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[|Comprehension Lesson Plans:]


 * # Making Connections
 * 1) Questioning
 * 2) Visualizing
 * 3) Inferring
 * 4) Determining Importance
 * 5) Synthesizing ||

[|Question Stems] [|Question Stems for reading, math, science and social studies] [|Question stems from released tests (2009)] [|Questions for the revised Bloom's Taxonomy]

=Main Idea Game (40 questions)=

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=**Using Context Clues**= Increase comprehension by the use of context clues **Grade Level:** 6-12
 * Concept: ** Increase comprehension by the use of context clues
 * Estimated Duration: ** 50 minutes

Students will be able to: // __[|Types of Context Clues]__ // graphic organizer List of vocabulary words Multiple transparencies of //Types of Context Clues// graphic organizer Transparency markers Overhead projector
 * Objectives **
 * use context clues and text structures to determine the meaning of unknown vocabulary
 * generate ideas for writing from discussion
 * Materials **

These strategies are used to meet the varied needs of all learners: context clues
 * Differentiated Strategies **
 * [[image:http://teachingtoday.glencoe.com/images/instructionalTypes/it_acv_s.gif width="15" height="12" caption="for various grade levels"]] ** Varying academic levels: ** uses mixed-ability groups to allow students to learn from one another, small-group and whole-group participation
 * [[image:http://teachingtoday.glencoe.com/images/instructionalTypes/it_v_s.gif width="12" height="12" caption="for visual learners"]] ** Visual learners: ** incorporates a graphic organizer and student-generated transparencies to allow students to view various levels of student work
 * [[image:http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif width="12" height="12" caption="for auditory learners"]] ** Auditory learners: ** encourages class discussions of examples and small-group discovery
 * [[image:http://teachingtoday.glencoe.com/images/instructionalTypes/it_k_s.gif width="12" height="12" caption="for kinesthetic learners"]] ** Kinesthetic learners: ** engages students in creating transparencies, working in groups and presenting to the class
 * Key Vocabulary **

__ Warm Up __ __ Direct Instruction __ __ Practice __ __ Assessment __ __ Closure __ []
 * Procedures **
 * [[image:http://teachingtoday.glencoe.com/images/instructionalTypes/it_v_s.gif width="12" height="12" caption="for visual learners"]] On the board, write two sentences that each include an unknown vocabulary word and a context clue. Underline the unknown words.
 * [[image:http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif width="12" height="12" caption="for auditory learners"]] Ask students to give predictions to the meaning of the words.
 * [[image:http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif width="12" height="12" caption="for auditory learners"]] Explain that these predictions were made based on the use of context clues.
 * [[image:http://teachingtoday.glencoe.com/images/instructionalTypes/it_v_s.gif width="12" height="12" caption="for visual learners"]][[image:http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif width="12" height="12" caption="for auditory learners"]] Distribute the //Types of Context Clues//graphic organizer to each student and place a transparency of the same graphic organizer on the overhead. Explain that there are four main types of context clues and write an example of each, modeling how to create context clues. Students copy examples on to their graphic organizers.
 * [[image:http://teachingtoday.glencoe.com/images/instructionalTypes/it_acv_s.gif width="15" height="12" caption="for various grade levels"]] Place students in groups of 2-3 with varying levels of ability in each group. Assign each group a set of four different vocabulary words from a recently discussed piece of literature from their textbook.
 * [[image:http://teachingtoday.glencoe.com/images/instructionalTypes/it_k_s.gif width="12" height="12" caption="for kinesthetic learners"]] Give each group a transparency of the //Types of Context Clues//graphic organizer and a transparency marker. Using the glossary in the textbook, groups locate the definition for each word and then create sentences on the graphic organizer. Each word should be used in a sentence and each of the four types of context clues should be attempted.
 * [[image:http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif width="12" height="12" caption="for auditory learners"]] Each group places its transparency on the overhead and reads each sentence to the class, allowing the other students to raise their hands and make predictions of the words’ definitions based on the student-generated context clues. (With each group having a list of four different words, the class will easily be able to generate definitions for an entire list of words, used in context.)
 * Inform students that determining the meaning of a word through a context clue is an easy way to help with comprehension. If a student is able to __create__ context clues in his or her writing, __identifying__context clues in an author’s writing will be simple. This skill can be especially helpful while reading science and social studies texts.

=**Fact or Opinion Game ( 30 questions)**= []

=**Interpreting Data**= Students should learn practical approaches to answering document-based questions. Practicing a step-by-step method of answering DBQs can improve a student’s thinking skills and generate confidence that often results in better test scores. Consider teaching students to apply the following approaches in their studies.
 * Strategies for Answering DBQs **

// DBQs based on quotations or government documents //
 * Before reading the document, read the question(s) to understand its focus.
 * When reading the document, highlight or underline key words that relate to the question(s).
 * Make notes that pertain to the question.
 * Consider the author and the time when the document was written.
 * Identify the author’s point of view and purpose.
 * Watch for comparisons and contrasts or cause and effect relationships that affect the answer.

// DBQs based on charts, graphs, tables, maps, plans, and blueprints //
 * Read the question(s) to determine what to look for in the document.
 * Consider the purpose for creating a visual of the information.
 * Read the title and/or key to a map or plan; consider the trends of a graph or chart; compare the elements of a table.
 * Make notes that pertain to the question and use them to answer it.

// DBQs based on cartoons, drawings, or art //
 * Read the questions(s) to determine what to look for in the visual.
 * Consider the purpose or motivation of the person who created the visual.
 * Ask how the visual conveys its creators concepts and whether it has an emotional impact.
 * Apply your observations to the question(s).

// Note: // Students will need frequent opportunities to practice answering document-based questions in order to perform well on DBQs on a high-stakes test. Integrating such questions into weekly tests and lessons helps to ensure success for students on standardized social studies tests.

Study the world population graph and answer the question below.
 * Sample Document-Based Question **



Walk students through the following process. The student, reading, would find that there are four possible statements that might reflect the information on the chart. The purpose of the visual was to call out an expected steady decline in the population growth rate. The title identifies that the chart is about population growth **rates**, not population growth. So, the answer is (b), the world population growth rate is projected to decline steadily.
 * 1) Which of the following statements best reflects the information on the chart?
 * 2) World population has been on a steady decline since 1960.
 * 3) The graph projects that population growth rates will steadily decline during the first half of the 21st century.
 * 4) Population declines in some countries are offset by growth in others.
 * 5) All of these are true.
 * Strategy **
 * 1) Ask students to read the question before studying the graph.
 * 2) Study the graph. What is the purpose of the graph? Read the title of the graph. What information is going to be presented? What data is represented on the x and y coordinates? Take notes if possible.
 * 3) Return to the question and read the answer choices.

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=**Author's Purpose Battleship Game**= []

=**Cause and Effect Games on Gameaquarium**= []

Videos
[|Comprehension Strategies for Struggling Readers]

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