Information about the strategy:
PLAN stands for predict, locate, add, and note. PLAN helps students, by using a concept map, identify information that they already know and information that they learned through reading the text. Students are given a concept map to fill out while they are reading a text. Before they read the text, student predict, using the text clues, what they believe the text will talk about. Next, student locate the headings. They read all the headings and put a check mark by the ones they have some prior knowledge about and a questions mark by ones they have no prior knowledge about. Then, students add, which means they add information to their concept map about new information they learned while reading the text. Finally, students note. Note means students edit their concept map or engage in a discussion about what they just read. This strategy is found to be very beneficial to use in a science classroom. How this strategy can be used in a classroom: This strategy could be used in whole group. As a class the students could follow the different steps. This would allow for the teacher to model and guide the students to mastery. This would also allow for the students to comprehend the text with the help of the teacher. Another way this strategy could be used is individually. The student could fill out the concept map while they are reading the text. This way the teacher can see how well each student comprehended what they read and where the gaps are that need to be retaught. Writing standard:
There are two writing standards this strategy could fall under. These standards are W2 and W4. W2 is write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W4 is produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
Research:
Research shows that PLAN helps students comprehend the text being used in the classroom. This strategy also builds on the research that shows concept maps and graphic organizers are beneficial for instruction. (Miller, 2011). Research shows graphic organizers are key to assisting students to improve academic performance. Studies show that graphic organizers aid in reading comprehension for many reasons. Some of those reasons are: graphic organizers match the mind, organizers allow students to see how the information they are learning links to their prior knowledge, and organizers help student remember the information better. Lastly, students learn better when they interact with the information they are learning. (Research on Graphic Organizers, n.d.). Video examples and explanations:
This video discusses prediction and how to use it in the classroom. Prediction is the first step in the PLAN strategy and I believe one of the more important steps. This steps allows the teacher to pre-assess what the students already know about a topic by what they are predicting is going to happen.
PLAN uses a concept map, and this video discusses what a concept map is. It also show different examples of what concept maps are, how to create them, and why they should be used in the classroom.
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Example:
Sources:
Miller, M., & Veatch, N. (2011). Strategies to Increase Comprehension. Literacy in context (LinC): choosing instructional strategies to teach reading in content areas for students grades 5-12 (). Boston: Pearson.
Research on Graphic Organizers. (n.d.). . Retrieved July 22, 2014, from http://www.mentoringminds.com/pdf/pdfGraphicOrganizersResearch.pdf
Miller, M., & Veatch, N. (2011). Strategies to Increase Comprehension. Literacy in context (LinC): choosing instructional strategies to teach reading in content areas for students grades 5-12 (). Boston: Pearson.
Research on Graphic Organizers. (n.d.). . Retrieved July 22, 2014, from http://www.mentoringminds.com/pdf/pdfGraphicOrganizersResearch.pdf