Srategies in Action Volume I

Strategies in ActionPublished by Just ASK Publications & Professional Development2214 King StreetAlexandria, Virginia 22301Toll Free 1-800-940-5434FAX 1-703-535-8502email [email protected]

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Printed in the United States of AmericaISBN-13: 978-0-9797280-3-7Library of Congress Control Number 200992567210 9 8 7 6 5 4 3 2

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Strategies in Action Table of Contents

ABC to XYZ 1 Anticipation/Reaction Guide 3 Artists in Residence 7 Biopoems 8 Cake Walk 9 Checking for Understanding 10 Class Mind Maps 14 Complete Sentences 15 Consensogram 21 Corners 22 Fact and Folklore 23 Five Card Draw 23 Formative Assessment 24 Frame of Reference 29 Framing the Learning 31 Frayer Method 33 Graffiti 34 Graphic Organizers 39 Grouping Strategies 41 I Have the Question, Who Has the Answer? 42 Inside-Outside Circles 45 Interactive Notebooks 48 Jigsaw 51 Journals 53 Learning Buddies 56 Line-Ups 60 The Look 61 Numbered Heads Together 62 Questioning 64 Paragraph Predictions 65 Pre-Assessment 66 RAFT 69 Ready…Rotate! 75 Scavenger Hunt 77 Signal Cards and Cups 78 Sort Cards 80 Sticks 85 Stir the Class 88


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Student Choice 91 Talking Tokens 92 10:2 Theory 93 Text Frames 95 That’s True about Me! 96 Think Alouds 98 Think-Pair-Share 100 Three-Column Charts 104 3-2-1 106 Tic-Tac-Toe 108 Ticket to Leave 112 Walking Tour 118 Word Splash 123 Word Walls 124


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Introduction This collection of classroom applications of strategies found in Why Didn’t I Learn this in College? and Instruction for All Students represents the work of thousands of educators across the country as they participated in multi-session workshops based on the above two books. The school districts represented in the April 2009 edition are: • Appleton Area School District, Appleton, Wisconsin • Greece Central School District, Greece, New York • New Bedford Public Schools, New Bedford, Massachusetts • New Trier High School Township District #203, Winnetka, Illinois • Prince William County School District, Manassas, Virginia • Public Schools of Northborough-Southborough, Massachusetts • Rush-Henrietta Central School District, Henrietta, New York • St. Vrain Valley School District, Longmont, Colorado • Weld RE-5J School District, Milliken, Colorado • West Irondequoit Central School District, Rochester, New York The following two pages present a table that cross-references the entries in Strategies in Action with the pages on which descriptions of the purposes, process, and application of the strategies appear in the two primary texts. The entries in this text are organized by strategy and then by level (elementary, middle, and high school) under each strategy. An attempt has been made to include a balance of elementary and secondary examples as well as entries representing the use of strategies with second language learners, accelerated learners, and students identified as needing special education services. All readers should send a special thank you to all the teachers represented here who used these strategies in their own classrooms and then analyzed and reflected on the implementation, effectiveness, and possible adaptations of these strategies. Their work and thoughtful analysis can help all of us help more students learn more, more of the time.


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Strategies in Action Cross-Referenced to Instruction for All Students and

Why Didn’t I Learn This in College?

Strategy Instruction for All Students


A-B-C to X-Y-Z 119 106 Anticipation/Reaction Guide 110 68 Artists in Residence 129, 132, 183-188 103 Biopoems X 26, 70 Cake Walk 93 87 Checking for Understanding 154-156 140, 142-146 Class Mind Maps X X Complete Sentences X 21 Consensogram X 75 Corners 90 77 Fact and Folklore 109 71 Five Card Draw 97 X

Formative Assessment 23-24, 151-163 76, 138, 139, 140-158, 163, 174

Framing the Learning 57-62 47-52 Frayer Method 17-18, CD-ROM 123, 125 Graffiti 92 79-80 Graphic Organizers 17, 66, 229-230 110, 118-121, CD-ROM Grouping Strategies 99-100 249-254 I Have the Question, Who Has the Answer?

95, 155 85

Inside-Outside Circles 93, 155 87, 123 Interactive Notebooks 228 83-84 Jigsaw 242-243 105 Journals 14, 143, 225-228 81-82, 150, CD-ROM Learning Buddies 99-100, CD-ROM 252-253, CD-ROM Line-Ups 101-102 89 The Look X 230 Numbered Heads Together 103 90 Questioning 157-158, 219, 231-239 54-60 Paragraph Predictions X X Pre-Assessment 88, 153 141 RAFT 135-140, 183-194,

CD-ROM 73-74, 102, CD-ROM


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Strategies in Action Cross-Referenced to Instruction for All Students and


Strategy Instruction for All Students


Ready…Rotate! 92 79 Scavenger Hunt 104-105, CD-ROM 26, 91-92, CD-ROM Signal Cards and Cups 154 144-145, 240 Sort Cards 94, 155 93-95 Sticks X 232, 251 Stir the Class 106, CD-ROM 96, CD-ROM Student Choice 206-210, 212, 215 X Talking Tokens X 256, CD-ROM 10:2 Theory 87, 263 51, 82 Text Frames X 116-117, CD-ROM That’s True about Me! X 25-28 Think Alouds 64 128, 134 Think-Pair-Share 78, 88-89, 99, 112 98, 133, 142-143,

251 Three-Column Charts

17, 79, 88-89, 113, CD-ROM

100, 123, 127, 150, 151, CD-ROM

3-2-1 114, CD-ROM 99, CD-ROM Tic-Tac-Toe 98 86 Ticket to Leave 115 104 Walking Tour 116-117 105 Word Splash 16-18 122, 125, 127 Word Walls 16-17 80, 122-123


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Graffiti Middle School World Languages: I used Graffiti with my 8th grade, Introduction for Language students. The topic chosen was French-speaking countries. The standards addressed were: Students demonstrate an understanding of the relationship between the practices and perspectives of the French Cultures, and Students demonstrate an understanding of the concept of culture through comparisons between French culture and their own. The learning experience was very successful since students were able to relate the culture of the different countries, and they enjoyed their contributions to the different posters. In so doing, six posters with six different French speaking countries were displayed in the classroom. Students were grouped in fours and they had to move from poster to poster adding information or pictures about the different countries. Once students reacted to all the countries, posters were displayed and opinions were shared. Finally, students made use of all the information collected in the posters to prepare a brochure about one French speaking country. I believe that students and I learned a meaningful way to relate content following a creative, cooperative and purposeful way of learning. I also learned that the spiral strategy is useful when checking students’ learning and previous knowledge.

Carla Lassus, PWCS, VA

High School Science: I used Graffiti during our genetics unit right after the students had learned about DNA structure, replication, and protein synthesis. I used this strategy as a link between our last unit (reproduction) and the new one by including old material like mitosis and meiosis and asexual/sexual reproduction along with the new more difficult material. At the end of the Graffiti, the students had to take one poster they had created, evaluate all the information to make sure it was correct, and then summarize it on another sheet of paper. I also had them create three quiz questions from that poster which I used on a formative assessment. It went better than I expected. The students really needed the extra time to process the information and make connections that had not been previously made. They were also able to discuss and communicate with others and share their ideas about the topics. I learned that I need to keep students in small groups (preferably two), otherwise there tends to be one or two who take over while the others just sit back and watch. I would also do the summary piece again because that forces the students to evaluate whether the information was correct. This made the discussions quite interesting! I will definitely do this again when there are many topics that can be tied together, or things that are difficult that need more processing time. I will also try this with new topics that students do know something about coming in, like human impact on the environment. I want to continue to put together activities where students are forced to do work on their own. I want to plan units/lessons with the idea that if they feel it is important to them and affects them, they will be more engaged and willing to put forth the effort.

Teri Marsh, GCSD, NY


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RAFT

Elementary Physical Education Role: You are the coach of a basketball team. Audience: Your team consists of twelve 5th graders. Form: You need to devise a plan of drills to work on during practice along with a

playbook full of your top-secret plays. Time: Include plans for 10 two-hour practices.

Meghan Dannehy, GCSD, NY Elementary Physical Education: Pretend that you want to get a pickle ball game together and you need to recruit players for your team. Create a persuasive poster to encourage others to join your team. Role: You are a pickle ball player Audience: You are trying to attract other players to join your team Form: A persuasive a poster to encourage others to come play pickle ball Time: April 2008

Kerri Sholette, GCSD, NY Elementary Science: I gave the following directions to my 3rd grade class: Directions: Your task is to complete a RAFT activity that will show your understanding of capacity (the volume of fluid a container can hold when full). Role: Bill Nye, the Science Guy Audience: Elementary students Form: A video that outlines the steps that need to be followed to find the capacity of an empty container. You will demonstrate the use the science tools necessary to accomplish this task Time: Opening night is two weeks from today

Danielle Schulmerich, GCSD, NY Elementary Science Role: You are a scientist working for the town of Southborough. Your mission is to explore your neighborhood looking for signs of weathering and erosion. Audience: You will be presenting your findings at the next town meeting along with other scientists to determine the most common forms of erosion for our town. Form: Your data will be presented in scientific journals with illustrations and/or photos of your findings. Time: 2009-2010

David Finneran, Northborough/Southborough, MA


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Think-Pair-Share Middle School Language Arts: One of my biggest challenges in teaching middle school inclusion classes has been the “Daily Oral Language” we do as a warm-up each day. DOL, as we call it, is a great tool for review, re-teaching, and repetition of basic skills. Every year I tweak it a little to make it work for that year’s classes. This exercise takes about 20 minutes and involves two sentences, which are corrected for grammar and mechanics. The students take turns, we use the board, they take their own notes, and on Fridays they have an open note quiz. EASY! Wrong –this has been a struggle because of extremely low skill levels. So I decided to try the Think-Pair Share with this process. The procedure now is that two of the students correct the sentences, and then we go over the corrections as a group. Instead of doing both sentences, we now stop after discussing and dissecting one sentence. After a week of doing this, the students acted as if they had been doing this forever. The students are in groups and a little friendly competition has developed to see which group can come up with the most challenging point of the sentence. The best part of this is that the grades on the DOL quizzes have picked up. The classes are paying more attention to the information now. One day, I forgot to go to the discussion and one of the students reminded me. They can talk and learn at the same time!

Roni Dorman, PWCS, VA High School ELL Math: This is my first year teaching in high school. I have always taught in either elementary or middle school before this. I am a veteran teacher but new situations sometime provoke feelings of doubt even about beliefs that are tried and true. Other teachers often remind me that high school is different than elementary school and that I cannot expect the same techniques to work in both places. Think-Pair-Share is one of my favorite strategies and I have used it with many different ages of students. One of my current classes is a basic algebra class for students whose first language is not English. Another teacher works with me in this classroom. We share a very similar educational philosophy. This class is wonderful to teach because the students are very engaged and ask a lot of questions and want to learn. Working together comes very naturally to them because the stronger students often help the students who are still struggling with English. My ESOL class took to this idea right away. It was competitive for them but in a very good way. We were working on simple algebraic equations. I would give everyone a problem and they would first work on it individually. After a few minutes, the students would look at the problem and their individual solutions together. If they agreed, they would talk about the steps they took to solve the problem. If they disagreed, they would discuss (sometimes with great animation) each of their methods for solving the problem. Many times there was the “aha” moment where they would figure out how the problem should be solved. My co-teacher and I were able to facilitate and let the learning happen rather than driving the class every minute.

Lynn Nemerow, PWCS, VA


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Walking Tour Elementary Library: I adapted the Walking Tour into a Library Treasure Hunt, which I used at the end of a 2nd grade unit on locating library books independently. The Treasure Hunt followed other lessons on using call numbers and finding fiction using alphabetical order. Students are first introduced to this concept in the spring of 1st grade, when most of our kids have an understanding of alphabetical order and how to use it. So in 2nd grade, I taught several lessons which were a review for 2nd graders who really “got it” in first grade. For the other students, it was an introduction and an opportunity to practice developing a new skill. The lessons framed the learning by explicitly telling students that what they are about to learn/practice would soon enable them to find books on the shelf that they searched for on the computer card catalog. Most students were clearly motivated by this carrot! I described the activities as a game, which excited students, so they came to the task with enthusiasm. After the lessons on finding fiction (both picture and chapter books), which are shelved alphabetically using authors’ last names, and practicing with fiction only, I went on to explain call numbers and talked about locating nonfiction books. (This is a harder concept for this age group, since the Dewey Decimal system is a foreign language to most 2nd graders and isn’t formally introduced until 3rd grade.) At the end of those lessons, which were taught over a two to three week period, we played the game! I created 5-6 clues per student, each requiring them to find a book in a different section of the library. Each section was represented by a different color cue; e.g. biography clues were blue, chapter books red, etc. Each student had his or her tally sheet, which listed each color. As they found a book using one of their clues, they showed an adult both the clue and the book that matched and then were instructed to check off that color on their sheet. If the book was missing from the shelf, they received credit if they found the spot where the book would have been shelved. After checking off each color, the game was over. We did this over two weeks, so that each student had time to complete his or her sheet. Students who finished quickly went on to a challenge using the computer, looking up a book, and finding it on the shelf by themselves! The Treasure Hunt was an exercise in active learning that enabled students to both access prior knowledge and make connections between concepts. The students processed information and used what they learned in meaningful ways that promoted retention and transfer. This was an excellent activity for 2nd graders, because it was hands-on and motivating and challenged all learners in the class at some level.

Jan Herzog, PWCS, VA


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Word Splash Elementary Science: I used a variation on a Word Splash by creating a poster to further my students’ understanding of weather-related vocabulary. I began by recording words that the students already knew on a chart. Next, I created a Word Splash-type poster. I wrote the word “weather” in the center. As a class, we completed a reading and whenever we came across a key word in our reading that had to do with weather, we wrote it on the poster at an angle in a different color. At the end of each lesson, we use the words we record on our Word Splash to discuss the information we learned. Now my students use Word Splash to create sentences using key terms. They use this kind of poster to map out their ideas for informational writing. This strategy has had a profound impact on their learning. I plan to continue to use it throughout the year with my 2nd grade class.

Marne Robinson, PWCS, VA Middle School English Language Arts: I created a Word Splash to set a purpose for reading and get students interested in a short story that we were about to read. Although I was sure that the story would be a high interest piece (lots of gore, rats and sneaky tricks played on the teacher), I also knew that several of my reluctant readers wouldn’t even open the book. I wanted to compare this story to one we had read earlier and I needed students to do the reading. I put the Word Splash in which I put the most interesting words on the overhead. I had the kids work in a group and use all of the words to create a prediction about the story. What amazed me was the different scenarios that the groups came up with. There aren’t two that were the same! The other piece that I found interesting was how engaged the kids were. Once they shared their ideas, I had them follow along as I read the story. I had actually decided to read the entire thing, but we ran out of time (sharing gory dead mouse stories in 7th grade tends to take a while), so I stopped at the “The Great Mouse Plot.” You wouldn’t believe the shouts and complaints. They all wanted to know what happened. Out of 115 students, only about 11 didn’t finish the reading and turn the homework in. This was exactly the outcome I needed, because the next part of the assignment was to create a Venn Diagram comparing the plot elements of “Boy” with “The Endless Steppe”, two seemingly very different stories, with lots and lots of similarities. I think the students “bought in” so readily because they had ownership in their predictions, and also had their interest peaked prior to reading.

Mary Shaffer, SVVSD, CO


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Srategies in Action Volume I

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Transcript of Srategies in Action Volume I