Professional Documents
Culture Documents
Website Strategies
Website Strategies
Purpose
Procedure
1. Line up
(Sharron
Bassano)
*To reinforce
an
understanding
of sequence.
1. Create an equal
distance between the
person behind and in
front of you.
2. Each person shares
their response.
2. Sprinting
(Natalie
Goldberg)
* Use as a
quick write
* Writing as a
way to channel
thoughts and
express
oneself.
3. Morning
Pages
(Julia
Cameron)
*To begin to
clear the
clutter of the
mind.
4. Writing from
Both Sides of
the Rock
(Natalie
Goldberg)
* To write from
what you
see/remember
as well as
serving as
writing
practice.
5. Writers
Notebook
(Ralph
Fletcher)
* To incubate
ideas for
writing.
6. Writing from
genre to
genre
(Natalie
Goldberg)
*Students
learn to use a
variety of
writing genres.
*Sets purpose
for writing.
1. Write in your
notebook any chance
you get.
2. Title and date it.
3. Divide it into
different sections
(optional).
1. Begin writing using
one genre structure.
2. Transition writing
using another genre.
3. Keep subject,
transition using a
different genre.
7. Proverb of
the Day
*Students
discover that
there may be
1. Teacher display a
saying
2. Students use their
Application in the
classroom
* Create an ordered
group.
* Get to know one
another/Ice breaker
* Create ties with each
other (ex. same
hometown)
*Use as assessment
after unit.
*Use as a warm up.
*Use to channel out
ideas.
*Reading
comprehension
.
9. Thinking
NotesMetacognate
Markers
*Reading for
comprehension
as well as
addressing
confusion or
good ideas.
10.
Zooming
In
*The author
wants you to
feel, see, and
hear though
the
illustrations.
*Students use
it when
revising their
work.
11.
Save the
Last Word for
* Encourages
meaningful
think time.
3. Students share what
they think the saying
means
1. With a classmate,
decide who will begin.
2. Each person will
take turns reading a
paragraph.
Student A reads the
first paragraph.
Student B listens to
student A read then
summarizes what was
read. Student B asks
student A a question to
clarify reading.
Students B reads next
paragraph while
student A listens.
Repeat process.
1. Highlight 3
important points.
Me
12.
Literature
Circles
(Karen
Smith)
classroom
conversations
by prompting
different
opinions and
interpretations
of the text.
* Stimulates
reflection and
helps to
develop active
and thoughtful
readers.
* Prompts
classroom
interaction and
cooperative
group
discussion.
*Develop
comprehension
through
assignments
2. Reader reads.
3. Everyone takes
turns and states why
they think that point is
important.
4. Reader shares why
s/he selected that
passage.
article, or chapter of
text
* After completing a
reading selection that
could be debatable or
thought-provoking
* Before students
debate a topic
* When teaching fact
vs. opinion and how to
support an opinion
As a researching or
note-taking tool before
writing a paper
* Provided with an
informational text,
students will decide
what role each will use
to interpret the section
of the text.
* A suggested activity
can be to have students
complete a visual chart
and engage in a gallery
walk.
13.
Gallery
Walk
(Frank
Francek)
* Discussion
technique used
to actively
engage
students as
they walk
around the
classroom.
sections or quotations
in the text for your
group to talk over.
1. Teacher creates
posters with images,
questions, or prompts
and hangs them
around the room
(stations).
2. Students are
grouped (3-5 students
per group). Each group
starts at a different
station.
3. At their first station,
groups will read what
is posted and one
recorder should write
the groups responses,
thoughts, and
comments on the chart
paper.
4. After three to five
minutes, have the
groups rotate to the
next station. Students
read and discuss the
previous groups
response and add
content of their own.
Repeat until all groups
have visited each
station.
5. As the teacher, it is
important to monitor
the stations while the
students participate.
You may also need to
clarify or provide hints
if students don't
understand or
misinterpret what is
posted at their station.
6. Have students go
back to their first
station to read all that
was added to their first
response. Bring the
class back together to
discuss what was
learned and make final
conclusions about what
14.
Travelers
and Talkers
*Engage in
cooperative
learning.
* Students use
sentence
frames to
practice
academic
discourse and
to talk about
content
15.
Collaborat
ive Clocks
An easy way to
put students in
partnerships
with different
students.
16.
Cornell
Notes
(Walter Pauk)
Helps students
take organized
notes.
1. Provide students
with a clock template.
2. Students will write
in another persons
name for each of the
hours on the clock,
while writing their own
name on the other
persons clock.
1. Dive paper into
three sections
17.
Read
Around
Groups
*Each person
in a group is
assigned a task
for editing
drafts.
18.
Say,
Mean, Matter
Chart
* Develop
comprehension
of assigned
text.
19.
Engage in
cooperative
learning and
develop
comprehension
.
Jigzaw
1. Students establish a
rotation with each
person focusing on
their role.
Roles:
1. Focus on word choice
(verbs, dialogue,
details).
2. Focus on sentence
structure/punctuation
3. Focus on
spelling/accents
* After reading an
assigned text, students
complete chart.
Students can lead
discussion of what they
wrote in each column in
small groups.
20.
Personal
Word
Dictionaries
& Word
Study Books
21.
Anticipati
on Guide
* A resource
that can be
used by
students,
especially ELL
students, while
writing,
reading and
discussing
content topics.
* Develops
comprehension
by activating
students prior
knowledge
* Topic
engagement
* Structure
meaningful
conversations.
22.
Text Talk
(Dr. Beck and
Dr. McKeown)
A read aloud
approach used
to increase
students
comprehension
and vocabulary
acquisition.
23.
I used to
think Now I
think
*A selfreflection
focusing on
students
thinking of a
topic and how
assessment
1. Present students
with a word or prompt.
2. Present how they
are to respond.
Response options:
3: I know the
word/topic It
means/is about
2: Im not sure but I
think the word/topic
means/is about
1: Ive never heard the
word/topic
1. Introduce the story
2. Stop and ask open
ended questions
3. Follow up on
students responses
(ex. reread section)
4. Strategically use
pictures
5. Wrap up
6. Vocabulary
1. At the end of a
lesson have students
fill out the first box I
used to think. Then
have them fill out the
second box Now I
* Before/after
introducing new
material to tap into
prior knowledge
* Before/after watching
a film clip to gauge a
reaction
* Before/after reading a
short text to begin a
discussion
* Assess prior
knowledge
* Ask students a
question using the
vocabulary word. Point
it out in the text. At the
end of the
*Use as an assessment
* Self-Reflection
24.
Academic
Language
Corners
25.
Open
Word Sort
through
exploration,
their thinking
changed.
*Develops
metacognitive
skills.
* Taps into
students prior
knowledge
Promotes
language
development
through
student
interactions
with
illustrations
from the story
and each other.
*To build on
the prior
experience of
students and
their language
proficiency as
they sort
through words
from a story
that will be
read to them.
think
1. Teacher posts
different illustrations
(no text) from a story
in corners (or different
areas around the
room).
2. Using post its,
students write/label as
many words,
describing the what
they see, as they can.
3. Teacher facilitates
language or challenges
students to come up
with synonyms or more
sophisticated labels.
4. Then, students are
directed to use a
specific language
function and structure
within which to frame
their vocabulary.
5. Using that function,
students share out.
6. Based on students
response, the class
makes predictions
about the story.
1. Teacher selects key
words from the story
that may challenge
students
understanding.
2. Teacher makes word
cards. In partners,
students work
together to sort words
according to different
categories.
3. Teacher challenges
students to describe
how they are sorting
(How are you sorting
your words?) and to
clarify or explain what
* Builds on the
prior
experience of
students and
their language
proficiency to
describe or
talk about
illustrations
from a story
that will be
read aloud to
them.
1. Cut up illustrations
into 3 or 4 puzzle
pieces.
2. Distribute pieces
randomly to students.
3. Direct students to
find the pieces that go
together.
4. As a group, students
describe the picture
using a frame (include
expanded vocabulary
and descriptive
words).
5. Share out
descriptions. 6.
Students are
challenged to make a
prediction about the
story that will be read
to them.
27.
Read Like
a Writer
(Katie Wood
Ray)
*Sets purpose
for reading.
* Strengthens
writing skills.
their writing.
4. Name the specific
thing you noticed.
5. Think about texts
you have read in the
past. Have you seen
what you chose in
other texts?
6. Imagine using this
technique in your
own writing.