# S.O.S: Get a Clue

Welcome to  Spotlight on Strategies Challenge!  Our S.O.S series  provides help, tips, and tricks for integrating DE media into your curriculum.

Get a Clue

Background
“All human experience is context dependent…. many investigators in reading education have stressed the importance of readers’ use of context in interpreting an verifying the meaning of words and sentences to e comprehended.  The appropriate use of context leads to more effective processing and overall accurate in deriving the meaning…” (Content Area Literacy: An Integrated Approach)  This activity focuses on students ability to use both visual and written context clues to match a video transcript with the correct video segment.

Example

• Inform students that you will be studying the physics of motion through examining roller coasters.
• Distribute the following text to students.
• No matter how many loops, hills, or corkscrews to come, you have all the kinetic energy you need for the ride, by the time you reach the bottom of the first hill, provided one thing. that none of the subsequent hills or loops is higher than the first one. To be more precise, the roller coaster can never go higher than what Galileo called the “stop height.”The 16th-century astronomer hypothesized that, if you start a marble here, it will always roll to the same height, no matter what the shape of the track, as long as there are no resistant forces.?If there’s friction or air resistance, the same principle applies, but the marble stops at a lower point. If roller coaster engineers didn’t obey this principle, these thrill rides would be a real snooze. All hills after the first hill have to be low enough so the roller coaster doesn’t stall out and loops can’t go higher than the stop height, or the coaster won’t have enough energy to make it all the way around. So all these construction details aside, why does plunging over a hill or speeding along a track give us such a thrill?
• Explain that they will be watching 3 short segments about roller coasters, but that they will NOT hear the sound.  They will be carefully examining the visual context clues to match them to the written context clues provided in the text.
• Play the following 3 video segments but be sure to unplug your speakers so that they cannot hear the audio portion.
• Have students circle 3-5 words from the text that match something they saw represented in the segment
• Allow time for students to do a quick pair share stating which video segment they feel matches the text and provide evidence to support their answer.
• Have students share their results as a class.
• On a subsequent day, have students watch the segment(s) again and include the audio.

CHALLENGE

• Search for a series of video segments that match your current unit of study and include closed captioning
• You can narrow your search results by selecting “closed caption” from the advanced search options
• Select one video segment to copy the transcript
• Copy the transcript by selecting the tab “Transcript” and copying the text on the right side (see below)
• Distribute the text to students.
• Explain that they will be watching 3 short segments about your topic, but that they will NOT hear the sound.  They will be carefully examining the visual context clues to match them to the written context clues provided in the text.
• Play the 3 video segments but be sure to unplug your speakers so that they cannot hear the audio portion.
• Have students circle 3-5 words from the text that match something they saw represented in the segment
• Allow time for students to do a quick pair share stating which video segment they feel matches the text and provide evidence to support their answer.
• Have students share their results as a class.
• On a subsequent day, have students watch the segment(s) again and include the audio.

You can take the challenge by:

• Implementing this strategy and letting us know how it went by posting a comment below.
• Using this strategies in your grade level planning discussions and/or professional development and reporting your events. (Remember we consider an event anytime 3 or more educators gather together… doesn’t have to be in a computer lab… could be sitting around the lunch table)
• Photocopying the flier and distributing it in your colleague’s boxes and/or posting it to your own BulleDEN board.

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