Think Smart: Applying Brain Science to Instruc9onal Prac9ces to Empower Learners Jack Naglieri and Kathleen Kryza Learning and the Brain Conference New York May 2014 www.jacknaglieri.com email: www.kathleenkryza.com email: [email protected] Think Smart: Applying Brain Science to Instruc9onal Prac9ces to Empower Learners Jack Naglieri and Kathleen Kryza Learning ObjecFves • 
In this session you will … – 
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Understand the essenFal role of PASS abiliFes in learning and the brain; Learn pracFcal strategies to support student use of PASS abiliFes to be more successful in the classroom and in life; and How to effecFvely teach strategies for maximum impact on student ownership and accountability. Overview • 
IntroducFon • 
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Planning = MetacogniFon • 
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Succesive Processing Strategies Modeling and Scaffolding InstrucFon Simultaneous Processing • 
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AYenFon Strategies Mindfulness Successive Processing • 
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Teach students to be metacogniFve Mindsets Think SMART AYenFon = Focus and Resistance to DistracFon • 
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RouFnes and Procedures PASS Theory of Intelligence Seeing the BIG Picture Graphic Organizers Conclusion Jack A. Naglieri, Ph.D. Research Professor, University of Virginia Senior Research ScienFst, Devereux Center for Resilient Children [email protected] Kathleen Kryza Chief InspiraFonal Officer and EducaFonal Consultant Infinite Horizons [email protected] www.kathleenkryza.com
© 2014
Page 2
Active Engagement: Group Management Ideas
CORE GROUPS WITH JOBS:
CHAT CHUMS:
Building Strong Groups
–  ALWAYS monitor groups by floating and asking questions. Help students
troubleshoot. Refrain from giving solutions. –  Use a clipboard as you move through the room to monitor student performance –  As students are working in groups, write notes to them on Post Its to provide them
with quick feedback without interrupting the group process –  Appoint jobs in the groups for each group member (Possible Jobs: Leader,
Recorder, Time Keeper, Teacher Getter, Positive Thinker, Organizer) –  With students, develop expectations for working in groups. Create a rubric of
criteria and have each group assess themselves at the end of each group work
session. You then go around the room and agree or disagree with groups’ selfassessments. You’re the “boss,” so your assessment counts (Possible Expectations:
On Task, Sharing Ideas, Cooperating, Using Time Wisely).
–  Students who aren’t working well in their group, even after you have given
warnings, should be “fired” from the group and given an alternative assignment
to complete.
Miscellaneous Management Ideas
–  The more responsibility students have for their own learning process, the more
they will manage themselves.
–  Appoint Classroom Managers/Resident Experts
–  See three before me! Students aren’t allowed to come and ask you for help until
they have checked with three other students in the room first
–  Rehearse directions for new learning formats with the whole class before asking
students to carry them out in differentiated groups
–  Don’t assume they know how to manage themselves. Teach them!
–  BE INTENTIONAL AND TRANSPARENT ABOUT WHAT STUDENTS NEED TO DO.
www.kathleenkryza.com
© 2014
Page 3
Intentional and Transparent
• 
YOU know WHY you are teaching what you are teaching.
(Intentional)
• 
STUDENTS know why they are learning what they are
learning. (Transparent)
• 
Talk the talk! Tell students:
Ø  What they are learning
Ø  Why it’s important to learn
Ø  How they learn
Ø  How to get closer to the target
Ø  Strategies to grow as effective learners
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© 2014
Page 4
Frameworks for Intentional and Transparent Language
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Today we are learning _______. It is important
because_______.
• 
We have been learning _______. Today we are going
to ________ and this is important because
_____________.
Your thoughts…
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© 2014
Page 5
What is a CogniFve Process? • 
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The term cogniFve process is a modern term for concepts like ability or intelligence The term cogniFve process describes a foundaFonal neuropsychologically idenFfied ability CogniFve processing abiliFes provide us the means to funcFon in this world and acquire knowledge and skills CogniFve processes lead to the acquisiFon of knowledge and skills Skills, like reading decoding or math calculaFon, are not examples of cogniFve process –  these are sets of specific knowledge and skills acquired and/or performed by the applicaFon of cogniFve processes A specific cogniFve process provides a unique kind of funcFon (ability) A variety of cogniFve processes is needed to meet the many demands of our complex environment A variety of cogniFve processes gives us away of achieving the same goal using different types of or different combinaFons of processes (this is important for intervenFon planning). Specific skills like blending sounds together in order to make a word are not a special type of cogniFve processing –  A cogniFve process which is specifically used for working with serial informaFon is used to perform this act (e.g., Successive processing; see Naglieri, 2005). J. P. Das and I (Naglieri & Das, 1997; 2005) relied on an understanding of how the brain funcFons based on the neuropsychological work of A.R. Luria This approach allowed us to be unencumbered by what is included in tradiFonal IQ tests –  or a current topic of interest }  Naglieri and Das had a theory of ability and built the CAS test according to that theory – 
Page 6
Pass Theory Naglieri and Das, 2005 Planning is a neurocogniFve ability that a person uses to determine, select, and use efficient soluFons to problems –  problem solving –  developing plans and using strategies –  retrieval of knowledge –  impulse control and self-­‐control –  control of processing Planning •  Evaluate a task •  Select or develop a strategy to approach a task •  Monitor progress during the task •  Develop new strategies when necessary ACen9on is a neurocogniFve ability that a person uses to selecFvely aYend to some sFmuli and ignore others
–  selecFve aYenFon –  focused cogniFve acFvity over Fme –  resistance to distracFon ACen9on •  Focus on one thing and ignore others •  Resist distracFons in the learning environment Page 7
Pass Theory Naglieri and Das, 2005 Simultaneous processing is a neurocogniFve ability a person uses to integrate sFmuli into groups –  Parts are seen as a whole –  Each piece of informaFon is related to others –  Visual spaFal tasks like blocks and puzzles on the Wechsler Nonverbal Scale –  KABC Simultaneous Scale Simultaneous Processing •  Relate separate pieces of informaFon into a group •  See how parts related to whole •  Recognize paYerns }  Successive processing is a neurocogniFve ability that a person uses to integrate sFmuli in a specific serial order –  Pieces of informaFon formed in a chain-­‐like progression –  SFmuli are not inter-­‐related into a whole but organized into a sequence –  Punng sounds in order to make words Successive Processing •  Use informaFon in a specific order •  Follow instrucFons presented in sequence Page 8
9 10 Take
Think SMART!
Stop and THINK
Make a PLAN
Action!
Review/Reflect/Revise
Ta da! (or) Try Again
Developed by Naglieri and Kryza, 2014 www.kathleenkryza.com
© 2014
Page 11
GROWTH vs. FIXED MINDSETS
Carolyn Dweck, Stanford University
Fixed mindset:
• Intelligence and talent are fixed traits.
• Talent alone creates success. Effort will not make a difference.
• You either get it or you don’t.
• Time is spent documenting their intelligence or talent instead of developing them.
• _____________________________________________
Growth mindset:
• Most basic abilities can be developed through dedication and hard work --- brains
and talent are just the starting point.
•  A love of learning and resilience is essential for great accomplishment.
• Virtually all-great people have these qualities
• _______________________________________
More on Mindsets:
www.kathleenkryza.com
© 2012
Page 12
Mindsets
From the research of Carol Dweck, Ph.D
Fixed Mindset:
Intelligence is
static.
Fixed Mindset:
Intelligence is
dynamic.
Leads to a desire to look
smart and therefore a
tendency to..
Leads to a desire to learn
and therefore a tendency
to..
Challenges
Challenges
…avoid challenges
…embrace
challenges
Obstacles
Obstacles
..get defensive or
give up easily
Effort
…see effort as
fruitless or worse
Criticism
Page 13
…persist in the face
of obstacles
Effort
…see effort as the
path to mastery
Criticism
…ignore useful
negative feedback
…learn from criticism
Success of Others
Success of Others
..feel threatened by
the success of others
…find lessons and
inspiration in the
success of others
Result
As a result, they may
plateau early and
achieve less than
their full potential
www.kathleenkryza.com
© 2012
Result
As a result, then
reach ever-higher
levels of achievement
Page 13
Molding Mindsets Through Metacognition
FIRST TEACH THEM ABOUT THEIR LEARNING BRAINS: www.kathleenkryza.com
© 2012
Feel It
Model It
Talk
Own It
Page 14
Teacher-to-Student
Teacher Talk
Before Learning
Today you might find there are some things that are new to you and you are
going to get to grow from trying them.
Does this remind you of something you’ve done before? How can you use
that experience to help you with this new learning?
Looking at today’s work, what part do you think will be the most challenging
for you? What can you do when learning gets to the GOOD part (the hard
part) to help you continue learning?
During Learning
What parts are going well? What parts are making you grow?
Why do you think this part is challenging for you? What do you need to help
you? Do you need more information? More practice? A different way to
practice?
Have you done something like this before? What did you do when it got
hard? Can you do it again?
What do you know about yourself as s learner that can help you continue
learning?
After Learning
How did you grow as a learner?
Did you learn something new about yourself and how you learn?
How can you use that in the future when something gets tough?
www.kathleenkryza.com © 2013 Page 15 Page 16
Self-­‐Monitoring Form Name: ____________________________ Date: ___________ 1. Did I work without disturbing others?
Yes 2. Did I parFcipate in class? Yes 3. Did I listen to the teacher? Yes 4. Did I ask for help when I needed it?
Yes 5. Did I follow direcFons? Yes 6. Did I complete class assignments? Yes 7. Did I turn in completed assignments?
Yes Self-­‐Monitoring Form Name: ____________________________ Date: ___________ 1. Did I work without disturbing others?
Yes 2. Did I parFcipate in class? Yes 3. Did I listen to the teacher? Yes 4. Did I ask for help when I needed it?
Yes 5. Did I follow direcFons? Yes 6. Did I complete class assignments? Yes 7. Did I turn in completed assignments?
Yes No No No No No No No No No No No No No No Page 17
Our Group:
Group
Date:
Expectations
Date:
Date:
Date:
Date:
Rate your group from 1 – 5 for each group expectation. (One is the lowest, five is the
highest.)
What does your group do well?
What does your group need to work on?
Page 18
19 20 Thinking and Learning Strategies, con’t
READING
POSSE: For comprehending text
P = Predict ideas (brainstorm)
O = Organize the ideas into a graphic organizer
S = Search for the structure of the text (compare and contrast, sequential, etc)
S = Summarize main ideas (on graphic organizer)
E = Evaluate your understanding (through talk or writing)
RAP (Schumaker, Nolan and Deschler, 1984)
R = Read a paragraph
A = Ask a question
P = Put the main idea in your own words
MATH
SIGNS (Watanabe, 1991)
S urvey the question
I dentify key words and labels
Graphically draw the problem
Note operation(s) needed
Solve and check problem
SLOBS (Reetz and Rasmussan, 1988) For borrowing
S= Smaller, follow usual steps;
L = Larger; leap to subtraction;
O = Off, cross off number in next column
B = Borrow by taking one 10 and adding to the next column
S = Subtract
LAMPS (Reetz and Rasmussan, 1988) For regrouping
L= Line up the problem
A = Add the right columns
M = “More than 9?” if so, go to next step
P = Put the one’s below the column
S = Send the 10s to the top of the next column
LISTENING
SLANT (Deschler and Schumaker SIMS, Kansas City
S=Sit Up
L = Lean forward
A = Activate your thinking
N = Name key information
T = Track the talker
www.kathleenkryza.com
© 2012
Page 21
"Hey you! Pay ATTENTION"
According to Jack Naglieri, “AYenFon is a neurocogniFve ability that a person uses to selecFvely aYend to some sFmuli and ignore others.” This skill is vital for students to be successful in the classroom and in life. The good news is that we can help students strengthen their “aYenFon muscles”. Here are some strategies that we can use to guide our students to success: • 
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Break our direct instrucFon into segments of about 10 minutes (CHUNK) Offer engaging opportuniFes in varied learning modaliFes for students to pracFce, process, and interact with new informaFon (CHEW) Periodically provide energizing “brain breaks.” Check out: Current research is teaching us more about the benefits of mindfulness pracFces in schools. Lead explicit “aYenFon check-­‐ins” Ask students to self-­‐assess their level of aYenFon. For students who have trouble sinng through a lesson, set up an ironing board in the back of the room for them to use as a standing desk. For students who are very tacFle, consider offering them a medicine ball for a seat or something quiet for them to fidget with at their seat. All students benefit from explicit instrucFon on aYenFon strategies in order to learn how to resist distracFon and focus on the right sFmulus. Students can keep a list of aYenFon Fps in the front of their binder or taped to their desk so they have these helpful reminders handy during class Fme. Page 22
Mindfulness in EducaFon • 
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One of the primary ironies of modern educa4on is that we ask students to “pay a8en4on” dozens of 4mes a day, yet we never teach them how. The prac4ce of mindfulness teaches students how to pay a8en4on, and this way of paying a8en4on enhances both academic and social-­‐emo4onal learning. (Saltzman, 2011) To date, the majority of research into the effects of mindfulness on children and adolescents has been carried out in the United States and, to a lesser degree, in the United Kingdom, although at least one study has also been conducted among primary school children in Australia. This research has shown that the mental health and wellbeing outcomes for younger people are consistent with those observed for adults. In parFcular, reducFons in stress, and depressive and anxiety symptoms, and increases in calmness, self-­‐esteem, self-­‐acceptance, self-­‐regulaFon and sleep quality have been regularly observed (Biegel, Brown, Shapiro, & Schubert, 2009; Broderick & Metz, 2009; Brown, West, Loverich, & Biegel, 2011; Flook et al., 2010; Saltzman & Goldin, 2008). In the Australian study, there was found to be a significant reducFon in depressive symptoms and the number of children falling into the borderline or diagnosFc category of the Strengths and DifficulFes QuesFonnaire (SDQ) following compleFon of a 10-­‐week mindfulness in schools programme (Joyce, EYy-­‐Leal, Zazryn, Hamilton, & Hassed, 2010). Other benefits of mindfulness training among children and adolescents include improved social and emoFonal competence (Napoli et al., 2005; Schonert-­‐Reichl & Lawlor, 2010), and behavioural regulaFon (Flook et al., 2010). There are well-­‐established links between posiFve mental health, social and emoFonal competence, and academic achievement (e.g. Manley, 2009). In addiFon, research suggests that mindfulness pracFce also has more direct benefits on academic achievement, including an increased ability to transfer previously learned material to new situaFons, increased creaFvity and independent thinking (Flaxman & Flook, n.d.; Napoli et al., 2005), an improved ability to retain instrucFonal knowledge, an improved ability for selecFve aYenFon, and a decrease in levels of test anxiety (Napoli et al., 2005). These outcomes have been aYributed to mindfulness helping students to feel a greater sense of control over their lives (Langer, Hatem, Joss, & Howell, 1989; Thornton &McEntee, 1995; both cited in Napoli et al., 2005). Teachers also benefit from mindfulness training. There is a wealth of research regarding the effects of mindfulness on adults, which includes stress reducFon and posiFve affect. There is also an increasing number of studies that are invesFgaFng the impacts of mindfulness training on the working life of a teacher. In one study conducted by the Centre of Mindfulness in Medicine, Healthcare and Society, University of MassachuseYs Medical School, teachers who underwent mindfulness training reported that they were more alert and aYenFve, less reacFve, less judgemental, and more paFent (Schoeberlein & Koffler, 2005). Such effects will have flow-­‐
on benefits for students by strengthening posiFve teacher-­‐student relaFonships (Jennings, 2011). Thus, findings to date are promising. However, it is sFll early days in the field and it has been noted that further research is required to build a sound empirical base, with a shiy towards large, well-­‐designed studies that uFlise robust methodologies and standardised formats for intervenFons, allowing for replicaFon and comparison studies (Burke, 2009). The following secFon outlines programmes that have primarily been conducted since 2009 and which, for the most part, involved robust empirical methodologies and obtained staFsFcally significant findings. Page
23
Mindfulness in educa9on: Evidence base and implica9ons for Aotearoa/New Zealand Mental Health Founda9on of New Zealand 20 Teaching Mindfulness in the Classroom Mindful Strategies • 
Take Syn-­‐naps or Mindful Moments: – 
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Three Minute MeditaFon Appropriate for a variety of senngs, simply speak slowly and pause for 2 to 3 seconds between sentences. Pauses allow the receiver to go more deeply into a relaxed state. – 
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When students are feeling stressed or overwhelmed, have them take a mindful moment They can stretch, breath, listen to soothing music or sounds. Close your eyes. I invite you, when you take your next breath, to just be more conscious. Allow your breath to bring you into the present, here and now. Breathe through your nose. Inhale and nurture yourself. Exhale and expel any tension and negaFve emoFon. Feel your connecFon to the floor. Liy your chin so the top of your head is facing up towards the sky. Relax your shoulders down like ice melFng in a hot spring. Relax your eyes, relax your jaw and relax your ears. NoFce your breath and allow it to bring you into the present moment where you’re safe, relaxed and doing something posiFve. Quiet your mind. Let thoughts go by like leaves floaFng in a stream. Bring your aYenFon to your breath. Disengage from the past and from the future. Enjoy fully the present moment. Begin to culFvate an inner peace. A safe place in your heart, filled with love and light. Breathe. Sites or Programs on Mindfulness in Schools • 
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Mind Up: The Hawn FoundaFon –  hYp://thehawnfoundaFon.org/mindup/ Inner Explorer –  hYp://innerexplorer.org Room to Breath –  hYp://roomtobreathefilm.com/about-­‐mindfulness/index.html Mindfulness in Schools –  hYp://mindfulnessinschools.org 24 25 26 CHEW CHOICE: Graphic Organizers
Teachers today know that graphic organizers are powerful learning tools to use in classroom
instruction. (In this book, we define graphic organizers as any visual diagram such as cluster
maps, webbing, KWL, Venn Diagrams, Brainstorming Charts, etc.) Some of the benefits of
using graphic organizers include the following:
ü Activates students’ thinking
ü Helps students retrieve prior knowledge
ü Links new information with the old (This is how the brain learns best!)
ü Assists students in retaining and transferring knowledge
ü Allows students to visualize the learning process
Graphic organizers are excellent learning tools to use for all learners if they are used in
meaningful and engaging ways. Students will quickly tire of them if they become the next
dittoed worksheet, or if students are not taught to see the relevance in using graphic
representations. For example, students need to know that people in corporate boardrooms
in America are using mind maps and brainstorm maps to plan and organize their thinking.
(Bet they don’t fill them out as dittos, either!) If you are doing a KWL with your students, do
they know that this is modeling what good readers do before, during and after learning?
Graphic organizers should be living, breathing documents that are created by the students
for the students needs as learners.
Below are some suggestions for using graphic organizers in ways that increase students’
engagement and understanding.
1.  Make the graphic organizers BIG and ALIVE. Use chart paper and markers. Have
students work in groups of three to brainstorm ideas. Have them post their graphic
organizers around the room for other students to see. Allow groups to walk around the
room and look at other group’s graphic organizers. Have them bring along a clipboard
and appoint a recorder so they can write any information that they didn’t include on
their map. Then when they return back to their own maps, they can add the information
they learned from their peers.
2.  Don’t run off organizers as dittos! Instead make an overhead model of a graphic
organizer and model on the overhead how this structure helps you to organize your
thinking. Allow students to create their own visual map as long as it meets the criteria
you are asking for in the lesson. Students who want to use your framework may do so.
You can also have some copies of your map for students who really struggle with
developing their own schema.
3.  Use graphic organizers to chart and show growth in the learning process. At the end of a
marking period, put up chart paper with a circle in the middle that states, “What we
learned in (subject area) this marking period.” As students share things they have
learned, write the information on the chart and put their initials under their comment.
(Students love seeing their names on the charts) Create a new map each marking
period. Take previous quarters’ maps out and add the new ones so students can see how
much they grown as learners. This is especially powerful for struggling learners because
they don’t visualize themselves as learners.
www.kathleenkryza.com
© 2013
Page 27
Graphic Organizers
4.  Some students struggle with finding main ideas or categories to use when organizing
information in their cluster maps. Give those students what they need to succeed by
giving them a list of the categories of information to include on their map. Challenge the
more advanced students to find their own categories.
5.  Use Leveled Organizers. See example.
Bill of Rights
Declaration of
Independence
Date
1789
Author
Purpose
James
Date
Author
Bill of Rights
Declaration of
Independence
6.  Students love creating graphic organizers on computers. This adds novelty, and the
learning brain loved novelty.. Some quality computer programs for graphic organizers are
Inspiration and Kidspiration.
7.  Mapping is an excellent strategy for learning vocabulary. Vocabulary Maps allow students
to explore a word in various ways.
a.  Students can create their own Vocabulary Maps, or they can work with a partner or
small group to create maps. Have students keep a vocabulary journal in a spiral
notebook or composition book. This will give students a log of their vocabulary
learning and will also keep you away from the copy machine!
b.  Groups can create a map for different words and then teach each other their word
using their maps. Keep the maps posted in the room so that students can keep
learning from them.
c.  Choose categories that match the age level and subject matter
• Guess the meaning (prefixes,
• Examples from Text (number
suffixes, root words)
problems, experiments, etc)
• What is it/Describe the word
• Real Life Examples
• Antonyms/Opposite Words
• TV/Movie examples
• Synonyms/Related Words
• Use word in sentence
• Analogies/Similes/Metaphors (This • Connections to related concepts
is like…)
• Pictures/Drawings
www.kathleenkryza.com
© 2013
Page 28
29 30 Vocabulary Instruction for ALL Learners
Here are some tried and true ideas for teaching vocabulary in ways that have meaning for all
types of learner.
Each lesson has a key showing what learning styles you are tapping into when you teach this
way.
Learning Style Key
S = See it
H = Hear it
M = Move it
W = Write or Draw it
T = Touch it
Sp = Speak it
1. Picture Words (S/T/W): Students draw pictures or graphics that represent vocabulary words.
EXAMPLE:
Celestial
Wave
Trough
Crest
a.  Fold sheets of 11 x 14 white construction paper into squares and have students draw a
picture on each square (Rachel, a special education student who loved this strategy,
suggested cutting the picture words into squares and then writing the words and
descriptions of the words on the back, thus creating study flash cards. Great idea!)
b.  Have students make booklets of vocabulary drawings.
c.  Get chart paper, put students in groups of three, give them one word to draw, then
tape the charts around the room and have other students guess which what words
are represented. (Now you’re teaching to even more learning styles.)
2. 
3. 
4. 
Kiddie Vocabulary (S/Sp/W): Have students work in pairs to rewrite vocabulary words in a way that a
much younger student could understand.
EXAMPLE: 8th grade science word: Resistance; 2nd grade definition: When you don’t want to do
what your mommy wants you to do. Vocabulary Bingo (S/H/Sp/T): Develop a bingo card with key vocabulary words written on it. Read
out “cloze” sentences that leave out the vocabulary. Have students fill in their Bingo card as you
read. When students shout “Bingo,” have them read out the complete sentences so that the class
can hear the correct answers each time you have a winner. Winners get rewarded, of course. This is
a good way to review for a test.
Vocabulary Anticipation Guides (IS/H/W): Create sentences about the vocabulary words that either
true or false. Have students predict whether they agree or disagree with your definitions. Discuss how
to look for context clues and word clues such as prefixes and suffixes and root words. Students then
read the text to see if their predictions are correct. After reading the text, go back and discuss the
guide and rewrite incorrect answers so that students remember the correct meanings.
www.kathleenkryza.com
© 2013
Page 31
Vocabulary Instruction for ALL Learners, con’t
5.  Vocabulary Charades (M/Sp): Have students act
out vocabulary. Put them in groups of two or
three and have them come up and do charades
of their vocabulary words.
6.  Matching Cards (S/T/M/W/Sp): Give students strips
of card stock. Have them create matching cards
(Words on one side. Definitions in their own words
on the other side.) Then they cut the cards in half
in different patterns. They can exchange cards
and study words with each other sets of cards, or
they can quiz each other.
7.  Vocabulary Learning Stations S/H/M/W/T/SP): Set
up 3-4 different learning stations with a different
vocabulary strategy at each station. (Examples:
Vocabulary Pictures/Vocabulary Charades/
Matching Cards) Have students rotate though
the stations in groups. Discuss with students which
strategies work best for their learning style.
8.  Ball Toss (S/H/M/Sp): Have students sit on their
desks. Put a vocabulary word on the overhead.
Toss a ball (nerf or koosh ball) to a student and ask
for the meaning of the word. If the student can
give you the definition, he/she throws the ball to
the next student. If the student doesn’t know the
word, you take the ball from then and toss it to
the next student. Repeat!
9.  Moving Matching Cards (S/H/M/SP): Get a stack
of index cards. Put words on some cards and
matching definitions on others. Shuffle the cards.
Pass them out to students. They have to move
around the room and find their match. They must
do this silently. Students line up around the room
and share their matches. Replay as time allows.
10.  Flocabulary (S/H/M/W/Sp): Students make up hiphop, raps or songs to help them remember key
terms. Example: Pacifist - I don’t want no war,
solving problems with a fist. I believe in talkin’ and
healin’ ‘cause I’m a pacifist. (To learn more go to
http://www.flocabulary.com/)
www.kathleenkryza.com
© 2013
My Notes:
Page 32
Model and Scaffold SequenFal WriFng Mapping Into Wri9ng – 
1. 
2. 
3. 
4. 
5. 
6. 
Ini4ally, you may be teaching students to map in order to help them comprehend text. However, once students have learned to develop concept and seman4c maps, you can begin to show the how to apply mappings as a pre-­‐wri4ng strategy used to help them organize before wri4ng. The following are sugges4ons for teaching students to use mapping to help them write essays, summaries, essay test ques4ons, or research papers Always model the strategy for the students first. Telling them how to map will not be as successful as showing them how to map. You may also demonstrate mapping into wriFng by wriFng one piece together as a class. Ayer students have developed their maps, have them categorize their informaFon. They may categorize by sequencing (first, second, third), Fme order (before, during, ayer), main ideas and details, or any other natural categories they develop.3. Students need to write an introducFon which states the main idea or topic and leads the reader into the piece. Students need to then use the informaFon from their maps as paragraphs for the body of their piece. Ayer compleFng the body of the piece, students need to add a conclusion which summarizes the main points and wraps up the piece. Remind students that the piece should be proofread by themselves and someone else if possible, and that the final dray must follow the convenFonal rules for wriFng and spelling. TransiFon Words for Sequence: • 
First, second, third, and so forth. A, B, C, and so forth. Next, then, following this, at this Fme, now, at this point, ayerward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon • 
Some Cool Website for Teaching WriFng in Text Structures • 
hYp://www.paragraphpunch.com/paragraph_punch_wriFng_prompts.php • 
hYps://sites.google.com/a/g.coppellisd.com/expository-­‐wriFng-­‐guide/sequenFal Page 33
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