Alphabet Summary Academic Area: Reading Sears, D., & Stewart, L. (n.d.). Show me the strategies.

Retrieved from http://fcstn.net/show me the strategies.htm Description: This reading strategy can be used at the beginning, middle, or end of any specific academic instructional period. If used at the beginning of the period, it can be used as a review exercise from the previous days reading lesson, or as a starting point for the teacher to gain information on students prior knowledge about a certain topic. When used in the middle of an instructional period, the teacher can take a break during the lesson and gauge to see if the students understand the key points of the lesson. If used at the end of the lesson, it can be used as a closing activity to review all of the key points or terms that the class went over. This is a fun way to either review vocabulary terms or key points from a story that was just read. Procedure: 1. The teacher can either directly assign a certain letter of the alphabet to each student or the teacher can have the students pick a letter out of a grab bag and that will be the students assigned letter.

2. The student will then be given a short thinking period in order to come up with a word that begins with their specific letter and the word must relate to the topic that was designated for this alphabet summary. 3. The teacher will then go in order from A to Z when calling on students to give their word that is based on the letter they have 4. The teacher will continue calling on students until every student has given a word that relates to the topic and begins with the letter they chose from the bag or were assigned.

SCUBA-D Academic Area: Reading Cheng, L., & Salembier, G. (1997). Scuba-dive into reading. Teaching Exceptional Children, 29(6), 68-70. Description: This instructional reading strategy is a mnemonic device composed of six steps used to help students learn how to identify unfamiliar words when they are reading. This strategy can be taught at the beginning of the year so it will be integrated into the students memory and so that it will be a strategy that they could go to whenever they are having difficulties with their reading. Procedure: S = Sound It Out: Look at the letters and say the letter sounds, starting at the beginning of the word and moving to the end. C = Check the Clues in the Sentence:

Thinking about the meaning of the other words in the sentence, and guessing a word that fits in place of the unknown word. Your guess should start with the same letter as the unknown word. U = Use Main Idea and Picture Clues Asking yourself what the story, paragraph, and reading is mostly about (by reading the title and first sentence and looking at pictures on the page for clues). Next, going back to the unknown word and trying to guess the best word that begins with the same letter. B = Break Words into Parts Look for the smaller pieces or parts of the word, which helps you figure out the bigger word. These smaller words might be found in the beginning, middle, or ending of the word. A = Ask for Help If the first four steps dont help you figure out the unknown word, you can ask your teacher or neighbor for help. D = Dive into the Dictionary Look the word up, and use the letters in parenthesis next to the word to figure out what the word sounds like.

Say Something Academic Area: Reading Short, K., Harste, J., & Burke, C. (1996). Adolescent literacy reading strategies. Retrieved from http://www.learningpt.org/literacy/adolescent/strategies/something.php Description: This instructional strategy is used to help monitor students understanding of the text that they are reading. The say something reading strategy is used to help students attend to the reading that they are completing and it forces them to think about what they are reading in order to work cooperatively with their partner. Procedure: 1. Students are assigned a partner. 2. An assigned portion of the text is read either silently or orally. (It is particularly effective when used with pairings of lower readers with more accomplished ones.) 3. When they have finished, they turn to their partners and say something about what they have just read. This might involve summarizing the material, connecting with a character, or asking each other questions. 4. When the assigned material has been read and discussed, more text is assigned and the process is repeated.

Rules for Say Something: Decide with your partner who will say something first. When you say something, do one or more of the following: o Make a prediction o Ask a question o Clarify something you had misunderstood o Make a comment o Make a connection If you cant do one of these five things, you need to reread

Give One, Get One Academic Area: Reading Spencer, J. (2011, May 25). High five! give one! get one! a high energy multi use strategy!. Retrieved from http://teamingrocks.wordpress.com/2011/05/25/high-five-give-one-get-one-ahigh-energy-multi-use-strategy/ Description: This reading strategy is used for students to give their ideas to other students and at the same time get ideas from other students. As well as being an after reading strategy, it can be used across all content areas to help students learn information from other students that they may not have previously thought of. Procedure: 1. Have students individually fold a piece of paper into two columns and label the columns: Give One / Get One 2. Pair students up 3. Ask the pairs to list important things they wish to remember about a topic or the ideas the brainstorm in the Give One column 4. Direct everyone to stand up and raise their hands 5. Instruct students to find someone to High Five!

6. In the new partners, partner A shares something from his or her Give One column. If partner B doesnt have it on his/her list, s/he records the idea in the Get One column. Then partner B offers and item from his/her Give One column and Partner A records it in his/her Get One column 7. Partners split up, raise their hands, and look for another partner to High Five 8. The process repeats itself until the teacher calls time 9. Each student has a list of ideas and/or important information for reference

FIRST Trip Academic Area: Reading Rowan, K. (2007, Oct 19). Glossary of instructional strategies. Retrieved from http://www.behavioralinstitute.org/FreeDownloads/Glossaries/Glossary of instructional strategies_a.pdf Description: This is an instructional strategy used to help students before they read a certain piece of text. This strategy gives students a structured way to preview text that they are going to be reading by giving them certain things they should be looking for during the preview process in order to aid with comprehension. Procedure: 1. Give students the 1st TRIP structured worksheet a. The worksheet will have the sections: title, relationships, intent of questions, and put into perspective. 2. Title (T): The title of the chapter is read and then reworded or explains; a new title that may better reflect the content of the chapter can also be substituted for the original version. While this may seem very simple, it requires students to think more deeply about the title in relation to the chapter and what it means.

3. Relationships (R): This step is completed in two phases. In phase 1, text cues are analyzed and sections are scanned to identify essential information. This information is depicted in web form on the graphic. Once the essential information in the chapter has been depicted in web form, phase 2 of this step (optional) is implemented. Here, using a different color, additional information from a students background knowledge can be added to the web. 4. Intent of Questions (I): To complete this step of the strategy, chapter questions are paraphrased. The intent (i.e., What is it they want me to know or understand?) of each question is noted on the graphic. While the answer to each question may be illustrated somewhere on the web, the purpose of this step is to facilitate students thinking about what it is they need to be learning; the purpose is NOT for them to answer these questions at this point in the learning process. 5. Put in perspective (P): In the last step of the strategy, all the information gathered when performing the previous steps is used to form some basic BIG IDEA statements about what the whole chapter seems to be about. These are put into a perspective of what the unit is about, what was recently studied (previous chapter) and what will be studied next (the next chapter). In other words, where weve been, where we are, and where were going in the future.

RAFT Technique Academic Area: Writing Reading Rockets (n.d.). RAFT | Classroom Strategies | Reading Rockets. Reading Comprehension & Language Arts Teaching Strategies for Kids | Reading Rockets. Retrieved from http://www.readingrockets.org/strategies/raft/ Description: The RAFT Strategy is mnemonic device used to help students understand the various components that they need to look at while they are doing a writing activity. This strategy helps students write from different perspectives other than their own (i.e., writing as a pilgrim, president, etc.). This strategy also helps them write to different audiences, in different formats, and with different topics. Procedure: Role of the Writer (R): o Who or what are you as the writer? A pilgrim? A soldier? The President? Audience (A): o To whom are you writing? A friend? Your teacher? Readers of a newspaper?

Format (F): o In what format are you writing? A letter? A poem? A speech? Topic and strong verb (T): o What are you writing about? Why? Whats the subject or the point?

1. Display a completed RAFT example on the overhead. (see attached example of RAFT sheet) 2. Describe each of these using simple examples: role, audience, format, and topic. (It may be helpful to write the elements on chart paper or a bulletin board for future reference). 3. Model how to write responses to the prompts, and discuss the key elements as a class. Teachers should keep this as simple and concise as possible for younger students. 4. Have students practice responding to prompts individually, or in small groups. At first, it may be best to have all students react to the same prompt so the class can learn from varied responses.

Descriptive Writing Academic Area: Writing Kent State University. (2012, Nov 09). Writing teaching strategies. Retrieved from http://literacy.kent.edu/eureka/strategies/descriptive_writing.pdf Description: This strategy is used for students to create mental images when they hear or read certain texts. Using descriptive writing is used to describe a person, place, or thing, in such a way that the reader can create a mental image. The writing should invoke feeling from all of the five senses. Procedure: 1. Select a variety of descriptive passages to read to the learners. 2. Encourage learners to share passages they have been reading that really made them feel like they were there. These passages might be describing the setting, an object, or a person. The words used to show action might be particularly descriptive. 3. Have learners try descriptive writing without further instruction. If they are at a loss for where to begin, you might try one of these activities: a. Imagine you are asked by a person blind since birth to explain what colors are like. Make a list of colors. Think about what they remind you of. This might give you a

handle on how you would describe them to someone who could not see. You can use only those senses that the blind person has hearing, feeling, tasting, and smelling. b. Describe your perfect day. Where would you be? What would you do? Who would you share it with?

SCAN Strategy Academic Area: Writing Reetz, L. (1988). Writing strategies . Retrieved from http://lb071.k12.sd.us/writing_strat.htm Description: The SCAN strategy is a mnemonic strategy used in the writing process during the stage of proofreading especially while writing persuasive essays. This strategy gives students specific points that they should look for to make sure that they their paper is constructed in a logical manner. This strategy can be used individually, with small groups, or whole groups during the editing process. Procedure: 1. Read your essay. 2. Find the sentence that tells you what you believe is it clear? 3. Add two more reasons why you can believe it. 4. SCAN each sentence a. S Does it make sense b. C- Is it connected to my belief? c. A- Can I add more?

d. N Note errors 5. Make your changes

Authors Chair Academic Area: Writing Saskatoon Public Schools. (2004). Instructional strategies online - author's chair. Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/author/index.html Description: Authors chair is a strategy that is used as a way to get readers to share their writing with their peers. This is the last step in the writing process after the writing has been revised and edited and it is a way for students to receive positive feedback from their peers on their writing. Procedure: 1. Facing the audience, an individual reads a polished composition. 2. The author shares accompanying illustrations with the audience. 3. The audience is respectful and accepting of the authors efforts 4. The author requests comments from audience members and the first responses are positive. 5. Comments focus on favorite events or characters or particularly interesting and impressive uses of language. 6. The audience politely offers suggestions.

7. Initially, teachers model and guide audience responses.

Picture Word Inductive Model (PWIM) Academic Area: Writing Saskatoon Public Schools (2006). Instructional strategies online - picture word inductive model (pwim). Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/pwim/index.html Description: The Picture Word Inductive Model (PWIM) is an approach to help draw out words from students listening and speaking vocabularies by using pictures that contain familiar objects, actions, or scenes. This strategy helps students expand their sight-reading and writing vocabulary. Procedure: 1. The teacher shows the students a photograph and words are shaken out of the photograph by the students. 2. The words the students shook out of the photograph are categorized and read as a class over a series of days. 3. Each class writes and reads sentences using the words. 4. Depending on the grade level, the sentences are categorized and formed into paragraphs. 5. The students then write paragraphs.

Jumbled Summary Academic Area: Math Sears, D., & Stewart, L. (n.d.). Show me the strategies. Retrieved from http://fcstn.net/show me the strategies.htm Description: The teacher presents the students with a jumbled up summary of steps of a certain process and the students must put the jumbled up summary in order of the steps that they must be performed. Procedure: 1. On a paper or an overhead transparency, the teacher presents randomly ordered keywords and phrases from a lesson. 2. The timer is set for 8 minutes (more or less depending on task difficulty) 3. The students must put the terms and phrases in a logical order to show understanding of the lesson or content 4. Examples include: a. Steps in solving an equation b. Actual math steps c. Steps of a word problem

Cooperative Graphing Academic Area: Math Salinas Union High School District. (n.d.). Sdaie strategies: A glossary of instructional strategies . Retrieved from http://www.suhsd.k12.ca.us/suh/---suhionline/SDAIE/glossary.html Description: Students cooperatively work together to create a survey and they then create a graph based on the results of their survey. Procedure: 1. The students will be broken up into groups of four 2. They will then take a survey on a piece of information they make up or the teacher assigns to them (i.e., how many states each one of them has visited) 3. The students then collect the information from other members of their class 4. A bar graph is then developed on the information that they have collected 5. Each person in the group is responsible for one aspect of the graph, and signs his/her name on the chart along with their area of responsibility 6. Jobs include: survey class members and record results, construct the graph, write names and numbers on the graph, write title and assist with graph construction. 7. Each person in the group describes his/her part of the graph to the class

Send-A-Problem Academic Area: Math Johnson, D. W., Johnson, R. T., and Smith, K. A. (1998). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company. Description: The Send-A-Problem strategy encompasses the idea that groups work together to form a solution on a problem that was given to them. The math problem can be created by the instructor or by the students. The students are supposed to generate as many answers as possible to the problem that is on the card. Procedure: 1. Problems are created by the teacher or by the students themselves. 2. Once the problems are prepared, groups are either given a problem by the instructor or choose on themselves 3. Using a folder with the problem clipped to the outside, the group generates as many solutions to the problem as they can within a specified time. 4. The solutions are written down and placed inside the folder

5. After the specified time, the folder is passed to another group which is permitted to see the problem but not the solutions generated by the first group 6. The second group also generates as many possible solutions to the problem within the time limit and places their solutions in the folder 7. A third group receives the folder and is given the task of selecting the two best solutions 8. The third group reviews the solutions, consolidates them if necessary, and adds new ones as needed

Peer Guided Pause Academic Area: Math Reeh, T. (2011, Nov 08). Math techniques and strategies. Retrieved from http://new-toteaching.blogspot.com/2011/11/peer-guided-pause.html Description: The Peer Guided Pause instructional strategy can help students retain more instructional content by incorporating this activity into lectures. This strategy gives the students a break during long periods of instructional time completing activities that coincide with the lecture material. Procedure: 1. The teacher lectures for five minutes 2. The teacher then directs the students to pair up to work together for four minutes and the teacher gives the students a worksheet that contains one or more correctly completed word or number problems illustrating the math concepts covered in lecture. The sheet also contains several additional, similar problems that pairs of students work cooperatively to complete, along with an answer key. 3. Students are reminded to : a. Monitor their understanding of the lesson concepts

b. Review the correctly modeled problem c. Work cooperatively on the additional problems d. Check their answers 4. The teacher can direct student pairs to write their names on the practice sheets and collect them as a convenient way to monitor student understanding

Concrete-Representational-Abstract (C-R-A) Academic Area: Math Schleisman, B. (n.d.). Math evidence - based instruction. Retrieved from https://sites.google.com/site/collaborationworks/documents/release-1-0 Description: The Concrete-Representational-Abstract is a strategy used to tap into students different learning differences and abilities. This strategy is used to ensure that students have a thorough understanding of the math skill that is being taught. The strategy teaches from the concrete level, to the representational level, and the abstract level, in that order for students to make different connections. Procedure: 1. When initially teaching a math concept/skill, describe and model it using concrete objects manipulatives (concrete level of understanding). 2. Provide students many practice opportunities using concrete objects. 3. When students demonstrate mastery of skill by using concrete objects, describe and model how to perform the skill by drawing or with pictures that represent concrete objects (representational level of understanding)

4. Provide many practice opportunities where students draw their solutions or use pictures to problem solve. 5. When students demonstrate mastery drawing solutions, describe and model how to perform the skill using only numbers and math symbols (abstract level of understanding) 6. Provide many opportunities for students to practice performing the skill using only numbers and symbols 7. After students master performing the skill at the abstract level of understanding, ensure students maintain their skill level by providing periodic practice opportunities for the math skills