Engagement Strategies for
ESL Students
In the Social Studies
Classroom
Check In
1) On a Post-It note, please write
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Name
What you know about cooperative learning
2) Place your Post-It on the smiley face
continuum. 
Agenda
• Sharing Strategies
• Stand Up-Hand Up-Pair Up (SUHUPU)
• Timed-Pair-Share
• What is Cooperative Learning? (Frayer
model)
• Review & Assessment Strategies
• Fan & Pick
• Rally Coach
• Quiz-Quiz-Trade
• Lesson Planning
SUHUPU
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Stand Up (Push chair in)
Hand Up
Pair Up with someone you don’t know
Stand back-to-back and wait for further
instructions
Timed-Pair-Share
30 seconds each
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Name
School
Courses
What you hope to get out of today
• Partner with another pair and introduce
one another.
– Share partner’s name, school, courses, &
hope for today
• Gather your belongings and sit in this
group of 4
Stand Up-Hand Up-Pair Up
Students stand up, put their hands up, and quickly find
a partner.
Teacher says, “_____ up, _____ up, and _____ up!”
Students stand up and keep one _____ in the air until
they find the _______ partner who’s not a teammate.
Teacher asks a ________ or gives an assignment.
Teacher provides _____ _____.
_____ share using:
1)
2)
3)
4)
5)
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Rally Robin
Timed-Pair-Share
Rally Coach
Stand Up-Hand Up-Pair Up
Students stand up, put their hands up, and quickly find
a partner.
Teacher says, “Stand up, hand up, and pair up!”
Students stand up and keep one hand in the air until
they find the closest partner who’s not a teammate.
Teacher asks a question or gives an assignment.
Teacher provides think time.
Pairs share using:
1)
2)
3)
4)
5)
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Rally Robin
Timed-Pair-Share
Rally Coach
SUHUPU Management Tips
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Give think time
Use “Write-Pair-Share” before SUHUPU
½ students up
Students stand back-to-back
Discourage “magnets”
Encourage “shadows”
Timed-Pair-Share
Partners take timed turns listening and sharing.
1.
Teacher announces a topic and states _____ _____
each student will have to share.
Teacher provides _____ _____.
In pairs, Partner A ______; Partner B _______.
Partner B ________.
2.
3.
4.
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5.
Thank you for sharing!
One thing I heard you say was…
One think I learned listening to you…
Partners switch roles.
Timed-Pair-Share
Partners take timed turns listening and sharing.
1.
Teacher announces a topic and states how long each
student will have to share.
Teacher provides think time.
In pairs, Partner A shares; Partner B listens.
Partner B responds.
2.
3.
4.
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5.
Thank you for sharing!
One thing I heard you say was…
One think I learned listening to you…
Partners switch roles.
Timed-Pair-Share Management Tips
* Helps ESL students acquire and use language*
• Provide think time/writing time
• State who goes first (taller, shorter, older,
younger, most brothers, etc.)
• Model response modes
– Paraphrase
– Compliment
– Respond (question, comment, etc.)
• Use a timer
• Can be used standing in class or seated as team
What is Cooperative Learning?
Definition
a teaching strategy in which teams,
each with students of different levels
of ability, use a variety of
learning activities to
improve their
understanding of a
subject
Examples
Characteristics
Cooperative
Learning
Timed-Pair-Share
Rally Coach
Fan & Pick
Quiz-Quiz-Trade
Step-by-step structures that fulfill PIES
Positive Interdependence
Individual Accountability
Equal Participation
Simultaneous Interaction
Non-Examples
“Talk to your neighbor about…”
“Check your answers with your neighbor.”
Answer these questions at your table.
Review vocabulary.
Fan & Pick (4 students)
Students play a card game to respond to questions.
1.
2.
3.
4.
_______ __ holds question cards in a fan and says,
“Pick a card, any card!”
_______ __ picks a card, reads the question out loud
and allows five seconds of Think Time.
Student #3 _______ the question.
Student #4 ________ to the answer:
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5.
For right or wrong answers, Student #4 checks and then either
praises or ______________.
For higher-level thinking questions that have no right or wrong
answer, Student #4 does not check for correctness, but _______
and paraphrases the thinking that went into the answer.
Students rotate roles, one person clockwise for each
new round.
Fan & Pick (4 students)
Students play a card game to respond to questions.
1.
2.
3.
4.
Student #1 holds question cards in a fan and says,
“Pick a card, any card!”
Student #2 picks a card, reads the question out loud
and allows five seconds of Think Time.
Student #3 answers the question.
Student #4 responds to the answer:
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5.
For right or wrong answers, Student #4 checks and then either
praises or tutors/coaches.
For higher-level thinking questions that have no right or wrong
answer, Student #4 does not check for correctness, but praises
and paraphrases the thinking that went into the answer.
Students rotate roles, one person clockwise for each
new round.
Fan & Pick (2 students)
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Student #1 fans.
Student #2 picks and reads.
Student #1 answers.
Student # 2 tutors or praises.
Students switch roles.
Fan & Pick
Conduct Fan & Pick at your tables to get to
know one another.
• Youngest player starts with #1
• Roles rotate clockwise.
Fan & Pick Management Tips
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State who goes first
Discourage magnets
Encourage shadows
Model & Post directions
Cards prewritten or number cards
matched with overhead
Round Table Variations
Pair (2)
Oral
Team (3-4)
Rally Robin
text
Round Robin
Rally Table
Round Table
text
Written
Rally Coach
text
text
text
text
Simultaneous
Round Table
How could you use Fan & Pick in
your classroom?
2 minutes
Conduct Round Robin at your table.
Round Robin
Rally Robin & Round Robin
“I share, you share.”
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Teacher poses a
problem to which there
are ________ possible
responses or ________.
In pairs, students take
turns ______ responses
or solutions.
“I share, you share,
everyone shares.”
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Teacher assigns a topic
or question with ______
possible answers.
In teams, students
respond ______, each
in turn taking about the
same amount of time.
Rally Robin & Round Robin
“I share, you share.”
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Teacher poses a
problem to which there
are multiple possible
responses or solutions.
In pairs, students take
turns stating responses
or solutions.
“I share, you share,
everyone shares.”
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Teacher assigns a topic
or question with multiple
possible answers.
In teams, students
respond orally, each in
turn taking about the
same amount of time.
Rally Coach
Partners take turns, one solving a problem while
the other coaches.
Set-up: One set of high-consensus problems and one
pencil per pair.
1) Partner A solves the first _______.
2) Partner B watches and listens, ______, and
praises.
3) Partner B ______ the problem.
4) Partner A watches and listens, checks, and
_______.
5) Repeat starting at _____ __.
Rally Coach
Partners take turns, one solving a problem
while the other coaches.
Set-up: One set of high-consensus problems and
one pencil per pair.
1) Partner A solves the first problem.
2) Partner B watches and listens, checks, and
praises.
3) Partner B solves the problem.
4) Partner A watches and listens, checks, and
praises.
5) Repeat starting at step 1.
Rally Coach
DIRECTIONS: Label each statement with a + if
the vocabulary word is used correctly or a – if
the vocabulary word is used incorrectly.
Example:
1. The state of Texas produces many goods,
such as oil, beef, concrete, and computer
chips.
2. Many countries export these goods from Texas.
How did it go?
Directions
The Activity
Rally Coach Management Tips
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Model
Coaching can be hinting or teaching
1 paper per pair
1 pencil per pair, or different colors
Sit side-by-side
Debrief with students what worked
Use it as guided practice before independent
practice
• Use it as a homework check before selecting
examples to model
2 minutes: Rally Table w/ shoulder
partner ways to use Rally Coach
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General Applications
Vocabulary
Maps
Timelines
Fill-in-blank worksheet
T/F worksheet
Steps in a process
Charts & graphs
Practice TAKS questions
Specific Content
Quiz-Quiz-Trade
Students quiz a partner, get quizzed by a
partner, and then trade cards to repeat the
process with a new partner.
1.
2.
3.
4.
5.
6.
7.
Stand Up- _____ __- Pair Up.
Partner A _______.
Partner B _______.
Partner A ______ or ___________.
______ roles.
Partners _____ cards.
______ steps 1-6 a number of times.
Quiz-Quiz-Trade
Students quiz a partner, get quizzed by a
partner, and then trade cards to repeat the
process with a new partner.
1.
2.
3.
4.
5.
6.
7.
Stand Up- Hand Up- Pair Up.
Partner A quizzes.
Partner B answers.
Partner A checks or paraphrases.
Switch roles.
Partners trade cards.
Repeat steps 1-6 a number of times.
Principles of Constitution
Quiz-Quiz-Trade
Quiz-Quiz-Trade Management Tips
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Model movement and praise
Decide who goes first
½ class up
Students write answer before first round or
provide answer on cards
• Get a pack of index cards and # 1-20
• List Qs on overhead
Lesson Planning
• Where can I incorporate ONE of the
engagement strategies we learned and
practiced today?
• What questions will I ask/prompts will I
use?
• What tools do I need to organize or
create?
Check Out
• Move your Post-It to your new level of
comfort incorporating cooperative learning
and engagement strategies with ESL
students.
SUHUPU & Timed-Pair-Share
1) SUHUPU
2) Stand back-to-back
3) 1 minute: Timed-Pair-Share
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What will you take back and use?
How will you use it?
(Think Time)
Shorter person goes first
Exit Ticket: 2
& a Wish
On a notecard