Comprehensible Input
Split Page Note Taking
Component: Comprehensible Input
Grade Levels: 3-12
Subject: All
Grouping Configuration: Individual
Time: Depends on text length/difficulty of text or lecture.
Materials: Loose leaf binder paper
Description: The purpose of this strategy is to teach students a method of note taking. A paper is split in half. On the left side the will write questions about the topic. As the class reads through the text/listens to video/etc. the students will write notes next to the questions on the right side of the paper. The teacher can model questions to help students (especially helpful for ELL’s to help them monitor comprehension and have a purpose when reading). When split note taking is completed the notes can be used to review material.
Source: 99 Ideas and Activities for Teaching English Learners with the SIOP Model, MaryEllen Vogt and Jana Echevarria.
Student Thought Process: Students are given a purpose for reading/listening to a lecture/watching a video when they use this strategy. It also serves as a review tool when it is completed so they can study for exams. It organizes notes into a clear format that is easy to comprehend. It can use all levels of blooms taxonomy.
Reflect/Extend: I would teach my students to use this because this is how I was taught to take notes in high school and it really helped me. Once I learned how to take notes this way, I changed a few things like not just putting questions on the right but headings based of topic. I would make them more like cornel notes by adding a section at the bottom for the student to reflect on what they learned and what they understood. I would also have this done in journals so that it can be all in one place for students to reference back to.
Move It!
Component: Comprehensible Input
Grade Levels: All
Subjects: All
Grouping/Configuration: Individual, partners, small group or whole class.
Materials: None
Time: 2-3 min
Description: Allows students to respond physically by moving their bodies with a lesson. This appeals to kinesthetic learners as well as those who don’t yet have English proficiency. This can include facial expressions, hand movements or whole body movements to illustrate key points. The students repeat the actions to make meaning of new words/concepts.
Vocabulary Flip Books
Component: Comprehensible Input
Grade Levels: All
Subjects: All
Grouping Configuration: Individual, small group or whole class.
Time: 30 min
Materials: notebook paper, index cards
Description: The purpose of this strategy is to frontload vocabulary and give students a resource to reference back to in the future. Vocabulary cards can be used to introduce vocabulary. They can include pictures, examples and room to use the word in a sentence. Students can also build a flip book to help see relationships within topics. (1st flap species, 2nd flap genus, 3rd flap family, 4th flap order, etc.)
Progressive Maps
Component: Comprehensible Input
Grade Levels: All
Subjects: Social Studies
Materials: Chart paper and markers
Description: The purpose of this strategy is to encourage students to organize old and new information. At the beginning of a unit a map may be pulled out and be labeled with information and it will then be pulled out again later on in the lesson and added onto to display the changes that have happened in the areas of the map.
Component: Comprehensible Input
Grade Levels: 3-12
Subject: All
Grouping Configuration: Individual
Time: Depends on text length/difficulty of text or lecture.
Materials: Loose leaf binder paper
Description: The purpose of this strategy is to teach students a method of note taking. A paper is split in half. On the left side the will write questions about the topic. As the class reads through the text/listens to video/etc. the students will write notes next to the questions on the right side of the paper. The teacher can model questions to help students (especially helpful for ELL’s to help them monitor comprehension and have a purpose when reading). When split note taking is completed the notes can be used to review material.
Source: 99 Ideas and Activities for Teaching English Learners with the SIOP Model, MaryEllen Vogt and Jana Echevarria.
Student Thought Process: Students are given a purpose for reading/listening to a lecture/watching a video when they use this strategy. It also serves as a review tool when it is completed so they can study for exams. It organizes notes into a clear format that is easy to comprehend. It can use all levels of blooms taxonomy.
Reflect/Extend: I would teach my students to use this because this is how I was taught to take notes in high school and it really helped me. Once I learned how to take notes this way, I changed a few things like not just putting questions on the right but headings based of topic. I would make them more like cornel notes by adding a section at the bottom for the student to reflect on what they learned and what they understood. I would also have this done in journals so that it can be all in one place for students to reference back to.
Move It!
Component: Comprehensible Input
Grade Levels: All
Subjects: All
Grouping/Configuration: Individual, partners, small group or whole class.
Materials: None
Time: 2-3 min
Description: Allows students to respond physically by moving their bodies with a lesson. This appeals to kinesthetic learners as well as those who don’t yet have English proficiency. This can include facial expressions, hand movements or whole body movements to illustrate key points. The students repeat the actions to make meaning of new words/concepts.
Vocabulary Flip Books
Component: Comprehensible Input
Grade Levels: All
Subjects: All
Grouping Configuration: Individual, small group or whole class.
Time: 30 min
Materials: notebook paper, index cards
Description: The purpose of this strategy is to frontload vocabulary and give students a resource to reference back to in the future. Vocabulary cards can be used to introduce vocabulary. They can include pictures, examples and room to use the word in a sentence. Students can also build a flip book to help see relationships within topics. (1st flap species, 2nd flap genus, 3rd flap family, 4th flap order, etc.)
Progressive Maps
Component: Comprehensible Input
Grade Levels: All
Subjects: Social Studies
Materials: Chart paper and markers
Description: The purpose of this strategy is to encourage students to organize old and new information. At the beginning of a unit a map may be pulled out and be labeled with information and it will then be pulled out again later on in the lesson and added onto to display the changes that have happened in the areas of the map.