In order to effectively summarize information, students must learn to analyze it at a deep level. The 3-2-1 pyramid organizer helps scaffold students in learning how to make decisions about what information is extraneous and can be deleted or substituted, and what information is critical and necessary to understanding the topic.
Elizabeth Merrit used virtual reality and SOS Paper Slide to spice up a science vocabulary lesson. Read about the reaction she got from students and parents!
Listening, reading, and/or watching for key ideas and details is an important comprehension skill for students of all ages to master. Understanding what a media selection explicitly says allows a student to make inferences and take appropriate actions. The Sticky Back strategy encourages students to listen and observe beyond the obvious, reporting key ideas and details they observed -and hope their classmates did not!
Learn how Shelby Bailey helps 5th grade students master math concepts with SOS ABC Summary and SOS Paper Slide.
instructional strategies for encouraging constructive discussions even during difficult conversations. These curated ideas from the popular Spotlight on Strategies series encourage self-discipline during classroom discussions, citing evidence when asserting opinions, and persevering even when disagreements arise.
See what Jackie Smyers and her 3rd graders think about using AEIOU to summarize what they’ve learned and how additional student instructions made it even more effective.
Read about how Wanda Hanley uses SOS: XO Let’s Go to help 2nd grade students synthesize what they’ve learned in a Discovery Education video segment.
Reader’s Theater is a fun and accessible way to bring dramatic presentation into your classroom. This technique helps your students understand what they read, demonstrate reading fluency, and work collaboratively. In DIY Reader’s Theater, students are write their own scripts from different types of fiction or non-fiction reading passages.
This strategy allows students the opportunity to ask three questions, leading them into their own learning through deeper investigation. Introduced by Trace Dominguez at DENSI 2015, this strategy reinforces the concept that when students generate their own questions about a story, text, problem, or topic, it piques student interest and gives purpose for reading or research thus driving learning through inquiry.
Sarah Yuska uses SOS: The Question Is… to help her students make sense of challenging scientific information. Read about how her students participated in this strategy during a recent lesson on cell structure.