Strategy Name Purpose Procedure Classroom

Application

Line-up - Opportunity to 1. Select a topic - Sentence line-

talk that requires up
- To cement students to - Events in a
understanding complete a story.
of sequence sequential
task.
2. Students line
up in order.
3. Share out.

Morning Message - Begins to - First thing in

clear the the morning:
clutter of the write for ten
mind. minutes.
- To be more
creative or
intuitive.

Reciprocal Buddy - teach 1. Partner A

Reading students how reads the first
to coordinate paragraph
the use of four while Partner
comprehensio B listens,
n strategies: summarizes,
predicting, and asks
clarifying, clarifying
generating questions.
questions, Partner A
and responds.
summarizing. 2. Repeats with
Partner B.

Read Like a Writer - Reread text.

- Notice
something
about the
craft.
- Talk about it
and make a
theory about
why the
author used
that craft.
- Give the craft
a name.
- Think about
 other text you
kow. Have
you seen that
craft before?
- Try to
envision using
that craft in
your own
writing.

Summarizing Summarizing enables -

a reader to determine
what is most
important to
remember once the
reading is completed.
Many things we read
have only one or two
ideas, and it's
important to identify
them and restate
them for retention.

KWL Bridging prior 1. Construct a Can be applied to

knowledge and three part T- every subject and
content being chart and title topic.
learned. each section
with a letter K,
W, or L.
2. Ask students
what they
know about
the topic. Log
input into
section K.
3. Ask students
what they
want to know
about the
topic. Log
input in
section W.
4. After teaching,
ask students
what they
learned about
the topic. Log
into section L.

$2 Summaries Encourages students With each word Summarizing short

 to write a concise worth 10 cents, write leveled reading texts
summary. a $2 summary of the and articles.
learning from
the
lesson.

RAFT Helps students A writing situation

visually organize where students
purpose and format choose
of writing. Role (from whose
point of view),
Audience (the
specific reader to
whom the piece
is being written),
Form or
Format (a letter,
memo, list, email,
etc.), Topic
(specific subject of
the writing)

Oral Family History - To engage in

project a writers life.
- To record
ones own oral
family history
- to gain a
deeper
understanding
of different
writing
genres.

Writing from One - Think of a

Genre to Another special place.
- Write to a
friend.

Gallery Walk Allows students to - Post student - Works well

view and engage with work around with small
other students work. the group work in
classroom. science,
- Instruct history,
students to writing, and
travel and art.
observe a - Can be
piece of work. modified to
 - After a require
specific students to
amount of write one
time, signal comment on
students to student work
move to or a sticky
another piece. note.

Walkers and Talkers Allows small groups - Instruct - Like the

to view and engage students to Gallery walk,
with other groups choose one this works well
work/projects. student to in history,
stay back with science,
the project writing, and
and present. art.
- Setup timing - May be
and group modified to
work like require
Gallery Walk. walkers to
- During write a 1-2
rotations, sentence
groups of summary or
students will the
travel and presentation.
listen to
another
groups
presenter.

Think-Pair-Share Allows students to - Prompt - Ideal to use

think about a students with before using
question and quickly a thought equity sticks
share ideas with a provoking to avoid
partner. question. umm
- Signal moments.
students to
share with a
partner.

Equity sticks Management strategy - Have student - May be used

to keep students names or after a
engaged. Promotes a numbers comprehensio
fair learning written on n focused
environment. popsicle reading.
sticks. - Works well if
- Pose a used after a
question Think-Pair-
about content Share to
being learned. organize
- Shuffle sticks student
 and pick a thoughts.
stick.

Sentence Frames Encourages students - Provide a - Especially

to answer questions content effective with
using academic specific or primary
language. generic grades.
sentence with - Works well
blanks. with shy and
- When a ELL students.
student is - Works with all
called on, subjects.
point to the
sentence
frame.

3-2-1 Ensuring and After students Works well when

monitoring student complete a passage, used with short
engagement. ask them to write readings.
down 3 things that
they learned, 2 things
that are interesting,
and 1 question that
they have.

Literature Circles To read, discuss, and 1. Select

respond to text. literature.
2. Introduce
each choice
through book
talk.
3. Decide
number of
students per
group.
4. Literature log:
observed
thought,
feelings,
remember
(share
impressions
and reactions)
ROLES: Discussion
director, passage
picker, artful artist,
summarizer.

Word Wall Help students work Use blank paper for Highly effective if
on their spelling, each letter of the used daily with a
 vocabulary, and alphabet. It is idea to short game involving
reading skills. post the word wall in vocabulary.
the front of the
classroom where
students look the
most.

Unfamiliar,
descriptive, and high
tier words should be
added to the word
wall.

Voice and Choice An effective means to Start by having a Ideal to use when
get kids wanting to conversation with deciding which text to
read. your students about select for various
what their interests reading activities.
are or what they
would like to know
more about.
Discuss students
hobbies, fears,
curiosities.

Think-Aloud Models thinking and The teacher verbally - Very effective

behavior while shares thoughts while when used
teaching procedures. visually showing with reading,
students how to writing, and
complete a step-by- mathematics
step activity. instruction.