STRATEGIES: PURPOSE: PROCEDURE: APPLICATION:

Line of -checks for 1. Line up -before

Communication understanding
2. A and B partner -during
-productive
language 3. Rotate -after

Reciprocal -accountability 1. look at -checking for

Teaching reciprocal buddy meaning
-productive reading -making producing
language language

-comprehensible
input

Close Reading -integrating 1. reread text for -reread text for

language arts to different purposes different purposes
all content

Interactive -teach students to 1.Give students -Venn diagrams

Journal organize and notebook
synthesize their (composition) -T-charts
thoughts
2. Set up Table of -class notes
-accommodate Contents
multiple learning -flow charts
styles at one time 3. Include page
in and out of the numbers -different forms of
classroom poetry
4. Display a model
-teachers can for the students
track growth over
time

-resource for
students as they
expand their
knowledge

Morning -To provide 1. Get up earlier in -Keep a daily

Message students the the morning journal to promote
opportunity to 2. Start writing bigger writing
write with a clean and continue to ideas in the
state of mind write for about classroom
 half an hour

Academic -tap prior 1. Display -social

Language knowledge different interactions with
Corner illustrations peers or adults
-promote
language 2. Using stickies, -presenting to the
development students label class
(nouns,
-expand synonyms, verbs, -History:
vocabulary with and adjectives) Engagement
others activity to expose
3. Frame voc. students to
using culture and
functions and vocabulary
structures

4. Students share
their
sentence forms

Pictorial -to build on prior 1. Cut up -story retell

Conversations experiences to illustrations
describe an -review of content
illustration 2. Distribute
pieces - Social Studies:
Students use
3. Find pieces that pictorial
go conversations to
together describe famous
regions, battles,
4. In groups and events.
describe Students will
illustrations using share key points
sentence forms of their group
conversations with
the class. This is
a great way to
review prior to
assessments.

Writing From -To write from 2 Teacher models: History: Different

Both sides of points of view. To 1. 5 minutes: I perspectives. For
the Rock go beyond the remember... example, colonists
surface and get 2. 5 minutes: I do vs. Native
into the not remember... Americans.
 underbelly of who 3. Have students Literature: Tell
we are. write stories from
different
perspectives.

Open Word Sort -to observe what -Have students

students know 1. Sort the words sort by words I
in a way that know and Words
makes sense to I dont know.
you Have students
record which
words they do and
do not know.
2. Students sort Teacher can use
this information to
guide instruction

3. Teacher walks
around

Stand up and -check-in and 1. think about a -math

Share know what we point
know/inform what that was clear -exit ticket
was clear
2. stand up (all) -facts

3. one person
shares an idea

4. others with the

same idea sits
down

5. repeat the
process

Restorative -creates a safe 1. Gather -icebreakers

Justice Building environment in everyone in a
Community the classroom circle where each
Circle person is able to
-creates respect see every person
among students in the class.
and teacher 2. Begin by
stating that
-allows students everyone is to
and teacher to get respect each
to know each others point of
other view/ideas.

-used to develop 3. Introduce the

connections, type of
understanding, community
belonging, building they are
affection, doing for the day.
agreements, and
trust 4. For instance, a
show and tell.
Each student
brings something
from home to
share to the class.
Make sure to
discuss what is
and what is not
appropriate to
bring prior to the
community circle.

5. Allow each
student to
describe and
share what they
brought.
Thumbs -Allows teachers 1. Pose a question -Formative
Up/Down/Sidew to quickly get to such as: do you assessment
ays know which understand
students are 2. Ask students to -Guides your
struggling show you with lesson
their thumb
-Language 3. Checking for
learners can Understanding
immediately get -Thumbs Up: I
the help they feel good and can
need work on the
autobiography
-Creates a safe individually.
environment for -Thumbs
language learners Sideways: I feel ok
because they can and can work on
just show their the autobiography
thumb without after checking in
telling everyone in with a classmate.
the class -Thumbs Down:
I feel confused
and can work on
the autobiography
after checking in
with a teacher.

Word Wall -provide an 1. Display on the -History:

approach to wall of mastering
meaningful classrooms. vocabulary
teaching of Include: key associated with a
vocabulary with words; words unit
an emphasis on necessary for
student organizing ideas; -Math: presenting
engagement and words specific to and practicing
higher level unit or topic; high new vocabulary or
thinking skills frequency words. formulas

-build vocabulary, 2. Ask students to

thereby improving suggest words.
reading
comprehension
and writing style

-reinforce
understanding of
subject-specific
 terminology with a
focus on students
internalizing key
concepts

-help students
improve spelling
and awareness of
spelling patterns

-provide visual
cues for students

-encourage
increased student
independence
when reading and
writing

Gallery Walk -Helps language 1. Post your Can be used at

learners visually written work up on any point of the
learn the wall. lesson:

-Encourages 2. Individually & -After reading a

language learners silently, read your story to discuss
to ask questions colleagues work. ideas, themes,
from what they and characters
see or read 3. Respond to the
writing, using a -After completing
post-it provided. a lab to discuss
findings and
4. Provide implications
supportive
comments, like: -To examine
Can you historical
relate to the documents or
story? images

Do you have -Before

a suggestion for a introducing a new
concept they can topic to determine
use to frame their students prior
story? knowledge
Is there a
personal way that -After students
you want to have created a
respond? poster or any
other type of
You are not display project, or
looking for even before they
grammar or submit it for a
sentence level grade, use I Like, I
errors. Wonder, Next
Steps (see below)

-To solve a math

problem using
UPS

-To generate ideas

or pre-writes