HELP WITH MAPS

         1. Start with a capital letter
         2. Don't start with "because" or "and"
         3. Restate the question
         4. Don't use pronouns (he, she, it, or they). Tell WHOM you mean
         5. End with a period

Always:
         - STOP! Go back and READ your answers
         - Does it make sense?
         - Have you answered ALL parts of the question?

Did I think about each question I read?
Did I use the words in bold print in the question to help me write my answer?
Did I go back to the reading to help complete my answer?
Did I use details to complete my answer?
Did I complete all parts of the question?
Did I write my answer so it is clear to other people?

1. RAS - Restate, Answer & Support - pronounced "RAZ" - DID I RAZ UP MY
ANSWER
Restate - students check to make sure they have used the question as part of
their answer - DID I USE THE WORDS FROM THE QUESTION AS PART OF MY ANSWER
Answer - students make sure they have an answer - DID I ANSWER THE QUESTION
THAT WAS ASKED
Support - students check to make sure they give an example, details or
explain - DID I GIVE A REASON FOR WHY I THINK THIS
NOTE: I have heard some use RAD where the D stands for Details - IS MY
ANSWER RAD
2. CUPS - Capitalization, Usage, Punctuation & Spelling - This is from the
book 35 Learning Tools for Practicing Essential Reading and Writing
Strategies

3. High 5 ___________ (Sentence or paragraph) -
3a. Sentence - subject - who/what is the "this or that" (thumb) & predicate
(pinky), pointer finger represented punctuation (poking, pointing,
completion), middle finger represented "make sense", and ring finger
represented "run-on" - make sure it was complete - sometimes it would make
sense to the students but was a run-on sentence. This was used for 1-2nd
graders learning to first create sentences with the beginning usually being
the subject and ending with a period. So the pinky and thumb met to
conclude the creation of a complete sentence.
3b. Paragraph lesson - beginning (thumbs up), middle with at least 3
supporting details, and ending that goes with beginning. I had the students
trace their hands and make their own on a 5 x 8 index card and used the
lined side to let them write the acronyms for the sentences and paragraphs.
I also had them manually move their fingers so that pinky should touch thumb
to show completion of beginning and end, then the remaining middle 3 fingers
remain high to show importance of having at least 3 details.

Christine Crites
Updated 2/17/06