Prediction Box
Literature Link
The teacher prepares a box that contains
objects or clues that relate to a topic of
study. The teacher shares those objects with
students and fosters discussion about them.
The teacher asks the students to make
predictions about what they think the topic is
about.
The teacher reads a book of portion of a book
to give s a context for the topic. Students are
asked to close their eyes and visualize the
topic. Throughout the narration, the teacher
pauses for students to form images in their
minds. When the narration is complete the
teacher asks the students to share what they
“saw” or understood.
2 Minutes Talks
Memory “Box”
This activating strategy is best used to bridge
one day of learning to the next. Students use
a folded piece of paper. For 90 seconds,
students record everything they remember
from the lesson the day before. In small
groups, students share what is on each list
one at a time. One student shares her list.
Other students in the group add ideas they
don’t have to their own list and check off the
ideas that are already on their list. The next
student shares in the same way.
Group students into pairs. Inform students
that they will be talking about a particular
topic for two minutes. They need to decide
who will go first. Use a timing device to
monitor time. One student will share
everything they already know about a skill,
topic, or concept. After two minutes the
partners switch. It is okay for the second
person to repeat some of the thing the first
person share. Have a few pairs share some
of their responses with the entire class when
the activity is done.
Word Splash
KWL
A KWL chart is used prior to the study of new
material, a discussion, a reading, or an event.
Students are asked to brainstorm all of the
things they know and want to know about a
particular topic. Lastly, at the end of a unit or
lesson, students record what they learned.
Anticipation Guide
An Anticipation Guide includes a list of 8-10
statements related to a topic of study. Prior
to introducing new information, engage
students by having them write whether or
not they AGREE or DISAGREE with the
statements listed on the guide. After the new
content has been taught, have students react
to the new information by responding again
to the statements on the Anticipation Guide.
Discuss why the before and after answers are
different.
Draw a Picture or Diagram
Using a blank piece of paper, students are
asked to draw or diagram the outline and
details of a topic.
1. Teacher writes the topic in the center
of the paper. Students generate
words or phrase or pictures of what
they know about the topic. Students
write a predictive sentence about the
topic.
2. Teacher writes the topic in the center
of the chart and also includes the key
vocabulary for the topic. Students
use the word splash to write a
predictive sentence or “Dear
Teacher” letter.
Brainstorm and Categorize
This strategy is used prior to presenting new
information. The teacher introduces the topic
and students brainstorm everything they
know about a topic. When students have
generated all of their ideas, they sort them
into categories and label.
First Word
Place name of a topic or concept vertically
down the paper. Students generate a word or
phrase that begins with each letter of the
vertical word.
Dear Teacher...
Students compose a friendly letter to their
teacher announcing what they already know
about a topic. In the letter, students inform
the teacher what they hope will be covered
in the unit.
3-2-1
Students respond to the following related to
a particular topic: 3 things that interest me,
2 things I'd like to know more about, and 1
idea.
Walking Tour
Activating
Strategies
To set up the Walking Tour, choose passages,
pictures, or statements for a topic. Place one
per chart. Number each chart and post the
charts around the room. Small groups spend
2-5 minutes at each chart, reading,
discussing, interpreting, and reacting to the
idea--orally or in writing. The groups move
from chart to chart until they have visited all
of the charts. When the "tour groups" have
finished, have the students discuss and
summarize the charts with the entire group.
Picture Walk
Think-Pair-Share
When introducing new material, it can be a
useful strategy to show students a picture.
Place a picture on the SmartBoard or a piece
of chart paper.
Students share verbally or orally with a
partner about the picture. Some students
can share out to the class.
During this activity, students will have
individual time to think about a question
related to the topic of study. They will then
pair up with a partner to share their
thoughts. Finally, the pairs will select one
major idea to share with the entire class.
The Envelope Please
Students are given an envelope with a topic,
supporting detail, or main idea on the front.
Inside will be a card with the correct
response folded so it cannot be seen through
the envelope. Once the students have found
their topic group, they read their envelope
and discuss which one is the topic, detail, or
main idea. They should predict what they
think is inside the envelope. The teacher
announces, “The envelope please.” This is
the cue for students to open the envelope
and see if the prediction is correct.
In My Head or
Makes Me Think
Students fill is a thought bubble with words
and/or pictures to show what they think
about when they think about the topic to be
studied.
Question Maker
Give the students a noun related to the
content. Ask the class or a group of students
to create an identified number of questions
to which the noun is the answer.
“I need 10 questions to which ‘magnetic
force’ is the answer.”
Find Someone Who Can Tell
Students walk around the room interviewing
classmates about what they know about a
topic. Signatures are collected on a bingo
type board for each item as someone who is
located who can respond to each topic.
Circle Map
Picture Postcard
At the beginning of a unit or topic of study,
ask students to jot down what they already
know about a topic on the lined side of an
index card. On the blank side of the
“postcard”, students draw a picture of the
topic.
Draw the shape below. Topic goes in the
center. Students brainstorm around the
center circle. Students use the brainstorm to
write a predictive sentence.
Quick Write
Give students a specific amount of time to write
down everything they know about a given
concept. Usually this is 30 to 60 seconds. Then
have students compile their list with a partner and
then a partner pair with another partner pair. Use
the compiled lists to clarify and summarize
conceptual understanding.
OR
Have students put their lists away during the
lesson. At the close of the lesson, students pull
out the lists to highlight or check off what was
actually included in the lesson and add remaining
ideas from the lesson that didn’t make the
original list.
Writing Think Pair Share
During this activity, students will have
individual time to think and write about a
question related to the topic of study. They
will then pair up with a partner to share their
thoughts. The students exchange papers,
read what is written, and respond in writing.
Papers are exchanges again for reading
responses. Finally, the pairs will select one
major idea to share with the entire class.
Question Wheel
Draw a wheel on the board or chart paper.
Students brainstorm what they want to know
about a topic. Example: What do you want to
know about fractions? Student responses
may include questions like: What do I do with
the bottom number? When do I have to have
common denominators? Which is the
numerator and which is the denominator?
Write the questions on the spokes as
students chime in. This strategy will help to
focus students on the purpose for their
learning about a topic. This can also be done
in groups with separate wheels. The teacher
can use the wheel to summarize the lesson.
Flip Strips
This strategy would be used for establishing
sequential order. Place steps to solve a
problem, to write a proof, to draw a graph,
etc. on strips of paper. Have students
predict the proper order of the steps by
arranging the strips accordingly. Then have
students adjust the order of their strips
during the instruction.
Four Corners
Graffiti Write
On chart paper, pose a question essential to
conceptual understanding of the lesson. Have
students write their responses to the
question on the chart paper as they enter the
room. (Place markers nearby for easy access.)
This can also be used to summarize a lesson.
On four posters, pose different responses to
a conceptual question (great opportunity to
use higher-order thinking skills questions).
Place each of the posters in a different corner
of the room. Have students read the
responses and stand in front of the one they
agree with the most. The four groups will
discuss their stances on their chosen
responses to the question, ready to defend
their positions to the rest of the class. After
the lesson is completed, students will be
given the opportunity to “re-choose” their
corner for the correct response. The “rechoosing then becomes the summarizer.
Splash, Sort, Label
Manipulatives
Provide chart paper to groups of students.
Indicate a topic or pose a question on each of
the chart papers (same question). Using
sticky notes, students generate responses
based on their prior knowledge. Students sort
their responses into categories that they
create. Students will then share with the class
the various categories they created.
Use manipulatives in activating learning in
addition to using them during instruction.
Students can be prompted to use the
manipulatives to provide support for answers
to the activating questions posed by the
teacher.
Human Chain
Place masking tape on the floor to cover the
length of the room. Place a sign labeled YES
on one end of the masking tape and a sign
labeled NO on the other end. Pose questions
to students, asking them to stand on the
masking tape according to their responses to
the questions. If students are unsure of the
proper response, they should stand in the
middle of the tape to indicate so. Students
under the YES and NO signs should try to
persuade unsure students to their side. Teach
the lesson and then re-pose the question.
Have students choose again where to stand
in response.
Picture Books
Alphabet Brainstorm
Students work in pairs. Provide a table with
different letters of the alphabet in each cell.
Ask students to brainstorm ideas that would
apply to the concept provided by the teacher
by writing them in the cells. Of course, the
brainstormed ideas should begin with the
letter found within each cell. Extra points are
given for X, Y and Z. Students should share
out ideas, not repeating any already stated.
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