FOCUS AND MOTIVATION STRATEGY:



933450101917500Project GLAD Strategy NotesCompiled byGLAD TEAMBrittane Hendricks and Heather Burtts NBTCBH&HBTacoma Public SchoolSpecial Thanks to:Laurie Bulson, Carla Carrizosa, Peter Lamb, Janet Kragen, Lisa HawkinsTABLE OF CONTENTSComponent Area-Focus and Motivation2-Day Strategies:Zero Noise SignalThree Personal StandardsLiteracy AwardsCognitive Content DictionaryObservation Charts Inquiry ChartsAdditional Strategies:Prediction Reaction GuideRead AloudsComponent Area-Input2-Day Strategies:Pictorial Input Chart10/2 Lecture with primary language groupings and supportELD reviewLearning LogGraphic OrganizerComparative Input ChartNarrative Input ChartAdditional Strategies:Science ExperimentsComponent Area-Guided Oral Practice “GOP”2-Day StrategiesCooperative LearningNumbered HeadsT-Graph for Social SkillsPicture File Cards (PFC)Exploration ReportChants/ PoetrySentence Patterning Chart (SPC) “Farmer and the Dell”Personal InteractionAdditional Strategies:Extended Name TagWord BankGuess My CategoryComponent Area-Reading and Writing2-Day Strategies:Additional StrategiesPoetry FramesFlexible Group ReadingFound PoetryStrip BookELD Group FrameABC BookTeam TasksDirected-Reading Thinking Activity (DRTA)Expert GroupMemory BankProcess GridClunker & Links- SQ3R (3rd and above)Cooperative Strip ParagraphCooperative Strip Paragraph GroupStory MapFocused ReadingPortfoliosEar to Ear ReadingLearning LogsListen and SketchWriter’s WorkshopTeam Writer’s WorkshopComponent Area-Closure/Evaluation2-Day StrategiesTeacher Made RubricsTeacher and Student Made TestsAction PlanHome School ConnectionsTeam PresentationsGraffiti WallJeopardyWhere’s My AnswerIndividual TasksAdditional StrategiesA NOTE ON COLORResearch in brain patterning supports consistent use of color. (for 2-day and Demo follow guidelines)In classroom use, be consistent with your own method of coding.Teacher colors; YELLOW (to highlight) and BLACK (to edit, and as black line master)Team and student colors: RED, ORANGE, GREEN, BLUE, PURPLE, BROWN, LITE BLUE, PINKSPC: Adjective RED, Noun BLACK, Verb GREEN, Adverb BLUE, Prepositional Phrase ORANGEChants: color code at teacher discretion; be mindful of verse, chorus, and D: Color code by each word row a different color. Categories across top BLACKInput charts:T-graph and points on YELLOW PAPERComponent Area-Focus and MotivationRationale:Activate, focus or build background informationSpark interest, excitement and engagementSet purpose for learning (student-driven)Diagnose2-day strategies:Zero Noise SignalThree Personal StandardsLiteracy AwardsCognitive Content DictionaryObservation Charts Inquiry ChartsAdditional Strategies:Prediction Reaction GuideRead AloudsFOCUS AND MOTIVATION STRATEGY Zero Noise SignalRESEARCHSpencer Kagan Dr. Robert Garmston & Bruce Wellman-Adaptive SchoolsRATIONALProvide an effective classroom management tool Give learners visual and auditory cluesRespect and honor learners Enhance presenters’ skill for focusing audiencesKEY POINTSStrategy must be explicitly taught to students and adultsStrategy is used to focus attention prior to giving directions, delivering instruction, or presenting Teacher or presenter establishes a credible stanceTeacher or presenter silently raises their hand to gain full attention of audienceStudents or audience are instructed to finish their sentence or final thought, raise their hands without speaking, and look toward the teacher or speaker Important – avoid talking once the hand goes in the air. Do NOT speak while your hand is in the air.Set high-expectations for usage and hold individuals accountableThank students for respectful use of the zero noise signal.STANDARDSSpeaking & ListeningEALR 1: The student uses listening and observation skills to gain understanding.EALR 3: The student communicates strategies and skills to work effectively with SS: SL.41bVARIATIONSVerbal prompt – “Look this way”Auditory prompts: Chimes, Rainstick, TimerToolNon-Verbal: Frozen GestureNote: with adults use credible stance (look downward, avoid eye contact)FOCUS AND MOTIVATION STRATEGYThree Personal Standards & ScoutsRESEARCHDARE (Drug Abuse Resistance EducationJohnson Institute-Drug/Alcohol Awareness ProgramHigh Scope Educational Research FoundationAdapted by Marcia Brechtel (who articulated these specific standards)RATIONALReinforces and focuses students’ positive behaviorEstablish behaviors for independent functionExplicitly teaches lifelong social skillsEnables students to articulate positive behaviorEncourages intrinsic motivation, internalizes personal decision makingEncourages students to solve problems on their ownLevels the “playing field” by having clear expectationsSupports Decision vs. ChoiceKEY POINTSThe three standards are: (1) Make good decisions, (2) Solve problems, and (3) Show respect. (Note: the order is not important)These are expectations, not rules.Note the word “decision” rather than “choice”. This implies consciousness rather than randomness or taste.They are NOT posted in the classroom. Students need to internalize the three standards by using their fingers. Fingers are the pathway to the brain. TheEverything is framed in the positive.Additionally, it levels the playing field for all students. It is used throughout the day.Basic ProcedureTeacher uses three fingers to indicate each of the expectations.Students recite with teacher. Teacher has students recite together. Touch each finger to help cement the concept from statement to touch (TPR for the brain)In first exposure to 3 personal standards, each standard is gone through one at a time, having students generate what they believe are ways to exhibit each standards within the classroom. Teacher, in this process, has opportunity to rephrase statements stated in negative into positive using. Seeking specific observable POSITIVE behaviorsThis procedure is repeated periodically until students internalize the standards and positive behaviorsTeacher discusses with students what these might look and sound likeUse of “Scouts”During lectures or whole class discussion, the teacher (does not “assign.”) But identifies students that have exhibited the 3 personal standards, and thus have earned the position of Scout, 1 or 2 students. The scouts are responsible for not only listening and participating, but also noticing behaviors among other students that are consistent with the 3 standards. When called upon, the scouts will have the choice of recognizing one student. This may be done by awarding that student a “Literacy Award/ Super Scientist” (see notes on this strategy). The scout must say (1) who they are recognizing to earn an award. (2) specific behaviors observed, and (3) which standards the behaviors relate to. Through this process the students in the class learn not only to recite the standards, but also how to live them. Note: The scouts themselves are recognized for the standards they followed while scouting.STANDARDSCommunicationUses language to interact effectively and responsibly in a multicultural context.Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.4.1 Assesses effectiveness of one’s own and others’ SS:SL.4.1b, SL.4.3FOCUS AND MOTIVATION STRATEGY Literacy AwardsRESEARCHMarcia Brechtal and Linnea Haley WHY DO ITTo get literacy in the hands of students It is a behavior management tool used to reinforce the 3 standards of behavior (Make good decisions, Show respect, and Solve problems) and as focus and motivation to reinforce vocabulary. The students learn to internalize the 3 standards as they participate.KEY POINTSScouts are used to select students for earning the award. Teachers: Avoid words like “give, get” when talking about 3 standards- The scout verbalizes the standard he found the selected student met and mentions the specific positivebehavior. E.g.: I saw Mary make a good decision by moving to a new location so that she is able to remain focused on reading with us.” The scout earns an award and awards one to the student selected.The awards are linked to literacy and connected to the content. Frames to incorporate… can imbed chants, poems, activities, into your Literacy Awards. For example, 2nd grade standard is descriptive language. Can provide a graphic, the word adjective with its definition, and a paragraph, and prompt- Locate all the adjectives within this paragraph and write them on the back of your award. An example could be a trading card with an authentic picture or photo of something in your unit with the vocabulary word or definition below it. E.g.: A picture of an asteroid with the word asteroid with it, or for older students a description also. The amount of text depends on the grade level.Use literacy awards during whole class in instruction with students functioning independently so as to practice the 3 standardsAwards can be used for Jeopardy… or can be used as note pages for quizzes or tests. Introduce new awards every week. VARIATIONSIdeas for awards could include:Use language of discipline (Scientist’s, Explorer’s, Historians Notes, Mathematician Notes, etc.)Trading Cards, Bookmarks, Little notebooks to write in made of a few pages stapled together, ButtonsSTANDARDSCommunication EALR 1: The student uses listening and observation skills and strategies to gain understanding. EALR 2: The student uses communication skills and strategies to interact/work effectively with others. EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.ReadingEALR 1: The student understands and uses different skills and strategies to ponent 1.3: Build vocabulary through wide SS SL.1FOCUS & MOTIVATION STRATEGYCognitive Content Dictionary/Picture DictionaryRESEARCHMartha Ruddell and Brenda Shearer—Vocabulary Self-Correction Strategy *allowing students to select their own words, they learn to trust their own judgment for important words to seek out.Isabel Beck—Tiered Level VocabularyRobert Marzano—Non-linguistic representationsJohn Shefelbine-vocabulary linked to literacyRATIONALEEnhances vocabulary and understanding of upcoming unit, by teaching specialized words Develops process of predicting- confirming/refuting Signal word for transitioningWord study skills – word parts (Greek, Latin roots) that assist in determining meaningKEY POINTS *yellow pages 20-24Vocabulary comes from standards and textbooks which are brainstormed and integrated into Unit through Idea PagesTeacher chooses a word that will be used throughout the day and will be taught explicitly. Teacher also considers Tier II and Tier III words to incorporate.Teacher uses it as signal word for transitioningStudents are sitting in their teams (of 4).Provides oral practice as students repeat word to their partner, to ceiling, to the floor, etc.Students make predictions/clues/revisions involve students in metacognition – Ss become word detectives Teacher asks “Why do you think that?” Teacher records the student’s prediction in the prediction column.Remains on the wall for the duration of the unit as part of the language functional environment.Basic ProcedureWord H/NHPrediction (clues)Final Meaning / Sketch / L1Oral SentenceDay 1: Teacher-Selected WordTeacher writes word on CCD (teacher selected tier II word, to be taught throughout the day)Repetition of word: say it to the floor, partner, teacher.. After all students have repeated several times, incorporate individual oral practice by having individual students practice saying the word. Teacher says the word, then gestures to one student to say the word; continue (as needed)Students are surveyed, assessed if heard/never heard word. (tally responses under the word)*primary or as needed: letter counting/syllable counting/ segmentation/ sound spell word.Students discuss in their teams what they predict the meaning. (heads together and numbered heads, if T-graph for social skill has been introduced teams can earn points for the skill)Teacher writes each team prediction on CCD as stated by students, validating students’ use of language. Teacher encourages students to speak in complete sentences. However, bullets information. Teacher asks, “What clue did your team use? Why does your team think that?” *if the respondent is stumped, heads back together and move on, then check back. ---Perky Pace--- do check back!Teacher provides word, synonym or clue, and gesture TPR and has students practice the process of using the signal word. (don’t give the final meaning away, make it catchy short and fun)Teacher tells Students to listen for meaning throughout the dayDay 2: (or later that week)Teacher asks teams for final meaning. (numbered heads)Teacher acknowledges teams with partial meaning.When writing the final meaning, have students say words as writing. (say it with me) Inquire about knowing the word in L1, charts at this time, adds sketch for the brain (memory); Leads word study (etymology, etc.) Based on grade level standards; students are also saying the words with the teacher that are used in the word study, parts of speech.Provide oral sentence examples. Teams provide an oral sentence. Check mark in the column for each team who shares an oral sentence.Support T-graph social skill “did your team show cooperation?”Repeat process with new word. *color maters; keep the same color for the entire row (word) for the new word, a new color.Stumper WordTeacher explains process of how to locate a stumper word, must be decided upon by the team; go to the charts and read the walls; teams that identify a stumper word earn bonus points, but still receive points for exhibiting social skillsEach team reports, teacher writes on CCD, asks other teams if they know the final meaning of the word chosen. Teacher discretion determines if it’s an accurate enough meaning, if not, it’s a stumper word and team earns bonus points. Same process used for the rest of the teams. Then read list. Students vote on word and teacher adds it to the chart. Oral practice of word chosen by whole class, followed by individual practice. Teacher then takes survey.Team’s heads together to predict meaning; Team whose word was chosen suggests gesture or it can be teacher created.Next day or later that week:Teams come up with final meaning and sketch. Reference L1Teacher does word studyTeams come up with oral sentence after Teacher provides samples.Teacher uses next highly voted upon word on stumper list for the next word.Later Day 3 (or 3rd week of unit)CCD is added as team task (Just the “new word” and “predictions” category)Team CCDs are compiled as class vocab/spelling list for the following weekCCD can be used individually. For k/1, include steps of interactive writing.NOTE: Bugaloo is a common stumper word. The correct spelling is Boogaloo- bugaloo is a strictly GLAD spelling. Boogaloo music and dance came from Cuba and Puerto Rico to New York in the 1960s. the Music had Spanish and English lyrics. Boogaloo dance and music was popularized on American Bandstand.STANDARDS:CommunicationUses listening and observation skills to focus attention and interpret information.Understands, analyzes, synthesizes, or evaluates information from a variety of sources.Reading1.3 Build vocabulary through wide reading.2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational SS: RI. 4-RF.3a, SL.1a, L.4bVARIATIONS:After that: CCD can be used individuallyFor earlier grades, a picture dictionary is an effective way for students to collect and retain vocabulary: A simple reproducible form is created with spaces for pictures and lines for words to go with the pictures. Pictures can be provided by a teacher, drawn by students, or obtained by students from sources such as magazines. Each page of the dictionary is 3-hole punched so that students can continually add pages and expand their dictionaries as part of their reading folders.Team tells where they found the word and why class should learn it.FOCUS AND MOTIVATION STRATEGYObservation ChartsRESEARCH Judy Moe—Social Studies Mentor, LAUSDRATIONALEEncourages academic discourse (oral as opposed to writing)Students can visually access background informationModels the scientific processIt provides a visual prompt to inquiry thinkingLowers affective filter, Stimulates students’ curiosityCan be a pre & post assessment toolKEY POINTSPictures gathered from Nat’l Geographic, calendars, Google, etc.Most successful with high interest photos. You can also use realia.Use of primary language is encouraged.Blank paper, unlined, promotes sketching/writing at all levelsBasic Procedure:4-6 themed pictures relating to target content are mounted on large paper or poster boardAt the beginning of a new unit, 5-7 posters are posted around the room.Blank paper is attached to the chart. (11 x 17 size)Model the process with a student first. Pick a volunteer. “we will have a conversation about what we see, what shall we write or sketch? Do you want to record?”With a partner, students observe and discuss what they see on the chart. Teacher encourages students of same L1 to work together if so choose, yet promotes writing and sketching in target languageThey sketch or write an observation, prediction, or question. Note: Sketching is an important scaffold for language learners, allowing them to express themselves more freely. Note: Each pair only gets one pencil. This encourages academic discourse.Students rotate through the charts at their own pace.Use Literacy Awards to promote the use of the 3 standards. (esp. solve problems)As a scaffold for ELLs, the teacher can model the process by moving around with the students, discussing and “pretending” to write.STANDARDSCommunication1.1 Uses listening and observation skills and strategies to focus attention and interpret informationUses language to interact effectively and responsibly in a multicultural context.Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform SS: RI.7, SL.1aVARIATIONSStudent’s comments, etc. can be transferred to an Inquiry Chart (see notes on this strategy).In early grades, the students’ observations & questions may be dictated and names could be posted.Two photos, for example of two different animals, may be posted to encourage the use of comparative language.Students can revisit during or at end of unit and add, correct, revise, edit statements into accurate remarks; adding citationsFOCUS AND MOTIVATION STRATEGYInquiry Charts RESEARCHInquiry Method of Science. Predecessor of the K.W.L.RATIONALEModels inquiry- the scientific method.An informal assessment and toactivate prior knowledge.Address misconceptions.A running record and as a pre-assessment of students’ oral language skillsTo teach authentic revision and editing as a continuous process.Validates student’s voice and contributionsLearning is a continual processKEY POINTS Use after observation chartsStays up for the entire unit of study refer back often as new learning/ misconceptions are addressed. *Conceder posting in the research center where students look up answers to their questions.Refer back to the observation charts for as a scaffold for the inquiry chart. “What questions did you and your partner discuss while viewing the observation charts?”Inquiry charts to stimulate prior knowledge and interest in the topic. Students are in close proximity to the chart. Make 2 columns: 1. What do you know about…? Do this one at a time. Heading is already written: “What do you know about ________” Have students read with you. Teacher fills in blank with concept. Students read concept filled in and whole sentence. Then, introduce term, hypotheses and writes the word. “Like scientist, we will predict with we know and question what we don’t know.Leave space between responses for revisions. (record responses in colored marker) Call on individual students, serves as a pre or formative assessment. Record answers EXACTLY (validates student voice and provides oral language use)Note: since they just finished observation charts no need to 10/2. For primary include student’s name or initial as a scaffold.Add rigor by eliciting responses to “I think… because…”Use appropriate punctuation. If unsure of spelling, model “sp” and tell students it’s their “job” to find the correct spelling and to add a star if it is correct, or add and edit mark and fix it. They may add their initials to the correction. While you write the statement down is a good time to use verbal metacognition to discuss why you use writing Using capitals and ending punctuation (even if student did not speak in complete sentence) 2. What do you want to know about…Or what do we want to learn? (record in a different color)*note, avoid redStudents work in pairs to come up with a hypothesis about the topic, then share with the group.Teacher records the student’s comments precisely as student dictates even if it is incorrect. Immediately begin writing as student is speaking.GET the dictation the first time! Do not make a student restate. (esp. difficult for and EL student to respond twice.)First column could be in green, and the second column could be in blue. The purpose of the colors is scaffolding to help the students see the difference in the purposes of the two columns. All future corrections will be done in other colors.Revisit the chart daily or frequently to make revisions. Use a different color marker each time you revisit.Students prove the statements are true or false with their resources from the lessons and reading they do. Make changes in student’s comments to make the statement true when a student tells you to. For example, a statement such as: “The heart stops pumping when you are asleep” would become: “The heart keeps pumping when you are asleep.” Cross out the word ‘stops’ and write in ‘keeps’ in the new color. Write ‘true’ next to it and record the source as cited by the student. The source might be the teacher or one of the charts, etc.Revisiting is also the time to edit grammar.It is important all editing be done at later time, so the original student comment so the corrections are less personal For the “Want to know” column, as students to think about what they want to know about ______. Write down questions precisely as dictated by the student.Leave plenty of room to write in the answers later.Continue recording and answering student questions as the unit progresses.When recording the answers, use a new color. (This helps you see how often you have returned to the chart, and to show the student what was added and what was original) Also ask students to cite the source of their new information. Be sure to use the new scientific language learned.Use 10/2 to discuss revisionsStudents throughout unit can write new hypotheses and questionsHelpful abbreviations:“T” for true or taught and sight the source i.e. World Map or expert text teach APA styleNT for not taught or NS for not studiedKeep chart posted the entire unit. Place chart near the door to revisit while waiting to exit.Revisit often! When revisiting use the phrase: “read it with me”Ask, “Who might go home and research this question further and be ready to share?”VARIATIONSYou can use outside resources to help translate into another language for L1s.Post chart near the door to revisit as waiting to exitAsk “Who might go home and research this question further and be ready to share?”Following brainstorming use sticky notes to predict where the answer might be found?Later taken to the team level in which teams write new hypotheses that they hold and new questions they have, practicing application of this process. They can also access the resource center to gain accurate information.STANDARDS Science 4-5 INQA —Question— Scientific investigations involve asking and answering questions and comparing the answers with evidence from the real world.Writing1.4.1. Applies understanding of editing appropriate for grade level. 3.3. Knows and applies writing conventions appropriate for the grade level. W 4.1. Analyzes and evaluates others' and own writing. W 1.3. Revises to improve text. WCCSS SL.1a, SL.1c, SL.1d FOCUS AND MOTIVATION STRATEGY Teacher-Made Big BookRESEARCHAlma Flor Ada- medium matches messageLeanna Traill- read aloudLinnea Haley & Marcia Brechtel- Bringing it all Together p. 135RATIONALEIntroduces Enduring Understanding overall theme-The “big picturePresents a high-level of main concepts of unit-focusUse patterning and predictable Language-rhythmEmbed academic language, concepts, complex sentence structure –content based, vocabularyrich-linguistic teacher selected vocabulary Motivation-frontload informationhooks interest-visualizationModel expository textEncourages love of readingDemonstrates authorshipKEY POINTSStudents in close proximity to read aloud1st read straight through-allows for patterning – Repetition to be heardResources – National geographic, Google images-basal – GLAD site Not everything is in the big book – comprehensible input +1 *reminder; big book is to motivate and Set the stage for learning (don’t give away the whole unit)Shared readingRepetitive format is predictable – allowing Ss to read along -10/2 used after repeat readingsRepeated readings allow for automaticity and fluency – modeling of fluencyAuthentic graphics help Ss make connectionsHigh academic language Bullet facts –large textBound or unbound – sequencing laterLiteracy theme- embedded vocabulary for building Ss academic vocabulary Models different genres – models real writers-expository, poetry, narrativeMoves from whole group to potentially a team big book following scaffolded frame and to individual student made big book, i.e. “The Important Book”.Other examples: Audrey Woods, Quick as a Cricket: Imagine, John Lennon; I’m Concerned, Judy Tessington; People of the Earth, National Geographic; The Important Book, Wise BrownSTANDARDSEALR 1 -The student understands and uses different skills and strategies to read.EALR 2 – The student understands the meaning of what is SS.ELA-Literacy.R.2, 4, 7, 9, 10, SL.2, L.6, W.2a, RF.4.b, RF.3aVARIATIONSOnce Upon A Time….. for kindergartenThe Important Book—See notes aboveBig book as a team taskStudents make own Big Book as assessment/ culminating projectFOCUS AND MOTIVATION STRATEGY Read AloudsRESEARCHInsert researcher hereRATIONALEInsert rational hereKEY POINTSInsert key points hereSTANDARDSVARIATIONS: Component Area-InputRationale:Provide direct instruction of skill, information and vocabularyEngage students in active participationUse graphic organizers for patterningScaffold instruction with visuals and real items2-day Strategies:Pictorial Input Chart10/2 Lecture with primary language groupings and supportELD reviewLearning LogGraphic OrganizerComparative Input ChartNarrative Input ChartAdditional Strategies:Science ExperimentsINPUT STRATEGY Pictorial Input Chart RESEARCHLinnea Haley & Marcia Brechtel ,Susan Kovalik, John ShefelbeineRATIONALEOrganizes informationAllows universal access for all students to core curriculum –content based vocabulary repeatedEmbed high-level academic language Creating a print rich environment—a language functional environmentMeaningful engagement- brain imprintingOrganize information by color and categoryLearning resource for studentsKEY POINTS*Note: Big Picture Graphic Organizer, Comparative Input and Narrative Input are variations on the Pictorial. See notes for key pointsUse the Literacy awards and 3 Standards Strategy with Scouts for to support student independence.Pre-draw with light pencil using a projection machine prior to the lesson the Pictorial with notes. (especially helpful to include 10/2 notes on sticky-notes)With the students up close to the chart, the teacher sketches the content in colored markers, while discussing its meaning.The color coding matches categories that will be used in the Expert groups, Mind Map and Process Grid. This thoughtful color coding provides a scaffold for students. For example on the Chameleon the Description, Habitat and Enemies are in different colors. Teacher pauses, talks about each aspect of the chart incorporating TPR (gestures). At academic vocabulary or key words, invite students to, “say that with me” “Say it with me”Stop every 10 minutes (or sooner at each logical chunk) to allow for students to process the information (10/2) “tell your partner the Enemies of the chameleon.”“turn to the person next to you and tell them what you learned about __” What do you think about__?”End with a 10/2 and check-in with Scouts.Revisit the chart next day or soon after (use scouts again)Distribute to pairs “Smart Cards” text from the chart that is color coded the same as on the chart for scaffolding the text. “Smart cards” can be single words, phrases or variation- use words, phrases. Words chosen should span the range of needs of your students. (scaffold) They can also be PFC (Picture File Card) .Student discuss and predict with their neighbor the card they have as a 10/2 then begin to review the chart in the same order as presented the first timeNow say “read it with me” if a student has the correct smart card invite them to come up and place it on the chart over the word or phrase it represents. To differentiate to the needs to students, for at or above students with smart cards, provide questions, descriptions, or synonyms for word. For example, “We’re looking for a word that describes to lay eggs” If you have the word that describes egg-laying, please come up. Everyone read Oviparous”.Students continue to process chart with students adding to the walls with personal word cards and picture file cards, citing resources used (often times done during team tasks- “Team Add to the Walls.”Use Learning Logs to process new information (see Learning Log notes)Use the ELD review following revisit of the chart whole group. (see ELD notes)Use Pictorial to complete Mind Map as a scaffold to Expert Groups (see related notes)STANDARDSReadingEALR 1 -The student understands and uses different skills and strategies to read.EALR 2 – The student understands the meaning of what is read.ELDEALR 1 The student uses communication strategies to gain understanding.Variation: EALR 3 – The student uses communication strategies and skills to work effectively with others.WritingVariation: EALR 1- The student understands and uses a writing process. EALR 3- The student writes clearly and SS: RI.4, RI.7, RI.9, RF.3a, SL.1a-SL.1c SL.2VARIATIONSTake information from chart into a mind mapStudents replace Smart Cards and pictures with their own research and pictures. “add to the walls”Team Task: recreate Pictorial as a team. *Note not all pictorials have to have categories match; can be used to make content, vocab accessible to students.INPUT STRATEGYELD Review RESEARCHUniversity of Irvine-UCI Writing ProjectMarcia Brechtel and Linnea HaleyRATIONALEAllows for a double dose of contentELD differentiationReview of grade level content and re-teaching of important key conceptsMoves students from pre-productive language to productive languageKEY POINTSTake ELD group and review the Input chart, or any direct instruction presentedThink Bloom’s Taxonomy as you progress through the following:Have student POINT TO things on the chartAsk YES/NO questionsAsk EITHER/OR questionsAsk OPEN ENDED RESPONSE questions—Following oral review questions students write/sketch what they know.STANDARDS Use Washington State ELD standards Standards as of Dec. 2013 2: The student understands the meaning of what is ponent 2.1: Demonstrate evidence of reading ponent 2.1: Demonstrate evidence of reading ponent 2.2: Understand and apply knowledge of text components to comprehend municationEALR 1: The student uses listening and observation skills and strategies to gain ponent 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources.EALR 2: The student uses communication skills and strategies to interact/work effectively with ponent 2.1: Uses language to interact effectively and responsibly in a multicultural SS.ELA-Literacy.R.2, 3, 4CCSS.ELA-Literacy.SL.2, 4CCSS.ELA-Literacy.L5, 6READING & WRITING STRATEGY *note: strategies may move into different component areas depending on the purpose and learning objectives for studentsLearning LogsAka “text to you”RESEARCHA form of Dialectictical JournalsUniversity of Irvine—UCI Writing ProjectRATIONALEStudents process information learnOpportunity for teacher prompted writingStudents sketch or write; helps brain imprinting.Encourages metacognition.Used as on-going assessment of student learning.Provides a balance of teacher directed response and student choice response.KEY POINTSUnlined paper allows for freedom of expression.Two columned chart: “Text” = Facts learned/recalled by the student; “You” = Student reactions/opinions about those facts, connection to selfTeacher assigned, collected, and (can be)graded.This task is given when students are at their desks.Students are allowed to use first language, diagrams, and/or sketches if they are so inclined.Basic ProcedureTextYouTeacher prompts students to write in the “text” section. e.g. “Write three facts in complete sentences spiders.” Students can use handouts, texts, walls.Students go on to add their personal reaction in the “You” column. E.g. “How do you feel about...? What do you want to know about...? Write or sketch an experience you had with a spider. How did it make you feel and what reactions did you have?”Teacher (can collects) or place in personal portfolio for on-going assessment.STANDARDSCommunicationUses listening and observation skills to focus attention and interpret information.Understands, analyzes, synthesizes, or evaluates information from a variety of sources.ReadingExpand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.Writing2.3 Writes for different purposes2.3 Writes in a variety of SS: W.2VARIATIONS:A frame could be used to scaffold students through the text portion. E.g. The spider has __ and ___.INPUT STRATEGY Graphic Organizer: “the Big Picture”6 Kingdoms of living things, World Map, Time LineRESEARCHSusan Kovalik- Brain patterning: visual and aural/ oralJohn Shefelbine- Academic languageMarcia Brechtel and Linnea HaleyMultiple other sources that support RATIONALESet of the unitDirect instruction of skillsNonlinguistic RepresentationActive student participationVisual patterningMultiple modalitiesKEY POINTSVariation of the Pictorial see notes Pictorial for details: Key variation notes:The color coding matches categories that will be used in this thoughtful color coding provides a scaffold for students. For example on the 6 Kingdoms chart each kingdom is sketched in a different color Teacher pauses, talks about each aspect of the chart incorporating TPR (gestures). Also, adding picture file cards to make the text comprehensible unfolding.At academic vocabulary or key words, invite students to, “say that with me” Stop every 10 minutes (or sooner at each logical chunk) to allow for students to process the information (10/2) “tell you neighbor three features of the animals in the kingdom Plantae.”“turn to the person next to you and tell them what you learned about __” What do you think about__?”Revisit: distribute “Smart Cards” pull all the students up to the chart have student discuss and predict with their neighbor the card they have as a 10/2 then begin to review the chart in the same order as presented the first timeSay “read it with me” students add the correct smart “We’re looking for a word that describes organisms that photosynthesize.” If you have the word that describes that Kingdom, please come up. Everyone read Plantae.STANDARDSReadingEALR 1: The student understands and uses different skills and strategies to ponent 1.1: Use word recognition skills and strategies to read and comprehend ponent 1.3: Build vocabulary through wide ponent 1.4: Apply word recognition skills and strategies to read fluently.EALR 3: The student reads different materials for a variety of ponent 3.1: Read to learn new municationEALR 1: The student uses listening and observation skills and strategies to gain ponent 1.1: Uses listening and observation skills and strategies to focus attention and interpret SS: SL.2 SL.4 SL.7 SL.9 RI.1 RI.4 RI.7 RI.9 RF.3a SL.1a-1cVARIATIONSUse the Graphic organizer with a small group of ELD students or below level readers and do the “ELD Group Frame” StrategyUse the content presented in the Graphic Organizer as a “Learning Log” Prompt “text to you” Strategy.Seat students in primary language groups to encourage use of L1 during 10/2sTeam Task: teams recreate the “big picture”Add to the walls, students research information to add to the “big picture” INPUT STRATEGYComparative Input ChartRESEARCHMarcia Brechtel and Linnea HaleySusan Kovalik—Brain Patterning: Visual and Aural/OralJohn Shefelfine—Academic LanguageRATIONALE:Allows for presentation of comparative content.Introduces students to high level (comparative) front-loaded vocabularyCompare two items using the same categories or criteriaMakes concepts comprehensibleDrawing in front of students for brain imprintingOrganizes informationBecomes a resources for students as part of a language-functional environment.KEY POINTSVariation of the Pictorial see notes Pictorial for details: Key variation notes:Color coding according to category. Color coding remains consistent for both sides; for example: Raccoon/Plant Comparative. “Description” category of both would be green, “Habitat” category of both would be blue, etc. Model use comparative language along the line separating the content i.e. both, compare, contrast, not, also, including, difference, similarity, however, but, and so on…Teacher completes part of one side of the chart, and then moves to the corresponding part on the other chart, emphasizing similarities and differences and comparative language. Move from one category on one side, to corresponding category: Raccoon/Plant comparative. Sketch in marker description of raccoon, and say “However (comparative language) the _____ Plant’s description is different.” In same color used for description of raccoon, use for description in Plant. Then move back to raccoon, change colors, and do another category- “Habitat.” Fill in. “In Contrast” the plants “Habitat” is….. go to Plants Habitat category, and using same color fill in using comparative languageSTANDARDSCommunicationUses listening and observation skills to focus attention and interpret information.Understands, analyzes, synthesizes, or evaluates information from a variety of sources.Reading1.3 Build vocabulary through wide reading.2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational SS: RI.4, RI.7, RI.9, RF.9, RF.3a, SL.1a-SL.1c, SL.2VARIATIONSUsed as a Team Task, students draw the chart. ELD review, Learning Log after processing chartThe information in the chart can be used to support the process grid, and for comparative writing.INPUT STRATEGYNarrative Input Chart RESEARCHMarcia Brechtel and Linnea HaleyRATIONALE:Story format provides increased comprehension of academic concepts.Provides visual retelling of the story. Teaches sequencing.Models language, beat, cadence, patternsModels story elementsProvides spaced review.Scaffolds grade level reading.Teaches a love of literature.Draws upon oral story telling tradition. *cross cultural linkKEY POINTSVariation of the Pictorial see notes Pictorial for details: Key variation notes:Create a colorful background and laminate. (Needs to be laminated in order to take the pieces on and off easily.Create pictures to go with the story with the text on the back for ease of storytelling, reuse, and revisiting.Be sure the text is large enough to easily read.Pictures can be taken from the story, found on the internet, or you can create your own.Number pictures for easy use.Laminate for reuse.Use the 10 day cycle for emergent readers or ELL. Use the 4 day for whole group. Each day use scouts to encourage the use of the “Three Standards”.Day 1:Bring students in close proximity to chart Tell the story, reading from the back of the picture and then placing the picture on the background. Use gestures and voice intonation to pull students in on the first reading. Use floor as your “stage,” walking10/2: at end of story; turn to a neighbor and retell the story or something they learned.10/2 lecture with primary language groups: Gather primary language groups for a telling in their language with 10/2. Day 2:In K/1 students can reprocess by acting out each piece. Teacher assists in reading the back of the pieces with students participating and acting simultaneously. Piece is placed back on backdrop and student rejoins audience. Do a shared story telling by creating word cards using key vocabulary from basal. Students place the word cards on the pictures as you read the story again.Day 3:Review the narrative input again with conversation bubbles.Day 4:Review the story with a Story Map created with the students.Continue to day 5 and beyond for emergent readers.Day 5: ELD group frame: small group of leveled emergent readers. (see notes for ELD group frame in Reading and Writing)Teacher writes as students dictate the story.Teacher uses the color marker belonging to the student who is speaking.Student signs name with his color marker at the end.Date it and keep it for ongoing language assessment.Day 6: ELD review continued in group frame:Again review, retell and do any editing and revising the students are capable of. The focus though is on emergent reading, not writing skills.Day 7:Copy story retelling with revisions on sentence strips using the corresponding marker colors.Follow the steps for reading as with the cooperative strip paragraph.Days 8 and 9:Guided reading lessons with the story retelling strips.Day 10: Guided reading with the textStudents continue to add to the wallsSTANDARDSReadingEALR:?? 1. The student understands and uses different skills and strategies to read.1.4. Apply word recognition skills and strategies to read fluently. 2.1.7. Apply comprehension monitoring strategies during, and after reading: summarize informational/expository text and literary/narrative text. 2.1.3. Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas and supporting details in informational/expository text and/or literary/narrative text.?2.2.1. Apply understanding of time, order, and/or sequence to comprehend text.?2.2.3. Understand and analyze story elements. CommunicationEALR:?? 1. The student uses listening and observation skills and strategies to gain understanding. ? ? Component:?? 1.2. Understands, analyzes, synthesizes, or evaluates information from a variety of SS: RL.2, RL3, RL.7, RL.5, SL.5, L.2bVARIATIONSUse the first few chapters of a chapter bookUse Foss Science stories (or other related)Write your own narrativesUse the narrative retell as a team task.See page 35 in the yellow pages for more details.Learning Log after processed chart Component Area-Guided Oral Practice “GOP”Rationale:Promote academic discourseProvide time to negotiate for meaningGuide opportunities to interact with textEnsure ample time for processing and metacognitionBuild self-esteemFoster primary language supportDevelop phonemic awareness2-Day StrategiesCooperative LearningNumbered HeadsT-Graph for Social SkillsPicture File Cards (PFC)Exploration ReportChants/ PoetrySentence Patterning Chart (SPC) “Farmer and the Dell”Personal InteractionAdditional Strategies:Extended Name TagWord BankGuess My CategoryGUIDED ORAL PRACTICE STRATEGYCooperative LearningRESEARCHSpencer KaganRobert MarzanoDee Dishion- Model of Cooperative LearningRATIONALEKEY POINTSVARIATIONSSTANDARDSGUIDED ORAL PRACTICE STRATEGYNumbered HeadsRESEARCHSpencer Kagan “Structures for Emotional Intelligence”Robert MarzanoDee Dishon (Model of cooperative learning)RATIONALEA cooperative learning strategy—Students support each other fill-in the gaps in their learning.Encourages positive interdependence.Promotes discussion and teaming skills.Promotes accountability to teams and individuals.Provides opportunities for reviewing and integrating information.Cooperative learning has been shown to promote achievement,respect for cultural diversity, and self-esteem.P.I.E.S. Positive, Individual accountability, Equal participation, Simultaneous interactionKEY POINTSHeterogeneous groups of 3-4This is a flexible strategy that can be used at a variety of levels of questioning from factual, to analysis or synthesis.Selection of which student answers for his/her team is random.Numbered sticks may be drawn out of an opaque cup, to ensure randomness. (number pointed down) Basic ProcedureA team of 3-4is established. Each student is numbered within the team. (1,2,3 or 4)Questions are asked of the class and the teams are prompted to “heads together” to come up with an answer.Groups work together to answer the question so that all can verbally answer the question. Draw a number randomly. Group color, then number “red team…number…4”The number drawn must answer. (team can support)If a student cannot answer, the group is asked to put their heads together again.Wait, go to another group and Return to the group, and the student whose number was drawn. *accountability everyone participates.Add to the t-chart as necessary and award points as teams earn them. (i.e. eyes on speaker, being ready to answer)STANDARDSCommunicationUses language to interact effectively and responsibly in a multicultural context.Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform SS.ELA-Literacy.SL.1, 2, 3, 4, 6, L.6VARIATIONSStudents could be asked to reach a consensus on an opinion topic.Students can be asked to evaluate the quality of a piece of writing.Can be used to prepare for a quiz or test.Use the same number for all the teams, #4, at red, blue green… respondPull a different number for each teamUse numbered heads to dismiss to line up, move to the rug or gather materials.GUIDED ORAL PRACTICE STRATEGYT-Graph for Social Skills, Team Points,Oral Evaluation, Written Evaluation RESEARCHDee Dishon – Model of Cooperative learningBonnie Rossell – Social skills Coach John Wooden- Author of “Inch and Miles”RATIONALEIn order to take risks, students need to feel safe in the classroom in large or small group settingsStudents do not always come to school knowing the character traits (i.e. cooperation, caring, respect, tolerance, integrity…) which will help them succeed in school so they must be allowed the time to learn through group experiences, modeling, discussions, practice, and patienceEncourages positive interdependence and life-long social skillsProvides classroom management tool through the use of specific behavior expectationsSets the target for team work skillKEY POINTSCreate heterogenous groups of 4 students to maximize talk. Form a group of 3 rather than 5 if necessaryCreate graph for social skills and recording team points using yellow butcher or a different colored paper other than white.Teacher chooses a social skill. That social skill/behavior will be the focus during the whole unit: cooperation, perseverance, teamwork. In the center top of the T graph write the social skill.As a class, define the word, synonyms about the given social skill. Reframe responses in the positive. Write “Sees” in one color on left hand side of T-Graph. Encouraging students to provide OBSERVEABLE behaviors, not just “Being good.” Ask “and what would you see if someone was ‘being good.” Reframe negative responses. “If they weren’t fooling around, then what were they doing?” etc. Then move to right side of T-Graph and write “hear” in another color. Students brainstorm and teacher writes. Team Points are EARNED for displaying the social behavior. Focus is on the behavior, not for supplying the correct answer.Additional attributes may be added to the chart to encourage behavior and opportunity to earn points.Before team tasks review the t-chart add necessary skills for working as a team if needed. Team evaluation of the skills STAR for what teams do well on the graph in the team color, UNDERLINE in the team color what the team will work on (And to earn more points for)Teams revisit the T-Graph and discuss what their team does well and what they can improve on.***NOTE*** this strategy is hugely misunderstood as it often gets muddled in with personal standards and literacy awards. This strategy is only used with team points.STANDARDSSpeaking & ListeningEALR 1: The student uses listening and observation skills to gain understanding.EALR 2: The student communicates ideas clearly and effectivelyEALR 3: The student communicates strategies and skills to work effectively with others.EALR 4: The student analyzes and evaluates effectiveness of formal and informal communicationCCSS: SL.1a- SL.1cVARIATIONSOral Evaluation – Use heads together and numbered heads- Team evaluation of the skills STAR for what teams do well on the graph in the team color, UNDERLINE in the team color what the team will work on (And to earn more points for)Written Evaluation (p. 44 yellow) – Using Team Evaluation Sheet to record information, have teams (maybe used during a team task) identify two team strengths and one problem areaStrategies for redirecting student behavior include: 1. Greet the person by name and touch them gently 2. Ask the student to do something for you, such as throw something away (this softens them to you) 3. Now you can reprimand as needed.GUIDED ORAL PRACTICE STRATEGYPicture File Cards (PFCs)Open Sort (List, Group, Label)Closed SortRESEARCHEnglish Language Development StrategySkip Herbert- word bankMacropress Science Program (Linnea Haley)ELD strategyMarzano-Research on Classification and Critical thinking by working togetherRATIONALEPicture File Cards bring the world to students, makes content comprehensible, Can be used for: processing charts and making words/content comprehensible, for free explorations, for sorting, for Exploration Report, and for writing prompts.Academic discourseAppeals to visual learnersNegotiation of meaning and comprehensible input with peer dialogueActivates prior knowledgeKEY POINTSDo right after the t-graph for social skills as a scaffold to “practice” the new social skill while engaging in meaningful dialog and content.Collect MANY pictures to use with the unit—these should be different then the pictures used on the observation chart but should relate to the unit topic. (Pictures can be found on-line, in old text books and National Geographic Magazines)Laminate for repeated in sorts For Picture File Sort, place 6-8 cards on each team’s tableteams look through and make observations and discuss for a few minutesmake connections to what students knowStudents first freely explore, then students sort and group, placing a label or title to each group, etc. Everyone must agree with the categoriesMove to closed sort. “Please sort cards into mammals, reptiles…Teams report out-use numbered heads. “How did your team sort the pictures?” “Did your team work together?” (Showing…teamwork, cooperation.)Award team points accordingly.STANDARDSCommunicationEALR 1: The student uses listening and observation skills and strategies to gain ponent 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources.EALR 2: The student uses communication skills and strategies to interact/work effectively with ponent 2.1: Uses language to interact effectively and responsibly in a multicultural context.EALR 2: The student uses communication skills and strategies to interact/work effectively with ponent 2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform SS:SL.1a, SL.1cVARIATIONSWord Bank Cards: By Charles “Skip” HerbertUse the picture file cards to process input charts to make the input more comprehensibleTeams move into “Exploration Report” strategy (see notes)PFCs can be stored in the research center to be used for writing inspirationGUIDED ORAL PRACTICE STRATEGYExploration ReportRESEARCH Macro Press—“Exploring Science”, Science Curriculum; Fountain Valley Teachers (Linnea Haley)RATIONALEOpportunity for increased team building & learning of team-building skills & language: Reaching consensus, and negotiating for meaning.Provides teacher with assessment of background knowledge, student interest, and questions.A basis for scaffolding vocabulary and unit content. Higher order thinking skills; classification and justificationScientific method, including inquiry and prediction.KEY POINTSFirst task as a team after PFC sortTypically 3 grade and above Use real, high-interest photos (same as used with PFC sort)Often done as first team activity as an introduction to the unit. First done whole class. After students have listed, sorted and labeled their PFC, then students proceed to Exploration Report. Use chart paper to model the “exploration report” whole group.At the pot write “Exploration Report” under add the word to be explored, eg, “Civilization.” T-chart with the headings on the left stating: Observations; and on the right: “what are wondering?” and at the bottom, “what are your predictions?Each team chooses one PFC from their PFCs that best represents the “key word” for the activity. Students need to negotiate on choosing 1 pic. Randomly pick a team and #ed head to report on the picture. “What did your team observe? What is your team wondering? What does your team predict?Each team reports, record each team’s- observation, wondering, and prediction to the wondering in their team color; process continues.This later moves to a (team task) in which students have a team sized paper with the same categories represented in the whole class Exploration Report using the research center to investigate what was discussed on the exploration report.STANDARDSWriting2.2 Writes for different purposes.2.3 Writes in a variety of munication1.1 Uses listening and observation skills and strategies to focus attention and interpret informationUses language to interact effectively and responsibly in a multicultural context.Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform SS: RI.7, SL.1a-SL.1cVARIATIONS:Teams post their own chart and other teams add responses for the selected photo. GUIDED ORAL PRACTICE STRATEGYPoetry & ChantsRESEARCHSusan Kovalik-Brain patterningJohn Shefelbine-Academic LanguagePat Wolfe-Brain and OxygenUniversity of Irvine, UCI Writing ProjectMcCrackens “Here/ There”RATIONALPatterning –brain based Academic language-high academic vocabulary- based on standardsLowers the affective filterImbeds key concepts and vocabulary through oral practiceProvides auditory and visual language patterningProvides comprehensible inputKinesthetic add movements covers many different intelligence learners. Can be adapted to fit any content area. Teacher createdTeaches: Patterns, rhythm, beat, meter, cadence, pronunciation, phonemic awarenessFUN!KEY POINTSStart with standards and academic vocabularyPick a frame. Piggy back song, or familiar poetry pattern, jump rope songsWrite the chant on large paper for easy visibility, color code according to verse, at your discretion.Credit the author! If you wrote it yourself, give yourself authorshipAt the signal word, have students gather around the chart, standing.Explain how the brain works. Music helps with brain patterning. (remembering)Sing or read in close proximity to chart standing up for ease of movements/gesturesFirst time though read chant with fluency inviting students to join in. Use Gestures!*If needed, focus on 3 standards to reinforce positive behavior. (no scouts needed)Next day or second time though students join in, and 10/2 for understanding (use L1 partner) “What are some unfamiliar words? What are some scientific or historical words? What words would you use?” Students use vocabulary while negotiating for meaning.Individual share out: a word and why, does anyone know the meaning? HIGHLIGHT word, WRITE the meaning, and SKETCH or add PFC..Revisit often for different purposes. *specifically the here/there chant correspondence with the SPCKeep a perky up-beat pace for chantsInclude chants in student portfolio poetry notebooks STANDARDSReading StandardEALR 1 -The student understands and uses different skills and strategies to read.EALR 2 – The student understands the meaning of what is read.English DevelopmentEALR 1- The student uses listening and observation skills to gain understandingEALR 2- The student communicates ideas clearly and effectivelyVariations: EALR 3- The student uses communication strategies and skills to work effectively with othersWriting StandardsVariation: EALR 1 – The student understands and uses the writing processEALR 3 – The student writes clearly and effectivelyCCSS; RL.1, RL.4, RL.5, RI.1, RI.4, RF.3a, RF.4a-RF.4c, SL.1a, SL.1bVARIATIONSStudents write their own chantsStudents add a stanzaFind the parts of speechSentence strips used for chantMini pocket charts with chants in Team TasksEar to ear reading textStudents write chants as a team, or individuallyPerform chants for the class.Include chants in the personal portfolio poetry notebook GUIDED ORAL PRACTICE STRATEGY Sentence Patterning Chart (SPC)Aka: Farmer and the DellReading GameTrading GameRESEARCHAdapted from Marlene and Robert McCracken(Reading is Only the Tiger’s Tail)RATIONALEOrally teaches students how toCreate grammatically correct sentences.Put the sentences in writing.Use new vocabulary.Use academic vocabulary associated with parts of speech i.e. noun, adjective, verb…Practice fluencyAllows for interaction in a safe environment with grade level vocabulary.Exposes students to comprehensible expository text by reducing the amount of text.Embed concepts and vocabulary that you want your students to learn and understand.Models high level academic languageKEY POINTSWait to use this strategy until about 3 weeks into the unit when you have a large amount of vocabulary familiar to the students.Key point: use the “Here there chant as a scaffold for the SPC. Esp. helpful to use the same noun.When demoing unit, be mindful of the size of our charts. (SPC can be made a bit smaller)Students are seated in close proximity to the chartUse the 3 standards for behavior and scouts. “Earn an award” *avoid drawing attention to behaviors use 10/2 address students individually if needed.Choose a key plural noun from the unit (a noun that is capable of producing action is best)Color code the headings (Adjectives=red, Noun=black, Verbs=green, Adverbs=blue, prepositional phrases= orange)Model use of “sp” for spelling of incorrect words.Create and label the grid in front of the Start with Noun, explain and sketch what a noun is. Write the noun chosen. Move to adjective. Write in different color, write/sketch description, provide prompts for student to brainstorm different adjectives. “Look at those _____, they are so ______” Listen to those ______ they are so ______________.” Feel those ______, they are so _____” etc. Students 10/2 to brainstorm words for each section. Refer to resources such as poems and pictorials especially the “Here, There” chantZero Noise. *avoid talking while hand is up during the zero noise signal. Lead students to select academic words, however silly words will captivate motivation and attention. The purpose of the SPC is to model sentence structure and parts of speech. Model first then allow the students to choral call out ideas. This allows the teacher to select words. If a student calls out a word that is not the part of speech the teacher can write it in the correct column. Explain why-self talk. (same goes for inappropriate words, ignore or choose to use self-talk)Students respond, and teacher writes samples provided, adding sketches. In k/1, sketch nearly next to every word. Move to Verb, prepositional phrase, and adverb (3+grade) following same process. *Note for adverb: Academic language, description, mention –ly, and write-in “well” (miss use of good vs. well) have students share what they do well. Then record students other adverbs. *Note for verbs: discuss direct objects place noun in verb row color code noun in black. For example, sip is a verb and tea is its direct object, so you get “Proper, intelligent Tories sip tea slowly in the afternoon.”*Note for prepositional phrase, begin with where words like: in, on, by, through, around, etc. Use “Here, There” chant as scaffold.Singing the parts of speech to the tune of “The Farmer in the Dell”. Adjective, adjective, nounAdjective, adjective, nounAdjective, adjective, noun, verbAdverb, prepositional phrase(Upper Grades)OrAdjective, adjective, nounAdjective ,adjective, nounAdjective, adjective, adjective, noun Verb, prepositional phrase(Primary Grades)Put a sticky note by 2 adjectives (for upper grades) or 3 adjectives (for primary grades), and then on one word from each remaining category. Sing those words to the tune of “Farmer in the Del”Allow students to choose words by placing post-it notes on the charts for subsequent chants.VARIATIONSLeave the chart up for the students to access as a sentence bank. (layering SPCs as year goes on)Modify parts of speechPlace a strip of paper next to the part of speech you want to modify.Looking at the original list of words and one by one talk about how the words change to the new form and write it down in the corresponding colorReading GameRewrite adjectives, nouns, verbs, adverbs, and prepositional phrases on sentence strips cut into individual words. Make enough for teams to make a sentence using corresponding colors on sentence strips. There should be one sentence per team. Each team gets a mixed up sentence, but has all the parts needed.Each team works together to put the sentence together so it makes sense and they practice chanting it.Teams chant it for the class. Rules: No upside down reading. All participateTeams may “EARN” team points for presenting. And exhibiting the T-chart trait.Trading GameMix the cards from the Reading Game together and hand out cards so each team has the same number of cards, but don’t have all the parts of speech they need to create a proper sentence.Teams must go to other teams and ask for the part of speech they need. For example: “Does anyone want to trade a noun for a verb?” They can’t say, “Does anyone want to trade a green for a red?” Big no, no.When they have the cards they need, the team puts their sentence together and chants it to “The Farmer in the Dell” Teams sing it for the class. Rules: All participate. No upside down readingAward pointsSTANDARDSReading:1.1.1. Understand and apply concepts of print.1.1.3. Apply understanding of oral language skills to develop reading skills.1.3.1. Understand and apply new vocabulary.1.3.2. Understand and apply content/academic vocabulary.1.4. Apply word recognition skills and strategies to read fluently.1.4.3. Apply different reading rates to match SS: RF.3a, L.1b,L.1f, L.1iGUIDED ORAL PRACTICE STRATEGY Flip ChantRESEARCHAdapted from McCrackens “Christmas here”RATIONALEModels high level academic languageEmbed important concepts and vocabulary that you want your students to learn and understandExposes students to comprehensible expository text by reducing the amount of textPractice in sentence patterningKEY POINTSExample: FrameNoun here, Noun there, noun, noun, noun every where3x adjective, adjective, noun, verb (ing), adverb3x noun, prepositional phraseNoun here, noun there, noun, noun, noun everywhere!Noun! Noun! Noun!Used after the “Here, There” chant and SPC and after the “reading game” (so students have enough content background knowledge)Revisit the SPC and model/ mini lesson on verb tense progressive “ing”Use chart paper cut in a long strip (long and wide enough to cover the verb column)Cove the adverb section for the purpose of the mini lesson.Change verbs to Present ParticipleNote: “how do you know when to double toe consonants?” If it’s c-v-c. We are doing this so we can create present participles First revisit the SPC and change all the verbs to the Present Continuous form. Run becomes running. Sleep becomes sleeping.Once all the verbs are congregated, move the strip to cover the verb column.Model the “Here, There” Use color coding on underlined frame that match the colors used in the SPC. This will help student to connect the Flip chant to the SPC. Flip chant,Using a frame for the Here/There Chant, create a flip book or page. Students fill in words of their choice for the parts of speech using words from the Sentence Patterning Chart.Frame:Noun here, noun there, noun, noun, everywhereAdjective noun verb,Adjective noun verb,And adjective noun verb.Noun prepositional phrase,Noun prepositional phrase,Noun prepositional phrase,and noun prepositional phrasenoun here, noun there,noun, noun everywhere!Noun! Noun! Noun!Use the flip chant as a team task, and later as an individual task.As a team task check in, teams can sing their chant for classmates.STANDARDS1.4.2 Apply fluency to enhance comprehension.Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.EALR 2: The student writes in a variety of forms for different audiences and purposes.Writing EALR 2: Component 2.3: Writes in a variety of forms/genres. Uses a variety of forms/genres.~ song lyrics for an established melodyEALR 3: The student writes clearly and ponent 3.2: Uses appropriate style. Uses language appropriate for a specific audience and purpose.Uses precise words (e.g., vivid verbs —screeched, hovered, absorbed; specificnouns — granite, longhouse, cedar).Uses specialized vocabulary in informationalwriting (e.g., tessellate, parallelogram, butte, carbohydrate).Uses literary and sound devices (e.g., similes, personification, alliteration)CCSS:RF.3a,L.1b,L1.f,L1iVARIATIONSWrite as poem on one sheet of paper rather than on the sentence stripsStaple chant or use book ring to bind.GUIDED ORAL PRACTICEPersonal InteractionRESEARCH Bruce Baron – University High School, Irvine CA, CounselorRATIONALESets up structured opportunities in the classroom where feelings can be shared across culturesTeach and encourage habits of positive interdependenceHelps students and teachers see one another outside of the typical boxes individuals are placed inKEY POINTSIt is a time set aside, directed by the teacher, to discuss issues or personal opinions on subjects, in partners and small groups.Not the time for twenty to thirty-five students to share total class time.Designed for student-to-student bonding, respect and understanding.Variation on the 10/2 used when issues come up at school, such as name calling on the blacktop, racism, prejudice, or any others that need discussion. Deal with topics as they arise.Keeps classroom issues in classroom instead of principal’s officeMay also be used as personal interaction time to discuss issues in literature, history, or science, when personal opinion is involved (not so factual).Teacher sets standards and expectations for sessionsNo right or wrong answersUphold the 3 personal standardsCan be a class meetingEstablish standards for talking Important behaviors include active listening, patience, no interruptions and appropriate responsesChip talking can be used as a training device, if students need itAmount of time for talking can be set by the teacher in advance or informally monitored while walking around the roomThere may, or may not be a quick total class sharing of what “my partner said,” not what “I said”.STANDARDSSpeaking & ListeningEALR 1: The student uses listening and observation skills to gain understanding.EALR 2: The student communicates ideas clearly and effectivelyEALR 3: The student communicates strategies and skills to work effectively with SS: SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, SL.4.2, SL.4.3, SL.4.4VARIATIONSUse as a 10/2 opportunity after Shared Reading to allow free comment and questionsPlay “Interview Game”. Divide sheet of paper into 4 labeled, Personal Experience quadrants: Impactful Experience, Person of Influence, Inspirational Book, Unusual Experience. Share out with different student for each quadrant.Use story “Tough Boris” by Mem Fox (Peter Lamb)Tell Suzy story. Draw a happy face on a paper. Label her Suzy. She was southern and black in a class that was 98% Hispanic. She was bullied and teased for her hair, her dress her vernacular. Every time you add an issue, you crinkle the paper.Share the fact that no matter what happens, the wrinkles will always be there. Heads together, share your own wrinkles.Write in an interactive journal.GUIDED ORAL PRACTICE STRATEGYExtended Name TagRESEARCHMacro Press Science CurriculumFountain Valley TeachersRATIONALEUsed to break down stereotypes and demystify each otherPuts people outside of boxes Promotes active listeningKEY POINTSFor use with adults Arrange adults in to groups of four, not in their current team.Each gets a piece of paperPut name in centerUpper left hand corner write “Experience made you decide to be a teacher”Upper right hand corner write “who influenced you to be a teacher?”Bottom left “write the name of a literary figure (move, book, TV) who was literally or figuratively, a teacher figure for you.”In the bottom right “describe your most unusual experience in teaching”When everyone is finished, one person shares from one corner and one shares from a different corner until all the sharing is completed.VARIATIONSLatter or next day have people share stories from others in the group. (With their permission)Can be done with in the classroom by changing the promptsSTANDARDSCCSS: SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, SL.4.2, SL.4.3, SL.4.4GUIDED ORAL PRACTICE STRATEGYWord BankRESEARCHInsert researchRATIONALEInsert rationaleKEY POINTSInsert key pointsVARIATIONSInsert variationsSTANDARDSInsert standardsGUIDED ORAL PRACTICE STRATEGYGuess My CategoryRESEARCHCosta, Krashen, Marzano, Gardner; organize thoughts and texts utilizing graphic organizers and visuals.WHY DO ITSkills practiced: categorizing, positive interdependence/ teamworkKEY POINTSUse picture file cards that go with your unit of study that fit into categories about 5 or 6Use a blank chart with boxes in a grid fashion, fill in the chart as a classBring class up to the carpet or up close to the chart Pass out picture file cards to each pair of students. Think about pairs of students in L1 for scaffolded instruction.10/2: With partner discuss what the picture represents, shows, or means. Students come as pairs to the chart and place their picture in a box on the chart. The first group can put their picture anywhere. The next pair of students must chose if their picture goes with the first group or must be in a new group or category.Each group has an opportunity to go and place their picture file card in a category. After each group ask: “how do you know? Why? What are your clues?” think MetacognitionAs a whole class discuss similarities and differences.10/2 Guess the categories! Teacher writes descriptors as students are identifying which category their picture goes in. Teacher writes the names of the categories on the chart, for example, (planets, stars, comets, technology) along with attributes or descriptors: large, gaseous, solid, liquid.STANDARDSEALR 1: The student uses listening and observation skills and strategies to gain ponent 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources.EALR 2: The student uses communication skills and strategies to interact/work effectively with ponent 2.1: Uses language to interact effectively and responsibly in a multicultural context. CCSS: ELA, W.4.8, SL.4.1aVARIATIONSAs with all strategies done as whole class this now can be a team task or as an individual task. Used as a whole class assessment/ or quiz reviewCan be used with word families, or math concepts ext…Component Area-Reading and WritingRationale:Provide a print rich, language functional environmentIntegrate a variety of texts and mediaModel and teach text patternsUse interactively with oral activitiesBalance cooperative and individual groupingsImplement whole to part, stress the joy and purposeScaffold-whole class, small group practice, individual use2-Day Strategies:Additional StrategiesPoetry FramesFlexible Group ReadingFound PoetryStrip BookELD Group FrameABC BookTeam TasksDirected-Reading Thinking Activity (DRTA)Expert GroupMemory BankProcess GridClunker & Links- SQ3R (3rd and above)Cooperative Strip ParagraphCooperative Strip Paragraph GroupStory MapFocused ReadingPortfoliosEar to Ear ReadingLearning LogsListen and SketchWriter’s WorkshopTeam Writer’s WorkshopREADING AND WRITING STRATEGYPoetry FramesRESEARCH UCI Writing ProjectRATIONALEProvides patterning for new vocabularyLowers affective filterOpportunity for use of academic vocabulary.KEY POINTSChoose a non/rhyming or free form poem.Listen to the syllablesKnow your content and vocabulary from your unitRemove key words from the poem and insert content vocabulary from your unit.To present the poem and use it:Write it on chart paper. (You can use color coding to help students identify chorus and refrain.)Bring students to the posted poem. Use 3 standards and scouts for management.Read it to the students.Be sure to be lively and keep a good fun rhythm.Are there any words you don’t know? Provide word studyRe-read high level words the students like and choose. Sketch.Discuss likes and dislikes from the poem and highlight them.Brainstorm likes and dislikes, and chart on paperRecreating the poem, leave frames blank in which teams then provide feedback as to how to fill in frames with their input on likes, dislikes- teacher writes in team colorSTANDARDSCommunication 1.1. Uses listening and observation skills and strategies to focus attention and interpret information.Reading1.1. Use word recognition skills and strategies to read and comprehend text.1.2. Use vocabulary (word meaning) strategies to comprehend text.1.3. Build vocabulary through wide reading.1.4. Apply word recognition skills and strategies to read SS.ELA-Literacy.RL.10, RF.4, W.5, SL.5, .L.6, L.5aL.5c, RF.4a-RF.4cVARIATIONSUsing the frame with blanks, have the students create their own poem by filling in the blanks with their word choices. (The Sentence Patterning Chart can help with this.)Some free form poems that work well for this are: “The Stars are Silver Reindeer”, Belting; “If I were in Charge of the World”, Viorst; “I’m a Nut”(children’s ditty); “The Red Wheelbarrow”, Williams; “Marine Cadence”; “13 Ways of looking at a blackbird”, Stevens; “Did You Feed my Cow?”, Jenkins; “Christmas Here, Christmas There”, McCrackensUse as a team taskMove poetry frames into Writer’s WorkshopREADING AND WRITING STRATEGY Found PoetryRESEARCHUniversity of Irvine-UCI Writing ProjectGabriele Rico-(Writing the Natural Way)RATIONALEIt is a kinesthetic form of creating poetry in a safe setting.Boys jump up to volunteer.Higher level of metacognitive processStudents can easily change the poem Evokes feeling/orients image; discover and play with the beauty of languageKEY POINTSThis is free form non rhyming text that can become a shape poem.Day 1: Teacher rewrites a passage (or part of a passage) on large paper.Use colorful nonfiction text. Rich vivid language.Look for adjectives when selecting the textUse text that has a lot of descriptive language and facts.Could come from text or National GeographicUse shared reading techniques to read the passage.Ask student group who knows what those words mean, provide a sketch to make comprehensibleRead a second time.Highlight key words and words that evoke emotion.What words create an image in your mind? (or you can visualize or give a feeling)Day 2: Re-write the highlighted words on sentence strips or large cards and placed in a pocket chart for ease in moving around.Read each word aloud together.Model how to make a found poem. Read as a poem.Students manipulate the words to either retell the text or to compose a free verse poem using the key vocabulary.Class reads poems together.STANDARDSWriting 2.3.1. Uses a variety of forms/genresReading Use word recognition skills and strategies to read and comprehend text.Use vocabulary (word meaning) strategies to comprehend text.Build vocabulary through wide reading.1.4. Apply word recognition skills and strategies to read SS: RI.2, RI.4VARIATIONSGrades 2nd and up can take the words and make shape poems.Put it by the door or where students can easily change it.Each team creates own set of cards to make their own team poem.: words take shape. A strategy students can use to create a poem piece (In a GLAD unit, the expectation is that students will write a piece of expository text (can use coop paragraph method), a narrative (can use story map), and a poem (can use found poetry, poetry frames, chant)KEY POINTSFor use after narrative input/ story map or read aloudGather ELD students around narrative input chartReview story as small groupMATERIALS; colored markers/ chart paper next to input chartStudents retell story starting at the beginning and building on each other’s statementsWrite exactly as the student dictates using a different color marker for each student (to account for who’s voice is whom)At the end of the retell; date writing and student’s sign in their dictation color.STANDARDSCCSS: SL.1a,SL.1,SL.2, SL.3VARIATIONSSave charts as documentation/ assessment of oral language.Document student’s oral answers from an ELD leveled questions session to use as oral language development.Share student’s progress with parents. READING AND WRITING STRATEGYELD Group Frame RESEARCHUniversity of Irvine-UCI Writing ProjectResources:ELD Matrix of Grammatical forms and FunctionsSide by Side DO ITAllows for a double dose of contentReview of Grade level content and re-teaching of important key conceptsInformal assessment for language developmentGuides differentiated instruction“If I can say it, we can write it, I can read it"KEY POINTSTake ELD group and review an Input chart or any content done with direct instructionFor use after using the ELD Review. Small group of ELP students sit in close proximity to chart used for direct instruction. Materials: Large unlined poster paper posted. Different colored markers one for each studentProvide a colored marker to each student and begin the ELD Group Frame. That color will represent the student’s oral language. Provide a prompt or have a topic sentence written on the chart paper. Prompt might say, “Please share one event that took place in the story, we’ll begin at the beginning of the story, and continue through the middle and end.” Topic sentences are typically used when referring to an expository chart. First read the topic sentence with the students.Students share what words will help them to focus on the facts that they will share. Highlight the words. Students begin sharing orally their responses and use the colored marker to write responses. Teacher uses as a running oral record, using symbols to show when there was a teacher prompt, student’s self-correction, a student pause, etc. Decide how much dictation students need to be able to differentiate instruction further for these students. Students date the chart using their designated marker. STANDARDSUse Washington State ELD standards : SL.1a, SL.1-SL.3VARIATIONSUse with gifted students, special ed, etc… Any flexible group ELD group Frame Variation: (for use after the narrative input or any direct instruction. Extensions- differentiate instruction of this ELD Group move into the Group Frame and authentic revision and editing in the co-op paragraph style. ELD review continued in group frame: Again review, retell story and re-read student’s dictations. Do any editing and revising the students are capable of. The focus is on emergent reading, not writing skills.Copy story retelling with revisions on sentence strips using the corresponding marker colors.Follow the steps for reading as with the cooperative strip paragraph. (see notes for co-op paragraph)Include other students with the same skill and vocabulary need Use the ELD group frame to diagnose needs further. i.e. help in using adjectives in a sentence, pull all students that need that assistance together and do a min—flex reading group, etc. READING AND WRITING STRATEGY Team TasksRESEARCHMarcia Brechtel and Linnea HaleyRATIONALEAuthentic Practice strategyNote taking and application strategies enhancedCooperative learning – students learn to work cooperatively Scaffolds learning leading to inter- and independenceUsed in place of centersAssessment practiceLeads Ss to independent workMultiple intelligences addressed in of the types of tasksTeams have opportunity to practice, share, and presentKEY POINTSHeterogeneous grouping of 3-4 studentsFirst activity practiced is “Team Task Key” “Team Task Key” is a half sheet of paper where each team member self assigns a color for team tasks and signs the key in their color. (individual accountability)Practice Team Tasks before expert groups. K-1 will need extensive practice of TT before expert groups.The Team Task Menu is posted for teams to reference. All items on the menu MUST be completed by all team members.Add tasks to the menu often to keep engagement high.The order in which the items are completed is the team’s choice. Say “You must create a team solar system” *Must do everything on the menu. *4 colors on every project. *all assigned by the teacher *teams decide the orderPeriodic Team Tasks check-ins are used to encourage accountability of the tasks. Team present to the class and are awarded points earned for the skill practiced in the T-Graph for Social skills. (see team evaluation of T-Graph)Model for students appropriate language used in cooperative groups; add to the Graph for social skills polite language for earning points. For example “ If I were on this team I might say….” And model “What will I SEE if you are showing______” then add st. responses to the chart.At the close of team tasks award points to teams whom have EARNED points. Use Team share and encourage other teams to use active listing during the presentation awarding points to teams whom have EARNED pointsAny strategy modeled whole class is made a Task. “If it’s been done whole group it can be done as a TT then scaffold to an individual task. Students have the opportunity to participate in team sharing of materials- practicing presenting skillsStudents keep Team Task portfolios in a central location in the classroom. *use large portfolios, or skirt hangers to clip student work together. Includes, Team Task Key, colored pencils, team color, team tasks in progressTask can include but are not limited to:Walk the walls to find for information to complete tasksAdd to the walls (research center)Flip chantTeam big bookTeam “big picture”Team “Pictorial”Team CCDTeam SPCTeam Story Map STANDARDSReadingEALR 1 -The student understands and uses different skills and strategies to read.EALR 2 – The student understands the meaning of what is read.EALR 3 – The student reads different materials for a variety of purposes.ELDEALR – The student uses listening and observation skills and strategies to gain understandingEALR – The student communicates ideas clearly and effectivelyEALR- The student uses communication strategies an skills to work effectively with othersWritingEALR 1 – The student understands and uses a writing processEALR 2- The student writes in a variety of forms for different audience and purposeEALR 3 – The student writes clearly and effectivelyCCSS:SL.1a-SL.1cVARIATIONSLater move team tasks into individual tasksAssessment of individuals and of teams. Teacher made rubrics READING AND WRITING STRATEGYExpert GroupsRESEARCHSpencer Kagan- JigsawAdapted by Project GLADMarcia BrechtelRATIONALESpencer Kagen “Jigsaw”Learn explicit information “input” Reading together to model fluencyTeach note taking skillsTeaches how to find the important information.How to use a graphic organizerLow affective filter where students can practice using the high academic vocabulary and discuss learned concepts.Builds background knowledgeSmall heterogonous reading groupHigh interest, builds accountability and positive interdependenceKEY POINTSPrep: copy expert groups on colored paper (as scaffold for process grid game, teacher can see with a quick glance the right information is being shared) Copy mind maps for each student, PFC on the topics, pencils, highlighters, space for 6-8 students to read, Literacy awards.Use heterogeneous groups. At each team choose 1 student to become the expert in one area of content that will then be shared with the rest of their group. Number off team members 1-4. And meet with each number group as the “experts” *can use numbered heads, but be sure the group is truly heterogeneous. Use grade level text (rigorous text) with note taking boxes. Use grade level content standards to provide categories. Length of text is determined by grade level. Kinder might have one sentence per “paragraph.”First, to motivate and activate prior knowledge display 5-6 PFC related the expert text that might represent some of the confusing vocabulary. Students discuss what the observe, wonder, predict*note, do not provide the vocabulary yet, when the word is read in context bring the picture forward to support the word use.Focus attention to the topic studied “you will become experts on _____” Explain how important the job of being the group expert is to the other students.Read categories of the Mind Map. –then move to the textModel note taking skills, sketch in the box provided and highlight and draw a line from the word to the sketch.Read the first paragraph all the way through together and then reread and model self talk and note taking skills. Point to title, read together, read first paragraph aloud with student reading along (when they are ready) highly scaffolded: I do, we do, you do.Choose a word, and explain why it’s important to highlight. Everyone to find word. Read word all together. Highlight. Draw line. Create sketch. Continue process through paragraph. Sketch and be very cognitive about why and what is sketched (Marzano) “Sketch is for the brain to remember” (not art)Slowly release the responsibility to the students to read, highlight and sketch on their own.After all the paragraphs have been highlighted and sketched; input the information on to the Mind Map together. Students practice note-taking skills by bulleting information. In k/1, it might be all sketches and add labels. Ask “why?” “How do you know?” “What are some other words?” “Why is that important?” “Where is that in the text?”Staple the expert text and the mind map together. Student places information into their portfolio.Teach how they will be “holders of information,” and that they will have to teach teammates information. Does not mean giving them their paper. STANDARDS:Reading1.3.1 Understand and apply new vocabulary. Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in oral and written communication.1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. Use new vocabulary in oral and written communication and content/academic text.1.4.3 Apply different reading rates to match text. Adjust reading rate to match difficulty and type of text and the purposes for reading (e.g., skimming for facts, scanning for key words, and close/careful reading for understanding new or complex ideas).2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/ narrative text. 2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions in grade-level informational/expository text and/or literary/narrative text. 2.1.7 Apply comprehension strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. 2.2.4 Apply understanding of text organizational SS.ELA-Literacy.SL.1, 2, 3, 4, 6, RI.2, RI.4,RI.5, RI.6, RI.8, RI.10 L.4a-L.4cVARIATIONSDo a whole class mind map before the process grid game. Using a pictorial input chart that was processed whole group.To scaffold again: before the process grid game meet with each expert group to review the categories.Have experts meet in different corners of the room to do an expert group study sessionGoal: have students take notes, use the Mind Map and share information independently.What are the other students doing while the teacher meets with expert groups? TEAM TASKS!GUIDED ORAL PRACTICE STRATEGY Mind MapRESEARCHNo particular researcher – categorized as a graphic organizerGabriel Rico – Clustering informationTony Bouschan (SP)RATIONALEAssists with the organization/transfer of information, during expert group tasks, using Pictorial or Comparison Input Chart dataProvides a review mechanism for students to organize, categorize, and review information for use in expository writingKEY POINTSMind maps are introduced during expert groups. *the Mind map can be used as an “advanced” organizer by introducing it prior to reading the text to establish a purpose for plete each leg of the Mind Map (using the text as an expert).Pass out Mind Maps to each child in the Expert Group. Point to the center of the circle. Have student read with you the topic for their Expert Group and define with you for example; spiders. Write and sketch.Continue with each word on the lines. (subcategories from the Process Grid)Bring Mind Maps back to teams to share for use in the Process Grid Game.When done whole group, prior to the Process Game have the pictorial and mind map next to each other. *for use as “text expert”Provide students the opportunity for a 10/2 for each characteristic added to the map. Add sketches to help make it comprehensibleUse map to fill in first row of “Process Grid” chartMind Map outline and content entries are drawn/written in black for the whole chartSTANDARDSReadingEALR 2: The student understands the meaning of what is read.EALR 3: The student reads materials for a variety of purposes.WritingEALR 2: The student writes in a variety of forms for different audiences and purposes.Speaking & ListeningEALR 3: The student communicates strategies and skills to work effectively with SS.ELA-Literacy.RI.2, 3, 7, 10, W2, 4, 5, 7, 8, SL.1, 2, 3, 4, .L.6VARIATIONSUse in primary language groups to encourage processing in L1Use sketching as a scaffold for K-2As an extension, students will learn the process of categorizing and classifying information while reading. Intent is to have students using a mind map, or graphic organizer, when reading grade level text and self-categorize information.GUIDED ORAL PRACTICE STRATEGY Process GridRESEARCHSharon Bassano – Kid GridAdapted by Project GLADRATIONALESpringboard into expository writing Classifying and categorizing information to take into the writing processEncourages positive team Inter-dependence (Spence Kagan: Cooperative Learning)It is the core of your unitStudents avoid plagiarism as all info is bulleted in brief form.Teaches reading for information and scanning for key words.Encourages accountabilityKEY POINTSUse after all expert groups (Spencer Kagan “Jigsaw”)Students sit in teams for this process. Use T-graph team points.Create a grid using the categories already used in the expert groups:First model the process whole class with the unit input chart and mind map and process grid first row.Play the Process Grid Game (it does not have to be done all in one day; it can be spread out over several days.)Rounds are dependent on each team having an opportunity to earn the rounds point offer. NOT on completing a row on the process grid. For each round, points increase for team showing the social skill.Round 1. For 5 points, “what is the habitat or the diet of the Orca Whale”Heads together to come up with facts for the 1st set of categoriesUse teams and numbered heads to select a spokesman from the group to give the fact.Spokesman must say the fact and which category or column it fits into.Heavily scaffold responses in the beginning then release amount of support and teacher talk as rounds go on.Use gestures to point to the category (column) and item (row)If the spokesman cannot give the fact, tell them to put their heads back together while you go on to the next group. Come back to that group later and the same spokesman as before must give the answer.If the spokesman still cannot give the fact and the team is at a loss you can help them by referring to the text as expert. Award points for perseverance. Writes the fact in the grid. *note: students respond in full sentences, only bullet info.Bullet the points and add sketches. For k-1, nearly every fact has an accompanied sketch. Change color of marker with each row on the chart for that expert group.Points are awarded for social skill practiced, not for correct answers. Once each team has an opportunity to earn the rounds points go to the next round. (upping the points each round)Note* you don’t have to get all the information filled in. Having gaps will allow for a “BONUS” round at the end.After whole class modeling open up game to first expert group. The expert teaches the team the content from among the first 2 or 3 categories, as similarly shown in the previous row. Using the mind map. The teacher begins the game again with heads together. For example: “Krill: What is the class or phylum? Habitat: What is the habitat? Prey/Food: What do they eat?”Each group shares out only one fact for one category at a time.Earns points. *Use student point keepersRepeat these processes until all experts have shared out their content and the facts are on the grid. Note* you do not have to have all the facts onto the grid. Save some for the bonus round.At the end, do a “BONUS” round for extra points (like 20!) to fill in any missing information.For the bonus round, all rows and categories are opened.Tips: Move at a fast pace to keep all groups engaged. You can award extra points to teams who are quietly listening and watching the spokesman. You can give extra points if the spokesman is ready to report without delay. (to speed process use the same #ed head for the round) *just be sure it’s not the expert who is sharing, how easy would that be!STANDARDSReading1.3.1. Understand and apply new vocabulary.1.3.2. Understand and apply content/academic vocabulary critical to the meaning of the text. ? 2.1.3. Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas and supporting details in informational/expository or literary/narrative text.??2.1.7. Apply comprehension monitoring strategies before, during, and after reading: summarize grade level literary/narrative text and informational/expository text. ? 2.2.2. Apply knowledge of printed and electronic text features to locate and comprehend text.?Identify and use grade level appropriate text features3.1. Read to learn new munication1.1.2. Applies a variety of listening and observation skills/strategies to recall and interpret information.1.2. Understands, analyzes, synthesizes, or evaluates information from a variety of sources.2.2. Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.3.3.1. Applies skills for delivery of effective oral communication and SS: RI.1, SL.1a, W.5VARIATIONSThe process grid can also be used to compare stories, characters or attributes of shapes…You could have each team copy the mind map as a team task prior to the game so they each have a mind map of your category at their table. Scaffold: If it has been a while between expert groups, pull each group quickly to review the important information. Then go back to the game.4 corners review, 1,2,3,4 experts huddle in each corner for quick expert group review.After the game, model how to use the grid to get information to create high level sentences and paragraphs. Scaffold for the co-op strip paragraphTeams share out sentences.READING AND WRITING STRATEGYWhole Class Group FrameRESEARCHNancy WhislerUniversity of Irvine-UCI Writing ProjectRATIONALEKEY POINTSVARIATIONSSTANDARDSREADING AND WRITING STRATEGYCo-op Strip Paragraph RESEARCHNancy Whistler: Technical Writing ProcessUCI Writing ProjectEditing Checklist (P. 35-36 in the yellow pages)RATIONALENarrative explanation of strategy in (2-4 in yellow pages)UCI writing project- Editing checklist (p.35-36 in yellow pages)Model writing process whole class with revision and editingEncourages positive interdependence in groupsUse of print rich environment and high level academic language.Low affective filter where students discuss writing without feeling direct ownership or critique of the work. It is a cooperative positive endeavor.High interest and high academic vocabularyKEY POINTSWhen first introducing process, based off the standards and unit outcomes, teacher creates topic sentence. Bring students in close proximity to topic sentence. Model for the class a “scientific/ interesting/ historical sentence Students read chorally the topic sentence. “what words will help you stay focused in writing." highlight words. Explain “You’ll be creating detailed sentences for this topic sentence.” Model walking the process grid, creating sentences using categories, names, and bulleted facts from process grid. Explain directions, Teams create one sentence (all agree) following the model and on topic.Students are released back to teams to negotiate for one sentence they will write about.Each team must orally state the sentence. Teacher decides if it is academic enough or has enough details. If not, direct students back to the process grid for more information. Teams may move to the process grid for proximity support in building a sentenceGive each team sentence strips and a colored marker (matching team color) when the sentence it ready to be written down. Only one marker per team, teams must decide on a scribe or take turns writing words. K-1 teacher takes student dictation if needed.Place sentences in the group pocket chart as they are completed and invite students to gather near the chart to process the sentences (teams sit in clusters as to be able to check in with revisions) *3 standards and scouts.Once all the teams’ sentences are included introduce the Editing Checklist.Use the Editing Checklist to guide the next steps. Read all sentences exactly how written and in the way they are handed in without stopping. Next use the editing checklist: Author’s name: Room # and date (in a teacher color BLACK, not red)Respond to writing. Highlight interesting, descriptive and scientific language. Use 10/2 for students to discuss together words they feel meet this criteria. “What do you like and why?”Model Organization. Refer to process grid for order of writing and use categories. Each time a significant change is made “Read it with me” use 10/2 “How could we change this to make it work?” Prior to moving sentences, ask if each team that is impacted is OK with suggestion. Add important facts. Clarify and revise content if necessary 10/2, “what would help this make more sense for the reader?” Utilize the sentence patterning chart for additional vocabulary disruptive language added Add transition words where needed.Model commas in a series where needed.Refer to editing checklist: Revise by changing order of sentences or joining like sentences.Write a closing sentence as a class use of 10/2 to generate ideasDivide class in two one half to check for spelling errors other half to fix punctuation. In real classroom time, this would take place over the course of potentially several days. Would not split group in half. Co-Op process could take several days in classroom. As students are providing editing suggestions, add student’s initials. Model edit marks, underline capitation errors, circle spelling and so on.Choose a title for the paragraph.Model formatting of paragraph, indenting and sentence wrapping.Note: teacher is final editorType up paragraph for students to add to personal portfolio and for use in “emergent readers group frame.”StandardsCCSS.ELA-Literacy.W.2, 4, 5, 8, W.2a-W.2e, L.1, 2, 3, 4,. 5, 6VARIATIONSThe paragraph is used for a small flexible reading group- emergent reading group (2+)’; whereas it is used for advanced readers in (K-1)Co-Op is taken to team task in which students use topic sentence, and as a team create new detailed sentences. This then moves to individual level. READING AND WRITING STRATEGYStory Map (pp. 31-32 yellow pages)RESEARCHNancy Whistler and Williams Graphic organizers-various sourcesRATIONALESequential graphic organizer provides a comprehensible way to look at and organize story elements, i.e. setting, characters, plot, conclusionProvides review of the narrative elements of a storyMakes information more comprehensible to ELD studentsAssists in the development of an idea and storyKEY POINTSBegin lesson with whole group, then complete as a team taskComplete on day three or third interaction with the narrative chartReview the story, allowing students to ‘turn and talk’ after each pointStudents then coral-call answers, recording correct information onlyFor example characters; was there a hero/heroine? A villain (protagonist/antagonist)Record phrases versus complete sentences, color coding for brain imprintingModel the first few boxes to teach how to complete the map during team tasksModel (sp) as neededFor each portion, turn and take 10/2Assists in the development of an idea and storyUse as an informal assessmentTaken to small group during team tasks, and ultimately to the individual level so that students can move into writing their own stories. (see Writer’s Workshop variation for notes)STANDARDSReadingEALR 2: The student understands the meaning of what is read.EALR 3: The student reads materials for a variety of purposes.WritingEALR 2: The student writes in a variety of forms for different audiences and purposes.Speaking & ListeningEALR 1: The student uses listening and observation skills to gain understanding.EALR 3: The student communicates strategies and skills to work effectively with SS.ELA-Literacy.RL.2, 3, 6, 10CCSS.ELA-Literacy.SL.2VARIATIONSUse with leveled ELD or low reader groups. Review story, incorporating 10/2’s for each point. Students retell story orally in their own words. Use a different color for each student’s portion. Student signs name in color marker. Later text can be revised in coop strip fashionUse a teacher-completed map highlighting important vocabulary and key events. Both students and teacher can include sketches and/or picturesUse as a precursor to writing. Students plan out their story, including the problem and resolution.READING AND WRITING STRATEGY PortfoliosRESEARCHMarcia Brechtel & Linnea HaleyWHY DO ITKeeps work togetherIndividual PracticeOrganizationRATIONALEUse a large piece of construction paper, folded in half.Make a cover for the portfolio that relates to the unit of study. Place for name, team and numberStudents write their names on all piecesTeacher decides when to collect for review- can be once a week for assessmentItems to include in portfolio:Poetry bookLearning logBlank paperPCCDInteractive journalExpert group text STANDARDSReadingEALR 1 -The student understands and uses different skills and strategies to read.EALR 2 – The student understands the meaning of what is read.English Language DevelopmentEALR- The student uses listening and observation skills to gain understandingWritingEALR 1- The student understands and uses the writing processEALR 3- The student writes clearly and effectivelyCCSS: RI.4.3, RI.4.5, RI.4.7, RF.4.4, RF.4 ,4b,W.4.2, W.4.2b,W.4.2d,VARIATIONS Individual activityREADING AND WRITING STRATEGY Interactive JournalsRESEARCH Co-Authors, Dr. Barbara Flores and Drs. Kenneth and Yetta Goodman.RATIONALEUnprompted, personal writingA chance for students to engage in a written dialogue with the teacher about meaningful issues to them.To encourage writing especially in reluctant writers. Authentic dialogue between teacher and student builds rapportTo model correct letter writing.KEY POINTS5+ sheets of unlined paper stapled together.Use a colored paper as cover sheet in order to find it quickly in their portfolios.Allow 15 minutes for student response.Sketch or writeTeacher responds.T response must show real interest.T response ends with a question.Don’t correct their spelling, but answer or use that word in your responseUnderline the correct use in your response.STANDARDSWriting EALR:?? 2. The student writes in a variety of forms for different audiences and purposes. ? ?2.1. Adapts writing for a variety of audiences. W2.2. Writes for different purposes. WEALR:?? 3. The student writes clearly and effectively.3.2.1. Understands that different audiences and purposes affect writer's voice.3.2.2. Uses language appropriate for a specific audience and purpose.3.2.3. Uses a variety of sentences.3.3.1. Uses legible handwriting.3.3.2. Spells words appropriate for the grade level accurately.3.3.3. Applies capitalization rules.3.3.4. Applies punctuation rules.3.3.5. Applies usage rules.3.3.6. Uses complete sentences in SS: W.3VARIATIONSLet the student see you write back to them if they are young or non readers or K.Young writers can add pictures and label.READING AND WRITING STRATEGYWriter’s WorkshopRESEARCHLucy Calkins “The Art of Teaching Writing”Donald GravesRATIONALEModels the writing process.Gives students confidence and ideas to continue with a writing project.Tool for assessing students’ progress.Emphasizes revision as an important part of the process.Encourages students to be metacognitive.Opportunities to teach skills a little at a time.For the love of writing, prompted and unprompted writing timeKEY POINTSIs a standalone strategy that can be done daily and within a unit. On-going all year.Does not involve any written comments.Only unfinished work is featured.No clapping.No lines on the sketch to plan or rough draft paper.Have lots of reading/writing choices available: poetry, narrative input charts, etc. and a research corner with a variety of content-focused books.Basic ProcedureTeacher does a mini lesson on a writing skill examples: genre, voice, description, hook (5 min.) 6-traits writing. Write time students “sketch to plan” or by some other means get something on paper. (10 – 20 min.) Part of the time used for planning, prewriting, sketching, making a mind map. Students choose what to write about- might not have anything to do with the mini-lesson. There is no number of lines or word limits.Students gather, volunteer is selected for the “Author’s Chair”. Author shares unfinished work.No clapping. Teacher models “I” questions and comments like “I’d like to know more about…” or “Will you be adding more?” or “If you add more descriptive words, I’ll be able to visualize it better.” “for me as a reader it would be more clear if…”Students volunteer own questions and/or comments for the author. Author thanks the audience. It’s a time for students to reflect on their writing.Conferencing with teacher or in pairs, focusing on revision, using editing checklist (yellow pages).Students may keep their writing in a folder where they can revisit frequently when they have time.Publishing party. Students choose one piece in their folder to bring to publishing. Final draft quality. Now it is time to share, to celebrate, to clap! STANDARDSWritingProduces drafts.Revises to improve text.Publishes text to share with audience.Adjusts writing process as necessary.2.1 Adapts writing for a variety of audiences.Analyzes and evaluates others’ and own writing.Sets goals for SS: W.4-W.6VARIATIONSTeam writes workshopTransition from whole class to team learning.Key Points:See yellow pages p. 33 for graphic organizer (p.5 has variation)Teams write narrative piece reflective of the content of the unitSet in the time period (set by unit S.S. or by teacher discretion)It will have a hero/heroine as the main character, events, ending that may surprise!Brainstorm ideas whole classTeams use graphic organizerOther teams provide suggestions and complementsTeams write using editing checklistMeet with teams to coach writingShare story with the class as a readers theater/ shared readingREADING AND WRITING STRATEGYFlexible Group ReadingRESEARCHRATIONALEKEY POINTSVARIATIONSSTANDARDSREADING AND WRITING Strip bookRESEARCHTrail, Cummins, Alma Flor Ada; Language functional environmentMarlene and Robert McCrackenMarcia Brechtel and HaleyWHY DO ITModels high level academic languageSkills: Commas in a series, similes, metaphors, analogies….Embed important concepts and vocabulary students need to learn and understandExposes students to comprehensible expository text by reducing the amount of textShared reading and writing experienceKEY POINTSExample: Frame:“_______ can _________,__________ and _______________. But ______ can not ___________________ or _______________.Krill can lay up to 2000 eggs, use feather like legs to swim and shrink up to half their size. But Krill cannot have claves or be at the top of the food chain.Use the strip book as a team task, and later as an individual task. Best used after the process grid has been started. OR after an input chart.*often confused with the flip chant.STANDARDSReadingEALR 1: The student understands and uses different skills and strategies to ponent 1.3: Build vocabulary through wide ponent 1.4: Apply word recognition skills and strategies to read fluently.EALR 2: The student understands the meaning of what is ponent 2.1: Demonstrate evidence of reading comprehension.WritingEALR 2: The student writes in a variety of forms for different audiences and ponent 2.1: Adapts writing for a variety of audiences. Component 2.2: Writes for different SS: RF.4a-RF.4cVARIATIONSUse as team task or/and individual task.READING AND WRITING STRATEGY ABC BookRESEARCHMarcia Brechtel Adapted from Dr. SeussRATIONALELinks words to backgroundUse of academic vocabulary in content areaSs learn the process of word identificationEmbedded content words with phonemic awareness ABC automaticitySpelling sound correlationHandwriting practiceKEY POINTSUse pictures and words to describe understanding of content area being taughtRepeat 2-3 letters a day, Model whole group first- then independent taskStudents are encouraged to sketch the new academic vocabulary Strategy for K-1Individual task during team task activitySteps 1 Chant:“Capitol A, lower case A, what begins with A? Astronomer, astronomer, A,A,AVocabulary from the unit Students: write the letter in the sky as you trace over the dots Teacher sketches the noun/vocabulary word Put the picture of the noun/vocabulary word Read again 10/2 look around the room – think of as many words that begin with the letter …STANDARDSReadingEALR 1 -The student understands and uses different skills and strategies to read.EALR 2 – The student understands the meaning of what is read.English Language DevelopmentEALR 1 – Student uses listening and observation skills to gain understandingWritingEALR 1 – The student understands and uses the writing processEALR 2- the student writes in a variety of forms for different audiences and purposeEALR 3- The student writes clearly and effectivelyCCSS: RF.3aVARIATIONS:Individual activityTeam task activityREADING AND WRITING STRATEGYDirected Reading – Thinking Activity (DRTA)RESEARCH Dr. Russell Stauffer “Directing reading maturity as a cognitive process”Martha Alvarez-MartiniAdapted by-Marcia BrechtelRATIONALEEncourages students to make predictions while they are reading.Encourages students to monitor comprehension while they read.Sets a purpose for reading (make and evaluate predictions).Helps strengthen reading and critical thinking skills.KEY POINTSAfter segments of text, students stop, confirm or revise previous predictions, and make new ones.Allow students sufficient time to think and reflect.Avoid interjecting own ideas and value judgments like “Great answer!”Remind students that evidence moves them forward, not right/wrong.Pre-select point for students to pause during the reading process.NTC? Is the DRTA Whole group or small group? Basic Procedure for FictionStudents look at title only; teacher asks “What do you think this story is about?” Have a blank piece of paper close by and write/sketch predictions students offerBe mindful of where to stop during reading to allow students to make predictions. Students open to first page, look at illustrations and read. Remind students not to look ahead.Encourage students to use appropriate self-help steps when needed.Asks questions to encourage students to evaluate the predictions they made. “what textural evidence do you have?”Each student orally reads the lines that provides validity (or refutation) of his predictions.Gives students an opportunity to revise their predictions in light of what they read.Repeat above steps as often as needed to complete the story.Students read aloud parts to prove or disprove their predictions.Follow-up activities as needed such as word recognition practice, vocabulary, writing, etc.Basic Procedure for Non-FictionLooking at title only, students are asked “What will you be learning about?”Looking at subtitles, students confirm or revise their predictions. Ask “How do you know?”Students read first paragraph. Ask, “Has anything in the text or your experience confirmed or refuted this?”“What were new words?” “Where will the text go from here?”Students read further, continually confirming or revising predictionsNew ideas are expressed, new vocabulary, and “Aha” moments.After reading, a student summarizes, decides fact/opinion and whether it fits with their experience.STANDARDSReading2.1 Demonstrate evidence of reading comprehension.2.2 Understand and apply knowledge of text components to comprehend text.2.3 Expand comprehension by analyzing, interpreting, and synthesizing information in literary and informational text.Read to perform a task.4.1 Assess reading strengths and need for SS: RI.1, RI.3VARIATIONSUse as a pair activity: Teacher provides black line. (Yellow pages P. 42)Use grade level text, independent text or focus on comprehension skill other than predictingREADING AND WRITING STRATEGY Memory Bank (10/2/2 Lecture)Graphic Organizer is located in the back of the generic materials, Yellow PagesRESEARCHJulie Chen, formerly of Newport Mesa Unified School districtRATIONALEProvide students opportunities to learn effective strategies for taking notes from an oral lecture.Provide scaffolds, such as visualsNote taking skill KEY POINTSBegin with content/information that is concreteBegin oral lecture with students sitting at their teamsLecture for 10 minutes (or far less in the beginning). Stop lecturing. Provide 10/2Prompt students to orally discuss key/important points – encourage primary language use After two minutes ask students to record key points on the lines of the Memory Bank (each student has their own). Zero noise.Continue 10 minute lecture. Zero noise. 10/2 prompt for negotiating for meaningStudents skip one line on and record key points. Before continuing lecture, students sketch two icons in the left-hand margin to summarize/capture the essence of the two sections of lecture they have written notes for. Continue the cycle two rounds at a timeTeams come up with questions for use on a quizTypically used for gr. 5 and above.STANDARDSSpeaking & ListeningEALR 1: The student uses listening and observation skills to gain understanding.WritingEALR 2: The student writes in a variety of forms for different audiences and SS: RL.4.1-RL.4.7VARIATIONSWhole group activity until familiar with process.Share recorded key points after lecture.READING AND WRITING STRATEGY Clunkers/Links & SQ3R (3rd & above) RESEARCHMarcia Brechtel adapted from Francis RobinsonRATIONALELinks words to background knowledgeStudents prediction encouragedAcademic vocabulary –content based vocabulary Promotes thoughtful metacognition readingText to self correlationKEY POINTSFind grade level text Students at or above reading level, independentStudents read titleAsks for predictions on what words they think they’ll be reading about based on title. Record responses in one colorExplain they will survey the text- scanning headings, titles, captions, bolded and italicized words, etc. Students and teacher (while thinking aloud) survey textClose books. Ask students, “now based on surveying the text, were our predictions accurate.” Go through previous predictions, might star those that they did see. Ask if there are additional predictions. In same color, write responses.Introduces the concept of a “clunker”- a word that: you can’t read, can read but don’t know what it means, or word that you can read and know what it means but doesn’t make sense in context.write the word clunker in a different color. Might refer to an older clunker of a car, always stopping or pausing. Show when students come across a clunker, they will create a question mark on a post-it and place next to word that was a clunker. Teacher sketches a question mark on a post it and places next to word clunker on chart. Introduce a “Link.” Writes the word Link in a different colored marker. Explains that a link is a word that creates a connection or a link for you. A text to self, text, or world. Teacher can provide an example of a link for themselves. Teacher creates a star on a post it and places next to word link, and shares students will place a star next to words that are links for them. Provide pages and teacher and students begin reading silently. You may think aloud to show how to locate clunkers and links. For students that are not locating any clunkers or links, have them read passage aloud. listen for if this text is too easy and to help scaffold if they do hear a clunker or link for studentBrings students back to chart. Ask students for their clunker, write it down in the same color they wrote the title “Clunker.” Asks everyone to read word. Asks other students what the meaning is or teacher may tell students to go back to text and look at context clues. Provides a sketch next to clunker to make comprehensible. Go through all students’ clunkers in this way. Moves to link side. Asks for students’ links and writes in same color as wrote “Link” title. As teacher writes their link, also asks what link they made, and creates a quick sketch.Students look at pictures before reading aloud Students are then released to read and answer questions with partners to continue the process. In which at a later time, the teacher will go through new clunkers and links with them.For students in grades 3+, students use SQ3R to read next portion of text with partner, while still doing the clunkers and links strategy they just learned.STANDARDSReadingEALR 1 -The student understands and uses different skills and strategies to read.EALR 2 – The student understands the meaning of what is read.EALR 3 – The student reads different materials for a variety of purposesELDEALR 1 – The student uses listening and oberservation skills to gain understandingEALR 2- The student communicates ideas clearly and effectivelyEALR 3- The student uses communication strategies and skills to work effectively with othersCCSS: RI.1, RI.2, RI.4-RI.7VARIATIONSIndividual activityTeam task activityEncourage students to read more and research on the subjectREADING AND WRITING STRATEGY Here/There Poetry Booklet Reading Group (K & 1) RESEARCHMarlene and Robert McCracken (Christmas Here, Christmas There)RATIONALAllows emergent readers a familiar format to use new vocabulary.Emergent readers practice for automaticity and fluency.KEY POINTSPrep: rewrite poem on sentence strips line by line. Match color code and sketches. Build a poetry booklet. One line on each page, staple (for students to read and illustrate)Use a Here/ There poetry chant from your unit.Color-code the poem on chart paper to scaffold for emergent readers.Process in a small group similar to the Co-op paragraph group frame, except use the poem rather than student writing. Move into the group frame reading strategy.Rewrite the poem on sentence strips color coded to match the poem include the added sketches that may have been created while processing the chant.Build the poem on the ground or table using the processed chant as a scaffold.Randomly pass out sentences to students. First students read and match sentence by sentence with the poem rebuilding line by line. All Read as the sentences are placed in order. When poem is completed, read starting from the beginning. When placing sentences ask. “How do you know,” “can you prove it?”Next, cut poem into phrases. And rebuild, read and re-read when completed. Teacher drop voice to monitor student fluency. Cut poem into word-by-word, as students place words, they read. All read when the poem is completed. Teacher drops voice to hear student readingGive students the poetry booklet with one line on each page to illustrate and practice reading for automaticity and fluency.Students read the text to an adult for positive feedback regarding the new reading skills attained.STANDARDS1. The student understands and uses different skills and strategies to read.1.1. Use word recognition skills and strategies to read and comprehend text.1.2. Use vocabulary (word meaning) strategies to comprehend text.1.3. Build vocabulary through wide reading.1.4. Apply word recognition skills and strategies to read SS: W.2a-W.2eVARIATIONSYou could do this with any poem or chant you are using in your unit.READING AND WRITING STRATEGYCooperative Strip Paragraph GroupGroup Frame--Reading Game (see “Variations”)RESEARCHNancy Whistler: Technical Writing ProcessUniversity of Irvine-UCI Writing Project, Editing Checklist (P. 35-36 in the yellow pages)RATIONALEEmergent readers are provided with scaffolded instruction and repeated practice of academic grade level language.Builds confidence and self-efficacy.KEY POINTSUse the whole class’s Co-op strip paragraphPREP-WORK: Rewrite the entire paragraph again on sentence strips, in completed sentence phrases. Use the same colors and editing done as a class. AND make a typed paragraph for each student, final draft form. (Writing of the paragraph can also be done in front of the group to model and verbalize the various editing and mechanics used).Bring emergent readers to the rug in front of the whole class created co-op strip paragraph seated so they can see the paragraph and have enough room in front of them to recreate the paragraph.RULES: Hands only on own sentences/ words. Must be laid out so they can be seen. No upside-down readingRead Paragraph together sentence by sentence as you pass out one sentence to each student in random order. State objective of activity, and expectations as they lay them down to begin reading their words to themselves. (see above)Read the class co-op paragraph togetherNow as a group recreate the paragraph sentence by sentenceAs each sentence is offered up students explain how it is correct. “How do you know?” “How many words in the sentence? How many sentences in the paragraph? Do they match?”Everyone reads together to verify accurately.Read the entire recreated paragraph together to model fluency.Gather sentencesIn front of students, cut the sentences into phrases and repeat steps 3-6Now cut the sentences into words!As students place their word cards down, they must read their word. Do not reread each sentence, just ending paragraph once this step is completed. Teacher drops voice so they can hear students’ fluency. If needing scaffold of rereading the sentence, then use teacher discretion. Encourage metacognition. “How do you know? Are you right?” After practicing the paragraph by sentence, phrase, word now students are ready to read the entire text in the final draft typed form.Prior to reading text to others students participate in 2 games. 1) cloze- Students close their eyes and the teacher pulls 1 card from paragraph. Students raise hand when they know what word is missing. Student then guesses correctly can pull the next card. 2) I spy game- “I spy a word that has 3 syllables. It means the same as an organism’s natural environment…. Habitat!After games, students read final typed draft. Teacher has dropped voice completely to hear outcome. Students now read the text to another teacher or adult and have them sign the paper and give positive feedback to the student and ask them questions about the content.STANDARDSReadingEALR 1: The student understands and uses different skills and strategies to ponent 1.1: Use word recognition skills and strategies to read and comprehend ponent 1.4: Apply word recognition skills and strategies to read fluently.EALR 2: The student understands the meaning of what is ponent 2.1: Demonstrate evidence of reading ponent 2.2: Understand and apply knowledge of text components to comprehend municationEALR 1: The student uses listening and observation skills and strategies to gain ponent 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources.EALR 2: The student uses communication skills and strategies to interact/work effectively with ponent 2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform SS.ELA-Literacy.RI.1, 2, 5, 10CCSS.ELA-Literacy.RF.3, 4VARIATIONSGame: “I’m thinking of……”Kids find words that fit the clue. Great to use right after the word for word round of the reading practice.Game: Cloze passageKids close their eyes and take a word away; kids make a guess and explain why they made the guess. Game: Sort words: open sort of closed sortUse words to create a found poetry frame.Use words from the paragraph to develop a personal spelling list.With emergent or very early readers use the “Here There” Chant for this strategy in the same way as with the co-op strip paragraph.With ELD, use ELD group frame oral dictation in the same way as the co-op paragraphREADING AND WRITING STRATEGYFocused ReadingRESEARCHRuddell and Shearer-Vocabulary Self-Collection StrategyIsabel Beck – Tiered Level VocabularyRobert Marzano-Non-Linguistic RepresentationsMarcia Brechetel and Lennea HaleyRATIONALEMetacognative thought process enhancedUse of academic vocabulary in content areaProcess of word identificationKEY POINTSWhen first introducing, teacher models with a student the process of walking the walls- reading the walls, looking for unknown words or words they want to investigate further. Students write these words down in the “New Word,” column. Students can work with a partner but each individually has their own paper. Return to their seats and make predictions and think about their clues in the 2nd column. At a later time, research the words, find final meaning, and complete chart, ultimately writing sentences using the word they have self-selectedSTANDARDSReadingEALR 1 -The student understands and uses different skills and strategies to read.EALR 2 – The student understands the meaning of what is read.Writing EALR 1- The student understands and uses a writing processEALR 2- The student writes in a variety of forms for different audiences and purposesEALR 3- The student writes clearly and effectivelyCCSS: RL.4, L.4a-L.4cVARIATIONSIndividual activityTeam task activityFits within Inquiry By Design IBDREADING AND WRITING STRATEGY Ear-to-Ear ReadingRESEARCHJim Rodgers, Johns Hopkins University – CIRC model of cooperative learning in readingDaily 5: Read to someoneRATIONALEForm of partner reading that lowers the affective filter. CIRC research shows, with some cultures and emerging readers, eye-to-eye reading is threateningBuilds fluency, automaticity, decoding and intonation skillsKEY POINTSStudents place their chairs side-by-side, seats facing opposite directionsWhen students are sitting in the chairs, their heads and ears are close together, but facing opposite directions.Each partner has the same reading material and they take turns reading to each other from that passage.Hint: sentence-by-sentence reading forces them to stay focused. If each reads a whole paragraph, the other tends to lose focusSTANDARDSReadingEALR 1: The student understands and uses different skills and strategies to read.EALR 3: The student reads materials for a variety of purposes.Speaking & ListeningEALR 1: The student uses listening and observation skills to gain understanding.EALR 3: The student communicates strategies and skills to work effectively with SS.ELA-Literacy.RF.3, RF.4, R.10VARIATIONSPlace an ELL or below-level student between two stronger readers. He/she can join in when they are ready and want to. Reader 1, reads a line, Reader 2, repeats line,Reader 3 reads next line,Reader 2 repeats lineReader 1 reads next lineReader 2 repeats lineWith 3 students reader 2 is provided an oral scaffold, (and reads the whole text) with fluency.READING AND WRITING STRATEGY Listen & SketchRESEARCHMarcia BrechtelRATIONALEEncourages students to visualize, a skill that most struggling readers do not haveProvide students an opportunity to use the skill of visualization while listening to a story with descriptive text Active listening increases comprehensionKEY POINTSMost effective when used in later stages of ELDTo use the strategy successfully, teach the difference between sketching and drawing. Tell students that “sketching is for your brain and drawing is for art”Use in logs, journals and assessment tools to allow more access to ELD and visual learnersSupports Level 1 ELL students by providing them a picture which supports the textRead a descriptive passage of a book in small 2-3 paragraph chunksStudents close eyes and visualize, imagine what the author wants us to see.“pick up a pencil and sketch what the story is about,” “sketch the picture in their head”Repeat process with next sectionNote: Cover the outside of the book with blank paper.When done: students put heads together and share illustrations with their team. “how many of you enjoy writing? Artwork? Who will go to college to study art, writing…?STANDARDSReadingEALR 1: The student understands and uses different skills and strategies to read.Speaking & ListeningCCSS:RL.4.3, W.4.3e, W.4.9, VARIATIONSProvide ELD student scaffolding by showing text illustrations/photos, etc. Fold paper into sections for sketchesShare illustrations in text and compare details between student’s sketches and the ponent Area- Closure and EvaluationRationale2-Day StrategiesTeacher Made RubricsTeacher and Student Made TestsAction PlanHome School ConnectionsTeam PresentationsGraffiti WallJeopardyWhere’s My AnswerIndividual TasksAdditional StrategiesCLOSURE AND EVALUATION STRATEGYTeacher and Student Made RubricsRESEARCHCosta, Wiggens, Farr, Treadway, LazarMarcia Brechtel and Linnea haleyRichard Sagor (know the target)RATIONALProvides students with a learning targetIncreases student participation and motivationOngoing and summativeKEY POINTSLearning outcomes decided and communicated to studentsTeacher and student made rubrics can be used with any chart or strategy. Can be created by teacher, whole group, small teams or one-to-one.Use a 4 or 2 point rubric much like those used on state assessmentsShare the rubric with students prior to the assignment and examples of work at each level.Ongoing assessment with a variety of styles to provide reflection on information about how and what was learned and what can be done with the informationBased on strengths as well as needsDirect teaching of test language an test taking skillsWrite in an “I can” or other friendly language formatSTANDARDSReadingEALR 2: The student understands the meaning of what is ponent 2.1: Demonstrate evidence of reading comprehension.EALR 2: The student understands the meaning of what is ponent 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.EALR 4: The student sets goals and evaluates progress to improve ponent 4.1: Assess reading strengths and need for improvement.WritingEALR 2: The student writes in a variety of forms for different audiences and ponent 2.1: Adapts writing for a variety of audiences. CommunicationEALR 1: The student uses listening and observation skills and strategies to gain ponent 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources.EALR 2: The student uses communication skills and strategies to interact/work effectively with ponent 2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, EALR 4: The student analyzes and evaluates the effectiveness of ponent 4.1: Assesses effectiveness of one’s own and others’ ponent 4.2: Sets goals for SS: W.4.5, W.4.10, SL.4.1-SL.4.4EXAMPLESPrediction Reaction strategy can be used as a student made testGraffiti Wall Strategy and example of a teacher and student made testStudent PortfoliosHome/ School connectionsTeam presentationsJeopardy or Family FeudTeam and student made big booksELD Group frames collected over the length of the GLAD unit as a measure of growthVARIATIONSDistrict adopted curriculum end of unit tests that match the GLAD unit contentState CBA Content Biased AssessmentsELD Group frames collected over the length of the GLAD unit as a measure of growthCLOSURE & EVALUATION STRATEGYAction Plan (graphic organizer)RESEARCH Marcia Brechtel and Linnea HaleyWHY DO ITSupports critical thnkngHelps students understand how to clarify problems Problem solvingBuilds opionion/ agument pieces necessary for writingBuilds social skills and positive interactionKEY POINTSAfter a class discussion, teams work together to identify and describe and issue related to the unit under study: pollution, erosion, sugar in soda, GMO foods ext…In teams, brainstorm and record ideas about possible causes for the problems. Then justify the idea with written notesTeams brainstorm three written solutions to the problems, with written pros and cons for each.Finally the teams choose their best solution and write up an action plan; justifying their reasoning with notes written together.Basic ProcedureTeacher provides a form with these elements:(1) Define what one problem is, (2) Brainstorm causes, (3) Brainstorm at least 3 solutions listing pros and cons of each, (4) Choose one solution and write a plan of action for your team, including reasons why you chose that solution. See Tier 1 yellow pages, page 46.2. Teams collaborate to complete their plan.STANDARDSWriting2.2 Writes for different purposes.2.3 Writes in a variety of municationUses language to interact effectively and responsibly in a multicultural context.Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.4.1 Assesses effectiveness of one’s own and others’ SS: W.4.5, W.4.10, SL.4.1-SL.4.4VARIATIONSIndividuals write own plansTeams choose same issue but different solutions organize a debate.CLOSURE & EVALUATION STRATEGYTeam Action PlanRESEARCH Marcia Brechtel and Linnea HaleySpencer KaganJohnson & Johnson Cooperative Learning Centerat the University of MinnesotaWHY DO ITOpportunity to teach and promote teaming skillsProvides opportunity for increased team-building.Opportunity for reflection is an essential element of cooperative learning.KEY POINTSTeams are required to periodically assess and reflect on their ability to function as a team and identify changes they will make to operate more effectively in the future by completing a Team Action Plan.Model the process before having teams do it. Some modeled reflective questions could include: How well are we listening to each other? Do we take turns and include everyone? How could we have helped each other more? Are we using our time efficiently? How can we make our team function more smoothly?Basic ProcedureTeacher provides a form with these elements:(1) Define what one problem is, (2) Brainstorm causes, (3) Brainstorm at least 3 solutions listing pros and cons of each, (4) Choose one solution and write a plan of action for your team, including reasons why you chose that solution. See Tier 1 yellow pages, page 46.2. Teams collaborate to complete their plan.STANDARDSWriting2.2 Writes for different purposes.2.3 Writes in a variety of municationUses language to interact effectively and responsibly in a multicultural context.Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.4.1 Assesses effectiveness of one’s own and others’ SS: W.4.5, W.4.10, SL.4.1-SL.4.4VARIATIONSThis can be done as a reflection and action plan for the whole class.CLOSURE AND EVALUATION Home School ConnectionRESEARCHMarcia Brechtel and Linnea Haley. Alma Flor Ada also talks about the importance of valuing the home life and culture of our students.RATIONALEPromotes family involvementStudents practice concepts in a meaningful way.Make connection between L1 and English.Provides opportunity for academic discourse at home.Teaches responsibility, accountability, cross cultural respect and sensitivity.Provides opportunity for students to see themselves out of “the box,” working past stereotypesAuthentic two way communication between school and home related to content.KEY POINTSNot called homework.Provided in Home Language when possible.Students complete the assignment at home, by writing or sketching, and return it.If student return their completed homework, their team earns 1 point for responsibility. If every member of the team brings HSC, award the team (20 or whatever) bonus points.Students who do not return their homework on the due date have the rest of the week to return it. Once all group members have their homework turned in give the team 20 points.When homework is due, validate the homework by having every student share one thing they talked about with their parents.As the late homework assignments come in, you can choose to let them share with teammates or just collect and award points.Send home several over the course of the unit.Might see increasingly complex assignments as the unit goes on.STANDARDSCCSS.ELA-Literacy.W.7CCSS.ELA-Literacy.SL.1, 4VARIATIONSLetter to parents.CLOSURE AND EVALUATION STRATEGY Team PresentationsRESEARCHMarcia Brechtel and Linnea Haley RATIONALEProvide the transition for a team from team tasks to individual Celebrates and validates Informal assessment of tasks and social skillsOpportunities to practice and demonstrate oral presentation skillsBuilds accountably for tasksKEY POINTSHelpful for teachers to establish expectations for oral presentations with students (i.e. stand at the front of the room, face the audience, no upside down reading, each member shares, voice projection, posture etc.)Teams choose one piece to share with the class in their presentation.*choose the piece that highlights the use of every team member’s skills and equal contribution.During presentations focus on the T-Graph social skill and award points as teams earn them.Clap and “thank you”After team has completed all assigned tasks, the individual members of that team will begin working on the teacher-created, Individual Task MenuPieces of work are generally completed on 8.5 x 11.5 paperTeam tasks are not graded and used for the “citizenship” section of the reportSTANDARDSSpeaking and ListeningEALR 2: The student communicates ideas clearly and effectivelyEALR 3: The student communicates strategies and skills to work effectively with others.EALR 4: The student analyzes and evaluates effectiveness of formal and informal communicationWritingEALR 2: The student writes in a variety of forms for different audiences and SS: SL.1c, SL.4VARIATIONSSmaller setting Use of L1 for presentationBuild a Team Presentation Rubric; teacher or student madeCLOSURE AND EVALUATION STRATEGY Graffiti WallRESEARCHBrian SteeleRATIONALEAuthentic AssessmentStudent centered and created AssessmentFor use at the end of unitVariety of test question writing and answeringKEY POINTSPlace large pieces of paper next to each chart processed with students from the unit of study. (Graphic organizer, input charts ext.)Teacher has pre-thought questions that are reflective of different question formatting- open ended, fill in the blank, multiple- choice, T/F, define, etc. Teacher writes question in different team colors. Upon signal, team starts at designated chart with corresponding color. Students work together to respond to question and generate a new question for the next team to respond to, then, rotate repeat process. One marker/colored pencil is used that is that teams color. Can edit previous teams answer if needed.STANDARDS:ReadingEALR 2: The student understands the meaning of what is ponent 2.1: Demonstrate evidence of reading comprehension.EALR 3: The student reads different materials for a variety of ponent 3.2: Read to perform a task.WritingEALR 2: The student writes in a variety of forms for different audiences and ponent 2.1: Adapts writing for a variety of audiences. CommunicationEALR 2: The student uses communication skills and strategies to interact/work effectively with ponent 2.1: Uses language to interact effectively and responsibly in a multicultural context.EALR 2: The student uses communication skills and strategies to interact/work effectively with ponent 2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform SS: SL.4.1-SL.4.4VARIATIONSUse the team generated questions to write a paper pencil test as end of unit assessment.CLOSURE AND EVALUATION STRATEGY JeopardyRESEARCHMerv Griffin (TV show host)adopted by Marcia Brechtel RATIONALEMetacognative thought process enhancedCollaborative thinking in groupsBackground knowledge accessInformal assessmentELL able to participate Game – fun and excitingprocess of word identificationKEY POINTSUse of content based vocabulary Students use academic words to describe understanding of content area being taughtReview of content based unitUse vocabulary, process grid categoriesAssessment tool for teacherAffective filter is a positive oneImprint vocabulary for individual studentPoints awarded for the T-Chart skill *record Jeopardy points in a different location.Student grouping used for team tasks Teacher: “red team… number…2”Chose category in one of the four columns # chosen waits for definition Teacher gives the definition of a content base (reviewed vocabulary) and the students need to know the proposed question/definition for the answer Group can help student develop the question (heads together if needed)If correct student receives points for team in the column if incorrect, give a second opportunity at a later time. STANDARDSReadingEALR 2 – The student understands the meaning of what is read.English Language DevelopmentEALR 1- Student uses listen and observation skills to gain understandingEALR 2- The student communicates ideas clearly and effectively with othersEALR 3 – The student uses communication strategies and to work effectively with othersEALR 4 – The student analyzes and evaluates the effectiveness of formal and information SS: SL.4.1a, SL.4.1b, VARIATIONSIndividual activity Team task activityCLOSURE AND EVALUATION STATEGYWhere’s My AnswerRESEARCHERSMarcia Brechtel and Linnea HaleyRATIONALEA matching game with cards for reviewing strategy namesSupports the development of social skills and cooperative learning among adults lowers the affective filter Provides for assessment of concepts mastered during trainingKEY POINTSTrainers create definition for each strategyType out information tow cards for each strategy:One for the definition and one for the strategy namePut information on different colored half sheets of construction paper- use the same color for each strategy definition and strategy name but use lots of different colors mix up all the cards.Laminate for repeated use in trainingsSet up charts in the room for teachers to match toRandomly pass out cards on tables, face-up, name cards separate from definition cards.Participants choose a card at their table and look for the partner with the matching cardOnce partners find each other they go up a chart and add the cards to the charts around the room continue until all the cards are posted.Whip around the room asking participants to read the card name and definition and why they chose the chart to add it to in the spot.VARIATIONSCan be used in the classroomStudents can use the process grid to develop their own where’s my answer as a team taskReview vocabulary with picture cardsUse card to review for a test or for individual assessment.CLOSURE AND EVALUATION STRATEGYTeam & Student-made Big BooksRESEARCHMarcia Brechtel and Linnea HaleyLeanna TrailAlma Flor AdaRATIONALEOpportunity to extend learning on topic.Allows for student choice in writing.The structure provides a convenient scaffold, already modeled, easy for students to plug into creatively.Encourages further practice of targeted academic language.KEY POINTS69983358001000Patterning and predictability provide students with convenientand fun frame within which to write.A collaborative process.Creating student-generated text from innovations on the teacher-made big book.Basic ProcedureTeacher makes a frame from the original pattern or repetitive phrase.Students work in teams to insert their own thoughts and or research on a sub-topicStudents can create their own illustrations.Text can be copied and published on the classroom wall for all to read and enjoy.STANDARDSCommunicationUses language to interact effectively and responsibly in a multicultural context.Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.WritingPublishes text to share with audience.Adjusts writing process as necessary.Develops ideas and organizes writing.4.1 Analyzes and evaluates others’ and own SS.ELA-Literacy.R.5, 7CCSS.ELA-Literacy.SL.1CCSS.ELA-Literacy.W.2, 4, 7, 8, 9CCSS.ELA-Literacy.L.1, 2, 3, 4, 6VARIATIONSStudents write dialog bubbles for a scene, or with advice.Teams write a cooperative paragraph on a topic.Could be done individually or with student-found text.Independent taskFOCUS AND MOTIVATION STRATEGY Prediction/Reaction GuideRESEARCHPatricia CunninghamDorothy HallRobert MarzanoFrank SmithRATIONALEAssess prior knowledgeExcite students about unit of study Provide opportunity for processing learningKEY POINTSGiven as pre-test for knowledge of unit content/Teacher generates different forms of questions or statements for students to respond to, relevant to the unit of study. Students write and/or sketch their responses to the prompts. Questions or statements should be engagingAsks where they learned information - metacognition Used as assessment upon completion of unitHelps students focus on how they know what they knowCreate about 10 true/false statements or open-ended questions that involve key unit conceptsAdd before “prediction” and after “reaction” columns Read each question w/ students and ask them to sketch/write predictionsSave completed papersProcess learning with the guides late in the unit. Have students note where new information foundSTANDARDSReadingEALR 2: The student understands the meaning of what is read.EALR 3: The student reads materials for a variety of SS: W.4.9, W.4.9b,SL.4.1, SL.4.1a, SL.4.1bVARIATIONS: Small group or partner activityPlay Jeopardy! using the guides when processing learning late in the unit.Add a “how do you know column” ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download