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Saturday, January 31, 2009

Doris Mitchell Uses the Frayer in Math

Doris Mitchell, 4th grade teacher at Rangeley Regional, uses the Frayer model to teach Math.

The Frayer is one of those universal strategies that can be used across the curriculum. With appropriate scaffolding and small group work, teachers help students comprehend concepts - clearly and fully.

You can contact Doris at:

Friday, January 30, 2009

Katie Perry uses the Frayer in a Nonfiction Piece for Big Ideas

Katie Perry and her class activate prior knowledge before beginning to read an article on bullying. Katie uses the Frayer to record what the students know before reading and after.

For further information, Katie can be contacted by e-mail at:

Wednesday, January 28, 2009

Matt Allen uses the Frayer in Math

The Frayer model for vocabulary works extremely well in math. Here Matt Allen uses it with his students to clarify students' understandings of tree diagrams. Matt always teaches to understanding and finds as many ways a possible to help students comprehend key concepts in math.

For further information you can contact Matt at:

Thanks, Matt. We can all learn from you.

Maureen Perkins uses Morazano's work with a Twist

Maureen Perkins, English teacher at Mt. Blue High School, has taken Marzano's work on vocabulary and integrated it with technology. Students use their computers to select font for printing the vocabulary word, definitions from on line resources, and illustrations to represent the word. Students are engaged and love the process.
To get the specifics, you can contact Maureen at:

Maureen also finds other ways to help her students with thinking. She has posted a word wall with the thinking strategies. Words go up on the wall after the students have practiced strategies and are comfortable with them.

Posted by the clock, how can they miss them?

Literature responses starters - both written and oral - are posted in the front of the school for students to use and boost their thinking to higher levels.

Bravo, Maureen. Freshman benefit from this type of support.

Tuesday, January 27, 2009

Word Walls in Sam Dunbar's Room, Social Studies at Mt. Blue - But how do you handle this in High School with so many students?

The large numbers of students at the high school level,makes using word walls a challenge. Sam handles this by using a pocket chart - traditionally used at the lower grades. But it works!

Charts are labeled according to division of students. Words can be written on large note cards and easily added or removed as they are used in a unit.

Sam also displays class work done for students to refer to as they work through their units. Research supports the need for students to be able to access this knowledge quickly in order to embed these understandings in their schema and build comprehension.

Thanks for sharing, Sam! Please keep us posted!

Teaching Key Concepts in Social Studies, a Look in Sam Dunbar's Room

Sam Dunbar is a Social Studies teacher at Mt. Blue High School. He works will all levels of students. Sam believes that teaching key concepts is crucial for understanding the complexities of social studies and relating them to students' real lives.

He has used a variety of formats and finds they all work well. Following are some examples.

Visual Representations: Students create collages to define broad, abstract concepts such as religion. They work in teams employing appropriate conversation - sharing and deepening their understandings of the concept. They then present their collages to the class, explaining their thinking and their collage.

Word Walls: a common word wall for common
terms used in all classes is posted for student
reference in an area accessible to all students. Terms are added as they are studied.

Read the post above to see how Sam deals with some challenges for high school teachers.

Monday, January 26, 2009

Graphic Organizers to Hold Thinking by Dan Ryder

Dan Ryder, English teacher at Mt. Blue High School, has used graphic organizers extensively and has found them successful in aiding the learning of all students.

How does he deal with the paper?

He doesn't he posts them on his blog and students access them as needed.

The format of the following graphic organizer has been changes because I can not download tables in this post. For further information you can contact Dan at:

You Hear Me?
Pre-, During, and Post-Reading Organizer
Anticipation Think-Pair-Share

If you could change anything about your life (the sky is the limit), what might some of those changes be? During ‘Think’ list as many as you can. During ‘Pair,’ write down two or three of your partner’s. And during ‘Share,’ decide on one of your partner’s and one of yours to share with the rest of the class.

Think: Pair : Share:

As you read, identify the change, or changes, the speaker wants. Include a line from the text to prove it. And then discuss what this might tell us about the speaker. On the back, compare and/or contrast yourself to the speaker of this piece in a brief paragraph or two.

Changes the Speaker Wants:

Page # & Quoted Text to Prove It :

What Does This Tell You about The Narrator?

Find two interesting words, then look up their definitions and paraphrase them into your own words, and draw images to represent those words.

Word (Page #):

Definition In Your Words :

Doodle to Help You Remember