PLAN (Predict, Locate, Add, Note)
The PLAN strategy guides students in using concept mapping to identify information that is known and information that is new from the text (Caverly, Mandeville, & Nicholson, 1995). The PLAN strategy is built upon research showing that concept maps and graphic organizers are ben eficial for science instruction (Stoddart, Abrams, Gasper, & Canaday, 2000). Research about this strategy shows that it effectively helps students comprehend text in science classrooms (Radcliffe, Caverly, Hand, & Franke, 2008; Radcliffe, Caverly, Peterson, & Emmons, 2004).
Common Core Standard
CCSS.ELA-LITERACY.L.2.4.D Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). |
Video Examples
In this example the instructor puts PLAN in action with concept mapping.
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This video is uses concept mapping to assess student learning.
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Miller and Veatch's 2011 Guide to:
PLAN (Predict, Locate, Add, Note)
1. Select a content area appropriately leveled text passage.
2. Predict: Students use text clues (such as title, graphics) to predict content and structure of the text. Using this preliminary understanding of the text, they construct a concept map that visually links the content. They label their concept maps with headings.
3. Locate: On the concept map, students place a check next to headings that they have some knowledge of. They place a question mark next to headings they have little knowledge about.
4. Add: While reading the text, students add words and phrases to the concept map, to explain the unknown and confirm the known.
5. Note: After reading, students revise the map, engage in a discussion, or perform another task that is relevant to the content.
2. Predict: Students use text clues (such as title, graphics) to predict content and structure of the text. Using this preliminary understanding of the text, they construct a concept map that visually links the content. They label their concept maps with headings.
3. Locate: On the concept map, students place a check next to headings that they have some knowledge of. They place a question mark next to headings they have little knowledge about.
4. Add: While reading the text, students add words and phrases to the concept map, to explain the unknown and confirm the known.
5. Note: After reading, students revise the map, engage in a discussion, or perform another task that is relevant to the content.
Examples
Resources
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Radcliffe, R., Caverly, D., Hand, J., & Franke, D. (2008). Improving reading in a middle school science classroom. Journal of Adolescent & Adult Literacy, 51(5)598-6408.
Radcliffe, R., Caverly, D., Peterson, C., & Emmons, M. (2004). Improving textbook reading in a middle school social studies classroom. Reading Improvement, 41, 145–156.
Reading Educator. (2015). Predict/Locate/Add/Note (PLAN). Retrieved from http://www.readingeducator.com/strategies/plan.htm
Rohrbauck Stout, Karen. (2008). Classroom Assessment Technique: Concept Maps. Retrieved from https://www.youtube.com/watch?v=Gm1owf0uGFM
Stoddart, T., Abrams, R., Gasper, E., & Canaday, D. (2000). Concept maps as assessment in science inquiry learning—A report of methodology. The International Journal of Science Education, 22(12), 1221–1246.
Univeristy of Waterloo. (2011). Concept maps: How instructors can use them to support student learning. Retrieved from
https://www.youtube.com/watch?v=Po-aj31WXsM
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Radcliffe, R., Caverly, D., Hand, J., & Franke, D. (2008). Improving reading in a middle school science classroom. Journal of Adolescent & Adult Literacy, 51(5)598-6408.
Radcliffe, R., Caverly, D., Peterson, C., & Emmons, M. (2004). Improving textbook reading in a middle school social studies classroom. Reading Improvement, 41, 145–156.
Reading Educator. (2015). Predict/Locate/Add/Note (PLAN). Retrieved from http://www.readingeducator.com/strategies/plan.htm
Rohrbauck Stout, Karen. (2008). Classroom Assessment Technique: Concept Maps. Retrieved from https://www.youtube.com/watch?v=Gm1owf0uGFM
Stoddart, T., Abrams, R., Gasper, E., & Canaday, D. (2000). Concept maps as assessment in science inquiry learning—A report of methodology. The International Journal of Science Education, 22(12), 1221–1246.
Univeristy of Waterloo. (2011). Concept maps: How instructors can use them to support student learning. Retrieved from
https://www.youtube.com/watch?v=Po-aj31WXsM