ࡱ>     U 2bjbjnn aa\^ ^ ZZZnnn8bn0f#>%L%%%OOO[]]]]]]$ΠiZO;HHOOO%%"SSSO%Z%[SO[SS4'%Pۃ_ R'>G00eRF|'Z' OOSOOOOOSOOO0OOOOOOOOOOOOO^ B : A Collection of Activating Strategies for Teachers Activating strategies are teaching strategies that prepare students for learning. Students are prepared for learning by activating an overview of the upcoming learning experience, their prior knowledge, and the necessary vocabulary. HSTW Foundational Belief: Most students become smarter through effort and hard work. Schools improve student achievement when they create structures that cause students to work hard to learn. HSTW Conditions to Accelerate Student Achievement: Clear MissionStrong LeadershipContinuous ImprovementQualified TeachersProfessional DevelopmentCommitment to HSTW Goals Ten Key HSTW Practices: High ExpectationsProgram of StudyAcademic StudiesCareer/Technical StudiesWork-based LearningTeachers working togetherStudents Actively EngagedGuidance and AdvisementExtra HelpCulture of Continuous Improvement Compiled by: Bob Moore Consultant Southern Regional Education Board High Schools That Work bob.moore@sreb.org Table of Contents Name of StrategyPage Number1. Carousel Brainstorming*32. Walk Around Survey*43. Word Sorter (Frayer Model) can be summarizing strategy*5Frayer Model6Sample word list74. Two Minute Talks*85. Three Step Interview*96. Think-Pair-Share*10Sample11Sample127. The First Word*138. Talking Drawings*14Talking Drawings example159. Possible Sentences*1610. In the Hot Seat*1711. Clock Buddies**1812. Make an Appointment (An alternative to clock buddies) 2013. Challenge Envelopes*2114. ABC Brainstorm** 2215. Wordsplash***2316. Anticipation Guides***2517. Acceleration*** (Vocabulary Introduction) Word Maps Vocabulary Overview Guide26 27 2918. Insert"3119. CLOZE"" 3320. KWL"" 3421. Brainstorming3522. Brainstorm and Categorize"""3623. Brainstorm: Flexibility Style and Web"""3724. Collaborative Prioritization3825. Thumbs Up  Thumbs Down/Fact or Fiction4026. Admit Slip4027. Notes on Teaching Strategies (Robert Marzano)4128. Excerpt from: Classroom Instruction That Works42*Information compiled by the Guilford County North Carolina Schools and can be found at  HYPERLINK "http://its.guilford.k12.nc.us" http://its.guilford.k12.nc.us.) **Information compiled by Reading Quest.org (Making Sense In Social Studies) *** Learning Concepts Inc. Dr. Max Thompson and Dr. Julia Thomason. P.O. Box 2112, Boone, NC 28607. (828) 264-1527. Submitted/adapted by Mr. Frank Kasik III, Consultant with SREB and a Teacher at Manassas Park City High School, Virginia ""Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six Through 12. The Southern Regional Education Board, High Schools That Work.  HYPERLINK "http://www.sreb.org" www.sreb.org "Richardson, Judy S., and Raymond F. Morgan, Reading to Learn in the Content Areas. ISBN 0-534-20328-0. (Almost all of the strategies included in this booklet can be found in this book.) """Saphier, Jon and Mary Ann Haley. Activators. Research for Better Teaching, Inc. One Acton Place, Acton, Massachusetts 01720 Carousel Brainstorming Purpose: To activate students' prior knowledge of a topic or topics through movement and conversation. Description: While Carousel Brainstorming, students will rotate around the classroom in small groups, stopping at various stations for a designated amount of time. While at each station, students will activate their prior knowledge of different topics or different aspects of a single topic through conversation with peers. Ideas shared will be posted at each station for all groups to read. Through movement and conversation, prior knowledge will be activated, providing scaffolding for new information to be learned in the proceeding lesson activity. Procedure: Generate X number of questions for your topic of study and write each question on a separate piece of poster board or chart paper. (Note: The number of questions should reflect the number of groups you intend to use during this activity.) Post question sheets around your classroom. Divide your students into groups of 5 or less. For example, in a classroom of 30 students, you would divide your class into 6 groups of five that will rotate around the room during this activity. Direct each group to stand in front of a home-base question station. Give each group a colored marker for writing their ideas at the question stations. It is advisable to use a different color for tracking each group. Inform groups that they will have X number of minutes to brainstorm and write ideas at each question station. Usually 2-3 minutes is sufficient. When time is called, groups will rotate to the next station in clockwise order. Numbering the stations will make this easy for students to track. Group 1 would rotate to question station 2; Group 2 would rotate to question station 3 and so on. Using a stopwatch or other timer, begin the group rotation. Continue until each group reached their last question station. Before leaving the final question station, have each group select the top 3 ideas from their station to share with the entire class. Lipton, L., & Wellman, B. (1998). Patterns and practices in the learning-focused classroom. Guilford, Vermont: Pathways Publishing. Sample Carousel Brainstorming for Databases Question Stations: What is a database used for? What do you see when viewing a database? What are examples of databases that we use in everyday life? What fields (categories) of information would you place in a database of your friends? What fields (categories) of information would you place in a database of European countries? What types of information do not necessarily belong in a database? Walk Around Survey Purpose: To activate students' prior knowledge through conversation and movement Description: Walk Around Survey can be used as an activating or summarizing strategy. In this activity, students are given a topic of study and asked to move around the room for the purpose of conversing with other students. During these conversations, students will share what they know of the topic and discover what others have learned. Procedure: Assign a topic for the Walk Around Survey. Pass out a survey form to each student in the class. Allow students an allotted amount of time to survey three classmates (informers) on the given topic. When students are completing the survey form, the soliciting student should write the name of the informer on his/her worksheet in the left-hand column. He/she will then record three facts from the student informer on the worksheet in the three empty blocks. He/she will then move on to find a second and third informing student to complete the survey worksheet. Have students return to their seats and complete the Survey Summary. Hint: This activity can be used as either an activating or summarizing strategy. It can be done in the classroom or, even better, outside on a nice day. Sample Walk Around Survey Topics: 1. What can you do to become a responsible user of the Internet? 2. If you were creating a database about X, what fields would you most likely include? 3. Name ways in which spreadsheets are used in the workplace. 4. How has the Internet changed the way we communicate and interact with others? Lipton, L., & Wellman, B. (1998). Patterns and practices in the learning-focused classroom. Guilford, Vermont: Pathways Publishing. Word Sorter Purpose:To engage students in the activity of classifying topics, words, phrases, into categories based upon their knowledge of the content. Description: In this activity, students have the chance to classify topics, words, and phrases into categories. The process of sorting and classifying strengthens the student's ability to comprehend and retain difficult information. Through a discussion of possible solutions, students negotiate the contextual meaning of the topics, words, or phrases they are sorting. Procedure: Generate a list of words related to the topic for review. These words should fall into one of the following categories: Important Characteristics, Uses, Examples, and Non-Examples. (Hint: These categories can be changed to accommodate your topic of study.) Make a copy of both of the word list and the Frayer Model graphic organizer on transparency paper. Cut out the words on the word list and store in a zip-lock bag when not in use. Lay the graphic organizer on an overhead projector. Place word list words in the center of the graphic organizer one at a time (jumble the order) allowing students to identify the appropriate quadrant location for the word. Hint: When using this as a warm-up activity, allow students to make errors that will be corrected as you teach your lesson. When using this as a review activity, identify mistakes and re-teach topics when students make errors. Notes: The Frayer Model (Frayer, Frederick, and Klausmeier, 1969) is a graphic organizer that helps students learn precise meanings of key concepts. This helps student select and organize information related to a key concept by focusing their attention on relevant details as they read. The Frayer Models grid design facilitates differentiation of those characteristics necessary to the concept form those that are incidental or nonessential. Students then learn to identify examples as well as non-examples of the concept. The Frayer Model has several advantages. (1) The process helps student make connections between what they know and what they will be learning. (2) Students learn how to examine a concept from a number of perspectives, how the concept relates to other concepts and information, and how to sort out the relevant features of a concept. (3) The model also allows students to practice extending their knowledge of a concept by classifying more than one example of that concept. Students go beyond merely associating a key term with a definition, thus learning the content more thoroughly and improving retention of the information. The Frayer Model may be used before reading, during reading, or after reading to develop key concepts.  HYPERLINK "http://its.guilford.k12.nc.us/act/strategies/Word_Sort.doc" Word SortActivity Sheet ( Frayer Model graphic organizer) Word Sort Important CharacteristicsNon-Important CharacteristicsExamplesNon-Examples Sample Word List for "Webpages"  HYPERLINK http://www.nasa.gove www.nasa.gov Easy to navigate  HYPERLINK http://www.discoverychannel.com www.discoverychannel.com Helpful text and graphics  HYPERLINK http://www.lonelyplanet.com www.lonelyplanet.com Reliable information  HYPERLINK mailto:charliebrown@aol.com charliebrown@aol.com Loads quickly  HYPERLINK mailto:snoopy@birddog.com snoopy@birddog.com Attractive appearance URL Microsoft Office Web Browser Information access Research Advertise your company/school Post family pictures Communicate with others School Homepage National Parks Homepage Sample Word List for "Angiosperms" Produce flowers Produces covered seeds Horsetails Seed or Flower structure Color of flower Where it grows Peas Grass Produces fruit Number of seeds Fern Moss Size of plant Roses Kind of fruit Coleus Horsetails Pine Two Minute Talks Purpose: To activate prior knowledge and focus student learning on the topic about to be addressed. Description: During Two Minute Talks, students will share with a partner by brainstorming everything they already know (prior knowledge) about a skill, topic, or concept. In doing so, they are establishing a foundation of knowledge in preparation for learning new information about the skill, topic, or concept. Procedure: Group students into pairs. Inform students that they will each be talking about topic X for two minutes. They will need to select which student will begin first. An easy way to do this is to say something like: "Find out whose birthday comes first in a calendar year." Then tell students that, "That person gets to go second!" Using a stop watch or other timing device, tell students to begin talking. At two minutes, instruct students to switch. At this point, the other partner begins talking. It is okay for the second person to repeat some of the things the first person said. However, they are encouraged to try and think of new information to share. Have a few groups share some of their responses with the entire class when the activity is done. Sample Two Minute Topics: What are the benefits of using the internet? What would happen to schools if all the computers disappeared overnight? How many topics for databases can you name? How would you use a PowerPoint slideshow to convince your parents to increase your allowance? Name all of the things you can do in a word processing program. Three Step Interview Purpose: To engage students in conversation for the purpose of analyzing and synthesizing new information. Description: The Three Step Interview is a cooperative structure that helps students personalize their learning and listen to and appreciate the ideas and thinking of others. Active listening and paraphrasing by the interviewer develops understanding and empathy for the thinking of the interviewee. Procedure: Students work in pairs. One is the interviewer, the other is the interviewee. The interviewer listens actively to the comments and thoughts of the interviewee, paraphrasing key points and significant details. Student pairs reverse roles, repeating the interview process. Each pair then joins another pair to form groups of four. Students introduce their pair partner and share what the partner had to say about the topic at hand. Sample Three Step Interview Topics: Present a very challenging filter/sort combination problem to the students. Allow them to use the interview to discuss possible solutions. Present students with an ethical situation related to privacy and the internet. Allow students to use the interview as a means of discussing the different components of the issues at hand. Provide students a short (4-5 words) list of vocabulary to be reviewed. In the interview, they are to explain the definitions and applications of the words. By regrouping with the other interview pair, appropriate student use of vocabulary will be reinforced. Lipton, L., & Wellman, B. (1998). Patterns and practices in the learning-focused classroom. Guilford, Vermont: Pathways Publishing. Think-Pair-Share Purpose: To engage students in about their prior knowledge of a topic. Description: During this activity, students will have individual time to think about a question related to the topic of study. They will then pair up with a partner to share their thoughts. Finally, the pairs will select one major idea to share with the entire class. Procedure: Generate a higher-level question related to the topic you are about to study. Group students into pairs. Pass out a Think-Pair-Share worksheet to each student. Give students 5 minutes to write down their individual thoughts in the "Think" section of the worksheet. Then, in pairs, have groups share their individual thoughts. Pairs should summarize their common thoughts in the "Pair" section of their worksheet. Finally, pairs choose one major idea to share with the entire class. This should be written in the "Share" section of their worksheet. Sample Think-Pair-Share Questions: What are the important elements of a multimedia slideshow presentation? How would you evaluate the quality of a webpage? What jobs might require the use of a spreadsheet? What are some of the things you need to think about before building a database? What are the advantages and disadvantages of using the internet for research? Should everyone have access to the Internet? Kagan, S. (1994). Cooperative learning. San Juan Capistrano, CA: Kagan Cooperative Learning.  HYPERLINK "http://its.guilford.k12.nc.us/act/strategies/Think_Pair_Share.doc" Sample Think-Pair-Share Activities Sample Think-Pair-Share for PowerPoint Think Think about both of the PowerPoint presentations you have just viewed. Which presentation did you prefer? Explain why in the space below: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Pair Pair up with a partner. Start a discussion with your partner by asking him/her which presentation they preferred. Ask your partner to explain in detail why they preferred one PowerPoint presentation to the other. Combine your ideas and summarize your discussion below: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Share Share with the whole class the most important points from your "Paired" discussion. To prepare for sharing, list below the three most important points you would like to share with the entire class: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Think-Pair-Share My question: __________________________________________________________________________________________________________________________ Think During the next 5 minutes, think about your answer to the question above. Write your response on the lines below: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Pair Now, pair up with your partner to exchange ideas? What ideas did you have in common? Write those ideas below: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Share Using your "Pair" ideas, decide upon one major idea to share with the whole class. Write that major idea below: _______________________________________________________________________________________________________________________________________________________________________________________ The First Word Purpose: To activate students' prior knowledge of a concept, idea, or skill Description: The First Word is a variation on traditional acronyms. By going through the process of analyzing words and creating related sentences, students will gain a deeper understanding of the meaning. Procedure: Assign students the name of an object, a topic, or key concept to write vertically down the side of a page. Working in small groups or on their own, students should generate a short phrase or sentence that begins with each letter of the vertical work and offers important information or key characteristics about the topic. Students can illustrate their "First Words" for posting around the classroom. Sharing "First Words" will allow students to identify important concepts that may have been left out of their own work. Sample First Word: S un is the star at the center of the solar system O rbits are the paths that planets take around the Sun L unar eclipses occur when the Moon gets blocked by the Earth A steroids are big rocks that orbit the Sun R ings-- the planet Saturn has them S aturn is the sixth planet from the Sun Y ou can see some planets with your naked eye S ome other planets are: Earth, Venue, Mars, Jupiter, Pluto, and Neptune T he Earth is the only planet with life on it E very year, the Earth orbits the Sun once M ercury is the planet closest to the Sun Lipton, L., & Wellman, B. (1999). Patterns and practices in the learning-focused classroom. Guilford, Vermont: Pathways Publishing. Talking Drawings Purpose: To activate and evaluate student knowledge of a topic. Description: In this activity, students will activate prior knowledge by creating a graphic representation of a topic before the lesson. After engaging in learning about that topic, students will re-evaluate their prior knowledge by drawing a second depiction of their topic. They will then summarize what the different drawings say to them about what they have learned. Procedure: Ask students to close their eyes and think about topic X. Using the Talking Drawings worksheet, have students draw a picture of what they saw while they were thinking about topic X. Teach cognitive portion of your lesson. At the end of the lesson, ask students to elaborate upon their initial drawing by creating a new drawing that incorporates what they learned about topic X during the lesson. Have students share their before and after drawings with a partner. Students should discuss the differences between the two depictions of topic X. Finally, have students respond in writing at the bottom of their Talking Drawings worksheet. What do the two drawings tell them about what they learned during the lesson? Wood, K. (2001). Literacy strategies across the subject areas. Needham Heights, MA: Allyn & Bacon. Talking Drawings Close your eyes and think about ______________________________ . Now, open your eyes and draw what you saw. Now that you have learned more about ________________________ , draw a second picture to show what you learned. In the space below, tell what you have changed about your before and after pictures. Explain why you made those changes. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Possible Sentences Purpose: To activate and evaluate student knowledge of a topic. Description: Possible Sentences takes what students know of a topic and their familiarity with the English language sentence structure to activate prior knowledge of a topic. After new information is introduced through the use of cognitive teaching strategies, possible sentences are re-evaluated for accuracy. Procedure: Generate a list of 10 words related to your lesson. These words should represent concepts that are both familiar and unfamiliar to students. Have students create 5 possible sentences by using two words in each sentence until all words are gone. Teach your lesson on the topic. After the main instruction is over, have students go back and evaluate the accuracy of their possible sentences by placing a + (for correct), - (for incorrect), or a ? (for cannot determine) beside each sentence. For sentences marked incorrect, students should write a corrected sentence. Sentences whose accuracy cannot be determined can be researched by utilizing outside resources. Sample Words for a Possible Sentences Activity on the Internet: networkmodem ISPURL webpage hyperlinkgraphictext web browserAUP Sample Words for a Possible Sentences Activity on Computer Security: loginvirus  wormlogoutAUP hackerpassword firewall  proxycopyright Moore, D.W., & Moore, S.A. (1986). Possible sentences. In Reading in the content areas: Improving classroom instruction 2nd edition, edited by E.K. Dishner, T.W. Bean, J.E. Readence, and D.W. Moore. Dubuque, IA: Kendall/Hunt. In the Hot Seat Purpose: To motivate student learning Description: In this activity, several students will be asked to sit in the "Hot Seat" and answer questions related to the topic of study. Procedure: Prior to the beginning of class, the teacher will prepare questions related to the topic of study and write them on sticky notes. Four to five questions are usually enough. Place the sticky notes underneath student desks/chairs so that they are hidden from view. At the start of the class, inform students that several of them are sitting on "Hot Seats" and will be asked to answer questions related to the topic of study for the day. Have students check their desks/chairs for the strategically placed sticky notes. Students who have questions on sticky notes will then take turns reading the question and attempting to provide an answer. Due to the nature of this motivational activity, these should be questions that students are able to answer. Sample Hot Seat Questions: Internet: What is your favorite search engine and why? When was the last time you used the internet to complete a classroom assignment? If you had to recommend a website to a friend, which one would you pick and why? What do you think would be the impact if the Internet was gone tomorrow? Do you think that students should be allowed to use the Internet unsupervised? Why or why not?   HYPERLINK "http://curry.edschool.virginia.edu/go/readquest/"  INCLUDEPICTURE "http://curry.edschool.virginia.edu/go/readquest/buttons/home.gif" \* MERGEFORMATINET   HYPERLINK "http://curry.edschool.virginia.edu/go/readquest/intro.html"  INCLUDEPICTURE "http://curry.edschool.virginia.edu/go/readquest/buttons/overview.gif" \* MERGEFORMATINET   HYPERLINK "http://curry.edschool.virginia.edu/go/readquest/premises.html"  INCLUDEPICTURE "http://curry.edschool.virginia.edu/go/readquest/buttons/foundations.gif" \* MERGEFORMATINET   HYPERLINK "http://curry.edschool.virginia.edu/go/readquest/strat/"  INCLUDEPICTURE "http://curry.edschool.virginia.edu/go/readquest/buttons/strategiesx.gif" \* MERGEFORMATINET   HYPERLINK "http://curry.edschool.virginia.edu/go/readquest/strat/frame.html"  INCLUDEPICTURE "http://curry.edschool.virginia.edu/go/readquest/buttons/frameworks.gif" \* MERGEFORMATINET   HYPERLINK "http://curry.edschool.virginia.edu/go/readquest/links.html"  INCLUDEPICTURE "http://curry.edschool.virginia.edu/go/readquest/buttons/resources.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://curry.edschool.virginia.edu/go/readquest/images/banner.gif" \* MERGEFORMATINET  Strategies for Reading Comprehension Clock Buddies [shared by Penny Juggins, Fairfax County, VA] What Are Clock Buddies? Clock Buddies is meant to be a quick and easy way to create pairs for partnered activities while avoiding the problem of kids always having the SAME partners. It begins with a clock face, with slots for names extending from each hour on the dial. The basic idea is that each student has his or her own copy of a Clock Buddies sheet, with the names of 12 classmates on each hour's slot. Each of those other students, in turn, has this student's name in the matching hour slot on each of their clock sheets. How Does It Work? When the teacher needs to quickly pair up students without it always being the same partners every time, she can say to the class: &qout;Get with your 4 o'clock buddy." Each student will pull out his or her clock buddies sheet, look at the 4 o'clock slot, and then join the partner indicated. This works because when the strategy is set up, it is done so that partners always have each other's names on their matching hour on the clock buddy chart. Sounds Complicated...How Do I Set It Up? The reason it may sound complicated is because you need to see it...reading about it here is about the least productive way to really get it. Nonetheless, we'll press on! Look at the example graphic that appears at the top of page 18. This is Joey's clock buddies chart, and 12 of his classmates are listed on it. If we were to pull out Rick's chart, we'd see that Joey's name is on Rick's 1 o'clock slot, and other children's names fill out the rest of his clock. What's the Best Way to Set It Up? From the Massachusetts D.A.R.E. Program I get this idea: Clock buddies are chosen by giving each student a  HYPERLINK "http://curry.edschool.virginia.edu/go/readquest/pdf/clock_buddies.pdf" clock handout with a blank line next to each hour. Each student then goes to classmates to find a buddy for each hour. If Mike goes to Joe, Joe signs Mike's clock at ___PM and Mike signs Joe's clock for the same time. Students cannot use a name twice and all hours must be filled in. The clocks are then attached to the inside cover of their notebook or workbook. When you want students to work with a buddy, you call out a random time, for example, "It's time to work with your _____ o'clock buddy." Students will then move to and work with the buddy whose name is at that time slot. [From  HYPERLINK "http://www.massdare.org/educators1.htm" Massachusetts D.A.R.E.] I've also set this up using two concentric circles, with half of the students on the inside circle, and around them in the larger circle is the other half of the group. (I usually take the left half and right half of the room, or the front half and rear half, to make the two concentric circles. That way, the opposite circle is composed of students who don't normally sit near each other.) Once the two concentric circles are formed, each student will have one person directly across from him or her. (If there is an odd number of students, the teacher joins the circle that has one fewer student in it.) Have the students in pairs across from each other write each other's name in their 1 o'clock slots. Then, tell the outer circle to move one person to the right. Now, each student has a new partner across from him or her. This would be the 2 o'clock buddy; students write each other's name in the 2 o'clock slot. Next, tell the inner circle to rotate one person to the right. Again, now new partners are matched up, and these should write each other's name in the 3 o'clock slots. Continue until all students have been all the way around or until all 12 clock slots are filled, whichever comes first. I alternate having the outer circle move, then the inner circle, then the outer, and so on. If each always moves to the right, you'll have an orderly progression all the way around. Make an Appointment (An alternative for clock buddies) Give the students an appointment sheet or have them make one. Have students draw a line next to each hour. Explain to students that they are important consultants who work 12-hour shifts. They are about to enter the process of making appointments. Give students three minutes to move around the class and make appointments for each hour with different classmates. After securing the students permission, write down the classmates name for each appointment slot. Each person must commit to the same time slot on each others sheet before he or she moves on to fill another appointment slot. Tell your students, It is ok to introduce yourself to someone you do not know. When all appointment slots are filled, students move back to their seats. If students do not have appointment times filled, then they may double up, or they might see a classmate that they have seen earlier, or they must schedule with the teacher for that time slot. Give the students a numbered set of questions and/or problems. The teacher might say, Lets respond to question #3 with your eight oclock appointment. You have three minutes. This continues until all questions/problems have been addressed. The teacher might want to repeat questions or problems so that students are responding to the same question with different partners. Challenge Envelopes Purpose:To facilitate review and/or higher level processing of a topic or concept. Description:This activity is designed to provide students with opportunities to formulate challenging questions regarding a topic or concept and to be challenged by the questions of others. Procedure: Divide the class into small groups. Give each group of students an envelope. Have each group write a challenge question on the front of the envelope. Encourage higher level questions that have prompts like: What might be? What could be? What if? Have each group generate the answer or criteria for a response and include a sample response. These should all be placed inside the envelope. Scramble the envelopes and have the groups rotate the envelopes through the class. When a group receives an envelope, the question is to be addressed and then checked against the answer or criteria inside the envelope. Have each group put their own response to the question inside the envelope when they are done. They should then send the envelope back into circulation. As the envelopes begin to fill with responses, the groups are to compare their responses to the others that are in the envelopes. Rogers, S., Ludington, J., & Graham, S. (1999). Motivation and learning: A teacher's guide to building excitement for learning and igniting the drive for quality. Evergreen, CO: Peak Learning Systems. ABC Brainstorm What Is An ABC Brainstorm? Before having your students talk about a major topic, it's essential to activate their background knowledge about it. One way to do this is the ABC Brainstorm. The idea is meant to be fairly simple. Students try to think of a word or phrase associated with the topic, matched to each letter of the alphabet. How Does It Work? Have students list all the letters of the alphabet down a sheet of paper (or use the printable ABC Brainstorm sheet available through ReadingQuest), leaving room beside each letter to write out the rest of a word or phrase. Let them work individually at first, thinking of as many words as they can that could be associated with the topic you identify. Do note: The topic should be big and general enough that students can actually think of a lot of possible terms. Then, in no particular order, let them begin filling in the blanks beside each letter of the alphabet. For instance, if the topic were World War II, students might list Allies, Bombers, Concentration Camps, Dachau, Europe, French Resistance, Germany, Hitler, Italy, Japan, and so on. It seems to work well if you give students enough time to think of a lot of ideas, but then let them pair up or work in small groups to fill in blanks for letters they had not yet completed. In this way, you can let the brainstorming function like a Think-Pair-Share. This would be the "Pair" phase. Then, go around the room or get students to report out ("Share") possible terms for the different letters of the alphabet. Be open to a wide range of possibilities! Make sure students know that you're not looking for exact answers, just justifiable and relevant ones. What Sorts of Topics Are Good for an ABC Brainstorm? I say, keep it more broad and relevant. Topics like government, Islam, war (or a specific war), the Great Depression, or a broad geographical region are probably pretty fertile for an ABC Brainstorm. Topics previously studied, about which students know much, can be good recap brainstorms. This might include topics like The Gilded Age, Progressivism, a given decade (the Sixties or the Roaring Twenties, for instance), or capitalism. It's doubtful whether a narrow topic (Saddam Hussein, Circular Flow Diagram, the Constitution) would provide enough latitude for a good ABC Brainstorm, but you won't know until you try.  INCLUDEPICTURE "http://curry.edschool.virginia.edu/go/readquest/images/banner.gif" \* MERGEFORMATINET  Wordsplash A wordsplash is a collection of key terms or concepts taken forma written passage a chapter in a textbook, a newspaper or magazine article which the students are about to read. The terms selected represent important ideas that the teacher wants students to attend to when they actually do the reading later, but initially the students task is to make predictive statements about how each of the terms relates to the title or main focus of the reading. Most terms selected for a wordsplash are familiar vocabulary for students. The novelty of the terms is only the way in which the terms are associated with the new topic. Display selected terms randomly and at angles on a visual (overhead or chart). Students brainstorm and generate complete statements (not just words or phrases) which predict the relationship between each term and the broader topic. Once students have generated statements for each term they turn to the printed material, read to check the accuracy of their predictive statements and revise where needed. When students have read and revised their predictions encourage them to quiz each other on the correct information. Suggestions, Applications and Variations Create a wordsplash prior to viewing a film; pause the film (video) periodically for students to discuss/revise predictions Create a wordsplash prior to having a guest speaker. If time permits share the students predictions with the speaker in advance of his presentation Create a picture wordsplash. What do you think these pictures have to do with Christopher Columbus and his voyage? Use the wordsplash as a summarizing strategy. Students read and then create their own wordsplash of what they consider to be the key terms or ideas in the passage. Example wordsplash for Amelia Earhart. (See next page)  SHAPE \* MERGEFORMAT  Step 1 Students predict Amelia Earhart was under-prepared for her last trip that is why she crashed. George Putnam was a passenger in her plane. She had been flying for 23 years. She was 39 when she died. Her plane went down in Nikumaroro. She was weary and had run out of water. She started flying in 1897. Her plane was considered an attractive cage. She crossed the Equator during one of her flights. She was born in Kansas and wanted to be a social worker. Step 2 Students read the article and revise predictions. Step 3 Students quiz each other to insure that they can now make accurate connections between the topic and each of the terms. Anticipation Guides Description Anticipation Guides are an effective way to activate thoughts and information about a topic. Before reading a selection, students respond to several statements that challenge or support their preconceived ideas relating to key concepts in the reading. Because student answers are based on their own thoughts and experiences, they should be able to explain and defend their positions in large- and small-group discussions. This process arouses student interest, sets purposes for reading, and encourages higher-level thinking - all important aspects of pre-reading motivation. Students also are encouraged to make predictions about the major ideas in the selection before they start reading. Anticipation Guides also can be used after reading to evaluate how well students understood the material and whether or not misconceptions have been corrected. Anticipation Guides can be used in any context area and work equally well with print and non-print media such as films/videos and lectures. Procedure Step 1: Identify the major concepts and details in the reading. (What information or ideas should be the focus of the students attention?) Step 2: Consider student experiences or beliefs that the reading will challenge or support. (What do students already know or believe about the selection they will be reading?) Step 3: Create three to five statements that may challenge or modify your students pre-reading understanding of the material. Include some statements that will elicit agreement between the students and the information in the text. Step 4: Present the guide on the board, on an overhead projector, or on paper. Leave space on the left for individual or small-group response. As each statement is discussed, students must justify their opinions. You may wish to have students first fill out the guide individually and then defend their responses to others in small groups or within a class discussion. Step 5: After reading, return to the Anticipation Guide to determine whether students changed their minds regarding any of the statements. Have students locate sections in the reading that support their decisions. Step 6: Another option for responses is to include a column for predictions of the authors beliefs. This can be completed after students have read the selection and can lead into your discussion of the reading. Example Anticipation Guide for Photosynthesis Mark each statement true or false. Green plants cannot grow without sunlight.Many plants get their food from the soil.Photosynthesis only occurs in green plants.Aquatic plants get their nutrients from water. Acceleration Acceleration is not really a teaching strategy. It is more of a process essential to students who need catching up. Combined with remediation and extra-help, acceleration is designed to build vocabulary essential to understanding. It all relates to vocabulary The singular importance of vocabulary has become a powerful insight to raising achievement. The words we know and use are indicators of the way we organize the world around us and how we organize our learning. The creation of labels (words) is our tool for fostering new perceptions and increasing learning. Vocabulary instruction should be a focal point of learning, especially for students impacted by poverty. Vocabulary instruction is excellent as an advanced organizer for acceleration, if it is taught in context. (Having students look up definitions and write a sentence with the word teaches students that learning is boring and isolating.) We know that vocabulary deficiencies impact students reading in all grades, and especially in grades K through 3. Students can call words but have trouble with comprehension. Students have the most difficulty with expository (textbooks, essays, articles, reports, workplace documents anything that gives information or purpose) comprehension and vocabulary. A child of poverty may have a vocabulary of 5,000 words by the time he/she reaches kindergarten age. Middle income children will have a vocabulary of 9,000 words by kindergarten age and children of upper income families will have a vocabulary of 15,000 to 20,000 words by kindergarten age. (National Institute of Health, 1999)  Combined with remediation, acceleration catches students up. Acceleration functions as scaffolding for future learning and gives learners advance structure. The best ratio seems to be approximately 60% to 70% acceleration and 30% to 40% remediation. Only accelerate most essential concepts/skills. Implementation: Two days to one week before a lesson or unit, preview key vocabulary and essential objectives/standards using any appropriate strategy, i.e. vocabulary maps, graphic organizers, story maps or other activating strategies. Word Maps (Charts) Description Word maps and charts are graphic representations that help students visualize the components of a definition. The map includes three relationships essential to a rich definition: What is it? What is it like? What are some examples? Word maps teach students the qualities of a definition. Too often, students have a narrow concept of what the meaning of a word encompasses. Many students think of definitions as simple, dictionary-like statement characterized by little elaboration and personal comment. Word maps encourage students to personally integrate their background knowledge with a concept. Once students understand the qualities of definition, they apply this knowledge to expand their own vocabularies and to master unfamiliar concepts. Procedure Explain to students that in order to understand new vocabulary, they need to know what makes up a definition of a word. Go over the three questions that make up a definition. Introduce students to the word map, and describe its parts. Begin with a familiar concept such as ice cream. Ask, What is it? (food, dessert). Write these descriptors on the map. (Tell students that their answers should be general.) Next, ask students, What is it like? Record their responses on the map (cold, creamy, delicious, soft, hard, etc.) Explain that these qualities are properties that make ice cream different from other foods and desserts. Ask for examples (chocolate, vanilla, strawberry, butter pecan, etc.) Encourage students to use information from their background experiences as they complete their maps. Model the process and guide the students through several other examples. Encourage students to use maps independently as they study. Tell them that word maps and charts help them to learn new, difficult concepts and that they can use them to study for exams. SEE CHART ON NEXT PAGE       SAMPLE WORD MAP Vocabulary Overview Guide Description The Vocabulary Overview Guide provides a structure that students can use as they learn new, more difficult concepts. The strategy helps students develop an association with a significant clue to a words meaning as well as determine its definition. The Vocabulary Overview Guide is especially valuable in that it encourages students to list descriptive statements in their own words and focuses their attention on the important categories related to the main topic of a selection. The Vocabulary Overview Guide can be used successfully to build vocabulary in all content areas and is particularly appropriate when starting a new unit or studying for tests. Procedure Model the use of the Vocabulary Overview Guide on an overhead transparency or chalkboard. Guide students to follow along as they fill in their own copy. This process can be used both before and after students read a text. Identify with students the main topic of the selection. The main topic may be signaled by a chapter title or if a segment of a chapter is being read, by a heading or sub-heading. Identify with students the important categories of information within this main topic through a preview of the selection to be read. For example, if the main topic is rocks, categories may include igneous, metamorphic, and sedimentary. Select the first category discussed in the reading and guide students as they skim to identify new and difficult words related to this category. Add these words to their vocabulary overview guide. Complete with students the definition for one of their words. Using information from the text, students should write the words definition on the designated lines. Model the linking of this definition with the students background knowledge. Guide students as they decide upon a personal clue that connects the word with something they already know. Guide students as they develop the definitions and clues for the rest of the words. Guide students as they use the Vocabulary Overview Guide to study. Students may be assigned to work with a partner as they use the guide to learn the new words. Model the studying of each word by first revealing only the word, then uncovering the clue if needed, and finally uncovering the definition. Encourage students to continue to add to their definitions as they learn more about each word. In this way, they will connect known words with new words, and they will help them to remember. Examples: Word Granite Work - rambunctious Clue grey/rocky mountains Clue my cousin Joe Definition - ____________ Definition _________ Vocabulary Overview Guide Student Checklist Preparation: Identify the main topic. Identify the category to which your words belong. Write in your first new word. Locate and list important definitions. Use clues from the text, the glossary, or seek help from a dictionary. Think about the word and its meaning. Write in your own clue underneath the word. Connect the meaning with something you know or have experienced. Complete the guide for other words related to this category. Study Hints: Think about the category and the words. Think about what you know about the topic. Study each word, one at a time Cover the clue and meaning. Recite both if you can. Uncover the clue if necessary. If the clue doesnt jog your memory, then uncover the meaning. Review words frequently until you know them well. Example: Word granite Clue Grey, Rocky Mountains Definition stone, building material, a very hard natural igneous rock formation of visibly crystalline texture formed essentially of quartz Word rambunctious Clue My cousin Joe Definition Unruly, uncontrollable exuberance Interactive Notation System for Effective Reading and Thinking (INSERT) INSERT is a study aid that uses a set of symbols to help students monitor their comprehension of the text. During the reading the students must constantly make decisions about their reactions to the text: I knew that, I dont understand that, etc. They note their reactions in the margin of the text using a set of symbols. For a first time, limit the number of symbols to 3 or 4. As students become more proficient, more symbols can be added. See table below. INSERT Codes* = I agreeX = I disagreeF = Fact# = Main idea+ = Supporting detailC = Cause! = Wow? = I dont understandO = OpinionE = Effect When students complete their reading, the teacher will begin the discussion by having them look for a certain symbol in their text. The teacher might want to begin with the question mark so that he/she can first clarify any areas students did not understand, or he/she might want to begin with the exclamation mark and any ideas that really caught the readers attention. Example: Early History of the Atom, Part I Have students read part one in groups of two. For this activity, appropriate symbols could be !, ?, F and O. You may add new symbols as necessary. Part I For centuries, scientists have inferred that matter was composed of small building blocks small particles common to all matter. These building blocks were to be named atoms. Actually, the thought about electricity came before atoms. In about 600 B.C. Thales of Miletus discovered that a piece of amber, after rubbing it with fur, attracts bits of hair and feathers and other light objects. He suggested that this mysterious force came from the amber. Thales, however, did not connect this force with any atomic particle. Not until around 460 B.C., did a Greek philosopher, Democritus, develop the idea of atoms. He asked this question: If you break a piece of matter in half, and then break it in half again, how many breaks will you have to make before you can break it no further? Democritus thought that it ended at some point, a smallest possible bit of matter. He called these basic matter particles, atoms. Unfortunately, the atomic ideas of Democritus had no lasting effects on other Greek philosophers, including Aristotle. In fact, Aristotle dismissed the atomic idea as worthless. People considered Aristotle's opinions very important and if Aristotle thought the atomic idea had no merit, then most other people thought the same also. For more than 2000 years nobody did anything to continue the explorations that the Greeks had started into the nature of matter. Not until the early 1800's did people begin again to question the structure of matter. In the 1800's an English chemist, John Dalton, performed experiments with various chemicals that showed that matter, indeed, seems to consist of elementary lumpy particles (atoms). Although he did not know about their structure, he knew that the evidence pointed to something fundamental. John Daltons work is an example of an inference. He did not see an atom, but his observations led him to believe they were there. We infer everyday. Sometimes our inferences prove to be correct, sometimes they prove to be incorrect. CLOZE CLOZE can be used in several ways. As an activating strategy it can be used to introduce students to a new topic or concept. In this activity, the teacher types a passage but omits every fifth or sixth word (or whatever criteria the teacher so determines). This is presented to the students, in groups of two, either on the overhead or on paper. Students try to match the authors words or meaning as they work to complete the passage by filling in the blanks. Each group presents its answers to the class and the teacher leads the class through a discussion, attempting to reach consensus on each blank. The class consensus is then compared to the text, story, article, etc. It is quite possible that the class will decide upon words which differ from the text but are still acceptable. Example: Someone once said that every ________________ must eventually become his or ___________ own editor. That statement ________________ even more true today. On the __________ you are unlikely to have a(n) ________________ or a secretary to make suggestions and mark ________________. Today, executives often carry ________________ and type their own e-mail and reports. K-W-L Overview: In this strategy students brainstorm what they know (K), record what they want to know (W), and then list what they learned (L). Procedure: List the topic and/or key vocabulary from the reading assignment, or next chapter or next unit on the board. Provide the class with a KWL chart. (Three columns (1) What I know, (2) What I Want to Know and (3) What I Learned? Students make entries on a form provided (or in their journals) individually and then work with a partner to compare/combine lists. The group then collaboratively lists what they want to know. The Ks and Ws are shared with the class and discussed. Someone compiles the information on a transparency or on the board so all of the class members can see it. (This information needs to be kept until the end of the chapter or unit.) The teacher can lead the class through a categorizing activity (optional). Ask each group to list as many categories for the Ks and Ws as they can. These should be compiled and combined into several discrete categories of known information and wanted to know information. During this time students may add information to these categories. Categorizing is important because it leads students into conceptual ideas. For example, if the new unit is on electricity, several groups may report that they know about lightning, home circuits, batteries, generators, etc. Two categories which could be generated during the discussion could be static and current electricity. As the study of the unit/chapter progresses have each group return to their KWL charts and fill in the learned portion. Remind them, or keep on display, the class KWL chart. Students could use pluses (+) for knowledge that was perceived correctly and minuses (-) or cross out incorrect information from their charts and/or from the class chart. Brainstorming (General) Purpose: To ascertain the knowledge level of the class and to help students organize information. This process also underscores the power of group versus individual thinking. Procedure: Ask students to individually generate a list. For example, write down all you know about wet lands. Pair students and ask them to combine their lists. Have teams to report out. After one or two teams have reported and the information has been compiled for all to see, ask other teams to contribute any additional information they may have listed. Once the information has been compiled, review it and answer any questions. Discuss any misconceptions listed. Option: Have the teams group (categorize) the information. For example, there will be biotic factors and abiotic factors which can be sub-grouped further and labeled by the students with assistance from the teacher. This can serve as an introduction to the next unit/chapter and can provide students with a graphic organizer of what is to follow. Brainstorm: and Categorize The Brainstorm and Categorize activator is used prior to presenting new information. The teacher introduces the topic and students brainstorm everything the know about the topic. The goal of the brainstorming is to surface many ideas about the topic. When students have surfaced all of their ideas they sort them into category groups. Finally, students label the categories. Suggestions, Applications and Variations. During the brainstorming phase, record each idea on separate slips of paper or post-it notes; this makes it easy to sort them into categories later. Record the final category lists on charts and post the charts. As the topic is explored (readings, etc.) the teacher and students can link new learning to the prior knowledge charts, revising and expanding on the original categories. Guidelines Think of many ideas. Dont stop, evaluate or discuss until you have at least (15) ideas. Withhold judgment and conversations about ideas. Record all ideas even those which you have tried or that are way out. You can evaluate, combine and shape the ideas later. Brainstorm: Flexibility Style and Web Brainstorming Flexibility Style and the Web is a modification of the brainstorming structure. Its purpose is to intentionally surface during the brainstorming categories of ideas that can be webbed and expanded. Students brainstorm things they know about a topic. Ideas are recorded on a T chart and each idea is assigned a category label. Every subsequent idea should represent a category not yet listed. The goal is to get many different categories of ideas represented during the brainstorming. Example: What are all the things you know about Plymouth, MassachusettsIdeaCategoryPlymouth Rock Power plant Population growing On the ocean Cranberries Americas HometownTourist attractions Energy things Things about people Location Local industry Historical things Once students have generated many ideas and categories, those which will be relevant to or significant during the upcoming study of the topic are transferred to a web outline.             After they explore the new topic students expand the web by adding new ideas to the original categories and by adding additional categories. Collaborative Prioritization This is a strategy which can gauge a classs overall view of the importance or significance of concepts, causes, reasons, etc. It can be used to determine which concepts to stress, what topics to use for class research projects and/or what misconceptions a class might have. This strategy can be used as an activating strategy to determine a classs knowledge or understanding or could be used to assess the degree to which a lesson or unit succeeded in teaching a topic (summarizing strategy). For example, an economics class has studied the causes of the stock market crash of 1929. At the end of the unit, chapter or lesson, the teacher lists and numbers these causes on the board and wants to know which cause the class thinks was most significant. In groups, the students read and discuss the ten causes of the stock market crash of 1929 and then use the comparison chart at the end to determine each groups concept of the most significant cause. (Other examples: causes of the civil war, most significant events in the study of biology, or predictions of what the 21st century will be like near its end.) This activity provides opportunities for rich conjecture and/or justification of ideas. Collaborative Prioritization 10 Causes of the 1929 Stock Market Crash (Students would have a list of ten statements describing ten possible causes of the crash. (The number of statements can vary. It does not have to be ten.) Individually, and then with a partner, they would review/discuss the ten items. Then, each group of two would compare each cause to other, selecting the one cause in each comparison they believed to be the most significant. Each team will then have a rank order from most to least significant causes. These can be listed for the class and through whole class processing the class can reach a consensus.) Circle the number in each combination which you believe to be the most significant.1 1 1 1 1 1 1 1 1 2 3 4 5 6 7 8 9 102 2 2 2 2 2 2 2 3 4 5 6 7 8 9 103 3 3 3 3 3 3 4 5 6 7 8 9 104 4 4 4 4 4 5 6 7 8 9 105 5 5 5 5 6 7 8 9 106 6 6 6 7 8 9 107 7 7 8 9 108 8 9 109 10 Totals: (Add up the number of times each number was circled in the chart above.) 1____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____ 7 ____ 8 ____ 9 ____ 10 ____ List the numbers in order of significance and be prepared to explain why your first two are significant. Thumbs Up-Thumbs Down/Fact or Fiction The teacher asks if a statement is true or false/fact or fiction. Students indicate by putting their thumbs up if correct, thumbs down if not. This can be used to generate interest and/or for groups to generate and test hypotheses as part of the anticipatory set before content is taught. This can also be used as a quick check for understanding or a review strategy that allows for active participation by all and a quick diagnostic for the teacher. Admit Slip Also called a start-up or warm-up or do now. Students are instructed to write a response to a prompt when they first enter the room. Learning logs or journals are also often used at the beginning of class in this way. Some Notes on Teaching Strategies, Robert Marzano This booklet of summarizing strategies is designed to be a toolkit for teachers. These tools are but a FEW of the strategies necessary for quality instruction to occur. What are instructional strategies that work? Robert Marzano (and others) conducted a research review of over 30 years of research (meta-analysis) and found 9 general categories of strategies that contributed the most to student achievement. (Note: These strategies work when conducted in a quality manner. Simply using them does not constitute increased student achievement.) Marzanos findings are compiled in two publications published by ASCD, Association for Supervision and Curriculum Development. These are: Classroom Instruction That Works and A Handbook for Classroom Instruction That Works. The categories of strategies with brief definitions and listed randomly, are: Cooperative learning (learning groups) Creating opportunities for students to develop positive interdependence, face-to-face interaction, individual and group accountability, interpersonal and small group skills and group processing. Reinforcing effort and providing recognition Teaching students about the role that effort can play in enhancing achievement and recognizing students for working toward an identified level of performance. Homework and practice Providing students with opportunities to learn new information and skills and to practice skills they have recently learned. Nonlinguistic representations (representing knowledge) Helping students generate nonlinguistic representations of information, including graphic organizers, pictures and pictographs, mental pictures, concrete representations, and kinesthetic activity. Identifying similarities and differences Helping students compare, classify, and create metaphors and analogies. Setting goals and providing feedback Helping students set their own learning goals in order to establish direction and providing students with timely feedback about their progress. Generating and testing hypotheses Helping students generate and test hypotheses trough a variety of tasks, through systems-analysis, problem-solving, historical investigations, invention, experimental inquiry, and decision-making. Summarizing and note taking Helping students analyze, sift through, and synthesize information in order to decide which new information is most important to record and remember. Activating prior knowledge (Cues, questions, and advance organizers) Helping students retrieve what they already know about a topic. NOTE: These strategies are designed to be used at different times, in different contexts, and to address different learning objectives. NO INSTRUCTIONAL STRATEGY WORKS EQUALLY WELL IN ALL SITUATIONS. Excerpts from: Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement Robert Marzano, Pickering, D., and Pollock, J. The premise for the study is that individual teachers can have a profound influence on student learning even in schools that are relatively ineffective. Researchers at Mid-continent Research for Education and Learning (McREL) analyzed selected research studies on instructional strategies a meta-analysis to determine the average effect of a given technique. An effect size expresses the increase or decrease in achievement of the experimental group in standard deviation units. 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Categories of Instructional Strategies That Affect Student AchievementCategoryAverage Effect Size (ES)Percentile GainNumber of ESsStandard DeviationIdentifying similarities and differences1.614531.31Summarizing and note taking1.0034179.50Reinforcing effort and providing recognition.802921.35Homework and practice.7728134.36Nonlinguistic representations.7527246.40Cooperative learning.7327122.40Setting objectives and providing feedback.6123408.28Generating and testing hypotheses.612363.79Activating prior knowledge* -35J  $ :     ѷwѯkY#hk4hkP5CJPJaJnH tH hk4hkP6CJaJh8-MhkP6CJaJh8-MhkPCJaJhyhkP5CJaJhkP6CJaJhyhkP6CJaJhkPCJaJhyhkP56CJaJhk4hkP>*CJaJhk4hkPCJaJhk4hkP5CJaJ hk4hkP hk4hkP0JCJ4OJQJaJ4!34   & 8 O $$Ifa$gdkPgdkP$a$gdkP O P c | thhh $$Ifa$gdkPkd$$IflF q$h h h t06    44 la toooccc $$Ifa$gdkPgdkPkd{$$IflF q$h h h t06    44 la  , thhh $$Ifa$gdkPkd$$IflFJ $h h h t06    44 la, - G _ j thhh $$Ifa$gdkPkdq$$IflFJ $h h h t06    44 laj k th $$Ifa$gdkPkd$$IflFJ $h h h t06    44 la    x  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