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2. ____________________________________________________________
3. ____________________________________________________________
Standards?
Strategies!
Social Studies:
grades K-4?
grades 5-8?
grades 9-12?
Science/CTE
Vocabulary-Shades of meaning
Reading- Be a Detective
grades K-4?
grades 5-8?
grades 9-12?
FADE
GLOW
FADE
FADE
FADE
Text Rendering
Adapted from National School Reform Faculty protocol available at
http://www.nsrfharmony.org/protocol/doc/text_rendering.pdf
Students read text, then go back and underline the sentence, put a box around the phrase, and
circle the word that is most meaningful or significant to them or the author (depending on
instructional purpose).
In small groups, students read what they have marked for individually.
Secret Recipe
Using the text assigned, complete the recipe below with specific words from the text.
3 Facts/Data 1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
3 Details
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
OR
3 Examples
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
2 Analogies
1. _________________________________________________________
Or Metaphors 2. _________________________________________________________
1 Relationship 1. _________________________________________________________
Stir together and use what you have found to answer these questions:
What is the point of the text? ________________________________________________
________________________________________________________________________
What does the author want readers to learn? ____________________________________
________________________________________________________________________
What big idea is here? ______________________________________________________
________________________________________________________________________
Inner Circle
After students have interacted with a text, have them separate into two equal groups and form
two circles, one inside the other. Have the inner circle turn to face the outer circle, matching up
in pairs. (This is similar to the Wagon Wheel Protocol detailed by the National School Reform
Faculty.) Give students cards index cards with numbered questions that explore the text. The
inner circle partner asks the first question, and the outer circle partner answers and defends
his/her response. After a specified time, the outer partner asks the next question, and the
pattern is repeated. When the first two questions have been discussed, the inner circle turns to
the right and moves to the next partner in the outer circle. The process repeats until all
questions have been asked and answered. Pairing this strategy with the Accountable Talk
Language Stems from the Institute for Learning (IFL) ensures that students listen more closely
and respond with productive comments and questions.
Shades of Meaning
This strategy helps students talk and explore the meanings of words and the gradients of
meaning and to organize the words on a continuum- using shades of color as the metaphor.
Students analyze why an author has selected one word over another, what words seem
synonymous and what differences subtle meanings make in the text.
Students use paint chip strips as a metaphor for "shades of meaning" between and among
similar words. The goal is to expand their understanding of the shades of meaning among
similar terms. Most paint stores have paint cards that they will donate for classroom activities, or
these can be created in common computer applications. Using these paint strips, the teacher
models the shades of meaning with a concrete example of something that is obvious continuum
(light, volume, or temperature, for example). Students brainstorm possible terms, and on the
board, the teacher lists words the students brainstorm. The teacher asks students to make
choices about the subtle differences in the words and place them on the continuum on their
chart (paint chip). Students develop sentences next to each block on their paint chips. The
teacher helps students discover that effective writers and speakers understand the subtle
differences in meaning among related words.
Adapted from: Goodman, Laurie. 2004. "Shades of Meaning: Relating and Expanding Word
Knowledge." In Teaching Vocabulary: 50 Creative Strategies, Grades K-12, ed. G.E. Tompkins
and C. Blanchfield, 85-87. Upper Saddle River, NJ: Merrill Prentice Hall.
Be a Detective!
Claim
Argument
Melanie Maxwell & Julie Simone | Lipscomb University College of Education | May 2013
Conversation Starters
This is a strategy to encourage students to have meaningful conversation around a text, video
clip, etc. Students will first read a text, view a video clip, review a chart, etc. Students are then
paired and given a prompt by the teacher based in the content they have read or seen. Each
student speaks to the prompt in turn, and the other student summarizes, asks questions to
extend the discussion, or adds to the discussion.
Offering the students sentence stems and possible questions is helpful.
Notes
Reference List
Cherry-Paul, S., & Johansen, D. (2014). Teaching interpretation: using text-based evidence.
Portsmouth, NH: Heinemann.
Ehrenworth, M. (2013). Unlocking the secrets of complex text. Educational Leadership, 71(3),
(16-21).
Frey, N., & Fisher, D. (2013). Rigorous reading: 5 access points for comprehending complex
texts. Thousand Oaks, CA: Corwin.
Goodman, Laurie. 2004. "Shades of meaning: Relating and expanding word knowledge." In
Teaching Vocabulary: 50 Creative Strategies, Grades K-12, ed. G.E. Tompkins and C.
Blanchfield, 85-87. Upper Saddle River, NJ: Merrill Prentice Hall.
Linder, R. (2014). Chart sense: Common sense charts to teach 3-8 informational text and
literature. Atlanta, GA: The Literary Initiative, LLC.
McNeill, K. L., & Krajcik, J. J. (2012). Supporting grade 5-8 students in constructing
explanations in science: The claim, evidence, and reasoning framework for talk and
writing. Boston, MA: Pearson Education, Inc.
Shanahan, T. (2013). You want me to read what?! Educational Leadership, 71(3), (10-15).
Sliver, H. F., Dewing, R. T., & Perini, M. J. (2012). The core six: Essential for achieving
excellence with the common core. Alexandria, VA: ASCD.
ZembalSaul, C., McNeill, K. L., & Hershberger, K. (2013). Whats your evidence?: Engaging k5 students in constructing explanations in science. Upper Saddle River, NJ: Pearson
Education, Inc.