Strategy Name: Schema Theory--2 Column List by ywSNe5

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									                                                                                            Amybeth Gregory
                                                                                                   RE 5730

Strategy Name: Schema Theory--2 Column List

Source (Use APA or MLA style)

Williams, E. (1987). Classroom reading through activation of content-based schemata.
       Reading in a Foreign Language, 4,1,pp. 1-7

Identify the North Carolina Curriculum Competency Goal(s) that your lesson
addresses (you can copy and paste the goals from the NCDPI Website).
2.02 Interact with the text before, during, and after reading, listening, and viewing by:

         setting a purpose using prior knowledge and text information.
         making predictions.
         formulating questions.
         locating relevant information.
         making connections with previous experiences, information, and ideas.


Give a thorough description of the strategy as it is described in the original
source.

The 2-column list is designed to call students’ attention to what they know, and also to
what they would like to know. (Somewhat similar to KWL charts.) In this activity, the
teacher gives students a topic related to the text. The students work in pairs to create a 2-
column list. One column is dedicated to facts the students are sure of about the topic, and
the other column is dedicated to facts the students suspect about the topic. After working
in groups, the class comes together as a whole to share both facts and suspicions about
the topic.


Describe in detail how it will be implemented. Attach any necessary materials.

Students will be in their previously assigned Reading Groups of 4 to 5 for this activity. I
will give the students the topic—trains in 1870. Students will then discuss and make a 2
column-list about what they know about trains in 1870 (in one column) and what they
suspect about trains in 1870. As group discusses and creates their list, I will add
information or redirect ideas as necessary.

Describe how you implemented the strategy. Did you deviate from your
original plan?

This activity was scheduled for Monday’s Reading block, but our block was interrupted
by Hearing Screenings. So, our time was cut short, and instead of doing the activity in
Reading Groups, we did this in pairs as a class.
                                                                           Amybeth Gregory
                                                                                  RE 5730

After each pair created their list, we shared ideas together, at which time I supplied
additional information about trains in 1870.

Assess the effectiveness of the strategy. What would you change if you teach it
again?

 This activity was not as effective as I had planned for it to be. I expected the students to
give insightful answers about what they knew about Trains in 1870, but as it turns out,
they had never considered Trains in 1870 and had no insight on the topic. If I were to do
it again, I would not choose a topic as complex as Trains in 1870. I would concentrate on
one aspect only…just trains or just 1870. I also realized that my students have a poor
concept of time periods, and therefore need more information supplied before making
correct assumptions about 1870.

As an activity on the whole, I think I will use it again, but I’ll be more selective about the
topics I give for the reading I select.

								
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