makessensestrategies.com p.o. box 147 northport, al 35476 (205) 394-5514...

MakesSenseStrategies.comP.O. Box 147 Northport, AL 35476(205) 394-5514 [email protected]

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Edwin Ellis, [email protected] (205) 394-5512

Professor, Education, The University of Alabama

The applications for these instructional materials can be found at:

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differentiated visual tools

for teaching Core Language Arts Standards literature / information text / writing

K-5

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HOW do DVTs differ from traditional graphic organizers?

ADVANCE ORGANIZER

Part 1: WHAT are differentiated visual tools?

WHAT’s so “differentiated” about DVTs? WHY are they so effective?

* Different DVTs for different Core Standards

* Different DVTs for students with different levels of development

* Different DVTs structure for success via prompts that focus on critical thinking & essential understandings of discipline-specific topics

Part 2: HOW/WHEN are differentiated visual tools used when teaching?

Part 3: HOW effective are differentiated visual tools?

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HOW do DVTs differ from traditional graphic organizers?

ADVANCE ORGANIZER

Part 1: WHAT are differentiated visual tools?

WHAT’s so “differentiated” about DVTs? WHY are they so effective?

* Different DVTs for different Core Standards

* Different DVTs for students with different levels of development

* Different DVTs structure for success via prompts that focus on critical thinking & essential understandings of discipline-specific topics

This is the focus of this presentation

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The differentiated visual tools featured in this

presentation are from the the following applications:

Common Core Standards – Language Arts

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literature & information text + writing K-3

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BIG IDEAS

DVTs NOT generic, rather are individually designed to address specific Core Standards

These are your PARENTS’ graphic organizersGRANDPARENTS’

…very effective for simple Core LA Standards

…not so great as Core standards get more complex

generic graphic organizers

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© 2013 Edwin S. Ellis All Rights Reserved [email protected] www.MakesSenseStrategies.com

BIG IDEAS

DVTs allow teachers to SEE how to explicitly address complex standards in clear and simple ways

DVTs allow students to SEE the thinking processes involved in learning specific Core Standards

DVTs structure for success via embedded critical thinking & essential understandings prompts

Literature WritingInformation Text

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Core Standards are organized around CATEGORIES of developmentally sequenced critical thinking & literacy skills

Asking & Answering Questions

Summarizing Key Ideas & Messages

Forming Predictions & Drawing Inferences

Making Comparisons

Identifying & Explaining Relationships

Analyzing Text Features & Structure

Analyzing Purpose & Point-of-View




Making Comparisons




Expository / Descriptive

Opinion / Persuasive

Narrative


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Making Comparisons







Making Comparisons






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RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.


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Making Comparisons







Making Comparisons






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RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure

RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of information in two or more texts.

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


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Making Comparisons







Making Comparisons






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Making Comparisons







Making Comparisons






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RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

WHO was the main PERSON in the story?

WHAT happened to the PERSON?

Draw a picture

WHERE did it happen?

TITLE


WHO was the main PERSON in the story?

WHAT happened to the PERSON?

Draw a picture

People vote for who they want to be mayor. The mayor promises to work hard. They work in city hall, and make laws and rules.

The Mayor

WHERE did it happen?

In every city and town in the United States

Meet the Mayor by Arnim FrankeTITLE

© 2013 Edwin S. Ellis www.MakesSenseStrategies.com

Answer to your question

PERSON

PICTURE

Make up a HOW, WHY or WHENquestion about the PERSON

What you LIKED OR did NOT LIKE about the PERSON



Why did Johnny Appleseed plant so many apple trees?

He was a nurseryman. He wanted everyone to have an apple tree. He taught people how to take care if plants and land.

Answer to your question

PERSON

PICTURE

Johnny AppleseedMake up a HOW, WHY or WHEN

question about the PERSON

What you LIKED OR did NOT LIKE about the PERSON

I like him because he cared about animals and the earth.

So what is the difference between these two visual tools?

HINT: Here’s the standard….Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

This visual tool is specifically designed to address THIS specific standard


Write a WHAT question about a PERSON

Search for the answer & note it here

Q&

A

What…?

Write a HOW question about a PERSON


Q&

A

How…?

Write a WHY question about a PERSON


Q&

A

Why…?

TITLE


The Model T car

Write a WHAT question about a PERSON


What was Henry Ford best known for?Q&

A

What…?

When he was little, he liked to take things apart and then fix them. He was an apprentice machinist.

Write a HOW question about a PERSON


How did Henry Ford learn so much about cars?Q&

A

How…?

Write a WHY question about a PERSON


Why was Ford more successful than others?

Ford first used the assembly line to make cars and hepaid his workers twice as much as others ($5 a day).

Q&

A

Why…?

Henry Ford Pioneer of Modern Industry by Greg RozaTITLE


BIG IDEA Differentiated Visual Tools are scaffolded

So which of these Visual Tools should be taught first?

IMPLICATIONS?

Instruction can be DIFFERENTIATED based on the sophistication of the learner & the complexity of the Visual Tool

It’s not a “one-size” fits all kind of thing!© 2013 Edwin S. Ellis All Rights Reserved [email protected] www.MakesSenseStrategies.com

Which of these address the standard?

Let’s say you are attempting to teach this 3rd grade standard…

Compare and contrast the most important points and key details presented in two texts on the same topic.

This one compares two different things

This one compares two books about the same

thing

Let’s say you are attempting to teach this 3rd grade standard…

Compare and contrast the most important points and key details presented in two texts on the same topic.

This visual tool is specifically designed to address THIS specific standard

Literature





Making Comparisons




The standards are arranged developmentallyIn each category, they become increasingly complex

Literature





Making Comparisons





For example…RL.K.2 With prompting and support, retell familiar

stories, including key details.

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.


RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.



RL.K.2 With prompting and support, retell familiar stories, including key details.






Webs can be excellent visual tools for teaching basic summarization skills



Webs can be excellent visual tools for teaching basic summarization skills

…but are webs the best tools for addressing complex Core Standards?













Web from a 5th grade guided reading lesson…

© 2013 Edwin S.

Identical info, but different visual tool…

Which would you rather have?

Idea is to make it easier (not harder) to process information


Webs usually depict “whole-to-part” structures

WHOLE

PARTS


Is about…

“whole-to-partTOPIC

Main Idea

Details

So what? What’s important to understand about this?

Main Idea

Details

WHOLE

PARTS

WHOLE

-back-to-whole

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Here’s one of the differentiated visual tools…


What was the message about life in the story?

STORY Mufaro’s Beautiful Daughters by John Steptoe

I think the message was that being kind and good to people makes you happier and leads to a better life.

Reason why I think this is the message…

Details

Nyasha was kind to everyone.

She did not try to hurt her sister who was mean to her.

She was chosen to be queen because of her kindness.

Another reason why I think it is the message…

Details

Manyara was mean to her sister and everyone.

She was also mean to a little boy who was really the king.

Manyara ended up being a servant to her sister.

CONCLUSION: Is the message important? Why?

The message is important because if you are mean to others, you will always be unhappy and just want to be even meaner.

Webs don’t use prompts to guide thinking

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DO

What’s the difference between…

THIS …and THIS?

Let’s say you are attempting to teach this 5th grade standard…

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.


End by re-stating your position and summarizing the most important reason why

Establish a clear position on the issue

Back-up the position with reasons and supporting facts (weakest reason 1st, strongest reason last)

Acknowledge the opposition’s position

Tell why the opposition’s position is incorrect (their strongest reason 1st, their weakest reason last)

My position is…

Opposition's position is…

REASON Supporting facts


REASON opposition might give… Why this reason is faulty…

WHO should be concerned about the issue? WHY?

WHAT is the issue?

WHEN did the issue emerge? Why then?


Define the issue© 2013 Edwin S. Ellis All Rights Reserved






My position is…






WHAT is the issue?



Define the issue

WHAT is the issue?

WHO should be concerned about the issue? Why?


Whether to raise the speed limit on interstates

Everybody that travels or buys goods shipped via highways

Pres. Carter ordered slower speed-limits due to gas shortage







My position is…






WHAT is the issue?







My position is…

The speed limit should be lowered to 65mph on interstates







My position is…






WHAT is the issue?



The speed limit should be lowered to 65 on interstates




Back-up position with reasons & supporting factsWeakest reason 1stStrongest reason last

Slower speed = less gas “greener” + less travel & shipping costs

Safer at lower speeds Slower speed = less wrecks = less deaths







My position is…






WHAT is the issue?









Acknowledge the opposition’s positionOpposition’s position is….

We should raise the speed limit to 75 or 80, not lower it!







My position is…






WHAT is the issue?










Tell why opposition’s position is incorrectReason opposition might give…Why this reason is faulty…

Cars made safer now 105,000 fatal car accidents last year

People won’t speed as much ifspeed limit is higher

Research: Drivers ave. speed = 15-20 mphover limit no matter what speed limit is







My position is…






WHAT is the issue?











speed limit is higher no matter what speed limit is

End by re-stating your position & summarizing the most important reason why


DEBATE the Issue Strategy






My position is…






WHAT is the issue?






The speed limit should be lowered to 65 mph on interstates





People won’t speed as much ifspeed limit is higher

Research: Drivers ave. speed = 15-20 mphover limit no matter what speed limit is


Interstate Speed Limits An important issue that concerns everyone is whether

the speed limit on interstate highways should be raised. It affects everyone, even children too young to drive and elderly people too old to drive. This is because so many people travel on the interstates, both as drivers and as passengers. It even affects people who never go on the interstate because the speed limit affects the price of goods in terms of their transportation costs. Long ago, President Carter ordered that the speed limit be dropped to 55 miles per hour. This has been raised back to 70 mph on most interstates, but this may not be the ideal speed.

Personally, I think the speed limit should be lowered to 65 mph on interstates. Slowing down just a few miles an hour can save this country a lot of gas because slower speeds burn less gas. Not only will people save at the gas pump, they will save in the grocery store as well because it will not require as much money to ship items if truckers go a little slower.

Most importantly, however, slightly slower speeds can save thousands of lives. According to the National Insurance Council, dropping the speed limit just 5 mph can save as many as 35,000 lives per year. The bottom line is that we are all safer if we all slow down just a little. Slower speeds mean less wrecks and that means less deaths.

There are many people who would like to see the speed limit increased to 75 or even 80 mph on the interstates. They argue that, now that cars have air bags and other safety features, they are a lot safer than they once were and thus are safer to drive at higher speeds. However, according to Laws.com (http://accident.laws.com/fatal-accidents), 105,000 people died in auto-accidents last year. While cars may be safer, that doesn't make them completely safe.

Some also argue that if the speed limit were raised, drivers would be less likely to exceed speed limits and break the law. The reality is that statistics show that drivers are likely to exceed the speed limit an average of 10-15 mph, no matter what the limit is. Thus, when the speed limit is at 70, speeders are actually driving between 80-85 miles an hour. If the limit is raised to 75, they are likely to just drive even faster at 85-90 miles an hour, suck up even more gas and kill more people. While I agree that it is more fun to drive fast, it is more important to lower emissions and protect our planet, be less dependent on gas, and be safer. Let's lower the limit to 65 and we'll all be better off. © 2013 Edwin S. Ellis All Rights Reserved


THIS …and THIS?


Write opinion pieces on topics or texts, supporting a point of view with reasons and information.


It’s all about prompts that structure for success

Webs are typically a one-size fits allTeachers are using the same web in 3rd grade that is used in 9th grade!

WHAT IF…you had a series of visual tools that were scaffolded so that they correspond to increasing complex standards?

Rather we build up to it

We don’t start with something this

complex


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MakesSenseStrategies.comP.O. Box 147 Northport, AL 35476(205) 394-5514

[email protected]

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Narrative

MakesSenseStrategies.comP.O. Box 147 Northport, AL 35476(205) 394-5514

[email protected]

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Writing EXPOSITORY / DESCRIPTIVE


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© MakesSenseStrategies.com

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W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.

opinion narrative main menu

Related Words

COLOR B/W .

Cat in the Hat

4 Ideas-to-sentences

COLOR B/W .

Thanksgiving is My Favorite Holiday

Explaining 2 Key Ideas(Intro & Conclusion)

COLOR B/W .

Mufao’s Beautiful Daughters

Explaining 4 Ideas(Intro & Ending)

COLOR B/W .

Recycling

2 Words 2 Sentences

COLOR B/W .

Zoe

LINKS to additional resources related to expository / descriptive writing

LITERATURE INFORMATION TEXTSummaries SummariesRelationships Relationships

Playing in the snow

Make asnowmanThrowsnowballsBuild afortNeed warmclothes

Wearmittens




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Related Words

COLOR B/W .

Cat in the Hat


COLOR B/W .



COLOR B/W .



COLOR B/W .

Recycling

2 Words 2 Sentences

COLOR B/W .

Zoe



Capitalization?

Punctuation?

Draw a picture

Words about this topic Sentence

Capitalization?

Punctuation?

TOPIC

My dog Zoe

Zoe has lots of spots.

She likes to dig holes.

hasspotsdigsholes

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Related Words

COLOR B/W .

Cat in the Hat


COLOR B/W .



COLOR B/W .



COLOR B/W .

Recycling

2 Words 2 Sentences

COLOR B/W .

Zoe



TOPIC

ORDER IDEA SENTENCE

Thanksgiving is my favorite holiday!TOPIC

ORDER IDEA SENTENCE

2 At school we dress up like Pilgrims or Native Americans. That is really fun.

Wearing costumes

1 We visit Moundville and climb the mounds where the Native Americans lived. We see ceremonies and get our faces painted.

Native Americans

3 We have a Thanksgiving feast at school just like the Pilgrims and Native Americans had.

The feast!

4 I also like to be out of school for a week, and I get to do things with my family.

Out of school

Marly & Erne

Marly and Erne are my cats.


Marly & Erne

Marly and Erne are my cats. I think they are cute.


Marly & Erne

Marly and Erne are my cats. I think they are cute. They are fuzzy.


Marly & Erne

Marly and Erne are my cats. I think they are cute. They are fuzzy. Erne has stripes.


Marly & Erne

Marly and Erne are my cats. I think they are cute. They are fuzzy. Erne has stripes. Marly is solid black.




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Related Words

COLOR B/W .

Cat in the Hat


COLOR B/W .



COLOR B/W .



COLOR B/W .

Recycling

2 Words 2 Sentences

COLOR B/W .

Zoe



3

2

4

1

Recycling cuts down on the need for more landfills. No one wants to live near one.

Recycling protects wildlife habitats. Paper recycling alone saves millions of trees.

Recycling produces less carbon reducing the amount of greenhouse gas emissions.

Recycling helps us reuse things we have instead of making new things.

Reduces landfills…

Protects wildlife…

Helps our climate…

Can save money…

ENDING

When we recycle it helps our climate, the earth, and protects wildlife. Also it is the right thing to do!

INTRODUCTION This is about…

TOPIC Recycling

why everyone should recycle the things they use in their homes.

Recycling

Everyone should recycle the things they use in their homes. Recycling helps us reuse things we have instead of making new things. It also protects wildlife habitats. Paper recycling alone saves millions of trees. Recycling cuts down on the need for more landfills. No one wants to live near one. Recycling produces less carbon, so it reduces the amount of greenhouse gas emissions we make. In conclusion, when we recycle it helps our climate, the earth, and protects wildlife. Also it is the right thing to do!



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Related Words

COLOR B/W .

Cat in the Hat


COLOR B/W .



COLOR B/W .



COLOR B/W .

Recycling

2 Words 2 Sentences

COLOR B/W .

Zoe



TOPIC

INTRODUCTION: This topic (story) is about…

You could use some of these words when explaining the Key Ideas and Supporting Points ALSO ANOTHER BUT AND MORE

KEY IDEA #1 KEY IDEA #2

Supporting points, facts, or details Supporting points, facts, or details

CONCLUSION: What is important about this topic?

TOPIC Miss Rumphius Story and pictures by Barbara Cooney

INTRODUCTION: This topic (story) is about…

You could use some of these words when explaining the Key Ideas and Supporting Points ALSO ANOTHER BUT AND MORE

KEY IDEA #1 KEY IDEA #2

Supporting points, facts, or details Supporting points, facts, or details

CONCLUSION: What is important about this topic?

A young girl that dreamed of going to far away places, and how her dreams came true.

Miss Rumphius traveled all over to islands, mountains, and deserts.Also she bought a cottage by the sea, and planted flowers all over.

He told her stories of far away places that he visited.

Also they lived by the sea and watched large ships sail by.

Miss Rumphius grandfather planted big dreams in her heart.

Miss Rumphius had 3 goals and she reached all of them.

It is important to dream, and if you work hard you can make many of your dreams come true.

© 2002 Edwin S. Ellis Masterminds Publishing graphicorganizers.com© 2013 Edwin S. Ellis All Rights Reserved [email protected] www.MakesSenseStrategies.com

Bald Eagles

Interesting things about our National Bird

Eagles in danger

Baby Bald Eagles

What they eat

Takes 6-8 weeks for eggs to hatch

Lay only 2-3 eggs

White w/blue spots

If baby falls out of nest, it dies

Babies have brown heads, not white

Farmers put DDT on crops to kill bugs

Fish eat bugs that washed into water

Eagle eats fish & DDT gets into them

DDT makes egg shells thin, so they break

Mostly eat fish & dead animals

Steal food from other birds

Poor hunters

Next time you see a picture of a Bald Eagle, think about how they are in danger

Speaking of webs, what’s the difference between…

THIS …and THIS?


Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


Is related to the MAIN TOPIC because…

TOPIC (person, event, place, idea, word, etc.)











Is about…

MAIN TOPICperson, event, place, idea, word, etc.)













Is about…


George Washington Carver

a famous scientist

African American

educator

inventor

peanuts

George Washington Carver studied plants and found 300 uses for peanuts.

Peanut butter

Carver made a food that we love today-peanut butter.

Slave

Carver was born a slave on Moses Carver’s farm. Moses and his wife, Susan, raised him.

Fertile soil

Carver taught farmers how to keep their soil fertile by growing crops such as peanuts.

Tuskegee, Alabama

Carver taught at a college in Tuskegee for almost 50 years.

Experiments

Carver’s experiments found more than 300 uses for peanuts, 100 for sweet potatoes, and 75 for pecans.













Is about…


When people / groups with power take advantage of others with less power to get what they want

Examples… Powerful countries exploit weaker countries to get their natural resources…Management exploits workers to get cheap labor… racists exploit minorities, men exploit women…

exploitation

Muckrakers

Reporters who supported social reforms by reporting facts about problems, abuses, etc. to get the public to get behind supporting changes. e.g., …Published articles corporate greed, abusive child-labor practices, encouraged citizens to vote to force politicians to pass better laws

Labor Unions

Individual workers have little power so they are easily exploited, but when they organize in to unions, they create the power to confront & force management to improve working conditions.

Progressive Era 1890-1920Period when many tried to stop wide spread exploitation in US. …believed that social problems (poverty, violence, greed, racism, class warfare) could best be addressed by providing good education & a safe environment

TR Roosevelt

US President who supported anti-monopoly legislation to open up competition – results would be higher quality products at lower prices. Also supported use of arbitration b/w unions & management during labor disputes

Immigration

Many immigrants were exploited by businesses (very low pay, long hours, unsafe conditions, etc.). Relief societies tried to help by getting immigrant children in school, access to hospitals, better living conditions, etc.

Suffrage Movement

Organizations supporting women’s suffrage (right to vote) became much more powerful – resulted in 19th Amendment (prohibits any US citizen from being denied the right to vote on the basis of sex).

Speaking of webs, what’s the difference between…

THIS …and THIS?


Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.



Venn diagrams can be excellent visual tools for making basic comparisons…





Making Comparisons







Making Comparisons






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…but are they the best tool for addressing complex CC Standards?

Bald Eagle Red-Tailed HawkDIFFERENT DIFFERENTSIMILAR

They eat fish anduse their talons or

claws to catch them.

Carnivores They prey on smallrodents and rarely willeat poultry.

They live near lakes,rivers, marshes, and

seacoasts.

Temperate DeciduousForest

They live in the opencountry of various kinds, including farmlands.

The Bald Eagle has a white

head and tail and a blackish

body.

Both have white somewhere on their body

The Red-tailed Hawkusually has a white chestwith a rust-colored tail.

They create their nests

using sticks.. The eggs are white.

The females lay two tothree eggs at a time.

Make nests of sticks in talltrees.

Their eggs are whitewith brown spots. The nest is also made of bark and bits of fresh green vegetation.


Food

Habitat

Color

Nests

Bald Eagle Red-Tailed Hawk

DIFFERENT DIFFERENTSIMILAR

They eat fish anduse their talons or

claws to catch them.

Carnivores They prey on smallrodents and rarely willeat poultry.

They live near lakes,rivers, marshes, and

seacoasts.

Temperate DeciduousForest

They live in the opencountry of various kinds, including farmlands.

The Bald Eagle has a white

head and tail and a blackish

body.

Both have white somewhere on their body

The Red-tailed Hawkusually has a white chestwith a rust-colored tail.

They create their nests

using sticks.. The eggs are white.

The females lay two tothree eggs at a time.

Make nests of sticks in talltrees.

Their eggs are whitewith brown spots. The nest is also made of bark and bits of fresh green vegetation.

Note the clarity that adding subtopics adds to the visual


2 Key things that are important to understand about making comparisons…


1. These sub-topics serve as essential understanding prompts

Essential understandings are discipline specific

What’s essential to understand about a character from literature is different from what’s essential to understand about a famous person addressed in information text




WHAT IF you had ready-to use comparison visual tools designed for addressing specific Core Standards?

CHARACTER Essential

Understandings





Comparing texts about same event

Essential Understandings





Comparing the structure of events, ideas, concepts, or information in two texts Essential Understandings

© 2013 Edwin S. Ellis All Rights Reserved [email protected] www.GraphicOrganizers.com

This differentiated visual tool is designed to address this SPECIFIC standard!

Consider this 5th grade Literature standard…Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics



THIS …and THIS?

Different Similar Different

EVENTHow the theme is

connected to an important event in

the story

CHARACTERHow the character’s personal qualities or actions connect with

the theme

SETTING How the place or mood

in the story connect with the theme

TITLE of literary work TITLE of literary work

Theme / Message About Life

CONCLUSION: What is important to understand about this theme?


Which kind of comparison will be easier for a student to learn how to use?

Side-by-side Similarities & differences




2. Side-by-side comparisons are easier than similarities & differences

Side-by-side Similarities & differences

BIG IDEA Differentiated Visual Tools are scaffolded


So which of these Visual Tools should be taught first?

Simple Sophisticated

IMPLICATIONS?

Instruction can be DIFFERENTIATED based on the sophistication of the learner & the complexity of the Visual Tool


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Making Comparisons







Making Comparisons






Narrative

Simple boxes with arrows can be excellent tools when addressing simple cause/effect relationships…


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Making Comparisons







Making Comparisons






Narrative

Simple boxes with arrows can be excellent tools when addressing simple cause/effect relationships…

..but not so much when the standards become multi-dimensional


Let’s say you are attempting to teach these 4th grade standards…

Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text.


…and THIS?THIS

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Who is telling the story? Author / Narrator Someone in the story Character’s name:

INFERENCE (additional information about event that might be trueIMPORTANT EVENT (summary of facts provided by the author about event)




STORY

Who is telling the story? Author / Narrator Someone in the story Character’s name: X


Mrs. Roth told Hero about a diamond hidden in Hero’s house. She said that it was 17 carats, and the police and everyone looked for it. It was worth almost a million dollars and someone broke into the house and stole it. Mrs. Roth thought Arthur stole it and hid it in the house.

Arthur or Eleanor may have told Mrs. Roth the truth whether the diamond was really stolen or not. Arthur and Eleanor owned the diamond and received a million dollars in insurance money for its loss. Eleanor was Mrs. Roth’s best friend.


Hero’s mother might have realized that Hero needed a friend, and maybe talked to Mrs. Roth about Hero ahead of time.



Hero became friends with Danny Cordova whose father was the policeman on the case. They started looking for the diamond. They found out that Mrs. Roth was Arthur Murphy’s ex-wife and that she was a suspect.

Arthur could have given the diamond to his ex-wife after his 1st wife died.

The diamond was returned to Mrs. Roth by mail. Danny, Mrs. Roth, and Hero uncovered a story about the necklace with the diamond involving Ann Boleyn, Elizabeth 1st and Shakespeare.

They may have to return the diamond.

Shakespeare’s Secret by Elise BroachSTORY

Hero’s mother asked her to return her pruning shears to Mrs. Roth, the older lady next door. Hero did not want to go over there, but she met Mrs. Roth and they became friends.


Let’s say you are attempting to teach these 4th grade standards…

Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text.


…and THIS?THIS

Determine a theme of a story, drama, or poem from details in the text; summarize the text.


MakesSenseStrategies.comP.O. Box 147 Northport, AL 35476(205) 394-5514 [email protected]

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Edwin Ellis, [email protected] (205) 394-5512

Professor, Education, The University of Alabama

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for teaching Core Language Arts Standards literature / information text / writing

The applications for these instructional materials can be found at:

K-5

makessensestrategies.com p.o. box 147 northport, al 35476 (205) 394-5514...

Documents

differentiated visual

text features structure

visual tools big ideas

different dvts structure

different core standards

key ideas messages

answering questions

explaining relationships