Instructional+Strategies

= = = Vocabulary Strategies = = = 1) Review vocabulary words, in small teams, having students **play charades** using the words or have them create a motion that would help them to remember the meaning of the words.

2) Provide teacher created or student created **crossword puzzles, word seekers or unscramblers** for vocabulary review. Some free puzzle building sites: [|crossword puzzle maker] [|Discovery Zone Puzzle Maker] [|Eclipse Crossword puzzle program] [|Word Search maker] [|bingo Card Maker (no membership required)]

3) Ask students to **draw a picture** that defines the word(s). When complete have a “Show-and-Tell” in which the class gets to guess the word based on the picture.

4) Have students make and use **flashcards** to quiz one another. Students can form inside/outside circles for this review. Students in the inside circle have flashcards. Students in the outside circle rotate to music around the inside circle. When the music stops, students on the inside circle ask questions using their flashcards of the students immediately in front of them. Allow for a few minutes of questioning--then restart the music and the outside circle once again rotates until the music stops and the process repeats. [|Flashcard Exchange] This site has free membership and a bank of premade flashcards. In addition you can create your own [|Flash Card Maker] This site also has free membership (donations are accepted) and you can make flashcards, store them and use their bank of flashcards.

5) Play **I have/Who has** as a quick vocabulary review. On a set of index cards fill out each card so that the answer to one question is on the top of the card and a different question is on the bottom. To play the student who has the first card asks his question from his card. The person who has the answer card reads the answer and then reads her questions. The person who has the answer to that question then reads the answer and his question and so on. Prepare enough cards for all of your students to participate. Here is an example from elementary school,. but it is easily adaptable and useable at the high school level [|Example] Example from elementary school [|Template] This site has a clickable template to make the cards

6) An **Alphabet Summary** can also be completed by students which may be especially helpful for reviewing vocabulary words. In this review each student is given a letter of the alphabet and asked to think of one word or idea beginning with that letter that was connected to the topic or area of study. This is an easy to use template

= Reading Strategies = = = 1. **__Affinity Strategy__** requires studets to recall details, idenntify main ideas, categorize and discuss the reading selection. Step 1: Students read text Step 2: All students write details they remember from the reading on individual sticky notes. Each new idea should get a new sticky note. Students should place nstucky notes on chart paper randomly. Students should be silent at this time and allow about 5 minutes to complete this step. Step3: Still workig silently, students should loook for similarities. Students should then group sticky notes based on those similarities. Continue until all sticky notes are categories. Step 4: Now students may talk. They are to question the correctness of any sticky notes they disagree with, defend specific groups or suggest new groups ad write titles for each of the categories Step 5: Ask students to present their chart papers to the class and explain their categories. Teacher provides feedback through questioning. Students make any necessary changes. Step 6: post charts around the classroom.

2. **____** requires students to identify main ideas and details, kep words, and any unanswered questions. Step1 : Have students write sown everything they already know about the topic they will be reading about. Step 2: Read text or selected work Step 3: While reading students are to identify: Step 4: Group students in 3's or 4's and discuss notes that were made. Together determins main idea, important points, key words and their meanings, ah-has, and unanswered questions Step 5: Group presenations
 * Main idea
 * Key words and their meanings
 * Important points
 * Ah-ha's (insights)
 * Unanswered questions

3. **____** teaches students to summarize the main points and the details from the reading. Step 1: Set students up into pairs Step 2: Tell students to decide which partner will be the reader and who will be the listener. The reader reads the first paragraph or section. Step 3: The listener then tells the reader what he remembered from that pragraph or section. Step 4: If the listener has any questions, the reader should answer them or point out any information that was missed Step 5: Switch roles Step 6: Continue untl section is completely read. Step 7: At the end of the reading, the partners make a list of important points they remember from the entire reading Step 8: (optional) Turn pairs into groups of 4 and ask the 2 sets of pairs to compare their points and to make any changes by adding information they had missed.

4. **____** have just one minute to write a paper on the significat points, unanswered questions, and new connections from a reading selection. Step 1: Read text Step 2: Ue your 1 Minute worksheet to focus on the following points as you read: Significant points and key terms, unanswered questions and connections to other ideas or concepts Step 3: With a reading partner, discuss thos most significant points, unanswered questions, and connections Step 4: When the teacher says "Go" take 1 minute to write a paper on your reading Step 5: Share your results with your partner, compare papers

5. **____** This strategy uses a modified K-W-L chart. It is designed to help students use brainstorming skills to "download" all the information the student knows, thinks he kows, and expected to learn about about a specific topic. Step1: Students are informed of the topic of the piece they are going to read. Then they individually complete the first 3 sections of the DR/TA sheet. Step 2: Students read the selected piece Step 3: After reading students indivudlaly fill out the last section of their paper: What I know I learned. Step 4: (optional) sstudents pair up and share/discuss their responses
 * What I know I know
 * What I think I kow
 * What I think I'll learn

Writing Strategies

Layered Curriculum: