PLAN (Predict, Locate, Add, Notes)
Definition:
Using the PLAN organizer students (http://www.readingeducator.com/strategies/plan.htm) . . .
The PLAN strategy guides students in using concept mapping to identify information that is already known from information that is new from the text (Miller & Veatch, 2012).
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How it works (Miller & Veatch, 2012):
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How I will use PLAN:
I use concept mapping a lot in my science classes when going through a text. The PLAN method really gives a good step-by-step procedure on how to do concept mapping effectively. By asking the students to begin by predicting headings with clues from the text engages them right away in their reading. Having them locate what they known and don't know begins to get them aware of what they need to be looking for as they read the text. By adding information to the concept map, they are processing ideas from the text and by revising, or Noting, at the end, they are actively engaged in thinking about how the concepts work together. I will use the concept map often when discussing new ideas in my science classes.
Examples:
The video above shows how to do a concept map. I put this video in, even though it talked about planning a research project, because reading a science textbook often is like doing research. There are lots of new ideas, talking about how it works, what it is, etc. Much like a research project. I felt that the way this person did a concept map would be very similar to how I would teach my students to use concept maps when reading a chapter in class.
The video talks about "chapter concept mapping" which I think is similar to how the PLAN concept mapping works. They start with the big ideas, talking about getting those ideas from headings, I will also use clues from text, pictures, etc. Then they talked about filling in details underneath the big idea headings. The video does a good job describing how and why to use concept maps.
Writing Component: Common Core English Language Arts Standards » Science & Technical Subjects » Grade 9-10 (http://www.corestandards.org/ELA-Literacy/RST/9-10/)
The PLAN strategy for reading comprehension addresses the following common core standards when I use it in my 9th and 10th grade science classroom. By adding details to the concept map, students will be citing specific textual evidence and also determining the meaning of key terms and other science terminology. While connecting details to the main idea, students will need to determine what the central ideas are of the text and provide an accurate summary of the text. By connecting ideas with terminology, students will also be analyzing the relationship among concepts in the text. All comprehension strategies are designed to help my students read their science textbook both independently and proficiently.
- Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
- Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
- Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.