Strategy No Opt Out

Description -Its not okay to not try. Set high expectations and eliminate options to opt out or mutter I don!t know ex: If a student does not know an answer they are not off the hook. Ask another student the same question. When you retrieve the correct answer ask the original student the question again, and get the correct answer.

In action + -I use no opt out every chance I get. In kindergarten many of the students will raise their hand even if they do not have an answer. If I call on a student that does not seem to understand the question I strategically choose another student I think will answer correctly and provide a good explanation, I then return to the original student. This is one of my favorite strategies. + -I use this strategy often. Once particulr example was during a lesson about the pledge of allegiance. I asked students, Why do we say the pledge of allegiance? When students answered I asked them follow up questions such as, How did you know that? or What makes you think that? I like this strategy it requires students to think critically.

Stretch It

-The Sequence of learning does not end with a right answer. Reward the correct answer with follow up questions that extend knowledge and test for reliability. This techniques is especially important for differentiation instruction. Ask students to answer the question in another way, or to use another word to describe the answer.

Strategy Right is Right

Description -Set and defend a high standard of correctness in your classroom. The difference between partially right and all the way right. +

In action

-I used this strategy during a science lesson. I told students that objects blocking the sun create shadows. This was the only correct response I accepted from students during our outdoor exploration. I like this strategy very much because it leaves no room for misconceptions and as a teacher I am not doing the student any justice by sugar coating their responses. + -Our class practices the same morning routine every morning. Our kindergartners know to take their HW folders out of their backpacks and turn into the turn in tray, hang backpacks up, unstack their team chairs and nd a spot at calendar upon entering the room. We also recently added the pledge of allegiance. The students all know to stand and face the ag immediately after the bell rings.

Entry Routine

-Is about making a habit out of what!s efcient, productive, and scholarly after the greeting and as students take their seats and class begins.

Strategy Double Plan

Description -It is as important to plan for what students will be doing during each phase of your lesson as it is to plan what you!ll be doing and saying.

In action + - I used this strategy after teaching an awkward math lesson. I did not anticipate some of the students reactions and responses which caught me off guard. I planned another math lesson using Double Planning I was ore prepared and exible because I had planned for multiple scenarios. + -Lesson objectives are written in very english near the days schedule. This helps me stay on task and is benecial for everyone else. + This has been my goal for the semester. I have been really working on pointing out positive behavior so the other students can follow that example. I use this strategy often in line. * Build momentum and narrate the positive.

Post It

-Post daily objectives for students, peers, and administrators to identify in plain english.

Positive Framing

- Make corrections consistently and positively. Narrate the world you want your students to see even while you are relentlessly improving it.

Strategy Check for Understanding

Description -Effective check for understanding equals gathering data constatly and acting on the collected data immediately. The second part is acting on the data immediately.

In action + I constantly use this strategy in the classroom. Here is a specic example: for a math lesson I gathered data on students. I recorded the strategies they used to measure their shoes.4 students had difculty lining up the units, and measuring the length of the shoe. After reading these results I discussed different strategies and had students point out the most efcient strategy. + Cold Call is an excellent strategy I have used throughout the semester by incorporating Popsicle sticks with students names on them in many of my lessons. This keeps students engaged and also prevents myself from missing students or calling on the same student more than once.

Cold Call

-In order to make engaged participation the expectation, call on students regardless of whether they have their hands raised.

Circulate

- Move strategically around + the room during all parts of I like this strategy very your lesson. much. Proximity makes a huge difference. I walk around the room during instruction as well as practice. I also stand near particular students to prevent some problematic situations.

Strategy Format Matters

Description -It!s not just what students say that matters but how they communicate it. To succeed, students must take their knowledge and express it in the language of opportunity.

In action + Every morning students teaching/ responding to calendar are required to use full sentences and use appropriate vocabulary. We like to say No cave man talk This is very important in kindergarten because student are developing language. + This has been a goal of mine for the semester. I really put an emphasis on this strategy during a math lesson, It did not go well and I need to practice being rm.

Warm/Strict

-Being clear, consistent, rm, and unrelenting as well as being positive, enthusiastic, caring, and thoughtful, you start to send the message to students that having high expectations is part of caring for and respecting someone. Count it down, parcel it out in highly specic increments, often announcing an allotted time for each activity.

Work the Clock

+ I use a timer on my cell phone during centers rotations. When the buzzer goes off students immediately stop what they are doing and wait for the next direction to move. I also use this during rally tables. I give students an allotted amount of time to write, or else they would take too long.

Strategy Without apology

Description All content is worthy of high expectations. Do not apologize for any material covered. Be enthusiastic about topics being taught.

In action + I do this regularly. The tone of my voice greatly effects the levels of engagement I have from my students. In order to keep their attention I convince them that the lesson is fun by having fun! + After creating a lesson that expected students to learn how to write a lesson in one day, I have highly utilized the 4ms. I am going to focus on teaching parts of a letter focusing on a part a day. + We use this daily in the classroom during centers rotations. We focus on literacy in 20 minute rotations. I love centers because I have the opportunity to work with small reading groups and the students are moving and constantly engaged.

4 MS

- Emphasizes that objectives for lessons need to realistic and reachable. The 4 MS are: Manageable, Measurable, Made First and Most Important.

Shortest Path

Think of more than one possible activity to achieve an objective.

Strategy Draw a Map

Description Consider the layout of the room when planning a lesson. Consider when it is appropriate for students to interact.

In action + I consider seating before planning a lesson. If I a am reading to the students I have them sit on the oor very close to me demanding their attention. If I am at the front of the room I will move students that are far away closer. If I am teaching from the smart board I have students rotate their chairs. + I used this strategy during a science lesson about the going to the dentist. I read a very silly story about a boy and what he imagined a dentist visit to be like. The students loved the story and were very interested in the rest of the weeks unit on teeth.

The Hook

The short introductory moment that captures students what is interesting and engaging about the material and puts it out front.

Strategy Name The Steps

Description Subdividing complex skills into component tasks and building knowledge op systematically

In action + I used this strategy to show students how to edit their own papers. I created a rubric for each student. I instructed that when we check our work we do not quickly glance over the paper, we have to reread our writing and look for the following: Uppercase, nger space, punctuation, and does it make sense? I love this strategy because students know what I am looking for out of their writing. + I am often in this situation. My kindergartners all have different levels of background knowledge so. I am constantly searching for their foundation and building upon that, + I use this strategy during math lessons. I demonstrate, then we do, and I release students to practice on their own. We practice addition and subtraction often.

Break it Down

If a student misses a question for reason other than not paying attention the teacher needs to determine what background knowledge is required to get the answer by asking a series simpler questions. Don!t change the content but let students practice until they mastered the topic.

At Bats

Strategy Exit Ticket

Description A short sentence of problem to collect from students at the close of a lesson. Use the results as data.

In action + I used this strategy during a science lesson on the life cycle of a frog. We read a story and for the exit ticket I had students draw one part of a frogs life and to write a sentence accurately labeling their drawing. + I use this strategy quite often. I will ask a question and ask students for a thumbs up if they agree. I also used this strategy during a science lesson. We were making sink or oat predictions. I would ask students to stand if they thought the object would sink or oat, and record the results on the board. This was fun for the students. + This is my go to strategy when I lose students attention. When I require the choral response students wake up and become more alert.

Take a Stand

Pushes students to actively engage in ideas around them to make judgments about the answers their peers provide.

Call and Response

Teacher poses a question and the class choral responds. Pros- High energy and fun , everyone gets a chance to respond

Strategy Pepper

Description Teacher poses familiar questions to students at a fast pace.

In action + I use pepper often when I am teaching a unit. I am doing a unit on plants and everyday I start off by asking what plants need to grow. During writing I will ask quick questions to go over directions and expectations. + When I use this strategy in my classroom I look at the clock and say, okay I am going to give you a minute to think about........ Sometimes I encourage students to close their eyes and concentrate or visualize. I then ask for thumbs. + During my unit on teeth I went over the steps of brushing your teeth and we acted the steps out. Once the students had the steps down we all danced around in a brushing motion along with an upbeat funky video I pulled off the internet. They loved it.

Wait Time

Provide students with time to think of an answer before they shoot their hands up. This prevents I don!t knows and produces more thought out answers.

Vegas

Adds the sparkle to the lesson. Portion of the lesson is fun, upbeat, and sweet.

Strategy Do Now

Description Students should never have to ask themselves, What am I supposed to do be doing? Students should know what to do after morning procedures.

In action + I consider our do now to be morning calendar. Students know to sit at calendar rst thing in the morning and the student in charge of running calendar knows to grab the pointer and to begin leading after role, and lunch count has been taken. + Our transitions are great. I can call a one or hold one nger up and students know to stop everything. I give them a 2 and they stand silently ready to move. Next I say or show 3 ngers and students transition. This is a very effective strategy. + Each student has a homework folder, in their homework folder they must keep their packet and calendar. We check folders every single day.

Tight Transitions

When students are changing locations the command should be executed without extensive narration.

Binder Control

Have a designated place for students to store notes or materials.