Think Dots Overview

• Provides up to six tasks to complete for learning skills

and/or concepts (e.g. fractions, plot analysis)
• Each task is progressively more difficult and connected
to the learning objective.
• Students are grouped by readiness, interest, and/or
learning profile.
• Students randomly pick (use a die) or choose a specific
number of tasks to complete out of those provided (e.g.
3 of 6, 4 of 6, 6 of 6).
• Teacher might assigned some of the tasks as
mandatory, and some as optional.

John McCarthy, Ed.S. – http://wb4all.blogspot.com

 ThinkDOTs ThinkDOTs pg. 2
Construction:
• 1. For each readiness level, six activities should be created.
• After a conceptual unit has been presented and students are familiar
2. On an 8 ½ x 11 inch page divided into six sections (this can be done
with the ideas and associated skills, “Think DOTS” is an excellent activity
for students to construct meaning for themselves about the concept they
easily on the computer by creating a 2 x 3 cell table and saving it as
are studying. The instructor first defines readiness levels, interests or a template), the activities should be written or typed in each section.
learning styles in the class, using on-going assessment. 3. On the back of each page, dots corresponding to the dots on the
• Each student is given a set of activity cards on a ring, a die, and an faces of a die should be either drawn or affixed (you can use Avery
activity sheet. Each student rolls the die and completes the activity on the adhesive dots) on each of the six sections of the page.
card that corresponds to the dots thrown on the die. Each student then
4. The pages should be laminated for durability.
completes the activity on the activity sheet.
• Materials:
5. Then each page should be cut into the six sections.
• 1. 8 ½ x 11 inch paper 6. Use a hole punch to make holes in one corner or in the top of each
• 2. Hole punch activity card.
• 3. Metal or plastic rings 7. Use a metal or plastic ring to hold each set of six cards together
• 4. Dice (you can get 100 metal rings from Office Suppliers in Roanoke for
• 5. Scissors $9.00)
• 6. Markers or dots 8. Create an Activity Sheet to correspond to the lesson for easy
• 7. Laminating materials recording and management.

ThinkDOTs pg. 3 ThinkDOTs pg. 4

Suggestions: Application:
1. Use colored paper and/or colored dots to indicate different
readiness levels, interests or learning styles. • 1. Use “ThinkDOTS” to lead students into
2. Have students work in pairs. deeper exploration of a concept.
3. Let students choose which activities – for example: roll the • 2. Use “ThinkDOTS” for review before
die and choose any three; create complex activities and
have students choose just one to work on over a number of assessment.
days.
• 3. Use “ThinkDOTS” as an assessment.
4. After students have worked on activity cards individually,
have them come together in groups by levels, interest or
learning style to synthesize

“Generic” ThinkDOTS for High School “Generic” ThinkDOTS for High School
Literature – Concept : Prejudice Literature – Concept : Prejudice
Prejudice Prejudice
‡ Discuss how prejudice and discrimination are not only harmful to the victim, but ‡ Is it possible to grow to adulthood without harboring some prejudice? Why or
also to those who practice them. why not?
Scapegoating Scapegoating
‡ What is scapegoating? Explore the word·s etymology and hypothesize about its
‡ Imagine a group of people that could be scapegoats. List and describe
stereotypes of this group and the treatments they received because of them. present day meaning. How was your group scapegoated?
Articles Articles
‡ Read the article. What could be reasons for the persecution? How can you ‡ Read the article. What is genocide? Did the people in your article face
justify and minds of those responsible? genocide? Why?
Photography Photography
‡ Photographs tell stories. Write a caption for the photo and explain why you ‡ Look at the clothing, hair, setting, body language, and objects to help determine
chose it. social, economic, country of origin and so on. Can you see the emotions in the
people? How? Do you think they are related?
Genetics
Genetics
‡ Certain characteristics are blamed on genetics. Do genetics impact the
characteristics of your group? Explain the reasoning behind your answer. Use ‡ Do genetics cause brown hair? How? List one way genetics affects your group
your science knowledge. (in your opinion). If genetics don·t affect your group explain why.
Stereotypes Stereotypes
‡ Your group was persecuted. Identify a group who has been persecuted in more ‡ Identify stereotypes your group faced. Pick a clique in the school and discuss
recent years. Compare the two and give reasons why. the traits of that group. Are they stereotyped?

Marcia Imbeau
 Think Dots: Understanding Fractions (Tiered & Learning Profiles)
Objective: Demonstrate understanding of the parts and use of fractions.
Assessment: Exit Cards

What is the top of the fraction Write a fraction for the Draw a picture that shows
called? shaded area. 2/3.
What is the bottom of the
fraction called?

z zz zzz
Make a word problem that If you have 3/5 of a pizza If you had the following
explains 7/10. eaten, what part is left? scores on a test, which would
be better?

Right 1 or 4
Total 2 6

zz zz zzz
zz zzz zzz

Instructions:
In groups, complete 4 of the 6 tasks. Task 1 and 2 must be completed. Show and explain all work.
Developed by Tamela Rinehart (Adapted)
 Think Dots: Understanding Fractions (Tiered & Learning Profiles)
Objective: Demonstrate understanding of the parts and use of fractions.
Assessment: Exit Cards

• What is the top # of the Name 2 different fractions Draw a picture that shows
fraction called? that could represent the 1+2
• What is the bottom # of the picture. 3 3
fraction called?
• What do these numbers
represent?

z zz zzz
Make a word problem that If 3/8 of the race is bicycling, If you had the following
explains 3/8 1/8 is swimming, how much scores on a test, which one
of the race is left to run? would be better?

Right 6 or 4
Total 8 6

zz zz zzz
zz zzz zzz

Instructions:
In groups, complete 4 of the 6 tasks. Task 1 and 2 must be completed. Show and explain all work.
Developed by Tamela Rinehart (Adapted)
Think Dots
Learning Objective: Understand how authors use voice to create interesting writing or communication.
Evidence/Assessment: 5 minute free-write describing their understanding of Author’s Voice.
***Instructions: In your groups discuss each of the tasks and possible answers. Next, divide up the work so that
each person has 2 tasks. Complete your assigned tasks individually. You may ask for help. The work must be in
your own words.

Review the 6 Traits rubric for Voice Which demonstrates a stronger voice? List Say the following statement 3
and Word Choice. Explain the at least 2 differences and 2 similarities times. Choose a different emotion
characteristics that gives this letter using a Venn Diagram.
1. The wolf is a serial killer who almost
to say the statement.
strong voice:
claimed 2 more lives. He broke into
Granny’s house, taking her by surprise. “Ew, is that really a wolf?”
“Dear people who are reading this,
He laid a trap for Red by impersonating
Hurray! Hurray! I am so glad you found
her Granny. That was sick because he • Neutral • Fear
my Web site! See my picture on the
was playing with Red’s emotions, like
front of this screen? I am the star of
her life was his toy. Red figured out his • Sarcastic • Happy or
this whole entire page, I tell you!
game, acted fast with the cell phone, • Anger or Loving
There are lots of fun things to do at
this place! Like yesterday I colored on
and got help from the neighbor. Hate • Sadness
the coloring pages and I didn't even 2. 911! Help me! A wolf is chasing me in Then, add a character tag that
follow the coloring rules! 'Cause I my grandmother’s house. He followed shows the voice.
colored my face green. And I colored me or somehow got to my granny’s
the grass blue. And I colored the sky house ahead of me. I found him in her
pink. And the world looked very bed, wearing her nightgown. Oh, granny
beautiful that way!” where are you? Police please hurry.
(Junie B. Jones) Wait, that’s the neighbor’s voice. I’m in
the basement. Help. That smell, like a
hot wind against my face. Oh, what big
teeth you have. Eek! Click.
z zz zzz
Describe your favorite fruit as if you List 2 songs. For each describe the Draw two pictures of the same scene
hate it. Do not use the words: like, bad, emotion or tone of voice. from a story or your own life. Use colors
dislike, worst, hate, or horrible. For example: to represent very different moods.
“Happy Birthday to You”
– Joyful and full of excitement. Choose
one of the songs and describe how the
words could be sung with a different
voice and meaning.
zz zz zzz
zz zzz zzz
***Set up activity: Students wrote their meaning of voice and shared in a class discussion.
http://www.randomhouse.com/kids/junieb/letter/letter.html
John McCarthy – http://storywind.net/di
[email protected] http://wb4all.blogspot.com
Think Dots
Learning Objective: Understand how authors use voice to create interesting writing or communication.
Evidence/Assessment: 5 minute free-write describing their understanding of Author’s Voice.

*Instructions: In your groups discuss each of the tasks and possible answers. Next, divide up the work so
that each person has 2 tasks. Complete your assigned tasks individually. You may ask for help. The work
must be in your own words.

Highlight and discuss 3 words or Which demonstrates a stronger voice? Say the following statement 3 times.
phrases that show Junie B. Jones’ Explain 2-3 differences in a T chart. Choose a different emotion to say the
personality in her voice (example is 1. The wolf is a serial killer who statement.
in bold): almost claimed 2 more lives. He
broke into Granny’s house, taking “Ew, is that really a wolf?”
“Dear people who are reading her by surprise. He laid a trap for
Red by impersonating her Granny. • Neutral • Fear
this, • Sarcastic • Happy or
Hurray! Hurray! I am so glad you That was sick because he was
• Anger or Hate Loving
found my Web site! See my picture playing with Red’s emotions, like
• Sadness
on the front of this screen? I am the her life was his toy. Red figured Identify which character tag best fits how
star of this whole entire page, I tell out his game, acted fast with the you said the statement:
you! cell phone, and got help from the 1. Her voice trembled and tears rimmed
There are lots of fun things to do neighbor. her eyes.
at this place! Like yesterday I colored 2. The wolf is the antagonist of the 2. She squealed and bounded like a
on the coloring pages and I didn't story. He is very scary because he bunny.
even follow the coloring rules! 'Cause tried to eat the grandmother and 3. She said like a robot.
Red. Breaking into Granny’s house 4. She said, holding her nose.
I colored my face green. And I
and chasing Red showed how the 5. She bowed her head, and shuddered.
colored the grass blue. And I colored 6. The words forced through her teeth
the sky pink. And the world looked wolf was dangerous. In the end,
into a growl.
very beautiful that way!” granny and Red were saved by the
neighbor who arrived just in time.
z zz zzz
3. Word Choice: Describe how much List 3 songs. For each describe the Word Choice: Draw a scene from a
you like your favorite fruit (ex. emotion or tone of voice. story or your own life. Use colors to
Apple). Do not use the words: like, For example: represent the mood.
love, best, good, favorite, or “Happy Birthday to You”
wonderful. – Joyful and full of excitement.
zz zz zzz
zz zzz zzz
*Set up activity: Students wrote their meaning of voice and shared in a class discussion.
***Set up activity: Students wrote their meaning of voice and shared in a class discussion.
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John McCarthy – http://storywind.net/di http://wb4all.blogspot.com
[email protected]
 100th Day of School Activities

I can be quiet for 100 seconds. I can catch a bean bag 100 times. I can run in place 100 times.

I can clap my hands 100 times. I can stick stickers 100 times. I can walk backwards 100 inches.

I can write numbers 1 to 100. I can make a pattern in 100 squares. I can count my 100th Day Treasure.

Developed by Marilyn Martin - Garden City 1/2008

This is a K version which picture based as primary form of directions.

Could also be used as a Think-Tac-Toe.
 100th Day of School Activities

I can jump rope ___ times. I can catch the ball ___ times. I can run in place ___ times.

I can touch my toes ___ times. I can bounce a ball ___ times. I can skip ___ times.

I can float a balloon ___ times. I can shoot ___ baskets. I can flip a penny ___ times.

Developed by Marilyn Martin - Garden City 1/2008

This is a K version where the pictures are the primary form of directions. Could also be used
as a Think-Tac-Toe.
Developed by Ryan Johnson, Dearborn Heights 7, 4th Grade
Name: _______________________ Subject: _______________ Lesson: _______________________

Define the following words: Use a T chart to list 2-4 benefits List 2-4 responsibilities of warriors
• Feudalism and challenges of Feudalism or following the code of Chivalry or
• Caste System Caste System Bushido to the common people.
• Cliques
• Popularity
• Filial Piety
• Chivalry
• Bushido

  
Draw a picture or graphic List 2 songs where one Alens arrive from a distant planet.
organizer (e.g. tree, web) that represents an idea of Filial Piety What would you tell them about
represents the social structure of and one does not. Discuss and your community that brings
groups in your school (e.g. cite at least one lyric from each to people together or creates
teachers, parents, athletes, support your choices. unfairness? Cite a specific
dancers, skaters). example through a blog entry,
dialogue script, or poster.

  
  
Objective: Evaluate how class structures affect (impact) people’s lives.
Assessment: 10 minute free write (This will lead into a performance task assigned later.)

List the lesson’s objective and related assessment, before developing the Think Dots for best results.
Support by John McCarthy - [email protected] – [email protected] – http://wb4all.blogspot.com
Think Dots: Global Studies - Understand that Class Structures can connect people and divide them.
II. Geographic Perspective: 1.1, 2 & 3
Instructions:
Complete all six items on separate paper in order or randomly. You may use any resources from books to
websites. For each task, each person will take on one of the following roles. Everyone must participate in
each role at least once:
• Facilitator: reads the task and make sure • Encourager: Cheers everyone’s efforts.
that everyone gets to speak. Says positive comments about the work.
• Scribe: makes a written record of the • Resource person: Gathers and returns any
group’s work. materials the group needs for a task.
• Summarizer: States the final answers for a • Help Person: Takes group questions to the
task before the group can move on to a new teacher when support is needed.
task.

Define the following words: Use a T chart to list 2-4 benefits List 2-4 responsibilities of warriors
• Feudalism and challenges of Feudalism or following the code of Chivalry or
• Caste System Caste System Bushido to the common people.
• Cliques
• Popularity
• Filial Piety
• Chivalry
• Bushido
  
Draw a picture or graphic List 2 songs where one Aliens arrive from a distant planet.
organizer (e.g. tree, web) that represents an idea of Filial Piety What would you tell them about
represents the social structure of and one does not. Discuss and your community that brings
groups in your school (e.g. cite at least one lyric from each to people together or creates
teachers, parents, athletes, support your choices. unfairness? Cite a specific
dancers, skaters). example through a blog entry,
dialogue script, or poster.
  
  

List the lesson’s objective and related assessment, before developing the Think Dots for best results.
Support by John McCarthy - [email protected] – [email protected] – http://wb4all.blogspot.com
Name: _______________________ Subject: _______________ Lesson: _______________________
Objective:
Assessment:

z zz zzz

zz zz zzz
zz zzz zzz
Guiding Questions for planning:
Objective: What should students know and understand when this lesson is completed?
Assessment: How will students show what they learned or did not learn the objective after the activity are completed?
Activity: How does the Think Dot support the objective and prepare students for the assessment?

List the lesson’s objective and related assessment, before developing the Think Dots for best results.
Support by John McCarthy - [email protected]
[email protected]