most important idea just read and jotting it down.\u00a0 After completely reading the text, students then have smaller amounts of information to use to synthesize a main idea. Using this strategy helps students identify the main idea, and then use their jots as supporting details in their writing.\n\n\"Image\n\nThick vs. Thin Questions<\/strong>\n\nThick vs. Thin questions<\/a> is a questioning strategy. This strategy helps students not only write questions but also answer questions. Thick questions are considered “think and search” questions, that require the student to think critically before answering. However, thin questions are considered “right there” questions, and the answers can be found right in the text. Knowing this strategy helps students differentiate between “think and search” and “right there” questions, and helps them determine where to find the answers.\n\n\"Related\"Related\n\n5WH Summary<\/strong>\n\nThis is a summary strategy that helps students focus\u00a0on finding the most important parts of a text by using the 5Ws & 1H<\/a>\u00a0questions and rewriting key words or phrases in a shorter version so that the text or story is more easily understood and remembered.<\/span>\u00a0 The final result is a 6-8 sentence paragraph that contains all of the essential information about a piece of text, focusing on who was involved, what the main conflict was, where and when the main events happened, why these events occurred and how the conflict was resolved.\n\n\"Image<\/strong>\n\nSay\u00a0<\/strong>Somet<\/strong>hing<\/strong>\n\nThe Say Something\u00a0<\/a>Strategy<\/a> helps students comprehend what they are reading, through making connections, clarifying statements, comments, questions, and predictions about what they are reading. It’s a strategy that focused on the student having a structured conversation with another student, in order to better understand what they have read. Use the attached sheet for sentence stems to help with this structured conversation.\n\n\"Image\n\nDouble Entry Journal<\/strong>\n\nDouble entry journals<\/a> are a note-taking technique that combines taking notes and responding to what a student has read. After drawing a t-chart and dividing a paper into two columns, the student uses the left-hand column to record specific notes from a lecture, video, or piece of text. The right-hand column is then used to write corresponding notes to the notes on the left. These “notes from your mind” can be connections, clarifying statements, questions, predictions, and comments.<\/span>\n\n\"Image\n\nEvidence For\/Evidence Against<\/strong>\n\nThe evidence for\/against strategy<\/a> helps students cite specific evidence from a piece of reading, that either supports or refutes a statement.\n\n\"Image\n\nSomebody Wanted Because But So Then<\/strong>\n\nSomebody Wanted Because But So Then (SWBBST)<\/a> is a summarizing strategy. It helps students provide a\u00a0higher level retelling of a story, focusing on who is involved with the conflict, why the conflict occurred and how it is resolved. \u00a0The key to this strategy is remembering the questions that go along with each of the six words in the title. Use the attached strategy sheet as a guide to help you write your summary.<\/span>\n\n\"Image\n\nSketching through the Text<\/strong>\n\nSketching through the Text<\/a> is a reading strategy designed to help people visualize and summarize what they are reading. While reading, the reader should stop during important events, draw a picture and write a brief caption about the event they drew.\n\nWe discussed in class how this strategy could be used in class, and you all came up with some pretty great ideas.\n