PATHWAYS WORKSHEETS and HANDOUTS
The following worksheets and handouts can be used for a variety of learning pathways across the curriculum: to assist with organization and comprehension of material, to categorize and to classify terms, to recall information, to sequence ideas, and to develop self-questioning skills.
PREPARATION/ORGANIZATION
“PATHWAYS TO LEARNING"
Jane E. Kagy, Language Consultant
"The beginning is the most important part of the work." -Plato, The Republic
Organization is the process by which external and internal organizers are used to prepare for learning, to retrieve knowledge, and to seek understanding. Thinking skills such as focusing, attending, gathering, and naming are used to facilitate learning at this level of input.
Setting the stage for effective studying and learning begins with the identification and application of preparation and organization strategies. It is essential that the student understands the value of organization. The following ideas are shared to establish its' importance: 1) A successful student is not necessarily the brightest, but rather the best organized! 2) If you are physically organized (materials, time, work), you will find that it will help you to become mentally organized. 3) Studying is planned learning! This implies that the information to be learned has been manipulated. 4) Organization saves you time and energy. Time is our most valuable resource. 5) To learn you need to think and to think you need to plan and to organize material in a way that "fits" your style of learning. 6) Success comes with a well-planned study/learning environment, established goals, and applied mental strategies.
EXTERNAL ORGANIZERS
Goal Setting Assignment Book Daily/Weekly/Monthly Planner
Study Schedule Study Environment Home and School Routines
Checklists Table of Contents/Overviews of Lessons Graphic Organizers
MENTAL OR INTERNAL ORGANIZERS
Self-Questioning Know Teacher's Style Establishing a Purpose
Identify Problems Know How to Approach Tasks Planning Strategies
"TEA" CONCEPT = Positive Thoughts..... Positive Emotions..... Positive Actions
Creating new systematic habits is not easy for everyone. Constant repetition makes a good habit fit easily into our brain and in the end you have gained the most precious of all knowledge.... the power to work.
"He has half the deed done who has made a beginning." - Horace, Epistles
"What I hear, I forget. What I see, I remember. What I do, I understand."
Chinese proverb.
IMPROVING TIME MANAGEMENT SKILLS
TAKE CONTROL WITH A DAY-PLANNER
By Jane Kagy, M.A., CCC
SELECT A COMPATIBLE DAY-PLANNER
q It should include a day/month calendar, space to write “to-do” lists, phone numbers and email addresses, a space to record grades and goals. Your planner is your primary source for managing your “life”. Other school calendars, teacher web sites, and sport or extracurricular schedules are secondary reminders that need to be included in your primary planner. All demands on your time need to be in one place. The Moeller bookstore sells a planner that includes all of these features and more. Check it out!
FIND A SINGLE, ACCESSIBLE PLACE TO KEEP YOUR DAY-PLANNER:
q Put the planner in the most visible and easily reached place. If you take a book bag to and from each class and then home keep the planner there. Whenever you take planner from your book bag return it to the same place after its use. That way, you’ll always know where to find it. Check before you leave each location; don’t assume that the planner is there.
MAKE YOUR ENTRIES COUNT!
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Record all assignments regardless of whether they are posted on the teachers’ web sites…changes in assignments do occur and web pages may not always be updated, so make a habit of recording all information given in class. You are held accountable even when you “forget”. “Discipline weighs ounces, but regret weighs tons.” |
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Complete A day or B day assignments on the day assigned. Then, if you have questions or do not have enough time to complete them that day, you will still have time the next day to seek help. Even after completing assignments for the designated school day, plan to review the notes and material for the next days classes. Believe it our not, it will leave more time for you to do other things and allow you to be prepared for class. Using this method your performance is class will probably improve as well. “The only way to truly fail is to stop trying.” |
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Keep a record of assignments completed with a + or check mark. Record the grade received on assignments and tests on a designated page in the back of your planner for each class. (Remember they are your grades. You should not be surprised at interims or at the end of the quarter). Recording and monitoring your performance will assist you in directing your energy towards your goal. "Dreams are things you hope for, goals are things you work to make happen." |
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Setting daily, weekly, quarter, and yearly goals will help you decide the end toward which your effort is going to be directed. When you know what you want to achieve, you can then make a plan to accomplish your goal(s). Record your goals in your planner. Refer to them daily. Set-up rewards, to motivate you to meet them. Re-evaluate the strategies you are using to reach your goals and make changes where necessary. “If you aim at nothing, you will hit it every time.” |
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Include all quiz, test, and project or paper due dates. Create a “to-do” list of how and when you plan to prepare for, and to complete the long-term projects. Record your dates and commit to them. For example, if the test is a week away, chunk the material into manageable parts. Indicate in your planner which part you will review or complete at a given time. Prioritize your plan. Use external reminders or motivational rewards for yourself when you “honor your self promises”. You’ll feel empowered and on your way to becoming a self-directed responsible learner. “If you want some things to change in your life, you have to change some things in your life.” |
SEEK ASSISTANCE
- Managing time is difficult. Time waits for no man. We are all given the same 168 hours in a week. The difference is in how we value it and choose to manage it. Planning how you use your time outside of school to meet your goals may require you to seek the help of your parents, teachers, counselor, support teachers, or friends. Don’t hesitate to use them to help monitor, or to remind you to maintain your planner. Exchange home email addresses or phone numbers with friends in your class. Seek assistance if you are having difficulty with time management and implementing a plan of action.
“THE DIFFERENCE BETWEEN WHO YOU ARE AND WHO YOU WANT TO BE IS WHAT YOU DO.”
Created by Jane .Kagy
Language Consultant
Moeller High School
TAKING NOTES IN CLASS
PHYSICAL ORGANIZATIONAL STRATEGIES:
1. Date your notes each day.
2. Label the page by topic, chapter title and number, or activity.
3. Number the pages of notes taken for each major test or section.
4. Use shorthand, abbreviations, and symbols.
5. Record essential facts and avoid complete sentences.
6. Write down the key points and include examples.
7. Copy all material written on the board.
8. Note any pages, maps, charts, references mentioned during the lecture.
9. Include dates, statistics, percentages, or other numerals.
10. Include all questions asked by the lecturer.
11. Leave space between key ideas and room at the end of each page to add additional information from text or other sources.
12. Select and use a neat, consistent, outlining format for taking lecture and reading notes.
MENTAL ORGANIZATIONAL STRATEGIES:
1. Listen With a Purpose! You need to self-question as you listen.
*What is the main idea?
*Do I understand how the examples relates to the main ideas?
*Create questions (who, what, when, where, why, how) in your mind and include the answers in your notes. Ask these questions if the material is unclear.
*Be an active listener! Your comprehension and recall will improve.
2. Listen for "signal words" which tell you that something important is going to be said.
You can copy or view a list of the most common signal words by clicking on signal words.
3. Listen to your teacher's voice. Louder may mean more important.
4. Preview the topic or readings, vocabulary, and the previous days notes prior to the
lecture.
5. Compare your notes with the text, novel, or handouts and add information and/or create questions that you need clarified.
6. Create webs, charts, pictures, diagrams, flow-charts or sequence chains using your notes to make study guides and to check your comprehension.
NOTE-TAKING FORMAT for LECTURES
Before the class or lecture begins:
Write down the day's topic_______________________________________
Describe or list what you already know about the topic.
During the class/lecture:
State the topic of discussion: ____________________________________
List the main points with details and examples as they are being discussed.
1. Main point-
a. ex.
b. details
After listing the main points quickly describe how the main points and ideas are related....summarize the idea presented.
Throughout the lecture/discussion include new vocabulary or terms in your notes, also include the terms in your summation :
(Underline or highlight key words-people, places, events, concept terms, etc.)
After the lecture:
(This is when you review and study the information presented. Completing this part as soon as you can will benefit your recall and understanding...don't wait until the night before the test. Review the same day that you took the notes!)
Describe the main points of the lecture by using today's notes, the text or handouts, and information related to the topic to gain full understanding of the ideas presented. Include page numbers, links, or points of reference to refer to when needed.
STRATEGIES FOR SUCCESS
JANE KAGY, LANGUAGE CONSULTANT
STRATEGIES FOR IMPROVED COMPREHENSION
1. ESTABLISH A PURPOSE FOR READING/LISTENING: THIS WILL IMPROVE YOUR
CONCENTRATION AND COMPREHENSION. BE SPECIFIC WITH YOUR PURPOSE! (READING BECAUSE IT WAS ASSIGNED IS NOT A PURPOSE)
2. YOU NEED TO ACTIVELY THINK WHEN YOU READ FOR IDEAS! ONE WAY TO DO THIS IS TO FOLLOW THIS SEQUENCE: 1) PREVIEW THE SECTION OR CHAPTER BEFORE READING. READ THE CHAFER OVERVIEW. SUMMARY, AND/OR OBJECTIVES. THIS WILL GIVE YOU THE "BIG PICTURE". WRITE DOWN THE TITLES). 2) NOW, USING THE SUBTITLES, TURN THESE INTO QUESTIONS—THIS WILL BECOME YOUR PURPOSE FOR READING. YOU MAY WANT TO WRITE DOWN THE QUESTION AS A WAY TO TAKE NOTES 3) NOW, READ TO ANSWER THE QUESTION. LOOK FOR SIGNAL WORDS TO GUIDE YOUR READING. -(A LIST IS AT THE BOTTOM.) WHILE READING THINK ABOUT WHICH TERMS, PEOPLE, EVENTS, FACTS ARE IMPORTANT. 4) FINALLY, AFTER READING THE SECTION, YOU ARE READY TO RECORD THE ANSWER TO THE QUESTION. YOU CAN ELABORATE YOUR ANSWER BY INCLUDING TERMS, FACTS, TO SUPPORT IT. CONTINUE THIS PROCESS AS YOU MOVE THROUGH THE CHAPTER. IF YOU COME TO INFORMATION (LISTS, DETAILS THAT YOU NEED TO RECALL)-CREATE A MEMORY STRATEGY THEN. BE SURE TO READ AND OBSERVE THE PICTURES, MAPS, CHARTS THAT SUPPORT YOUR READING. INCLUDE THE PAGE NUMBER IN YOUR NOTES.
3. THINKING REQUIRES CONCENTRATION. YOU NEED TO GO BEYOND BASIC...
KNOWLEDGE (WHO, WHAT, IDENTIFY, ETC.) AND COMPREHENSION (DESCRIBING, EXPLAINING, COMPARING) AND THINK ABOUT APPLICATION (USING INFORMATION TO SOLVE PROBLEMS), ANALYSIS (WHY, HOW, GIVE REASONS, TAKE IT APART), SYNTHESIS (COMPARE RELATIONSHIPS BY CREATING, PREDICTING, ASKING "WHAT IF") AND EVALUATION (STATING OPINIONS, DISCUSSING, JUDGING, AND EXPLAINING WHY TO JUSTIFY ANSWERS). ONCE YOU KNOW AND UNDERSTAND WHAT YOU HAVE READ OR HEARD, TAKE THE NEXT FOUR STEPS TO APPLY, ANALYZE, SYNTHESIZE AND EVALUATE YOUR IDEAS.
*SIGNAL WORDS ARE THE WORDS THE AUTHOR USES TO TELL THE READER HOW TO READ, OR LISTEN. PAY CLOSE ATTENTION TO THESE WORDS AS THEY SIGNAL KEY POINTS, MAIN IDEAS, AND USUALLY THE ANSWERS TO YOUR QUESTIONS.
WORDS THAT SIGNAL A CONCLUSION OR RESULT: AS A RESULT, IN CONCLUSION, SO, THUS, BECAUSE, THEREFORE, SINCE, DUE TO, IN SUMMARY, HENCE, TO SUM UP
WORDS THAT SIGNAL KEY POINTS OR EMPHASIS: GREATEST, SIGNIFICANT, ESPECIALLY, MAJOR, MOST, KEY, BASIS, BEST, CENTRAL, ONLY
WORDS THAT SIGNAL CONTRASTING IDEAS: ON THE OTHER HAND, NEVERTHELESS, EVEN THOUGH, CONTRARY, RATHER, DESPITE, HOWEVER, ALTHOUGH, EXCEPT, BUT, YET, STILL
WORDS THAT CO-ORDINATE IDEAS: FURTHERMORE, IN ADDITION, AND FINALLY, BESIDES, LIKEWISE, ANOTHER, SIMILARLY, MOREOVER, ALSO, AND, PLUS, TOO
WORDS THAT SIGNAL TIME RELATIONSHIPS: IN THE FIRST PLACE, IMMEDIATELY, IN RETROSPECT, PREVIOUSLY, MEANWHILE, HEREAFTER, FOLLOWING, BEGINNING, EARLIER, SOON, LAST, NEXT, FINALLY
WORDS THAT SIGNAL OR POINT TO IDEAS PREVIOUSLY STATED: THIS, THAT, THESE, THOSE
STEPS FOR THE ACTIVE THINKING METHOD
STRATEGIES FOR IMPROVED READING COMPREHENSION
1. PURPOSE FOR READING:
Establish a purpose for reading. This will improve your concentration and comprehension . (Remember, reading because it was assigned is not a purpose!!)
2. PREVIEW OR SKIM THE CHAPTER:
Read the title and subtitles. Read the chapter introduction and summary. Look at the pictures, charts, maps, and graphs. Read the questions at the end of the chapter before you read. Think about what you read in previous chapters. Think about your purpose. Plan a method for taking notes of what you will read.
3. TURN THE TITLE AND EACH SUBTITLE INTO A QUESTION:
Use the six question words below to help you turn the title and subtitles into questions:
WHO WHAT WHEN
WHERE WHY HOW
4. READ TO KNOW AND TO LEARN:
You are now ready to read with a purpose. Your purpose now is to answer the questions that you have created! Since you can not usually write in your textbook, you will need to write your questions on a separate piece of paper or use your laptop. As you read you will need to pay close attention to the next step.
5. WRITE DEFINITIONS and LOCATE SIGNAL WORDS:
Bold face words and words that you do not know need to be identified. Use the glossary or how the word is used in the sentence (context clues) to understand meaning. If you don't understand key words, you may miss the main idea! Take the time now to learn the meanings of important terms.
Signal words are words that the author(s) use to "signal" important information. Signal words tell you how to read and what to pay attention to in the reading! The next handout lists the most common signal words that you will see when reading. The signal words are grouped by their meaning.
6. ANSWER YOUR QUESTION:
After reading the entire section, you are ready to answer your question. If you can answer the question, then you have understood what you have read. You are thinking... this will help you to remember information more easily. Write your answer. Use terms, important facts, examples, people, events, and/or dates in your answer. You have just summarized what you have read! You have the author's idea and the facts to support it!! Your recall of this section of the chapter will be awesome!
SIGNAL WORDS
SIGNAL WORDS ARE THE WORDS THAT THE AUTHOR USES TO TELL THE READER HOW TO READ. LISTED BELOW ARE THE MOST COMMON SIGNAL WORDS.
1. CONCLUDING OR RESULTING WORDS: These words signal the result or conclusion to some event or action. They can signal: cause-effect, tell "why" or "how" something happened, and help you to predict what will happen.
as a result because therefore in summary in conclusion thus so since consequently hence due to to sum up
2 . DEGREE OR EMPHASIS WORDS : These words signal what is of greatest importance in a list of ideas. Look for words that end with "est"
greatest major most best significant primary key central especially remember basic only
3. CONTRASTING WORDS: These words signal how two things are the same or different. When you see these words, "Look out, because something different is coming."
on the other hand contrary however but nevertheless rather than although yet even though despite except still instead of different contrast similar
4. COORDINATING OR COLLECTION WORDS: These words signal that a list of things are related to a topic. When you see these words, make a list or collect examples.
furthermore besides similarly and in addition likewise moreover plus and finally another also too
5. TIME RELATIONSHIP OR SEQUENCE WORDS : These words signal when something happened, tell how to do something, or explain the steps for making something.
in the first place previously following soon immediately meanwhile beginning last
subsequently eventually earlier next
6. POINTING WORDS: These words (indefinite pronouns) signal that a noun (person, place, thing, idea) was used before or will come later which refers to these words (referent). When you see these words, ask yourself, "What does "this or that" refer to or point to in the paragraph?"
this that one few these
those several some
Jane Kagy, Language Consultant
GOING BEYOND THE GLOSSARY DEFINITION Strategies to Enhance Vocabulary
Your vocabulary says a great deal about your ability to express yourself, as well as giving some valuable hints as to how well read you are. Colleges like students with "big vocabularies", so now's the time to really get "word smart". You can't just memorize vocabulary lists and expect to fully comprehend or apply them when you read, write or speak. Often students will memorize glossary definitions and assume that they understand the meaning. To really LEARN new words you have to THINK. The following list of strategies can assist you when learning new words:
1. If it doesn't come IN it won't come OUT! The first thinking step requires you to define the meaning(s) of the word. Next, check your comprehension. Use your own words to explain or to describe the term. Use flash cards, keep a vocabulary notebook, or tape record them and then play them while in the car or while waiting for a ride.
2. Don't stop yet! You just started to think and organize. Now you need to go beyond just writing the words down and start to apply and analyze them. One of the best ways to use your knowledge of the word is to CLASSIFY OR CATEGORIZE the words. This can be done in a variety of ways: 1) by part of speech -look at the suffix endings -* see handout 2) by grouping the words that have a "positive charge" (fervent) or a "negative charge" (apathy) 3) by prefix meanings (quantity-tri, deci, uni; negation-un, de, mis, anti, il; direction/position-super, en, peri, circum, sym); or by root meanings - viv (life) survive, vivacious; mal (bad) malicious, malign, malediction 4) by determining which category the word would belong- for example, microscope, otoscope, stethoscope would all be in the same category - instruments (what makes them different is their function or use).
3. Wait you're not done yet! How are you going to remember to remember what you've just learned? The key to long-term memory is ASSOCIATION. Association is linking or hooking new information with something you already know. If you don't use it, you lose it. Now's the time to apply memory strategies (crazy chains, visual imagery, self-questioning- Who does this remind me of? What makes this word special? When can I use it again? Where have I seen this word before? How would I use it in a sentence?) Without a hook it is hard to catch a fish. So don't let these words get away. Reel it in, any way you can. Don't forget to compare/contrast the word with similar meanings. This helps you to understand the word's relationship to other words, so you can elaborate and use the word as it was meant to be used in given situations.
4. Here's an acronym to help you remember these strategies: CUFAC
When you are learning new words apply CUFAC to each word and your vocabulary will soar!
Categorize the word (What general class or group does the word belong? EX. If the word you need to learn is “capitalism” then you would categorize it as a “form of government”).
Use or function – Tell what it’s function or purpose is or what it is used for... etc.
Features – What are its parts, shape, texture, quality, etc. (What makes it what it is? What key words are used to describe the term? ).
Associate – Link the term you want to learn with a person, a place, an object, or idea that you already know.
Compare and Contrast – Look for similarities or differences to something or someone else that would be in the same category. EX. If the word you need to learn is capitalism then compare and contrast it to socialism. Now you have gone beyond the glossary definition for a word.
VOCABULARY STUDY ACTIVITY
"5-STAR DEFINITION
CHAPTER/TOPIC: __________________________________________
Write a "5-star definition" by going beyond the glossary definition for a word, concept, or term that you need to learn and to use. Complete the following sentences for each new word to show that you really comprehend its meaning.
_______________ (WORD)
Category: It is a member of what class/group …
Use/Function: It is used to …
Features: It is (has)…
It is (has)...
It is (has)...
Association: It reminds me of...
Compare: It is similar to...
Contrast: It is different from...
To write 5-star definitions remember to include CUFAC.
EX. A pugilist is a professional boxer who is paid to fight, because he/she has won major titles, reached celebrity status and/or has a manager, similar to other professional athletes, but unlike the amateur.
TERMS TO KNOW
Title:__________________________ Chapter #__________ Sections:____________
Use this chart to record terms from lectures and readings related to topics of study.
List the term. Categorize the word The category to which a word belongs is usually a noun (a process, a method, a belief, etc.). You want to categorize words to help you recall, to make comparisons and to see differences between the words within the section. For example, if you needed to know the terms monotheism and polytheism then both words would belong to the same category "beliefs". However, in your definition/description section of the chart you would then show how the words are different. Look for the relationship between the words in a section. You should be able to associate the terms to know with a bigger concept. Understanding terms is the first step to understanding the main ideas.
Terms to Know Category Definition/description/characteristics
ACTIVITIES TO ENHANCE CURRICULUM VOCABULARY
1. Make and use flash cards for terms, people, events, places, rules, steps, formulas, facts, foreign language study, etc.
2. Sentence Writing. Write a detailed sentence to show that you understand the meaning of the word. The sentence should show who, what, when, where and why/how the word would be used in context. For example, if I had to know the word 'pugilist' (professional boxer) my sentence may read like this, "After the third round of the fight Mohammed Ali, a well-know pugilist, was declared the winner and remained the Heavy-Weight Champion of the World".
3. Create a list of synonyms for the words you need to know. Make associations (links) to help you recall the key term.
4. Create a word search, puzzle, or crosswords with your words by going to www.puzzlemaker.com
5. Write a poem or song using the vocabulary, terms, people, events from a chapter, novel or section of study. Include facts, ideas associated with the term to gain a better understanding of how the term is related to other ideas.
6. Write a story. Create your own story using the terms, ideas, facts and vocabulary from a unit of study. Start with a list of terms, people, events, places,etc. and use your creative mind to help you to recall and to learn.
7. Create newspaper headlines using the vocabulary words, terms, people, places, events and ideas from a chapter, novel, or section of study. Highlight the key words in your headlines.
8. Create a memory strategy for key words, concepts, formulas, etc. Refer to the "Strategies for Improved Memory and Recall" handout for some ideas on specific strategies. When learning new words or ideas always ask yourself, "How will I remember to remember this?" For example, if the word that I need to know is 'pugilist'- then I think of how I will remember that pugilist means a professional boxer. I make an association with something I already know which is... my cousin has a boxer dog that he named, Pug. This 'link' will help me recall and remember the word, pugilist.
9. Create word webs or maps to link new vocabulary words, terms, facts and ideas. Link ideas to the word or concept from a section of study to show the relationship between word and related ideas.
10. Create a test. Develop your own matching, true-false, fill-in the blank or multiple choice test using the vocabulary words, terms, people, places, events, concepts from your review of the chapter, novel, topic, handouts, homework, etc. Prepare a test in the same format that the teacher uses to assess your understanding of the topic.
11. Create illustrations, pictures, or designs to represent your understanding of terms and ideas presented in class. Label your drawing using as many facts, ideas, and terms as you can. Remember we remember more of what we see than what we hear....so draw it and actively engage yourself in learning.
12. Dissect a word into its prefix, suffix and/or root. When learning new words break it apart by examining its prefix (beginning), suffix (endings) or root (word origin). For example, an otorhinolaryngologist is a doctor who studies and treats the ears, nose and throat. To dissect this word let's look at its parts:
oto=means ear
rhino=means nose
laryn=means throat
ology=means the study of
ist=means it's a person
By understanding just these parts you can now define other related words and build your vocabulary.
otoscope=an instrument used to examine the ear
laryngoscope=an instrument used to examine the throat (larynx)
laryngitis=inflammation of the larynx
rhinoscopy=examination of the nasal passage