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A-Z Glossary of
Strategies & Activities
3-2-1 - Students jot down 3 ideas, concepts, or issues presented.
Students jot down 2 examples or uses of idea or concept.
Students write down 1 unresolved question or a possible confusion.
This strategy is helpful to increase students’ interaction in text and to focus them on summarizing
key concepts. It is also helpful to ascertain students’ prior background knowledge of a topic and to
assess their understanding based on remaining questions they still have.
Adaptations:
The 3-2-1 items can be modified to meet the objectives of the lesson. For example, the assignment
could be to find: 3 key points the author makes, 2 pieces of evidence of bias or propaganda, and 1
statement about the effectiveness of the bias or propaganda they still have.
A-B-C Summarize - A form of review in which each student in a class is assigned a different
letter of the alphabet and they must select a word starting with that letter that is related to the
topic being studied. VARIATION: Conduct as a Whip Around where subsequent students have
to say a key idea that starts with the next letter of the alphabet (e.g.; Student #1 states an idea
starting with A, student #2 states an idea starting with B, etc…)
Acting Out a Problem -- Students can act out mathematical, scientific, or social problems to
improve their comprehension. (See Simulations)
Adapted/Enlarged Text – Provides enlarged and adapted text so students can more easily
interact with text. Steps:
1. Type text with enlarged font, or copy to a larger size.
2. Focus on 3-5 vocabulary words with students
3. Students use highlighters to mark words they recognize.
4. Model to students how to highlight/underline important headings/captions, etc.
5. Younger students and EL students can draw a non-linguistic representations in the
margins as reminders.
Affinity -- A brainstorming approach that encourages less verbal members of a group to
participate. First, all members of the group write responses to the problem or question on
separate cards, then the cards are silently grouped by each member while the others observe.
After a discussion, the agreed upon arrangement is recorded as an outline or diagram.
Agreement Circles -- Used to explore opinions. As students stand in a circle, facing each other,
the teacher makes a statement. Students who agree with the statement step into the circle.
Alternate Materials – Use as many materials as needed to make content comprehensible to
students. The more variation, the better you will be able to connect with different students’
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learning styles and background experience. Examples include: pictures, magazines, brochures,
maps, photographs, video snippets, members of community, real objects, clip art, field trips,
timelines, graphical depictions.
Alternative Assessments – There are many alternatives to the traditional pencil-and-paper tests.
Some ideas:
 Group assessments
 Observations
 Self-assessment
 Performance assessments
 Portfolios
Anticipatory Chart - Before reading a selection, hearing a selection or viewing a video students
are asked to complete the first two sections of the chart-"What I already know about ...." and
"What I would like to find out about ...." After the information has been presented students
complete the "What I learned..." section. Responses are shared with a partner. This is also known
as a KWL Chart
Anticipatory Guide - Students are given a series of statements that relate to a reading selection,
lecture, or video. Students indicate AGREE or DISAGREE. After the information has been
presented, students check to see if they were correct. EXTEND: Have students write correction in
their own words.
Are You Sleeping? – Students, individually or in groups, write their own lyrics, from
information they are learning, to a familiar melody or song. The teacher can provide the key
vocabulary and ideas from the learning for students to use. Use chart paper so that the whole
class can sing the song. Use familiar songs, such as “Are you Sleeping?” or “Rock-a-by Baby.”
The teacher may have to teach the original song and lyrics, especially for EL students who are
unfamiliar with some melodies.
VARIATION: Students can make up their own ‘rap’ songs to more familiar tunes.
Backwards Book Walk – Purpose is to familiarize students with non-fiction text before they
begin reading. This process reverses the process of the typical book walk.
1. Begin with the conclusion, so students understand overall meaning of the text
(book/chapter).
2. Students read headings, captions, key words and table of contents.
3. After reviewing the book/chapter, students create a title for the book/text.
4. Have partners share with each other. Class share before beginning text.
Bingo – Provides students with hands-on practice with words or facts. Students fold a piece of
paper into 9(3 x 3) or 16(4 x 4) squares. Have students fill in their squares in random order on
their own paper a list of vocabulary words or concepts. Pass out paper squares or other bingo
markers. Teacher gives a definition of the word or explains an idea and students have to find the
match on their bingo card.
If students have written cell, the teacher says, “This is a very small unit of living matter.”
If the students have written the number 7, the teacher says, “This is the square root of 49.”
Students can also say the definition aloud so that other class members have to determine the
word being defined. This activity may be carried out over the course of two days: On the first
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day, students answer each clue and write it in a random square; on the second day, students play
the game.
Bloom’s Taxonomy of Educational Objectives: The classification of educational goals;
handbook I, cognitive domain (New York: Longmans, Green) has been a valuable tool for
classifying student thinking. The six categories of thinking are: knowledge, comprehension,
application, analysis, synthesis, and evaluation. The first three have become known as lower
order (or fact-based) thinking skills. The latter three have become known as the higher order (or
theoretical) thinking skills. As teachers, we aim for higher order thinking and must plan carefully
to include thinking activities that promote these.
Bookmarks – Section off paper. Students keep track of unknown words and page numbers.
Leads to class discussion of vocabulary.
Brainstorming - Students work as a whole group with the teacher, or in small groups. Begin
with a stimulus such as a word, phrase, picture, or object and record all responses to that stimulus
without prejudgment. The students give ideas on a topic while a recorder writes them down. The
students should be working under time pressure to create as many ideas as possible. All ideas
count; everything is recorded. More ideas can be built on the ideas of others.
Canned Questions – Write, on strips of paper, a variety of questions related to the topic being
studied. Write lower and higher order levels of questions (use Costa’s or Bloom’s). Place
questions in a container (a coffee can). Arrange students in groups or partners. Draw out a
question and students work together for an answer. Students then share out answers. Students
are exposed to questions at a variety of cognitive levels. Students may also submit questions for
the activity. If the questions are lower level, the teacher may also have students work together to
make the question into a higher order question.
Card Games – Another way to provide lots of practice with newly taught language is to play
card games with picture or word card that target grammatical forms or use of new vocabulary
words. Games with simple rules, such as Go Fish, are best.
Materials for every 3 to 4 students:
 Set of about 40-50 cards
 Cards are in pairs: two of each target vocabulary word or picture, OR grammatical form
you are targeting (e.g. present/past, contraction/non-contraction, singular/plural,
synonyms, antonyms)
 Language pattern on chart, whiteboard, or pocket chart, for Go Fish post:
o Do you have ______?
 Yes, I do.
• No I don’t. Go fish.
DIRECTIONS: One player distributes 5 card to each player. The rest of the cards are in a pile,
face down between the players.
1. The first player asks any other player, “_____, do you have _____?”
2. If they have the requested card, they answer, “Yes, I have a/the _____.” Give the card to
the first player and the first player gets another turn.
3. If they don’t, the say, “No, I don’t have a/the _____. Go fish.” The first player draws a
card from the pile. The player to the left takes his or her turn.
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4. The object of the game is to get rid of your cards by getting the match to each card in
your hand.
5. When a player gets a matching pair (go/went, child/children, enormous/gigantic,
upset/content), he or she puts the pair down and uses each word in a sentence.
VARIATIONS:
Mine/Not Mine
Materials for every 3 to 4 students:
 Set of about 35-40 cards
 Cards are in pairs: two of each target vocabulary word or picture, OR grammatical
form you are targeting.
 Language pattern on chart, whiteboard, or pocket chart:
o Whose _____ is this?
Whose _____ are these?
 It’s mine.
- They’re mine.
 It’s not mine.
- They’re not mine.
Carousel - This activity encourages all students to interact through reading and writing.
 Write different but related questions or prompts on chart paper and post the papers
around the room.
 Students move around the room either freely or in small groups and write ideas or
answers on each paper. Alternately, you can have them record the ideas on sticky notes at
their desks ahead of time and then post the notes on the appropriate papers.
 Share and process the ideas with the whole group with a gallery walk (students silently
move from poster to poster, reading and noting important ideas) small group to whole
group presentations or some other technique.
A carousel uses wait time for planning and a degree of anonymity in answering to create a nonthreatening atmosphere in which all students have an equal chance share their ideas.
Carousel Brainstorming - Each small group has a poster with a title related to the topic of the
lesson. Each group uses a different colored marker to write 4 to 5 strategies/activities that relate
to their topic. Students rotate to all the other posters, reading them and adding 2 to 3 more
strategies. Students discuss the results. VARIATION: for Review: Person A tells what they know
and Person B checks notes and fills in the blanks.
Carousel Feedback – A cooperative grouping structure
1. Teams stand by their projects
2. Teams rotate to next project
3. Teams discuss project
4. Recorder writes, posts team’s feedback and/ore questions
5. Teacher calls time
6. Teams continue rotating with rotating recorder
7. Teams rotate back to own project
8. Teams read, discuss posted feedback
9. OPTION – teams answer questions that were posted
Character Matrix - In groups, students create a grid, which lists the characters horizontally on
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the left and character traits vertically across the top. The students determine the traits used.
Group members decide if each character possesses each of the traits and writes "yes" or "no" in
the appropriate box.
Category Sorts – In this game, students are asked to sort cards according to set categories
(closed sort) or to categorize them, then name the category (open sort). For example, students
can sort food, community workers, modes of transportation, physical attributes (shape), etc.
Materials for every 3 to 4 students:
 Set of about 35-40 cards (vocabulary, pictures, etc…)
 Lay picture cards face up on the table
 As students pick up a card, have them name it and then place it in a category.
 Once the students have placed all the cards into a category, they should be able to state
the name of category in a complete sentence. For intermediate and above students, they
should be able to state the category and give a reason.
 Language patterns on chart, whiteboard, or pocket chart:
 These are ____________________.
 These are ____________________ because ____________________.
Choral Reading - Groups of students chorally present a poem, or other reading selection. One
person reads the title, author, and origin. Each person says at least one line individually. Pairs of
students read one or more lines. Three students read one or more lines. All students read an
important line.
Chunk and Chew - Chunk and Chew ensures that students are not inundated with input from the
teacher with our being given appropriate time to process information. By following the Chunk
and Chew strategy, teachers deliver their lessons is small “chunks” giving students time to
“chew” the information either individually, with partners, or in small groups. Follow this simple
rule: For every 10 minutes of teacher input, students should be given 2 minutes to process the
information. (This is known as 10 and 2). Time frames vary and should be adjusted according to
language proficiency and grade level of the students. When students are aware of the strategy of
the Chunk and Chew technique, they will anticipate the processing time and let the teacher know
when they have reached their limit on input.
Circular Check- Students in groups are given a problem with a definite answer (good for math
& science). First students completes first step without contribution from others in-group and
passes it to the next student. Second student corrects any mistakes and completes next step,
again with out input from the group. Problem gets passed to next student and the process
continues until the group has the correct answer.
Class Vote - Present several possible answers or solutions to a question or problem and have
students vote on what they think is best.
Clock Appointments – The variety of partner combinations in this activity encourages a range
of interactions for practicing language. INSTRUCTIONS:
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1. Distribute a clock face to each student with space to write at the 12, 3, 6, and 9:00 spaces.
2. Have the class walk around and make an appointment with other students for each of the
four time slots. It works best if they begin at 12:00 and work clockwise. Inevitably, there
will be a few students with empty slots. You may have to help ensure everyone’s
appointments are full by asking whether anyone is missing a clock appointment and
facilitating matching students who need appointments.
3. When it is time for students to practice with one another, announce, “Find your 12
o’clock (or 3:00, 6:00, 9:00) appointment and tell him or her three things _________. Be
sure to use one of the sentence frames to share your idea.”
Cloze Sentences/Text -- Used to teach and review content vocabulary in context. PROCESS:
 Teacher chooses a sentence that has a strong contextual support for the vocabulary focus
word
 Possible replacement words are brainstormed
 Teacher assists students in choosing correct word
 EX: During a ____________ a group of people tries to overthrow an existing
government of social system. (revolution)
Cloze Exercise -- These are modified selections taken from texts and other reading materials
your students will use in your class. They are used to assess reading comprehension, and may
also be useful as tests of overall language ability. Two variations are commonly used:
 Regular Cloze: This is made by leaving the first sentence intact and then by replacing
every seventh word (excluding proper nouns) with a blank space. A number of blanks
easily converted to a percentage (10, 20, 25) is recommended. Students are then asked to
fill in the blanks without looking at the original text.
 Modified Cloze: This is constructed the same way as a is a regular Cloze exercise, but a
multiple choice format is used.
The results will tell you if the text is at an appropriate reading level for your students.
% correct
Reading Level
0-41
Frustration
41-80
Instructional
81-100
Independent
Ways to score a regular Cloze exercise:
 Exact word method – only the exact word from the original text is accepted
 Any reasonable word method – any word making sense is accepted
Clustering/Webbing/Mapping - Students, in a large group, small groups, or individually, begin
with a word circled in the center, then connect the word to related ideas, images, and feelings
which are also circled.
Collaborative Group Poster -This strategy is used to help students synthesize their
understandings in a visual form with close reference to the text. It encourages creativity and
helps students to self-assess using a rubric.Students are given time to think individually about
how to represent their thinking the spirit of a text read. In small groups, the group must reach
consensus on one (or more) image, quote, and original phrase - all should be primed with ideas
to share and from which to build their consensus. As groups plan and create their poster, a rubric
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is essential to ensure that they discuss the text, stay on task, and use images to highlight main
ideas rather than merely to decorate the poster. Each student in the team uses a single marker, a
different color from any other team members, for his or her work on the poster, as well as for
signing the poster when the group agrees it is complete. The first time students do a collaborative
poster, they should have 30 minutes to complete it, but no more (do not compromise). After 30
minutes, post the posters as they are and have students assess them. Team may revise their
posters in their own time. Decrease the time for work on subsequent poster assignments until
students work within a 20-minute timeframe.
Cocktail Party (consider renaming as Mingling Party) – Create a class set of index cards
containing open-ended questions that can evoke meaningful conversations around the content.
Give students a card and ask them to meet with a partner, taking turns asking and answering the
questions. After a couple minutes, have students exchange cards with their partner. Then ask
them to find a new partner and begin the same process.
VARIATION: Use different colors of index cards on which to place different levels of questions
(e.g.: blue cards contain challenging questions, yellow are easiest, etc…). You can pair students
with others containing the same color and have them meet with new partners of same color –or—
you can require students to always seek a person with a different color card.
Comprehension Check - The teacher or students read the selection aloud. Intermittently, the
teacher asks for verbal and nonverbal comprehension checks ("raise your hand", "thumbs up for
'yes' ", "thumbs down for 'no'." The teacher uses a variety of question types: Right There, Think
and Search, On My Own (See QAR, Day One.)
Concentration (Vocabulary) –
Step 1: Print a copy of the word cards.
Step 2: Print a copy of the definition cards.
Step 3: Print a copy of the answers.
DIRECTIONS: Print a copy of all of the items in Steps 1 - 3. Get with a partner and take turns
matching the definitions to the correct words. One partner should check the answers as the other
partner matches them.
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Concept Definition Maps – Structured word webs used to explore more complex concepts. The
center circle may be a broad concept such as “habitat” and spokes leading off the circle may be
organized to respond to questions such as “What is it?”, “What are some examples?” and “Why
is it important?”
Concept Mapping - Explain/ model a concept map. After lecture, explanation, or reading, have
students fill in concept map (partner or individually). Report out.
Concept Sketches – (different from concept maps) are sketches or diagrams that are concisely
annotated with short statements that describe the processes, concepts, and interrelationships
shown in the sketch. Having students generate their own concept sketches is a powerful way for
students to process concepts and convey them to others. Concept sketches can be used as
preparation for class, as an in-class activity, in the field or lab, or as an assessment tool.
(http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/strategies.html)
Contextualizing Vocabulary – choose several vocabulary words that are essential to
understanding the lessons’ most important concepts and present the definitions in context, not
just using dictionaries that might offer multiple meanings. PROCESS:
- Introduce and define terms simply and concretely.
- Demonstrate how terms are used in context.
- Explain use of synonyms, or cognates to convey meaning.
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Co-op Co-op - Students work in teams to complete a project. The steps are: student-centered
class discussion, selection of student study teams, team building and skill development, team
topic selection, mini-topic selection, mini-topic preparation, mini-topic presentations, preparation
of team presentations, team presentations, evaluation.
Cooperative Dialogue 1. Students number off one through four.
2. Each student pairs with another student from a different group who has the same number.
3. Following the timeline from the article that was previously read each pair writes a
dialogue between two characters in the passage.
4. Pairs are selected to present dialogues in chronological order to the class. Activity is
designed to be a text "re-presentation."
Cooperative Graphing - This activity involves graphing information based on a survey. Each
group of four will take a survey of how many countries each has visited (or other teacherdetermined information). A bar graph is then developed. Each person in the group is responsible
for one aspect of the graph, and signs his/her name on the chart along with their area of
responsibility. Jobs are: survey group members and record results, construct the graph, write
names and numbers on the graph, write title and assist with graph construction. Each person in
the group describes his/her part of the graph to the class.
Cornell Note-taking – A methodology used to take notes, question the text and summarize
information. Students divide/fold a piece of paper into 1/3 and 2/3, with the 2/3 on the right. The
left column is for major headings, vocabulary and questions about the text. Students take notes
on the right side from the text, video, mini-lecture or presentation. After, or during, note-taking,
the teacher models how to write questions on the left that are either, various levels of questioning
about the information, or questions that students have about the content that still needs
clarification. To scaffold for ELL, use who, what, when, where, how and why questions to begin
with. At the bottom, students write a brief summary of the information on that page, or this can
be done at the end of each section of notes. Students go home and fill in/add information,
rewrite, and/or highlight their notes. Additionally, they write more questions if they are still
confused, questions to be clarified in class. Students also study for tests by folding back the
notes side and answering the questions or studying the vocabulary. In reverse, students can write
more questions from the notes.
Cornell Notes – Reach for the “STARs” – First introduce to students how to take Cornell
Notes as they read my modeling the STARS strategy and then practice with the entire class.
Students can then work in groups or with partners to gain more experience in note-taking.
 S = Set up the format/paper. Name, class, date in upper right-hand corner. Add a title.
Draw line one third of the way in.
 T = Take Notes. Paraphrase lecture/text in right hand column. Use abbreviations.
 A = After Class. Reread, edit, revise. Highlight key points. Fill in left column with
questions, icons/symbols, and memory keys
 R = Review Notes Regularly. After class, weekly, before test. Cover right column and
rewrite. Paraphrase. Rewrite.
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Corners - Cooperative activity used to introduce a topic. The teacher poses a question or topic
along with four choices. On a 3x5 card, students write their choice and the reasons for it.
Students go to the corner of the room representing their choice. In their corner, students pair up
and share their reasons for selecting that corner. The topic is discussed. EXAMPLE: the corners
could be labeled cone, cube, pyramid, and sphere with information about each figure provided.
Students go to the corner, learn about the figure, and return to teach other team members.
Dictogloss -- A way to assess oral comprehension as well as review key content concepts.
1. Choose a paragraph from your content area that has important information for your
students
2. Use pictures to enhance comprehension for lower proficiency levels. Prior to the listening
activity, try brainstorming vocabulary to describe the picture
3. Read the chosen text once. Ask students to listen without writing. After the first listening,
give them about 2 minutes to write down the main idea of the paragraph. After students
have written their rendition of the main idea, have them share their contributions with a
partner. Then elicit contributions to be shared with everyone.
4. Next, have read the passage again. Have students take notes of important information,
details, and example during (and after) the second listening.
5. Give students time to reconstruct the paragraph quietly alone.
6. When students finish, have them share their reconstructions with a partner of small group
of 4 to 6.
7. Have each pair/group decide on a best version and have them write their best effort on a
transparency for the whole class.
8. Take all the transparencies and show them to the class. Read each aloud and see if there
are errors that the class can identify and correct.
9. List the rule, the error, the correction, and a grammar/writing reference page numbers for
practice and further development of the particular item.
Differentiated Instruction – A framework for planning to ensure all the different student needs
are met. Suggested questions to consider when planning:
1. “How will I meet the needs of all learners so that they can achieve grade level
standards?” (content objectives)
2. “How will I plan for multilevel responses according to students’ proficiency levels?”
(language objectives)
3. “How do I plan appropriate grade-level instruction for my students if they do not have
the requisite knowledge to understand what is being taught?” (Age-appropriate and
background knowledge)
4. “How can I clarify concepts for struggling students? How can I present concepts in a
way that is relevant and meaningful?” (Supplementary materials)
5. “How do I make the content material accessible for all students?” (Adaptation of
content)
6. “How will I organize my classroom for a variety of meaningful activities to occur at
once?” (Meaningful activities)
Students may practice in different ways but are all learning the same content information.
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Diner Menu – A way to differentiate instruction. DIRECTIONS: Students skim pieces of text
and select a task from a DINER MENU they wish to complete. DINER MENU graphic organizer
includes the following choices (examples are included):
 APPETIZER (Everyone Shares)
o Write the chemical equation for photosynthesis
 ENTRÉE (Select One)
o Draw a picture that shows what happens during photosynthesis
o Write two paragraphs about what happens during photosynthesis
o Create a rap or song that explains what happens during photosynthesis.
 SIDE DISHES (Select at Least Two)
o Define respiration, in writing
o Compare photosynthesis to respiration using a Venn diagram
o Write a journal entry from the point of view of a green plant
o With a partner, create and perform a skit to show the differences between
photosynthesis and respiration.
 DESSERT (Optional)
o Create a test to assess the teacher’s knowledge of photosynthesis.
Dinner Party - In this activity, students create a guest list for a dinner party according to a
specific theme (e.g., famous scientists). Students have to decide who they would invite to their
fictional dinner party and why, what order in which they would seat them and why, and what
they would talk about. The students then act out the dinner party scene in a role-play.
Directed Reading-Thinking Activity This is a group activity to get students to think about the
content of a fiction or non-fiction reading selection. The steps are 1) Students predict what they
will read and set purposes for reading. 2) Students read the material. 3) Students discover if their
predictions and hypotheses are confirmed.
Double Entry Journals - ask students to respond to what they have read through differing lenses.
The more common of the two lenses chosen is that of a detail from the reading and the reader’s
personal reaction to the detail. The notes are often taken in two-columns with related items on
either side of the dividing line.
Double Entry Journals can guide students to make personal connections to text and to relate what
they are reading to what they already know.
They can also direct students toward makinginferences and drawing conclusion from their reading
based on a trigger statement that can be documented alongside the inference.
Adaptations:
The headings can be adjusted not only for topics, but also in number. They could include:
vocabulary term, definition, context from text, personal connection.
Teachers can choose the heading based on the objectives of the lesson and the passage type.
Enlarged Adapted Text – Provides enlarged and adapted text so students can more easily
interact with text. Steps:
1. Type text with enlarged font, or copy to a larger size.
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2.
3.
4.
5.
Focus on 3-5 vocabulary words with students
Students use highlighters to mark words they recognize.
Model to students how to highlight/underline important headings/captions, etc.
Younger students and EL students can draw a non-linguistic representations in the
margins as reminders.
Every Student Gets a Chance – Effective for teaching, practicing and reinforcing concepts and
academic English. Write a new concept or idea on the board/projector and read it aloud. Ask
students to repeat. Then, ask for volunteers (or randomly choose) to read aloud the written
concept. Repeat the process, asking for others to say aloud the same information. Students hear
the same input over and over, and hear different inflections, pronunciations, and intonations.
Expectation Outline – A pre-reading activity in which students skim the assigned reading, then
write down some questions they expect to be able to answer, or key concepts they expect to learn
about, as the result of completing the reading.
Famous Person Mystery - The name of a famous person, living or deceased is placed on the
back of each student. Without looking, students try to guess who the person is by asking
questions that require only yes/no answers.
Fan and Pick – Participants have a set of question cards and are in teams of four. Person number
two picks a card and reads the question. Person three answers the question. Then person four
paraphrases and praises the answer or offers help. Then a new person takes the cards and
becomes the “fanner”.
Find Someone Who -- A variation of the Human Scavenger Hunt. Usually this activity is used
to encourage students to seek out the students in class who know the answers to specific content
questions. This works most effectively if each student is an "expert" on a different topic or subtopic than the others in the class.
Find the Fib - Team activity where groups of students write two true statements and one false
statement, then challenge other teams (or the teacher) to "Find the Fib."
Fishbowl – This is used to model or demonstrate a new activity.
1. Set up a small inner circle of students to demonstrate an activity for the class. Have all
other students form a larger outer circle around the inner circle (fishbowl group) of
students.
2. The inner circle (fishbowl) listens carefully to teacher directions and then demonstrates
the activity to the rest of the class.
3. As necessary, clarify and correct the activity steps with the fishbowl group.
4. Debrief with the entire class the steps that all groups will follow.
VARIATION: The fishbowl can also be used as a type of Socratic seminar, where the inner circle
students participate in a discussion and the outer circle students listen and take notes. Later, the
outer circle students can comment on the discussion, using their notes.
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Fist-to-Five – A kinesthetic self-assessment rubric. After reading a statement about the lesson,
students can hold up fingers to indicate the number on a rubric that best matches how they
perceive their understandings. e.g.; (1 = I don’t understand; 2 = I think I understand; 3 = I
understand but I still have questions; 4 I understand but I can’t really explain (the concepts) to
others; 5 = I understand and can explain the concepts to others.)
Flash Cards - After 10 minutes into a lecture or concept presentation, have students create a
flash card that contains the key concept or idea. Toward the end of the class, have students work
in pairs to exchange ideas and review the material.
Four Corners – You can use this activity to introduce a topic or let students share their prior
knowledge. Choose a topic that has four possible dimensions (e.g., Topic: food resources.
Dimensions: cleared land, forest, river, ocean).
 Assign one dimension to each corner of the room
 Students move to the corner they are interested in or knowledgeable about.
 In their corners, students pair and explain why they chose that corner and what they know
about the topic.
 A student from one corner shares ideas with the whole class.
 Next, you may want to ask a student from another corner to paraphrase.
 This process continues until each corner has shared.
This activity is also a method for creating voluntary groups. After the Four Corners technique is
over, you may want the students to keep their corner groups for another group task.
VARIATION TO BRAINSTORM: Post different concepts around the room, have students travel to
add information or list everything they know about it.
VARIATION TO REVIEW CONTENT: Label the four corners of the room with "Disagree,
Strongly Disagree, Agree, and Strongly Agree." Read a controversial statement and have
students write on a piece of paper whether they agree, disagree, strongly agree, or strongly
disagree with the statement. When all are finished writing, have students go to the corner
representing their point of view. All students sharing a point of view work together to collect
evident and present an argument supporting their beliefs.
Four Corners Vocabulary – One page per word divided into 4 sections: Word, Picture, Word in
context, Definition. PROCEDURE:
1. Divide learners into groups of four. If these are homogenous language proficiency level
groupings, then organize the vocabulary in step 2 below to meet the needs of beginners,
intermediates, advanced, and native speaker language proficiency levels, then arrange
groups with half native speakers, half not. If there are far fewer non-native speakers, then
sprinkle them around the groups so that a peer translator/bilingual paraprofessional can
be with each learner, with first priority to beginners.
2. Give each group one numbered envelope with different key vocabulary/concepts,
definitions, and pictures/clip art on separate pages.
3. Students spill the contents of the envelopes on the table and are instructed to match a
definition to a concept/key vocabulary and a picture in order to sort out and organize
three of the four quadrants of a 4-corners vocabulary card (or in above variation,
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translated concept, same concept in English, translation of definition).
4. Next, learners are asked to write a sentence that uses the concept/key vocabulary in
context. If there are learners who cannot write, then include an envelop of simple
sentences that are mixed. Learners have to find the relevant one. Or prepare on sentence
cut up into words that has to be sorted. (It may be wise to model steps 2-4 before giving
groups envelopes, so prepare an envelope for yourself.)
5. After that, learners paste the sections of their 4-corners vocabulary poster together (hand
out chart paper for this).
6. After that, teams hang their posters in the corners of the room on adjacent walls for team
inside-outside circle.
7. Each team is given 2 minutes to read their posters. If there were four learners in each
group, then each reads a different corner of their posters. Time this with clapping.
8. Next, tell groups to write a new sentence using the concept/key vocabulary and add it to
the poster. Encourage students to peer edit. (NOTE: After it has been peer edited, the
teacher notes what is still in error and corrects it. Teaching what was not correctly peer
edited comes at a later date).
9. After that, ask every other group to take their poster to another corner of the room and
begin the process again. Groups have returned to the corners where they started the task.
10. The following day have pupils use their posters to play guessing games. Model this with
the whole group before dividing the class into smaller groups of 8-10 players.
11. Fold all posters so that only the picture (or translation) of each concept is visible. One
team of 4-5 players shows this to the opposing team of 4-5 players. They are given two
minutes to produce the concept, definition, and a sentence using the concept. Each game
has an egg timer. When time is up points are determined in each game by comparing
work. Points are given as follows: finished all work on time – 10 pts; each correct item –
10 pts.
Framed Outlines (Skeleton Outlines) - Create an outline of a text or lesson content leaving out
some key information. Students complete as they read the text, listen to a mini-lecture, watch a
video, etc. Framed outlines provide differentiated instruction for different levels of EL and EO
students. Pictures/illustrations can be included as clues as well as leaving in key vocabulary. A
word/phrase bank may also be included.
Gallery Walk – A cooperative learning strategy in which the instructor devises several
questions/problems and posts each question/problem at a different table or at a different place on
the walls (hence the name "gallery"). Students form as many groups as there are questions, and
each group moves from question to question (hence the name "walk"). After writing the group's
response to the first question, the group rotates to the next position, adding to what is already
there. At the last question, it is the group's responsibility to summarize and report to the class.
GIST – Summarization procedure assists students in “getting the gist” from extended text
1. Students and teacher read a section of text printed on a transparency
2. After reading, assist students in underlining 10 or more words or concepts that are
deemed “most important”
3. List words on the board
4. Together, write a summary statement or two using as many words as possible.
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5. Write a topic sentence to precede summary sentences.
Give One, Get One – In this whole-class activity, students have a task – to give and to get
information. They walk around the classroom and randomly select partners with whom to share
information and get new information about an assigned topic. INSTRUCTIONS: Before
beginning, give students quiet time to consider what they know about a particular topic, and to
record a number of possible responses (sketches, words, phrases, or sentences) on a sheet
designed for that purpose.
1. Pose a question that is open-ended enough to generate a range of responses or provide a
worksheet with multiple questions to discuss and respond to.
2. Point out the resources (charts, articles, books, etc.) available to help students generate
ideas or find responses. Then allow a couple of minutes for students to record their ideas.
3. Provide a set amount of time (about 6 -8 minutes) to get up and find a classmate with
whom to share ideas.
4. Partners ask for clarification about any detail not understood, comment on anything of
interest, then select one idea from the other’s list and add it to their own, with their
partner’s name next to it.
5. When one exchange is completed, students move on to a new partner.
6. At the end of the exchange period, the teacher facilitates a class debriefing of ideas. A
volunteer is asked to share one new idea from a conversation partner, utilizing the
language structure of reporting, such as:
 I learned from _____ that _____.
 I found out from _____ that _____.
 _____ said (mentioned) that _____.
 My partner, _____ told me (said that) _____.
7. The students whose idea has just been reported shares the next idea gleaned from another
conversation partner, and the process continues.
Go Graphic for Expository Texts – A way to teach students how to organize thought processes
by matching different text structures to a corresponding graphic organizer.
1. Teach students that expository texts reflect the content the author describes. Explain how
different graphic organizers can help us better understand material
2. Model how to identify the type of text structure by showing many different examples and
the graphic organizer that matches each example. Examples:
a. Explanation (main idea & supporting details) = Branching Diagram or Tree
Thinking Map©
b. Cause & Effect = Multi-Flow Thinking Map©
c. Comparison & Contrast = Venn Diagram, Comparison-Contrast Matrix, or
Double Bubble Thinking Map©
d. Sequence or Chronological = Interval Graphs, Flowcharts or Flow Thinking
Map©
e. Problem/Solution = Fishbone Diagram or right sided Multi-Flow Thinking Map©
f. Description = Bubble Thinking Map©
3. Pairs/Groups read a sample text and determine the appropriate graphic organizer
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Golden Line/Word - is a great means to identify several key concepts from a reading selection. It
sets a purpose for students to read for the main idea and/or to make personal connection with
their reading, increasing student interaction with text.
Golden Line is useful in helping students to interact with text. Prior to reading the same selection,
student should be asked to identify several Golden Lines from the passage. A Golden Line might
be a phrase that they feel a personal connection to, summarizes the reading, or stirs an emotion for
the student. In small groups, students are then asked to share their favorite Golden Line and why
they chose it. When students hear each others’ Golden Lines, they are in fact hearing a summary
of the passage. The same process can be done with a Golden Word or paragraph.
Adaptations:
When sharing their reason for choosing a specific Golden Line, peers can have a specified amount
of time to respond, positively. Golden Lines can also be collected and posted as part of a study
guide
Graffiti Walls - a great tool for exploring controversy with specific topics like bullying. Students
will be very willing to offer advice if problems are posed for them to respond with solutions. It is
also a means for getting the feel for the classes understanding or their prior background knowledge
of the topic.
Several controversial statements concerning the lesson topic can be posed around the room on
large sheets of paper. Students should be asked to respond to at least half of the statements. The
responses should focus on issues connected to the topic to either support or refute the statements.
In groups students can be given the “graffiti” sheets to read aloud to the class and to summarize the
responses of their peers.
Adaptations:
Topics can be posted for connections and comparisons as well. One particular teacher posted:
“Covalent bonds are like…” and “Ionic bonds are like…” Students needed to differentiate the two
types and make connections for both.
Graphic Organizers - Graphic organizers are charts, graphs, or diagrams, which encourage
students to see information as a component of systems rather than isolated facts. Students may
complete these as they read or view a presentation. There are a variety of ways to use graphic
organizers, including the following: semantic word map, story chart, Venn diagram, spider map,
network tree, word map, and KWL chart. Other examples of graphic organizers are listed below.
 Comparison-Contrast Matrix - Students determine similarities and differences between
two people, things, solutions, organisms’ stories, ideas, or cultures.
 Branching Diagrams - Organization charts, hierarchical relationships systems, family
trees
 Interval Graphs - Chronological order, bar graphs, parallel events, number value.
 Flowcharts - Sequential events, directions, decision making, writing reports, study skills.
 Matrix Diagram - Schedules, statistics, problem solving, comparisons with multiple
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
criteria.
Fishbone Diagram - Cause and effect, timeline.
Great Performances – Students act out significant events in pantomime or improvisation.
Students select an event that is very well known or one that is interesting and important but nor
as famous. In pairs students conduct research on their selected topic, learning as much as
possible about the specific sequence of events leading up to the Great Performance. With an
activity such as this, it may be easier to start students with pantomime, move to improvisation
with speaking, and then on to writing and performing brief scripts.
Group Discussion, Stand Up and Share, and Roam the Room - After the teacher asks a
question, students discuss and report their group findings to the class. Teams can share their best
answer, perhaps on the board at the same time, or on an overhead transparency. When an
individual student has something important to share with the class, he or she stands up. When
one person from each group is standing, the teacher calls on one of these students for a response.
If others have a similar response, they sit down. Students move around the room to view the
work of other teams. They return to their teams to Round Robin share what they have learned.
Group Response with a White Board – This fosters both individual thought and group
interaction. The teacher groups students heterogeneously and each group is given a number.
Each student in the group has their own paper and pencil, and each team has a white board and
marker. The teacher asks a question on the topic of study. Students write down an individual
response on their papers. Then, students share their answer with their team, and students
determine the best response and write it on the white board to be presented as a team answer.
The teacher spins a spinner or calls out a group number, and that group shares their answer.
Each of the other teams must agree the answer is correct. If the answer is wrong, the teacher
calls on another team to give the answer. Points can be awarded as teams answer correctly.
Guided Listening – Through Guided Listening, students become more proficient at
understanding that reading is a “dialogue with text.” Guided Listening creates the scaffold for
effective listening. Students listen more effectively when they clearly understand what they are
listening for. Guided Listening establishes this through giving students:
 a purpose for listening
 a framework on which to organize their ideas
 a way to record, share, and value the ideas of others
 a practical transfer of these skills to their independent work Guided Listening vs. the
Traditional Read-Aloud
The following is one example of how to structure a guided listening to make a minilecture/Video comprehensible:
PREP: Teacher prepares a task sheet ahead of time to include 3 components:
1. A list of words with check-off boxes next to each word
2. The same word list except this time a line follows each word with space to write brief
notes. Additionally, alternating words should have one of two symbols (e.g.; word
one has an * in front, word two has a ~, word three has an *, etc…)
3. Students should have lined paper or an extended space to write a summary
TASKS: The following directions (or something similar) should accompany each section:
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1. 1st Task: Listen to the mini-lecture on ___________________. Check off each word
or phrase as you hear it in the scientific talk.
2. 2nd Task: Listen to the mini-lecture again. If you are a *, record important details
only for the words that have a *. If you are a ~, record important details only for the
words that have a ~.
3. Post-Listening Tasks: Retell the mini lecture to your partner using the checklist and
details. Then let your partner retell it to you. Finally, use the checklist to write a
summary of the stellar objects.
Hand Gestures – Thumbs-Up/ Thumbs-Down for Agree/ Disagree or True/ False. Teach kids
sign language for letters to sign answer to multiple-choice questions. “Fist to Five” where
students show how well they think they understand the information (1 is low 5 is high).
Headings and Questions – A way to differentiate graphic organizers. E.g.; you may publish 4
different graphic organizers where some students get questions with sentence starters, others
have just questions, others have headings only, and higher students get empty boxes.
Hot Topics - Students title a sheet "Hot Topics". This sheet is kept in an accessible place in their
notebooks or portfolios. Students brainstorm with the teacher on possible topics of interest
related to the content of the course. Each student writes down at least ten Hot Topics and adds to
the list throughout the year. Students occasionally choose one Hot Topic and write in depth on
the topic as a class assignment or as homework. These may be included in their portfolios.
Idea Starts -Use a prompt for writing, such as a quote, a photo, words from a vocabulary list, an
article, a poem, opening lines to a story, an unusual object, a film, or a guest speaker.
Idea Wave - Each student lists 3-5 ideas about the assigned topic. One volunteer begins the
“idea wave” by sharing his/her idea. The student to the right of the volunteer shares one idea;
the next student to rights shares one idea. Teacher directs the idea wave until several different
ideas have been shared. At the end of the formal idea wave, a few volunteers who were not
included may contribute.
Image and Quote with Cooperative Poster - Groups of four are formed. Students read a
selection. Each chooses a quote and an image that have impact for them. Round Robin share.
Groups come to consensus on favorite image and quote. Each student takes one colored pen.
With all members participating, and each using their chosen color, they draw the group image
and write the groups quote on a piece of butcher or easel paper. Each member signs the poster
with his or her pen. Posters are shared with the class.
Information Gap – These activities, which include jigsaws, problem-solving, and simulations,
are set up so that each student (in a class or more generally in a group) has one or two pieces of
information needed to solve the puzzle, but not all the necessary information. Students must
work together, sharing information while practicing their language, negotiation strategies, and
using critical thinking skills.
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Insert Method – In partners, students read a nonfiction article using a coding system, inserted
directly in the text.
√ A check mark indicates a concept or fact that is already known.
? A question mark indicates a concept or fact that is confusing.
! An exclamation mark indicates something that is new, unusual, or surprising.
+ A plus mark indicates an idea or concept that is new.
After students mark their text, they share their markings with another set of partners. As
questions are cleared up, the question mark can be replaced with an asterisk (*). Then the text is
discussed whole class.
Inside-Outside Circle - Students are arranged into two equal circles, one inside the other.
Students from the smaller inside circle face those in the outer larger circle and vice versa.
Students ask each other questions about a review topic. These may be either teacher or student
generated. Students from one of the circles rotate to either the left or right. The teacher
determines how many steps and in which direction. Another question is asked and answered.
Interactions can be varied. The following are some ideas:
 Teacher posts a thoughtful question on the board, and pupils freely discuss. (1) one circle
presents thoughts, other asks more questions; or (2) one circle talks, other takes notes.
 Students share journal entries related to the topic of study. Alternatively, (1) one circle
presents entry, other circle asks questions; or (2) one presents, other circle takes notes.
 Each student has a clipboard. On the clipboard are several pages of different problems
(equal to the number of participants). Students in each circle have a different method to
solve the same problem. Students cannot show their clipboard to one another. They must
discuss the problem, sharing the two methods on their respective pages. Then they must
identify one or two additional methods (e.g., Math: different pathways for solving the
problems; Geography: different pathways to get somewhere on a map; ELA: predictions
about the next event or sequence of events in a short story, novel, or play; Science:
positive, negative, and null hypothesis).
Interactive Reading Guide - Working in groups, students write down everything they know
about a reading selection topic. Then, they write three questions they want to have answered by
the selection. Each student reads a short first section silently; then students retell the information
with a partner. Next, the first ___pages (teacher's choice) are read aloud in the group, each
person taking a turn to read. Then, the group predicts four things that will be discussed in the
next section. The groups finish reading the chapter silently. Each person writes four thinking
questions for a partner to answer. (Why do you think? Why do/did ____ ? How does ____relate
to your life or experiences? Compare ____to __. What if____? Predict _____) Papers are
exchanged and answers are given to each other's questions. Finally, with a partner, a chart or
diagram is drawn to illustrate the main points of the chapter.
In-Text Questions - Students answer teacher-constructed questions about a reading selection as
they read it. Questions are designed to guide students through the reading and provide a purpose
for reading. Students preview In-Text questions first then answer them as they read the article.
Students review their answers with their small group, and then share them with the whole group.
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In the Loop - The purpose of In the Loop is to provide hands-on practice of key concepts with
manipulatives (which can later be eaten). Provide each pair of students with a piece of paper and
a small paper cup of generic loops or round oats cereal. Give students a problem, anything from
simple addition to cell construction, which they must demonstrate with the loops. Students
should be allowed time to look at other responses and to explain their own processes before the
cereal is eaten or another problem given. For example, partners decide how to place the loops to
mimic the construction of a cell and then describe the process of cell division in writing.
Investigations (Science & Math) – For science inquiry, ask groups to pose research questions,
design an experiment, and carry it out. They can present their results and conclusion through
pictorial, written, and oral formats.
Is It Complete? – The purpose is to encourage interaction among students while promoting
individual thought and the use of complete sentences. The teacher asks students to respond to a
particular question by thinking of an answer using a complete sentence. Give quiet time to think,
or allow students to write out an answer. Provide a response frame for EL students who need
support. Using visual aids and posted vocabulary words will help students think of a response.
After students signal they are ready, have students orally share their response in a complete
sentence with a partner/group. Have a student from each group say their sentence out to the
whole class. Continue until everyone has responded out to the class.
Jigsaw (Home Group/ Expert Group) - This is a strategy in which small groups of students
become experts in one aspect of the larger topic being studied. They then teach this information
to another group.
 Divide the class into groups of three to five students
 Each group becomes experts on one aspect of a larger topic by working with information
provided by the teacher or finding additional information. Members of the expert group
engage in tasks designed to help them become familiar with the information.
 Each expert then returns to a mixed group with members of each of the other expert
groups. Students in this group teach one another the information learned in the expert
group.
The jigsaw requires the participation and cooperation of all students. It encourages interaction
since the goal is to put the pieces of the lesson together and create a whole picture of the topic
being studied. Learn more about this technique from the originator of the strategy, Elliot
Aronson: http://www.jigsaw.org/
Journals -Students keep questions and ideas in a journal. These may be used later to develop a
formal piece of writing.
Jumbled Summary -- Teacher presents randomly ordered key words and phrases from a lesson
to students. Students put the terms and phrases in a logical order to show understanding.
K-W-L – 3-column chart/poster. Students establish what they Know, what they Want to learn,
and at the end of the lesson, what they have Learned. Before having students brainstorm, give a
couple of minutes to think about the concept. For the first column, have students write down
everything they can think of, then share out. Record on a class K-W-L all student ideas, even
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inaccurate ideas. During the introduction of the lesson, students fill in the middle and third
columns. Misconceptions can be clarified at the end of the lesson using the class K-W-L chart.
Students modify their personal charts.
Learning Cell - Students develop questions and answers on their own (possibly using the QMatrix). Working in pairs the first student asks a question and the partner answers and vice
versa. Each student can correct the other until a satisfactory answer is reached. (Good way to
encourage students to go back to the textbook).
Learning Logs - Double-entry journals with quotes, summaries, notes on the left and responses
reactions, predictions, questions, or memories on the right.
Lines of Communication— This language practice structure provides multiple opportunities for
language production. Repeated practice in a low-stress situation gives shy or reluctant students
more confidence to share and take risks. INSTRUCTIONS:
1. The teacher gives a prompt or asks a question.
2. Students stand in two rows facing each other.
3. Students take turns responding to the prompt with the person standing across from them,
and then discuss together for 30-seconds to one-minute.
4. At the signal (bell, musical cue, chimes, etc.) students wrap up their comments or
discussion and move one position to the left. The student at the end of one of the lines
who is left without a partner moves down the center aisle to the far position of the
opposite line to find a new partner.
5. The teacher finds a new prompt and the procedure continues until everyone has had a
chance to share with every other member of the group, or as long as interest and focus
remains.
Line-Ups - Line-ups can be used to improve communication and to form teams. The entire class
lines up according to a specific criteria (age, birthday, first letter of name, distance traveled to
school, etc.). The end of the line can move to the head of the line and pair up until each person
has a partner. This is called "folding the line." Teams of four members can then be formed from
this line-up.
List-Group-Label – 3 step brainstorming process.
(1) Students individually brainstorm at least 6 words that have to do with ________ (e.g.;
cells).
(2) Students pair up, compare lists and update together to ensure they both have 16 words
total.
(3) Pairs combine to form groups of 4, compare words, add to lists if necessary (up to 24
words) then separate list into 4 categories (e.g. on a Tree Thinking Map©). They also
need to develop headings for the categories they create.
Magic Buttons - This allows students think-time during a lesson. Each student is given two
buttons: an “I’m thinking!” button and an “I got it!” button. After the teacher poses a question,
the students’ hands should remain on the “I’m thinking” button until they have had sufficient
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time to process the information. When they are ready to respond, students should move their
hands to the “I got it!” button to show that their thinking is complete. This technique allows the
teacher to monitor student think-time to ensure that adequate time is given to process the
information. Students see the importance of the thinking process itself, rather than simply
validating the correct answer. Once the majority of class members have their hands on the “1 got
it!” button, the teacher can move the discussion to partners, small groups, or whole class.
VARIATION: Give students an opportunity to agree or disagree non-verbally through the
pressing of a button.
Making Bigger Words (Word Scramble) – Using scrambled letters to create a series of larger
words “making bigger words.”
Metacognitive Funnel –
How to Use:
The Metacognitive Funnel can be used to describe to students different levels of cognition that
readers experience as they interact with text. These levels include: “Noticing Your Thinking,”
“Focusing on Reading,” “Taking Charge of Reading,” and “Noticing Subject Area Discourse.” By
classifying the thoughts of an experienced reader, students gain insight into their own individual
thought processes as they encounter text.
When to Use:
When students are word calling and not interacting with text or seem to get lost in thought while
reading, the Metacognitive Funnel provides them with a framework in which to take control of their
reading for the purpose of comprehension. Readers also become empowered to control their
thoughts to maximize comprehension.
Adaptations:
Scenarios of common students’ thoughts while reading could be created and posted as Graffiti
Walls. Student could respond to techniques used to refocus the student. The different scenarios
would then have a listing of student solutions to increase comprehension.
Metacognitive Logs - can be used as a means to document what students are thinking about as
they interact with text. They are helpful in capturing the Talk- to-the-Text statements. Often they
are focused on a specific aspect of comprehension or a specific lesson objective. Teachers can
sample these to gauge the understanding of the class.
Metacognitive Logs can be used when content is a little more difficult than students are accustomed.
Teachers might also find the logs to be a helpful tool to focus students on a specific feature of the
text such as compare/contrast structures.
Adaptations:
Metacognitive logs can be organized in a variety of ways depending upon the intent of their use.
Double Entry Journals are a nice compliment to the Metacognitive log. The columns can be
modified to capture not only the key elements from the passage, but also the reader’s thoughts on
those elements.
Mix and Match -- Students make pairs or sets from randomly ordered objects or concepts that
are listed on cards.
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Mnemonic Strategies – Ideas from: http://www.fun-with-words.com/mnem_example.html
 Create hooks for the students to store new learning in the mind
 Should include visualization and/or acronyms
 Can be connected to students personally
 Can be linked to room items, number sequences, words, phrases, cartoons, tonguetwisters, alliterations, rhymes, or poems
 Mnemonics can be used to remember:
o Essay format: 1-2-3-4-5…Theme is THE MEssage
o Spelling: Parallel – the parallel lines are in the middle…Potassium = one tea, two
sugars
o Concepts:
 Visual spectrum: ROY G BIV (Red, Orange, Yellow, Green, Blue, Violet)
= Richard Of York Gave Battle In Vain
 Order of taxonomy in biology (kingdom, phylum, class, order, family,
genus, species) = Kids Prefer Cheese Over Fried Green Spinach
Most Important Word – Graphic organizer with key component parts to text or concept idea
Muddiest Point - Students are asked to write down the muddiest point in the lesson (up to that
point, what was unclear)
Multiple Intelligences Inventory - Given a list of preference statements organized according to
the eight multiple intelligences, students place checks next to those that are true for them. By
totaling the number of checks per intelligence students are able to determine areas of strength
and weakness.
Mystery Word – Ask for a volunteer to sit in a chair facing the class, but with his or her back to
the word wall so the target vocabulary cannot be seen. Choose a word from the word’s meaning
(see Read My Mind) until the student is able to guess the word.
Novel Ideas - Groups of four are formed. Each group member has a sheet of paper with the team
name or number in the corner. Each person writes, "We think a story/selection entitled (insert
appropriate title) might be about ..." Each person then has one minute to list what he or she
thinks the story might be about. For example, a story entitled "Eleven" might be about a football
team, roll of dice, etc. Each person draws a line. Members Round Robin share their lists. As each
member shares, other members add new ideas to their lists. Groups then take turns standing in a
line and reading their possible topics for the whole group. Topics may not be repeated. All
students add new or "novel" ideas, not on their lists.
Numbered Heads Together – This routine is effective when students are solving problems or
responding to questions that have a specific right answer. Numbered heads together uses the
element of surprise (students do not know who will be called on) and encourages each student to
make sure he or she knows the information well enough to answer correctly if chosen. It also
holds students accountable with positive peer pressure; students will want to represent their team
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well (and earn points if that is part of the activity) by providing an acceptable answer.
INSTRUCTIONS:
1. In teams of four, each student numbers off from 1 to 4.
2. Ask the students to complete a task, engage in an activity, or answer questions. Students
put their heads together to discuss the answer for a set amount of time. They must make
sure everyone on the team knows the answer.
3. The teacher randomly calls a number from 1 to 4 (use spinner, draw a number card, roll a
die).
4. On each team, the student whose number was called writes the answer on a white board.
They may not receive any help from their team at this point. They place the response
board face down when ready.
5. When all teams are ready, have the designated student stand and hold up their response
board to show their answer. Check each team’s answer for accuracy.
VARIATION: Call on individual teams. The student with the selected number must stand and
orally respond for the team using a public speaking voice.
Numbered Wheels – Tag board strips (5” X 1”). Each strip is numbered 0-5 or 0-10. This
allows students to answer multiple-choice questions quickly by holding up appropriate number. 0
is a “Don’t Know” response. These are great for review before a written test.
One Minute Paper - Teacher decides what the focus of the paper should be. Ask students
“What was the most important thing you learned? What important question remains unanswered?
Set aside 5-10 minutes of next class to discuss the results. May be used in the middle of a class
also.
One Stray – A cooperative learning structure
1. One teammate stands: others raise hands
2. Teacher calls, “Stray”
3. Seated teams beckon for new teammate
4. Standing students join new teams
Open Mind Diagram - Each person in a group of four uses a different colored marker to
participate in the poster creation. Students draw a shape of a head and, inside the head, write
words, quotes from the story, symbols and pictures. Words can be made into pictures of parts of
the face.
Pairs Check - Cooperative pairs work on drill and practice activities. Students have worksheets.
One student answers the first question while a second student acts as the coach. After the coach
is satisfied that the answer is correct, and then roles are reversed. Then this pair can check with
the other pair on the team. If all agree, then the process continues. If they do not agree, students
try one more time to figure out the answer, or ask for help from the teacher.
Pantomime-A-Tale - This technique can be used with fiction or nonfiction reading selections.
Divide an article into sections. Each group prepares their assigned section as a pantomime. There
should be one group member who reads the section, with appropriate pauses, and three members
who act it out without using words. Rehearsal is important, so allow time for it.
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Parking Lot – A good strategy for review or to take practice to application
 Teacher poses a question that requires students to generate a list.
 Assign each group a different topic to brainstorm for (e.g., tissue, bones, organs, etc…)
 Students work in groups to brainstorm as many words/phrases they can think of for their
topic. They list these on post-its.
 Teacher puts posters of each topic around the room. Students then place their post-its on
their poster.
 Then whole class gallery-walks to read each poster. Possibly extend by asking students to
add additional information to each poster.
Pass the Picture - Each person in a group has a visual of a person. A blank sheet of paper is
clipped to the back. The teacher asks a question (e.g., "What is his/her name?"). Students write
the answer in a complete sentence on the blank paper. Students then pass the visual and the paper
to the student on the right. The teacher continues asking questions and students continue writing
the answer, then passing the visual to the right for 6-8 questions. At the end, each student will
have a descriptive paragraph for each visual. Each student takes a visual and shares it with the
group while reading the final paragraph description.
Performance-Based Assessments – Can be one of three types:
 Products: Writing samples/essays, projects, art or photo exhibits, or portfolios
 Performances: Oral reports, skits/role-plays, demonstrations, or debates
 Process-oriented assessments: Think-alouds, self-assessment checklists or surveys,
learning logs, individual or pair conferences, or teacher observations
Personal Dictionaries – Students use as an individual spelling and vocabulary resource. ELs
work as individuals, in pairs or in groups, and add unknown words to their dictionary that they
encounter while they read. The teacher works with each group or pair, clarifying words the
students encountered.
Picture This - This activity is useful as a vocabulary or concept review. A blank paper is divided
into eight sections. Students draw pictures or symbols to represent words or major concepts.
Students are not to label the drawings. Students exchange papers with a partner and partners try
to correctly label each other's drawings.
Pie Graph - Using the results of the Multiple Intelligences inventory students draw a pie graph
representing how they are smart on a paper plate. Students may color, make designs, or draw
symbols for each section. Students can determine the size of each section by creating a fraction
that represents each type of intelligence. The total number of checks is the denominator and the
number of checks for that section is the numerator. This fraction can then be changed to a
percent by dividing the numerator by the denominator.
Planning Flow Chart – Create an overview of an entire unit of lessons to visualize how
objectives can be sequenced to build upon one another.
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Poetry and Patterns – This activity reinforces vocabulary in all content areas. Groups of
students use vocabulary words to write one Haiku for each group member. The Haiku can be
written as a definition or a true/false statement. The pattern for Haiku is:
* Five syllables
* Seven syllables
* Five syllables
Review words first, then have students write out their reasoning in true/false form. Then have
each group write Haikus for each vocabulary word. Groups share their poems and class
determines whether they are true or false.
VARIATION: Tanka (a Japanese poem of 31 syllables (5-7-5-7-7). These poems allow for more
of the concept to be included.
Posters - As an APPLICATION activity students create a poster in small groups. The following
list describes several types of posters that the teacher may assign:
 Illustrated Timeline Tell the plot or sequence on a timeline, with pictures that depict
the events.
 Movie Poster Advertise the content from a lesson by creating a movie poster
complete with ratings, pictures, actors, descriptions, and comments by a critic.
 Comic Strip Create a 6-paneled comic strip of the lesson content.
 Image and Quote Choose an image and quote from the lesson content that are
representative or important. Poster should include a title.
 Advertisement Choose an item from the lesson content and make a newspaper or
magazine ad for it.
EXTEND: Have groups travel gallery walk style, with Post its in hand, and discuss both the
highlights of each poster and a lingering question they have. Each group posts 1 Wow and 1
Wonder. Once rotations are complete, each group is to write a summary of the Wows and
Wonders on their poster and choose at least one question to address orally.
PQRST Study Strategy –
 Preview: Student skims the title, side headings, pictures and graphics to identify writer's
generalization.
 Question: Student identifies questions that the writer is going to answer during the
reading.
 Read: Student reads to obtain answers to the questions and takes notes.
 Summarize: Student summarizes the information regarding each question posed.
 Test: Student tests the generalization against the supporting information to see if the
author has enough information to support the generalization.
Prediction - Students make a prediction about the subject they are about to read by selecting an
answer to a multiple-choice question.
Predict-O-Gram – Provide a list of words students will learn in an upcoming unit of study.
Then have students sort the words into a chart (or Tree Thinking Map©). SCIENCE EXAMPLE:
List 12 words associated with Respiratory System. Students are to sort into one of three
categories: Functions of the Respiratory System, Organs of the Respiratory System, and Diseases
and Disorders of the Respiratory System.
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Procedural Knowledge – This allows students to become familiar with the procedural steps of a
particular learning or instructional strategy. Learning strategies are those acquired behaviors
(such as routinely predicting and previewing) learners use to make sense of new information;
they “reside” in the learner’s head. Instructional strategies are those techniques, methods, and
approaches teachers use to help students acquire necessary learning behaviors (such as the ideas
presented in this book). When introducing a new learning or instructional strategy (during lesson
delivery), it is important to remember that students need time to understand the procedural steps
before they attempt to connect the strategy to content. Once students understand the procedure,
they can use the strategy in connection with the content. By frequently reinforcing learning or
instructional strategy, the procedure becomes secondary and students begin to tackle content
with ease.
Progressive Maps – This process encourages student to visualize and organize old and new
information. The teacher begins with a directed drawing on a “map.” For example, students may
have a map of North America with only grass drawn in to show how empty it was before people.
Then, buffalo and people added as study progresses (or a map of Europe, filling in as the periods
of occupancy occurred). The maps are brought out again upon a study of Westward Movement.
Another example is a plot line that is filled in as the story progresses, along with illustrations
depicting different parts of the story or characters. A timeline with labels is another example.
Students can add key vocabulary as it is used.
Projects - Projects certainly offer opportunities for problem posing and problem-solving. By
making the topic pertain to a local issue, students are more motivated to become actively
involved. Cooperative projects have broad possibilities:
 Writing and illustrating a story about a problem
 Scripting a scene and performing it
 Making a product and developing a marketing plan for it
 Producing a class newspaper or bimonthly newsletter for parents
 Recording oral histories from local residents about changes in the community (e.g., how
technology has affected their lives)
 Conducting research to obtain background information on a chosen topic
 Creating a poster or mural to reflect a topic in history or literature
QAR (Question/Answer Relationship) - QAR helps students to better grasp content. It is
particularly helpful when you want students to think beyond the literal interpretation of the text. By
asking that their questions cover a range of QAR types, students will cross Bloom’s Taxonomy of
Learning with the content they face.
When faced with a list of questions based upon a reading selection, QAR aids in the student’s
understanding of the question being asked and the means for how to respond. Question can be
divided into four categories: Right There, Think and Search, On My Own, and Author and Me. By
labeling the questions, students are better able to formulate answers and think about the types of
questions that they themselves ask when interacting with text.
Adaptations:
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Students can work in groups to develop a specified number of questions in each area of QAR.
These groups work to evaluate other groups’ questions, allowing them the critical eye for the
question types, but more importantly a better understanding of the content.
QFT (Question Formulation Technique) Adapted from: www.rightquestion.org/education/
The Question Formulation Technique (QFT) is a simple step-by-step, rigorous process that
facilitates the asking of many questions. The process includes the following steps:
A Question Focus
The Rules for Producing Questions
Producing Questions
Categorizing Questions
Prioritizing Questions
Next Steps
Reflection
Questionnaires and Interviews - Designing questionnaires and interviewing respondents are
excellent activities for heterogeneous student groups. In the design phase of the questionnaire, all
students in the group can contribute and evaluate questions for inclusion, In the interview phase,
the number of people each student may be expected to interview can be adjusted to the students’
ability. Also, interviews may be conducted in students’ first language, though responses must be
reported in English, orally, or in writing.
Question-Answer Relationship (QAR) - This process teaches students strategies for answering
analyzing and asking/creating questions. It also points out the sources for different kinds of
questions. The teacher models this strategy as a class before students work in partners or
independently. There are two categories and four types of questions. Younger students or ELs
may need to start with just the two categories.
- In the Book:
o Right There - The answer is located directly in the reading, usually in one or two
sentences. This is literal information from the text. Question stems may include words
like, “According to the passage;” or the “Who is…? Where is…? What is…?”
o Think and Search - The answer is "between the lines." The reader needs to analyze,
and/or predict the answer based on the information in the reading and how
information or ideas fit together. Question stems may include, “The main idea…”;
“Compare and contrast….;” “ What is the relationship between….”
- In My Head:
o Author and Me – The answer requires the reader to use prior knowledge and
experience in addition to the information from the text. The answer is usually not
stated, but inferred. Question stems include: “The author implies…” and “The
passage suggests….”
o On My Own - The answer is "beyond the lines." The text does not provide an answer.
The reader must base the answer on his/her own experience or background
knowledge. Question stems may include: “In your opinion…;” or “Think about a
similar situation….”
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Quick Class Check - Give students paper plates, index cards, whiteboard, or large sheets of
paper when they enter. When asking a question have ALL students write the answer and at your
signal, have ALL students hold up the plate (or whatever) so that you can see who/ how many
got the answer. Discussion to elaborate can follow.
Quick-Draw - Students sketch ideas that relate to a topic.
Quick-Write - Pre-reading or pre-writing focus activity. Students are asked to respond to a
question or prompt in writing for 5 minutes. Emphasis is on getting thoughts and ideas on paper.
Grammar, spelling, style are not important. If students get stuck they can repeat phrases over and
over until a new idea comes to mind. (Assessment strategy) Student writes for 2-3 minutes
about what he heard from a lecture or explanation/read/learned. Could be an open-ended
question from teacher.
RAFT -May be used in any content area to reinforce information and check for understanding.
Individuals or groups of students write about information that has been presented to them The
teacher determines the role of the writer, audience, format, and topic (RAFT). For example, in a
science class, students are asked to write using the following RAFT - Role of Writer Cloud;
Audience Earth; Format Weather report; Topic Explanation of upcoming thunderstorms.
Ranking and Consensus Building - Students individually rank items in a list from least
important to most important. Each group or pair comes to a consensus on the order.
Read Around Groups -After completing a writing assignment, students are divided into groups
of equal size. A group leader collects the group's papers then, in a clockwise direction, passes
them to the next group. Each member of the group receives one paper then reads it. Readers star
a line they especially like. One minute is allowed for reading and marking each paper. At signal
the students pass the paper to the person on the right. After reading the papers of one group, the
group chooses one paper to read aloud to the class. If time allows, groups may continue to pass
papers until everyone has read all the papers.
Reader Response Chart - Students draw a T-chart on their paper. On the left side they write 3
interesting quotes from the story and on the right side students respond to the quote with personal
reactions, memories, questions, compare/contrast, or something to learn more about.
Reader-Writer-Speaker Response Triads – The purpose is to give every student an
opportunity to read, write, listen and speak to each other in small groups. Each triad has only one
piece of paper and one writing utensil. In the triad, one person reads while another student
records important information and the third person shares out with the class. This continues until
all the material is read. This can be used for brainstorming, review or sequencing information
Reading Circles/ Book Clubs Once students choose a book from a selection of 4 to 5 titles, they
form a group with those reading the same book. Students read and solve the teacher-designed
activities that relate to their book. The group shares with the class what they have learned from
their reading.
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Reading Guide 1. Headings Read -Around- Students take turns reading the headings of the reading
2. Prediction Chart- With their group, students choose two headings and predict what will
be discussed in those sections. Students write their answers on a prediction chart with the
following labels: "Heading", "Prediction", "Yes or No".
3. In their groups, students take turns reading the first page aloud, and finish reading the
selection in silence. They write "yes" or "no" on the prediction chart to indicate whether
or not their predictions were correct.
4. Thinking Questions- Students write one thinking question (Why..., How..., Compare...,
What if...), and exchange papers to answer each other's questions.
Reading Log- Students complete while reading a selection. The left-hand side contains topic
headings for sections of the reading. Students are to briefly summarize each topic. On the right-hand side students reflect on the implications of each topic.
Read My Mind – Choose a word from your word wall and give one clue to its meaning. Have
students raise their hands to guess the word. (Only allow one guess per clue in order to provide
as many clues as possible.) Clues can be any of the following: definition, synonym, antonym,
part of speech, number of syllables, prefix means, suffix means, rhymes with _____, “fill in the
blank in this sentence,” ends with this letter, begins with this letter. When a student guesses
correctly, ask him or her to give the definition of the words and to use it in context. As the class
becomes familiar with the various types of clues used in this activity, have individual students
take your place as clue provider. Alternatively, you could create two teams to play the “Read My
Mind” game.
Realia, Photos, and Illustrations – Use realia, especially with ELs, to develop hands-on
understanding of concepts.
1. Teacher introduces key vocabulary words for a concept using the realia, illustrations or
photos.
2. Post words on a word wall, chart, or in personal dictionaries.
3. Have students turn to a partner and using complete sentences with vocabulary words,
refer to the realia, illustration or photo. Use a response frame until students are familiar
with the procedure.
Reciprocal Teaching – is helpful when text is dense and students are not able to multi-task the
demands of comprehension. It also helps for students to be able to hear how others interact with
text through the varied lenses.
Reciprocal Teaching entails that students view shared text through differing lenses. Each student in
the group is given a specific role of either: a predictor, questioner, clarifier, or summarizer. The
students read the passage in chunks, stopping periodically to report to each other based on their
role. Each member of the group notes the key information shared by the others gathering
information from all the lenses
Two students work together to read a passage. Each may have a text or they may share a text.
Student A reads one paragraph aloud, then asks Student B one or two good questions. (See QAR
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below.) B answers or explains why (s)he cannot. A and B discuss questions and answers. The
process is repeated in reverse.
Adaptations:
The roles of Reciprocal Teaching can vary depending upon the lesson demands. Some researchers
include a connector in place of the clarifier. When reading a math problem, roles could include:
operator, summarizer, questioner, and/or pertinent numbers collector.
Reel – The whole group divides into two groups. Group 1 stands in a line facing out. Group 2
stands in a line facing in. Group 1 shares their task with partner from Group 2. Partner
comments. Group 2 then shares information with same partner from Group 1. Comment. Group
2 takes one step to the left so each person is facing a new partner from Group 1. (The last person
in Group 2’s line moves to the other end.) Repeat the procedure.
Reflections - Students reflect, in writing, on what was learned, what was confusing, and
connections of this lesson to other lessons/other content areas/real world. Students may also
reflect on their progress as a student, what to do differently next time, or what was liked about
the topic.
Relic Bag – Students bring relics from their lives to share.
Response Boards - Small white boards, or even cardstock in sheet protectors, can be used for
group responses. Use dry-erase markers or dark crayons that can be erased easily for next
answer.
Response Cards - Each student is given a sheet of paper with the numbers 1—4 on one side and
the letters a—d on the other; the students fold the paper in fourths so that only one number or
letter is showing at a time. The teacher reads a question either from the overhead, chart, text, or
test practice book, than reads the four possible choices. The students respond by folding the
Response Card to show the number or letter that corresponds with the answer they believe to be
true. As students become more proficient with Response Cards they can read both the questions
and the possible answer choices. Students place their index fingers on the pertinent number in
response to a question with multiple-choice possibilities. These Response Cards can fulfill two
purposes if “Agree” and “Disagree” are written at the top and bottom of the other side of the
card; when students are asked a question about which they can agree or disagree, they hold up
the appropriate response. The most beneficial aspect of Response Cards is that they provide the
teacher with immediate feedback about how well students comprehend the lesson content.
Retelling Tasks – offer opportunities for students to share information aloud in an organized
way. They might restate information that they have read, or heard in a short talk, or seen in a
short section of a film. they could demonstrate a simple experiment or solve a mathematical
question on paper as they verbalize the steps involved.
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Role-Play - Students can personify a concept or object of study (e.g., precipitation, liberty,
inference) or a person being studied.
 Pairs of learners sit facing one another.
 Learner A personifies a concept from a content area.
 Learner B interviews Mr./Ms. concept and fills in a blank form (e.g., blank boxes for
name, identifying traits, subject of study, work experience).
This activity encourages students to apply what they know about a topic in personalized and
imaginative ways. The interview format encourages interaction and cooperation in the pursuit of
a common goal: communicating and recording information about the topic.
Round Robin - Cooperative learning structure in which team members share ideas verbally on a
topic. Group members share in order, without interruption, comment, discussion, or questions
from other members so that everyone has an opportunity to share.
Round Robin Writing - This activity works well with open-ended higher order questions and in
general, with questions that have more than one possible answer.
 Pair students.
 Each pair has one sheet of paper and one pencil.
 Pose a question with multiple answers (e.g., Why do people immigrate?)
 The students pass the sheet back and forth and record as many responses as possible.
They should not talk about the answers, but record them in writing.
 Ask students to share responses with larger groups or the whole class.
VARIATION, form small groups and give each group member a paper and pencil. Each paper has
a different but related question or topic on it (e.g., social reasons to immigrate; economic reasons
to immigrate; political reasons to immigrate). Students write a short answer about their question
or topic and pass the paper to the next student. Continue until all students have written on all
papers in their group. All students stay simultaneously engaged. This activity is a way to
promote interaction among students through the written modality.
Round Table - The teacher asks a question that has many possible answers. In groups, the
students make a list of possible answers by one at a time saying an answer out loud and writing it
down on a piece of paper. The paper is then passed to the next student to record another answer.
The process continues until the teacher tells the students to stop.
Roving Reporter – While students are doing group work, solving problems, developing
opinions, generating group statements, one student from each group moves around gathering
scoops, discoveries, ideas, angles, approaches, pathways, and so forth from other groups.
Sage and Scribe – A cooperative grouping structure
1. Sage instructs scribe
2. Scribe records Sage’s solution, or coaches
3. Scribe praises Sage
4. Students switch roles
Same-Different - In pairs, students sit across from but different, pictures. Their job is to fill out
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what is the same and what is different in their pictures, without seeing what the other sees. Each
student has a recording sheet. Students alternate recording the similarities and differences they
find.
Scaffolding – The purpose scaffolding is to move students from dependence on the teacher to
independence. The process unfolds through a sequence of lessons. Possible steps:
1. Explicitly teach new concept followed by modeling
2. Use different grouping configurations to encourage more student interdependence
3. Implement strategies to move students toward independence
Considerations for Procedural Scaffolding include:
 Explicit teaching, modeling, and practice opportunities with others, and expectations for
independent application
 One-on-one teaching, coaching, modeling
 Small group instruction with children practicing new strategies with another experienced
student
 Partnering or grouping students for activities with more experienced readings assisting
those with less experience
Scaffolded Outline – Teacher-prepared outline equip students with a form for note-taking while
reading dense portions of text, thus providing scaffolded support. These are especially helpful if
major concepts, such as Roman numeral level of the outline, are already filled in. The students
can then add other information to the outline as they read. For some students, an outline that is
entirely completed may be helpful to use as a guide to reading and understanding text.
Secret Answer - During Secret Answer students respond with a hand signal close to their chest
to show their answer to a particular question. The question is posed either orally (by the teacher)
or from a reading (in a text) and students are given options labeled 1, 2, 3, or 4 for the answer.
Holding the answer number up high in the air takes away individual accountability and
minimizes think-time, while Secret Answer encourages students to answer independently and
process at their own pace. The teacher can monitor comprehension by checking the Secret
Answers, validating correct answers and encouraging rethinking for incorrect responses. Secret
Answer also enables the teacher to monitor comprehension and keeps each student engaged with
the task.
Self-Assessment Rubrics - One way for students to self-assess is to provide them with SelfAssessment Rubrics. After reading a statement about the lesson, students can circle or mark the
number on the rubric that best matches how they perceive their understandings (0 = I don’t
understand; 1 = I think I understand; 2 = I understand but I still have questions; 3 I understand
but I can’t really explain (the concepts) to others; 4 = I understand and can explain (the concepts)
to others.
Send-A-Problem – This cooperative learning activity can be used with many content areas.
 Each student on a team makes up a review question and writes it on a 3x5 card (or a
problem, such as a math problem, a scientific hypothesis, a historical question, or a
literature prediction such as what will happen next in the story?).
 The writer asks the question of the other members of the team. When everyone agrees on
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


an answer it is written on the back of the card.
The teams then send their card to another team. Teams respond by having one student
read the first question.
Each team member writes down an answer. Team members then compare and discuss
their answers. If they agree, they turn the card over to see if they concur with the sending
team. If not, they write their answer on the back of the card as an alternative answer. (OR
the receiving group answers the problem and the response to give points or a grade, if
desired.)
A second student reads the next question, and so on. The stacks of cards are sent to a
third, then a fourth group until all teams have had a chance to answer all questions. When
the cards return to the senders, the teacher should provide an opportunity to discuss and
clarify.
Signal Cards - Create cards to check for understanding. green means “I got it”, yellow means
“I’m not sure, Maybe”, and blue means “I’m lost. I have questions”
Sign In, Please - Sign In, Please assesses students’ understanding of lesson content. This
technique can be used throughout a lesson. When the teacher makes a statement and asks if it is
true or false. The students respond with hand signs for true or false: The signal is a fist with the
thumb protruding between the index and middle finger. The sign for F (false) is the middle, ring,
and little finger extended with the thumb holding the fingernail of the index finger flat to the
palm. When the teacher sees students with the incorrect response she can explain why the
statement is true or false, or ask students to rationale.
Simultaneous Round Table - Simultaneous Round Table encourages students to work with
each other as they review. Each student at the table group (four or five students) is given a paper
and a pencil. The papers are labeled with a team number (rather than students’ own names)
because the paper will be passed around the group. The teacher poses a question with multiple
short answers. Students are given two minutes to respond to the question and then they pass the
papers to each group member four or five times. Each time the paper is passed to a student, he or
she must read what is already on the list and then add additional ideas. Students may write an
answer they have seen on another piece of paper or create a new answer. This allows students to
review individually, yet with the support of their team members.
For example, through the activity of Simultaneous Round Table, students review what
they learned about pioneers and wagon trains by reading their peers’ thoughts and adding their
own ideas. The lists circulate around the table until complete, and each student then reads his or
her list to the rest of the team. When the teams report, the teacher can generate one class list of
information about the pioneers’ wagon trains.
Simulations – A way to review concepts or vocabulary in a non-threatening way.
Preparation: Create word cards (or concepts/phrases)
 Make groups in numbers of 3,4 or 5 (# off class 1 – 10)
 Group reads card and plans how they will simulate the situation it describes.
 No words or props allowed
 Groups present their simulation to the whole group.
Sample Content Objective: SWBAT demonstrate the 3 types of boundaries.
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Sample Language Objective: SWBAT to write how they would act out each boundary.
VARIATION 1: Divide students into groups of four or five. Give each group a paper that has a
three or four sentence scene from a story or text. Each person must assume a role in re-creating
or acting out a scene in pantomime.
VARIATION 2: Have students create a “frozen moment” and the teacher then taps on one of the
people of the group, who then “comes to life” and says what is on their mind or how they are
feeling or acts out a role. The teacher taps the student to freeze them and taps another student,
who then “comes to life.” The class tries to guess what the scene is that is being acted out. Try
to let every student come to life.
Snowball – Write a response on paper (either to a prompt or a question) then crumple into ball
shape. Teach numbers students off by 1 and 2. Then calls for all 1s to stand in one line and all 2s
to stand across from them. The 1s are to throw their “snowball” across to the 2s. The 2s are to
pick one up, find the originator, read the paper back to them, then describe in his or her own
words what he or she thinks the originator (#1) meant. #1 either agrees or clarifies. Then repeat
the process where the 2s throw and the 1 catch, read, elaborate, and seek clarification.
Socratic Seminar -- Students ask questions of one another about an essential question, topic, or
selected text. The questions initiate a conversation that continues with a series of responses and
additional questions. Students learn to formulate questions that address issues (in lieu of simply
stating their opinions) to facilitate their own discussion and arrive at a new understanding.
Students also have the responsibility of supporting their opinions and responses using specific
textual evidence.
Speedwriting – Describes how "speedwriting" requires that all learners become actively
engaged in their own learning because, rather than generating ideas orally, students are instructed
to write down all their ideas as quickly as they can. Considers how the social engagement of
discussion and the sharing of ideas during the writing phase drew even the most reluctant
students into the activity.
SQP2RS -- An instructional framework for teaching content with expository texts in these steps:
1. Surveying – scanning the text to be read for 1 – 2 minutes.
2. Questioning – having students generate questions likely to be answered by reading the
text, with teacher guidance
3. Predicting – stating 1 – 3 things students think they will learn based on the questions that
were generated
4. Reading – searching for answers to questions and formulating new ones for the next
section of text to be read.
5. Summarizing – Orally or in writing summarizing the text’s key concepts
Stand Up-Sit Down - Stand Up-Sit Down gives students the opportunity to respond to true/false
statements through movement as the teacher monitors student comprehension during lesson
delivery. The teacher makes a statement about the content being taught and students must decide
if it is true or false (or accurate/inaccurate). If a student decides the statement is true, he or she
stands up. If the student believes the statement is false, he or she remains seated. The teacher
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calls on two or three students who hold differing views and each is asked to explain his or her
rationale for standing or sitting. After a student provides a reason for his or her answer, the other
students may change their minds and either joins the group that is standing, or joins those who
are sitting. The students’ explanations help others to rethink which is the most reasonable or
correct/incorrect answer to the question, and the teacher can take advantage of the teachable
moment. Students can also create their own true/false (or correct/incorrect) statements related to
a subject area, and “test” their peers’ reactions to the statements.
Startling Statements - Students are told not to look at the startling statement (question) that they
have on their backs. They circulate asking five others to provide an estimate for an answer. After
finding the average of the five estimates provided by others, students look at their statements
(questions) and write their own estimate if they disagree with the average. Actual answers are
given after the students share estimates with the whole group.
Stop that Video-DVD - During this activity, the teacher stops the video at key points, allowing
students time to process the information individually, either in their heads or on paper. English
learners particularly benefit from using a note-taking sheet that outlines key points or questions
to be answered in the video. Once students process information independently, they can share
and clarify it with a partner. This technique allows the teacher to check for understanding
throughout the course of the video and address any misconceptions. If a student chooses to
process the information with another student in their primary language, this may further enhance
comprehension.
Student Journals – Allow students to reflect back on previous learning and build on that
knowledge while reading and writing about a topic. These also help the teacher better understand
what the students are learning (or remembering) from a lesson or unit. Student journal writing
can be completed before, during, and/or after a lesson or unit. The key to this activity is
encouraging students to return to previous entries to remember and build on information. Student
Journals have more impact if the teacher writes occasional reactions to student entries.
T-Chart – A graphic organizer used to help students classify information. The teacher models
the process by drawing a large T-Chart on board/projector/chart paper. The class brainstorms
information about a topic and helps the teacher classify the information into the two categories
on the chart.
VARIATION: One of the categories can then be sub-divided and further classified (a T-Chart
within a T-Chart).
Tableau - The students form a tableau of characters or scenes or concepts. The teacher directs
students regarding their positions and facial expressions. Students hold their positions in a brief
tableau.
Talk-To-Text- is a means to capture a reader’s thoughts as they interact with the text. As the
student reads he/she writes connections, predictions, summaries, visualizations, or questions along
side the text. These documented thoughts can then be added to based upon thoughts gained by
peers or through class discussions.
*Students will be more expressive in their Talk-to-the-Texts when a scaffolding process is used.
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Talk-to-the-Text is a great means get students to interact with text, rather than simply read the
words. This is a valuable tool when students need to be able to apply the knowledge gained
from the reading. By documenting their thoughts, they will be able to make the connections
necessary for applying the newly learned concepts. It is recommended that the Talk-to-the-Text
process be explicated modeled by the teacher and that students area asked to focus their initial
Talk-to-the-Texts on one area such as questioning while becoming familiar with the process.
Adaptations:
The Talk-to-the-Text helps to solve complex math problems, science experiments, to follow
multi-step directions, and in interpreting art, poetry, pictures, or charts.
Take Your Corners – This allows students to show their opinion in a non-threatening way
through physical movement. Each corner of the room is labeled with a category or opinion.
Students do a quick-draw (illustration) on an index card to represent their opinion, mixing
around the room to share their quick-draw with others until the teacher calls “Freeze.” At this
point the students are encouraged to point to the corner that best corresponds to their opinion.
When the teacher calls, “Go,” students walk to their respective corners and share their opinions
with one another. The teacher roams from corner to corner to monitor understanding and take
advantage of teachable moments. As the students separate into their corners, the instruction
becomes whole-class as students look to the teacher for clarification, and debate their opinions
against students in other corners. This activity works well at the beginning of instruction, during
lesson delivery, and as closure to a lesson.
Talking Stick – This strategy is structured so that each student has the opportunity, and
responsibility, to speak multiple times. Students can “pass” (decline to respond) only once. This
allows reluctant speakers to hear others in their small group before having to contribute.
INSTRUCTIONS:
1. Designate an object as the “talking stick” and have student pass it around the group – first
clockwise, and later, randomly.
2. The teacher gives a prompt and indicates the number or letter of the group member to
begin. The first student with the “talking stick” speaks while everyone listens. The
student then passes the object to the left. The process continues until everyone in the
group has had a chance to speak or until the teacher gives a signal to stop.
3. To extend the activity, once everyone in the group has had a turn speaking, anyone in the
group may ask for another turn by saying something like, “I’d like to add another
thought. Please hand me the talking stick.
Talking Chips – This is an excellent activity to both encourage reticent speakers to contribute
(they have to use up their “talking chips”) and to limit the domination of those more assertive
and confident (they can only contribute as much as everyone else). Instructions:
1. Each member receives the same number of chips (2 colored plastic markers, pennies,
etc.)
2. Each time a member wishes to speak, he or she puts a chip in the center of the table.
3. Once individuals have used up their chips, they can no longer speak.
4. The discussion continues until all members have exhausted their supply of chips.
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Talmudic Pair Work – An interpretive approach to studying a short written text. Students pair
up to read and paraphrase a passage together. One is A and the other B. Partner
1. A reads a sentence. Stops. Partner B asks, “What does it mean?” Partner A explains in his
or her own words.
2. A&B: Have an option to continue to discuss and interpret the line. (They might
respectfully disagree with each other, request clarification, check comprehension,
elaborate, share details, provide examples, and draw inferences as they bring prior
knowledge of the world and language to the interpretations that emerge from the dialogic
process.)
3. Partner B reads the next sentence. Stops. Partner A asks, “What does it mean?” Partner B
explains. (Once again, both participants have an option to continue to discuss and
interpret the line. Now they draw on past interpretations and notions and continue to
develop new ones.)
4. The participants continue to alternately read aloud the text line by line. They engage in
Talmudic Pair Work until they have reached the end of the text and exhausted the
dialogic, hermeneutic approach.
Take Five– Give table groups five words from the word wall and allow five minutes for each
group to prepare a dialogue, skit, or pantomime using the selected words. You may want to
increase or decrease the number of words and the time allotted for this activity. VARIATIONS:
see Simulations.
Take a Stand (Agree/Disagree, True/False, Yes/No) – A kinesthetic way to quickly allow
students to give their answers to questions. Teacher poses a question. Students stand up if they
AGREE/it’s TRUE/ for YES and sit down if they DISAGREE/ it’s FALSE/ for NO. (See Stand
Up-Sit Down for further explanation.)
Tap-A-Word - Students practice pronouncing words or phrases by using a combination of claps,
hitting the table, and snapping the fingers. the teacher. In Round Table style, each member uses
a word from the list, in the order given, in a sentence to create a collaborative story.
Taped Texts for Scaffolding – Tape expository or narrative text to help make content
comprehensible. Tape text using a slower reading rate, and clearly enunciate words. Adapt the
text by finding synonyms for difficult words, delete superfluous language, idioms, and figurative
language that may confuse ELs. Use intonation and inflection for dialogue. Most importantly,
allow students to listen to the taped text repeatedly to improve comprehension and increase
English proficiency.
Task Analysis/ Backwards Planning – Determine ahead of time how objectives will be
assessed. The predetermined assessment keeps the instruction focused on the objectives and
creates an environment for success.
Team Interview – A cooperative grouping structure
1. Teacher assigns topic, sets time limit
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2.
3.
4.
5.
One teammate stands
Teammates interview standing student
Students celebrate interviewee
Students interview next teammate
Text Anticipation Guide (T.A.G.) – Text Anticipation Guides are a great way to not only access
prior background knowledge, but also to set a purpose for reading. It is helpful for topics in which
there are a lot of misconceptions
It is recommended that the first statement should be false, when introducing the TAG to students.
You can then model how to correct a false statement.
Select 5-10 statements from the text that capture the essence of the text. Alter a few of the
statements to be false. Present the statements to the students asking them to predict if the
statements are true or false. It is recommended that the TAGs be collected while students read the
text. After reading, students should revisit the TAG statements. If the statement is true they should
indicated were it can be proven in the text. If the statement is false, the student should correct the
statement and indicate the section of text that
proves that it is incorrect.
Adaptations:
Students can complete the TAGs in pairs or share their predictions before reading and then prove
their statements after reading.
Text Identification – Read title, heading, bold-faced words, and italics. Preview questions.
Preview chapter, pictures, charts, and chapter summary.
Text Recall – Highlight Key Vocabulary and concepts. List highlights. Retell using highlights as
triggers. PROCESS:
1. Have students take out a highlighter or pencil and say, “Underline what I do as I read the
text aloud.”
2. “Close your books, take a blank piece of paper, make a list that look like my list…”
Teacher writes key points that were previously highlighted. (list words, one per line)
3. “I will model for you how to retell story using the list.” Teacher paraphrases story in
student-like language following the list through the retell
4. “Look at new part of text and you underline key idea. Your words might be different than
your neighbors. That’s okay. Your list is for you – these are words that you think will
trigger a recall.”
VARIATION: Give students different texts (same theme). Give students different parts of same
text. Retelling is a ticket to leave at end of lesson.
That’s Me! This is an activator or strategy that can be used to collect data on students’
background knowledge, experiences, likes/dislikes, etc. This strategy helps students to recognize
how their lived experiences connect them to the upcoming learnings. The teacher develops a
series of statements. For each statement that students agree with or can associate with they stand
up and say “That’s’ Me! or Just like me!”
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The Frame Up – A way to help students sort the components of a concept (e.g, four habitats
that make up a region, four components of a healthy diet, four types of mammals, or four types of
vegetables). The teacher distributes two pieces of construction paper, one to be used as a frame,
to each group (four or five students). The central topic is written in the center of one of the
construction papers. Students take turns passing the frame around as each student asks
(interviews) the others about their ideas for filling in one side of the frame. A second student
asks the group for ideas on filling in the second side of the frame, and so on. Later the students
can be assigned to write what they learned about the topic, using the frame as an organizer. The
frames are presented to the other teams to share the information gathered. EXAMPLE: Write the
name of a region (e.g., Northwest) in the center of the frame, students pass the frame around the
group, discuss, and then write about four habitats related to each region on the four sides of the
frame. Students should have access to various classroom resources to facilitate the completion of
the frame. The Frame-Up works as a culminating activity when information has been gathered
previously.
Think A-loud – The think-aloud strategy asks students to say out loud what they are thinking
about when reading, solving math problems, or simply responding to questions posed by teachers
or other students. Effective teachers think out loud on a regular basis to model this process for
students. In this way, they demonstrate practical ways of approaching difficult problems while
bringing to the surface the complex thinking processes that underlie reading comprehension,
mathematical problem solving, and other cognitively demanding tasks. Thinking out loud is an
excellent way to teach how to estimate the number of people in a crowd, revise a paper for a
specific audience, predict the outcome of a scientific experiment, use a key to decipher a map,
access prior knowledge before reading a new passage, monitor comprehension while reading a
difficult textbook, and so on. Getting students into the habit of thinking out loud enriches
classroom discourse and gives teachers an important assessment and diagnostic tool.
Think-Pair-Share - When asked to consider an idea or answer a question, students write their
ideas on paper (think). Each student turns to another student nearby and reads or tells his or her
own responses (pair, share). This is an oral exchange, not a reading of each other's papers.
Think-Pair-Square – Students share with two other students after they have completed ThinkPair-Share (4-square).
Think-Write-Pair-Share – This cooperative discussion activity ensures that students are
practicing academic language in partners and small groups, and can be done multiple times
during a lesson. As explained earlier, structuring discussion in this way provides a brief time for
students to process a response, engage in thinking with a partner, and then build on their partner
discussion with a larger group. INSTRUCTIONS:
1. Students are lettered off (A – B – C – D) into groups of four.
2. The teacher poses a discussion prompt and models a response using the target academic
language.
3. Think - Write: Students have silent think time to jot down their response.
4. At the signal, Partners A/B and C/D read their responses to each other and discuss.
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
To further structure this time, you may wish to signal when it is time for each partner
to share. This prevents on partner from dominating or using all of the discussion time
and ensures that both partners have the opportunity to discuss their responses.
 Add additional practice by having A share with C, and B with D.
 Or have the two pairs share with each other after they have discussed their ideas with
each other.
 An additional variation is to have student record their partner’s response.
5. Keep the pace brisk enough to prevent dead time. It’s better for partners to have a little
less time than they need, rather than too much.
6. Signal for the group to reconvene and invite volunteers to share their responses with the
larger group.
VARIATIONS: It may be helpful to include additional parameters in the directions, such as:
1. Identify similarities and differences between your responses.
 My idea is similar to (elaborates on, is like, complements, etc.) __________’s idea.
 We both think that __________. However, I also think __________.
2. Combine your responses to generate a more complete (compelling, accurate, etc.)
response.
 Between the two of us, we came up with __________.
 After some discussion, we decided (agree, have come to the conclusion) that ______.
3. Generate a list of remaining questions.
4. Use these clarifying statements in your discussion:
 How did you decide that”
 In other words, you think that ________. Is that right?
 I’m not sure what you mean by __________. Can you please explain?
Think-Round Robin – Students share answers in a whole class circle either orally or on paper.
Three-Step Interview – This routine is effective when students are responding to questions that
do not have a specific right answer.
INSTRUCTIONS: Present an issue about which varying opinions exist and pose several questions
for the class to consider.
1. Students work in pairs. One is the interviewer; the other is the interviewee. Each
interview lasts two to three minutes.
2. At the signal, partners switch roles.
3. After each set of partners have interviewed each other, have them pair with another set of
partners. Each partner shares his or her partner’s idea with the others.
VARIATION 1: Depending on your goals for the work, you may:
 Have the groups of four synthesize their ideas and list commonalities and differences on a
chart to be posted and shared orally, or as a Gallery Walk, so students can read each
other’s ideas.
 Invite several students to share their own or their partner’s ideas as you chart them. As
you go, have students indicate agreement with a “thumbs up”. Once you have collected a
few distinct ideas, ask whether there are any other ideas not yet reflected.
 Use these charts as a basis for asking student to write summary of the interview results.
 Group participants letter off A-B-C-D. They use the following interview steps in order to
share what they have written in a quick-write until they all have been read. Step 1: A
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interviews B C interviews D Step 2: B interviews A D interviews C Step 3:A interviews
C and D about B B interviews C and D about A, C interviews A and B about D, D
interviews A and B about C. VARIATION 2: This structured interview allows student pairs to form groups.
 Assign an interview topic that relates to the unit theme (What is your favorite character in
_______ and why?) and have students select partners. Or you can pair up the students.
 First, one partner interviews the other.
 Second, they reverse roles.
 As a next step, several pairs (depending on class size, the number or pairs can range from
three to six) form a group and do a Round Robin to share their opinions, with each
student speaking for her to his partner.
Three Way Journal – Reflection or Preview of content: New information/ My Reaction/
Partner’s comments
Tickets to Enter/Exit - Teacher asks students a specific question about the lesson. Students
then respond on the ticket and gives to teacher, either on their way out or on their way in the next
day. Teacher can then evaluate the need to re-teach or questions that need to be answered.
Trading Cards – A cooperative grouping structure
1. Students stand with numbered cards
2. Teacher starts upbeat music
3. Students mix and trade cards
4. Student stop when music stops
5. Students form groups
Teacher asks question. Students interact using
 Timed Pair Share
 Rally Robin
 Round Robin
Transfer and Apply - Students list what they have learned and how they might apply it to their
real lives. Students list interesting ideas, strategies, concepts learned in class or chunk of class.
They then write some possible way to apply this learning in their lives, another class, or in their
community.
Twelve Word Summary - In 12 words or less, students summarize important aspects of a
particular chunk of instruction or reading.
Verbalizing -Students share with a partner ideas they have on a topic. Pre-writing or INTO
strategy.
Virginia Reel - Use to review or practice newly learned information. They form two lines facing
each other; one line of students has a question, statement, or problem written on an index card,
along with the answer (e.g., a spelling word, a math equation, a word problem, a clue to a story
character, a vocabulary word and definition, an idiom and its meaning, a description of an
historical occurrence, etc.). One student reads the word, equation, or clue to his or her partner,
waits for a response, and then checks to see if the response is correct. At the teacher’s cue, one
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line then shifts one partner to the right while the person on the end goes around to the beginning
of the line to meet the person now without a partner. After the students with cards have asked
several students, they hand the cards to their partners who then move again to the right and ask a
new partner. This activity can be repeated a number of times so that students are exposed to as
many of the cards as possible. The teacher and students then discuss areas of confusion that arose
during the Virginia Reel and clarification is then made for the entire class.
Visualization - In response to a teacher prompt, students visualize in their mind a particular time
or place and concentrate on sensory images. (Tell students to "turn on the TV in their
minds.")
Vocabulary Alert – Chart with key vocabulary listed and have students try to define words
based upon what they already know.
Vocabulary Cards - Each student selects a difficult vocabulary word fro the story and creates a
card in the following manner: The word and its definition in the front, and a drawing and the
vocabulary word in a sentence in the back. These cards are shared with team members, then
exchanged with other groups.
Vocabulary Flip Books – Books created to frontload vocabulary. Students build on background
knowledge and increase comprehension. These are similar to vocabulary cards with word,
picture, definition, and a sentence. To make a flip book, line up sheets of 8.5 x 11 paper so that
about ¾ to 1 inch of paper can be seen at the bottom. Fold all the paper down from the top to
continue the pattern and staple. (Another way is to line up the papers and fold all in half, cut and
staple to make two flip books.) The pages of the flip books increases in size, so these are
especially good to go from small idea to large or classifications where information increases, as
does in science (taxonomy).
Vocabulary Games –have groups of students use games to review vocabulary words and
definitions.
 Bingo
 Pictionary
 Scrabble
 Flash Cards
 Word Searches
 Crossword Puzzles
 Fast-paced Password
Vocabulary-Go-Fish - Create any number of vocabulary cards; a simple word on one side of the
card with a corresponding picture on the other side. More challenging cards might have a word
on one side and a definition, synonym, antonym, or sentence on the other. Each group receives a
paper bag that holds slips of paper with the vocabulary words on them. The students are
numbered within each group, and when the teacher calls a number, the student with that number
will Go Fish for a vocabulary word. The teacher then tells the students what response to give for
the words they drew (e.g., a synonym, sentence, or definition). The student who has gone fishing
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reads the word, gives the information, and checks for accuracy by looking on the back of the
card. Students’ responses may be given orally or in writing.
Vocabulary Puzzle – Group competition to try to match word to definition.
Vocabulary Self-Selection – encourages students to self-select key vocabulary that is essential
to understanding the concept. Students select vocabulary as individuals, in pairs, or in small
groups. After discussion and learning about the terms, the students share their lists with the entire
class, which then agrees upon a class vocabulary list. This is an effective method because
students learn to trust their own judgments about which content words are most important for
them to know and seek out definitions on their own.
Vocabulary Taboo – A strategy for learning to express the vocabulary words in language other
than that memorized from a dictionary definition. In this activity, students divide into teams and
take turns trying to communicate the meaning of a specific vocabulary word. To play the game,
you need to have a set of Vocabulary Taboo cards. The cards should each list a vocabulary word
and three or four “forbidden” words. The forbidden words should be words from the dictionary
definition that the students would commonly use to describe the vocabulary word. Divide the
class into two teams. One team will go first. A person from the team will come and get one of the
Vocabulary Taboo cards. Tell them that this has a vocabulary word form their lists on it. This
person must try to get his/her team to guess the word in less than thirty seconds (you may want
to increase or decrease the time limit, depending on how long it actually takes them – the point is
to get them to succeed, but add an incentive of bearing the clock). The clue-giver will stand in
from of the team and say as many clues as possible. There is one rule regarding the taboo words.
These words cannot be used in any of the clues, or the team’s turn will be automatically over.
Alternate turns until all of the words have been defined. Scroll down for an example of some
words and how to set up the cards for the students.
What Do You Know? - This scaffolding allows a more accurate assessment of understanding
and facilitates comprehension. It also provides students with tangible, familiar items which they
can describe and talk about; abstract concepts thus become concrete. Photos and illustrations can
come from a textbook, the Internet, or other resources, copied to a transparency, or enlarged for
the whole class to view. Realia, artifacts and real-life materials related to the content may be
shared by teacher and students alike. When English learners have the ability to see something at
the same time they hear about it, their chances for understanding the topic are enhanced.
Whip Around – This is a good activity to summarize learning or get everyone’s voice. It is often
used as a wrap-up to the day’s class. INSTRUCTIONS:
1. Pose a question that encourages students to reflect on a response. Have them hot down
two or three possible responses utilizing frames that you have provided.
2. Whip around the room having each student share one of his or her responses using a
public speaking voice.
A MORE STRUCTURED VARIATION:
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A quick resource for teachers. Compiled from multiple sources by Fresno Unified School District educators.
DRAFT UPDATED 10/31/13
1. To prepare, generate 30 questions (or enough so that there is one per student). Write two
questions on a card (#1 and #2 on a card, #2 and #3 on the next, #3 and #4 on the next
and so on.)
2. Distribute one to each student and permit time for everyone to jot a response to the
FIRST question on his or her card. They may work in partners to help each other generate
a response.
3. Begin with a volunteer who reads the question and response. Then they ask, “Who has
the question…?”
4. The person with that question states the response and asks, “Who has the question…?”
Continue until everyone has contributed.
Word Bank (Cloze) – Use key vocabulary, parts of speech, restructuring the reading. Students
keep a word bank or dictionary of new or “hard-to-read” sight-vocabulary words.
Word Generation – helps students learn review new content vocabulary through analogy. A
root is provided, and students brainstorm words that include that root. The class analyzes the
meaning of each brainstormed word to figure out what the root means. If they cannot determine
the meaning, teachers may give hints or explain the meaning. Then students apply the meaning
to the words in the list. EXAMPLE: Port “to carry” – portable, export, transport, deport…
Word Map – Word webs, graphic organizers. They're useful for helping students develop their
understanding of a word. They help students think about new terms or concepts in several ways
by asking the following questions:
"What is it?"
"What is it like?" and
"What are some examples?"
They help student build upon prior knowledge and visually represent new information.
PROCESS:
1. Introduce the vocabulary word and the map to the students.
2. Teach them how to use the map by putting the target word in the central box.
3. Ask students to suggest words or phrases to put in the other boxes that answer the
following questions: "What is it?" "What is it like?" and "What are some examples?"
4. Encourage students to use synonyms, antonyms, and a picture to help illustrate the new
target word or concept.
5. Model how to write a definition using the information on the word map.
Word Splash – The board is SPLASHED with new vocabulary from the sessions. Students get
into groups of 4 and are given 1 minute to look at the words. Teacher erases one of the words.
The first student or group to raise hand(s) and correctly say the word, spell it, and use it in a
sentence wins the point.
VARIATION: This strategy was designed by Dorsey Hammond. The strategy is used to preview
a reading assignment and support comprehension of a non-fiction text. Terms or phrases are
selected from a piece of text and are presented to students in a visual display with the topic or
main idea in the center. Working with partners, small groups, or whole class students speculate
about how individual terms might be associated with or relate to the topic. In this strategy,
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A quick resource for teachers. Compiled from multiple sources by Fresno Unified School District educators.
DRAFT UPDATED 10/31/13
students generate sentences to go with the terms. Where relevant, pictures or objects can be used
in place of words to create a picture splash or an object exhibit.
Word Sorts – Used for students to categorize words or phrases that have been previously
introduced. Words, or phrases, are written on strips or paper. The students organize the strips
according to meaning, similarities in structure, derivations, sounds, words, and phrases related to
a content concept or other criteria determined by the teacher.
Word Study Books – Student-made personal books that contain frequently used words and
concepts. The teacher or class determines the words and definitions to include and how to
organize the words (e.g., by structure, by concept).
Word Walls – are effective for displaying content words related to a particular unit or theme.
Words may be added as a unit progresses and teachers should remind students to consult the
wall. The word wall should be carefully maintained with regular student input to remove words
(that the students have learned) to keep the number of words reasonable.
PROCESS
- Key words are displayed alphabetically
- Revisited frequently during lessons
- Students use words throughout unit of study
- Remove some words regularly in order to keep words displayed to a reasonable number.
Words in Context – There are three principles involved in teaching and learning vocabulary in
context: practice, understand, and infer (going beyond the text). ESL vocabulary activities, read
a-louds and games are all art of this vocabulary learning As a general rule of thumb, vocabulary
can be taught inductively (through some process of discovery) or deductively (example:
providing a picture - 'this is a _________' ) Another general rule of thumb is that the discovery
process has a general appeal to learners especially when the words have been previously taught.
Next steps: Putting learned words through context. Teachers use a listening comprehension story
to present the words in another context.
Write Five Words Students are given a topic or picture related to a topic. Students are then
prompted with: “Write five words that you think of when you look at this picture or think about
this topic.” Students then share with a partner or small group the words they recorded and why
they chose those specific words.
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A quick resource for teachers. Compiled from multiple sources by Fresno Unified School District educators.
DRAFT UPDATED 10/31/13
Writing Headlines—Good way to practice summarizing an activity, story or project. Suppose
you have asked your student groups to read a story or an article, or you want them to describe the
results of a science experiment. After having the groups discuss it among themselves, you can
check on their observations and comprehension by having them write a headline or title for a
book review. Students will practice their summarizing skills and, as they get more proficient,
their descriptive language skills, when writing news headlines. More advanced student may
provide most of the language, but beginning students can copy the final product, perhaps in a
fancy “script.”
 Provide models of Headlines.
 Students work in pairs writing a headline for an activity.
 Pairs share out their headlines and class votes on most effective headline.
You Are There – Students conduct research on the event they will be portraying. Having
completed their research, the students select a character that played a crucial role in the event and
write interview questions and responses that an interviewer will use during the dramatic reenactment. Both the interviewer and the interviewee are apprised of all questions and responses
prior to the performance. VARIATION: Audience members direct unrehearsed questions to the
central character. Obviously, all students, including the interviewee, must have a thorough
knowledge of the event for this to be a successful activity.
You’re The Teacher – Students learn important information by teaching it to other class
members. Students need explicit instruction on how to do this activity. After reading a section
of text, small groups of students create posters/charts using words, illustrations or graphic
organizers to arrange the information. The posters are attached to the walls. The group decides
who will stay with their poster to teach it to the next group, while the others will move to the
next poster. The student(s) teach their poster to the new group(s). Students may ask questions of
the “teacher(s).” After all students have rotated, the original group reports the key information
out to the whole class as a review, or to fill in gaps and answer questions.
Zip Around – Review activity that uses study cards where term/phrase is on one side and the
answer/definition to another card is on the back. Student #1 begins by saying, “Who has
___________?” and waits for student who has the answer to say, “I have _____________.”
Then student #2 says, “Who has ___________?”… so-on and so-forth until all students have
participated.
Zip Line – Similar to human timeline. Terms and definitions together on one card (Term on left,
definition on right) and students need to stand side-by-side next to person who has matching
definition.
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A quick resource for teachers. Compiled from multiple sources by Fresno Unified School District educators.
DRAFT UPDATED 10/31/13
RESOURCES
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Dutro, S. (2009). Systematic English Language Development; A Handbook for Secondary
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PlasmaLink Web Services. (2007). Glossary of Instructional Strategies. Retrieved March 5,
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A quick resource for teachers. Compiled from multiple sources by Fresno Unified School District educators.