One+Sentence

This strategy was introduced to us during week 5 in a video. It is where the students get a topic, a paper or something else to find the most important information in. They then summarize it in one sentence. They need to remember to include information such as Who, What, Where, Why and How. It is a reading strategy that I have found will help the students determine what is the most important information to use in their sentence. Can be done individually in a notebook, can be done in small groups or at the board as a whole class. For more information on this strategy or to review the video below.
 * Explanation**[[image:cartoon-phone-book-search1.jpg width="234" height="174" align="right"]]

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 * Pre- Assessment || I have used this strategy to check for misconception about a topic. For instance I will write a general topic on my board. i.e. Evolution or Organic Farming. Then the students will write in their notebook one sentence that tells me what it is or something about it. They only get to share one sentence and that makes it so we can go through the whole class pretty fast and see what each student thinks about a topic or prior knowledge they have before we start a specific topic. It also helps them organize their thoughts into one little sentence. ||
 * During- Assessment || My school district has been putting a great emphasis on reading and comprehension. We have, as a PLC group, got an article for every unit of instruction that we teach. So for instance, my unit on Veterinarian ethics, we have a great deal of articles about animal rights and some of the new farm laws that are made to protect producers and consumers. The students will read one of the articles and then have to write one sentence to share with the class. This way we can read many different articles and find information out to use. I can use this as an assessment of their reading and comprehension. I also can see if they are picking out the most important information or just a sentence inside the article. I believe this one is on the highest level of blooms taxonomy because they are having to take information and form it into their opinion. ||
 * Post- Assessment || Since taking this class I have really liked doing more board work. I am going to use this strategy and sort of combine it with the mapping concepts to get at a post assessment. I will have one student come up and write their one sentence that summarizes the unit of instruction on the board. Then the class will be quiet and can come to the front of the board and change the sentence or add to the sentence what they think is important and what we need to know. For instance when we talk about food safety a student could walk up and put down; "Consumers need to know what is in their food" another student can then come up and write down "Consumers can know what is in their food from new laws in agriculture." When we are done I think we would end up with a really great sentence that sums up the information that I want the students to remember.

I have not used it this way yet but I will be soon and will let you know how it works. ||

Janette Shields