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# Use Survey 2 Collect Data~Mini-Book, Close Activity Exit Slip Marzano Strategies

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0.24 MB   |   13 pages

### PRODUCT DESCRIPTION

Math and Reading Activity for Identifying Critical Content
How to Use a Survey to Collect Data and Put it in a Chart

Mini-Book with Close Activity

FOR STUDENTS:
~Mini-Book: How to Use a Survey to Collect Data and Put it in a Chart
~Close Activity Exit Slip with Word Bank for Assessment (Element 6)

FOR TEACHERS:
~Effective Educators Preview Checklist for how to use specific elements and strategies in Domain 2 (Helping Students Interact with New Knowledge)
~Element 6 Checklist (Identifying Critical Content)

*No prep needed. Everything is done for you and ready to go. Just print off the copies you need.

Learning Goals:
~Explain how specific images (e.g., a chart showing data collected) contribute to and clarify a text.
~Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.

This seven-page personalized mini-book with a close activity for your students helps them build the foundation for representing and interpreting data with a bar and picture graph.

With this reading activity, they will identify the critical content of collecting data
~using a survey
~recording data using tally marks
~putting data into an easily understood chart.

Aligned with Common Core standard 2.MD.4.10
~Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.
~Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Aligned with Common Core standard: LAFS.2.RI.3.7
~Explain how specific images (e.g., a chart showing data collected) contribute to a text.
~Explain how specific images (e.g., a chart showing data collected) clarify a text.

Aligned with Go Math!
Domain:Measurement and Data MAFS.2.MD

Mathematical Practices:
MAFS.K12.MP.4.1Model with mathematics
MAFS.K12.MP.6.1Attend to precision

Chapter 10 ~ Data
Lesson 10.1 ~ Collect Data
Represent and interpret data.MAFS.2.MD.4.10
~Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Marzano’s Effective Educators
Domain 1: Classroom Strategies and Behaviors

Design Question 2: Helping Students Interact with New Knowledge

Element 6: Identifying Critical Content

Strategy 1: Narrative Activities ~ The teacher uses stories to help anchor information in memory and signal to students that certain information is important.

Strategy 2: Visual Activities ~ The teacher uses pictures to highlight critical information.

Strategy 3: Tone of Voice ~ The teacher raises or lowers his or her voice to signal critical information or create suspense about upcoming information.

Gestures, and Body Position ~ The teacher might also communicate excitement about the information by making eye contact with students, using hand gestures, moving around the room, and smiling (or using other appropriate facial expressions).

Strategy 4: Pause Time ~ The teacher pauses at key points during the presentation of new content to give students time to think about information and signal that it is important.

Focus Statement: The teacher continuously identifies accurate critical content during a lesson or part of a lesson that portrays a clear progression of information that leads to deeper understanding of the content.

Technology links: Use presentation software (this PDF file) to create visual displays that highlight critical information.

Focus Statement: The teacher continuously identifies accurate critical content during a lesson or part of a lesson that portrays a clear progression of information that leads to deeper understanding of the content.

Example Teacher Evidences:
1. Teacher highlights critical content that portrays a clear progression of information related to standards or goals ~ Critical academic vocabulary is highlighted in the mini-book.

2. Teacher identifies differences between the critical and non-critical content ~ Non-critical vocabulary is in plain text.

3. Teacher continuously calls students’ attention to accurate critical content ~ Critical academic vocabulary is used again and highlighted on the last page (page 5 of mini-book)

4. Teacher integrates cross-curricular connections to critical content ~ Teacher asks students or points out to them how specific images (e.g., a chart showing data collected) contribute to and clarify this text.

Desired Effect: Students know what content is important and what is not important.

Example Student Evidence:
1. Students can describe the level of importance of the critical content addressed in class ~ When asked students can tell you why some words are highlighted.

2. Students can identify the critical content addressed in class ~ When asked students can point out the highlighted words in bold.

3. Students can explain the difference between critical and non-critical content ~ When asked students can tell you why some words are highlighted and others are not.

4. Formative data show students attend to the critical content (e.g., questioning, artifacts) ~ Students can successfully complete the close activity at the end (artifact).

5. Students can explain the progression of critical content ~ When asked students can explain why “survey” and “question” come first in the mini-book (This is the first step to using a survey to collect data and put it in a chart.)
Total Pages
13
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