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Background Reading to the Strategies
Summary of Chapter 5
("Effective Literacy Strategies in Years 9-13")




1. What the research tells us
Main ideas:
As the internet expands, students need to become experts in selecting information appropriate to their purpose and to evaluate that information. Students need critical and creative thinking strategies, problem solving strategies, and information-handling strategies. Students need to learn how to take notes that they can refer to later. Research found that students can locate important information but were less able at being able to identify key points.




2. What the challenges are
Knowing the students: There are assessments tests available to identify if students have these information gathering skills e.g. ESA (Information Skills)
Knowing what teachers can do: Teachers can model how to extract important information. Show good and bad examples of note-taking. Demonstrate by "thinking out loud".
What can make a difference: the deliberate use of literacy strategies



3. Strategies
Strategies for evaluating information http://www.kidsclick.org/midmath.php
ICT Tools for selecting important key words by frequency in a piece of text http://tagcrowd.com/, http://www.visuwords.com/,
Strategies for monitoring understanding:
Quickwrites - a Quick Write is a literacy strategy which can be used in any content area to develop writing fluency, to build the habit of reflection into a learning experience, and to informally assess student thinking. The strategy asks learners to respond in 2–10 minutes to an open-ended question or prompt posed by the teacher. This writing assignment can be used at the beginning, middle, or end of a lesson. For example, students are asked to write about what they learned, problems they encountered, what they liked (or did not like) about the lesson, questions they may have and about how well they understood the concepts. In content teaching, the integration of reading and writing reinforces meaning construction as both activities use similar processing skills. http://ejlts.ucdavis.edu/sites/ejlts.ucdavis.edu/files/articles/Jocleland.pdf, p. 20 of http://www.michigan.gov/documents/mde/Writing_to_Learn_Mathematics_306722_7.pdf

Strategies for recording information:
Using graphic organisers
Examples of graphic organisers for mathematics - there are many sites for these on the internet
http://teacher.depaul.edu/Documents/Math%20Graphic%20Organizer%20Guide.pdf
http://legereetintelligere.wordpress.com/2012/04/19/reading-mathematical-language-using-graphic-organizers-to-understand-mathematical-text/
http://www.graphicorganizers.com/Gallery/math-organizers-smart-sheets.html
Text-completion activities - Filling in the gaps of incomplete texts
Identifying key words in a passage - skim and scan for key words
Summarising - identify main idea statement in each paragraph
Condensing information
Listening and note taking
Dictogloss activity
Using co-operative learning approaches:
A co-operative reading square
Co-operative jigsaw activities