I first learned about this strategy when I observed a third grade classroom. During instructed reading time, the teacher assigned students within their reading groups. The students worked together in pairs to read aloud to the partner the book they were assigned in small groups. As I was viewing the students working together I could see how beneficial it was for the students to work together in pairs and offer feedback to their partner on their reading skills.
Submitted By: Katie Meyers
Resource/URL:
This website is a great resource that outlines why to use partner reading, how to uses it in the classroom, examples and how to use it in differentiated instruction. TThe website also includes a downloadable examples with specific children’s books. http://www.readingrockets.org/strategies/partner_reading/
Example: This video is an example of how partner reading can be implanted to work on fluency in a small group. The teacher works with a small group of students and explains how they will be partner reading. She then explains what their goal is and how they will achieve it through partner reading. http://www.youtube.com/watch?v=36vMU-zgT1M
When would you use the strategy You would use this strategy during reading instruction in the subjects of language arts, social science , math or science. The strategy can be used with small groups during reading. Partner reading can be used to help students practice critical thinking while reading and practice reading out loud. It also gives the teacher an opportunity to observe the small group of students at a time and offer individual assistance.
Why would you use this strategy Partner reading is a great strategy to help students work together to critically examine a text. It helps students practice giving feedback and practice monitoring comprehension while they read. Partner reading also gives students a model of what fluent reading is like and helps them learn and practice decoding skills by offering feedback to their partner. This strategy also helps teachers a chance to observe the small groups and offer additional support to students who need it.
How would you use this strategy I would first choose an assigned text in the content area I am working on and introduce it to the class. Then I would model how partner reading looks like by showing the coach and player roles and how to respectfully correct any reading mistakes and take turns being in both roles. With the article I introduced I would model Then I would assign partners with students are at excelled level of reading skills with students who need extra support in working on their reading skills. I would then have the students work together in their partners and monitor the progress of each group. To students who were still struggling, I would offer extra support.
Content Area(s): This strategy can be used in any content area and is not just specific for language arts. Partner reading can be used in all content areas to help students understand readings assigned in the content area. The way partner reading is implemented in social science, science, math and language arts is the same but with some modifications the teacher can make.
Annotation (which includes implications and when/why/how you would use this strategy:
Now that you know the peg words, you can use them to "hang" new information. For example, lets say you have to memorize the first ten presidents. Using the peg word system, think of some silly visual mental picture of the word BUN and the first president of the United States. The key is to make the association vivid, colorful, silly, and ridiculous. Be sure to include some movement in the mental picture as well. Here is an example: Think about George Washington washing a ton of buns. I might picture Washington leaning over an old fashion wash tub on his hands and knees (with his knickers on) scrubbing a ton of buns. I might even picture his wooden teeth falling into the tub and eating the buns. Like I said, the sillier the association is, the more likely you are to remember the new information.
Content area(s): Peg words can be used across all contents but more specifically when using numbers as shown in the example above.
5. A poetry slam could be done in class like speeches, as a whole school event like a talent show, or like a field trip maybe at a coffee shop or theater. It engages students in the literary form of poetry as well as the performing arts. It can be used to celebrate cultural diversity, historical or current issues, or explore the language arts. Students can perform their own original works or that of another (maybe a unit on famous writers) but the point is that it is fun and engaging. In addition to furthering understanding of this form of literature and expanding students vocabulary it helps to develop research and communication skills while building courage and confidence in students as individuals as well as comradery as a class and brakes the monotony of a typical day in class. Be creative, make it fun and make it fit! 6. This best fits Social studies, Language arts, theater/humanities classes. 1. Possible Sentences 2. Dena Boyd 3. Broadening the Lens of Literacy 4.https://www.youtube.com/watch?v=DbcJuQg4y_Y
5. This teaching strategy could be used individually or in a group. This would be presented with new vocabulary is given or when a new book is handed out. Why use this strategy is to show students and the teacher what the students already know about the topic or what their personal bias attitude might be towards the subject.
6. This strategy could work in LA to help students learn vocabulary. Also in science, math, or P.E. this could be used to help determine what students already know and what they think about the topic.
5.Annotation: Power thinking is an excellent way for students to organize and outline information of a text to aid in comprehension. This strategy works as starting with power one (1.). as the main idea and power number two (2.) is the breakdown of the talking points of the main idea. Power three (3.) is the details to support the power two talking points and power four (4.) is the details to support a power three thought. I would use this strategy for reading comprehension. For example students could read a chapter about the solar systems and fill out the chart with each planet and its different characteristics. All in all, this is a great strategy to help students organize their thoughts into a series of power thoughts.
6. Content Area: This strategy can be used in all content areas. 1. Strategy: Problem Solving 2. Submitted by: Maddie Calcagno 3.Resource/URL to Strategy: Perry , Dave, Jennifer Berthelot, and David Pratte. "What is Problem Solving?." Instructional Strategies Online . Saskatoon Public Schools, n.d. Web. 16 Mar 2013. <http://olc.spsd.sk.ca/DE/PD/instr/strats/psolving/index.html>. 4. Example: 5.Annotation: Problem Solving is having the students observe different problems and create ways of solving in multiple ways trying to find the best possible solution. Problem Solving can be done in multiple ways as seen in the video having the students work collaboratively creating posters to represent their findings. This will encourage the students to define, analyze, and discuss solutions for various problems. Once the students find solutions they next have to present the solution in a way that will teach and gain understanding for the class.
6. Content Areas: This strategy can be used in all subject areas. 1. Quick Write/One Minute Paper
2. Stephanie Davis
3. http://www.upei.ca/uwc/wac/strategies/quickwrite.html 4.
5. This strategy can be used at the end of a lesson, simply asking "What have you learned today?". This strategy encourages writing throughout the day as well as communication between students. Students and teachers enjoy it because it is short and simple, while still beneficial. A quick write lets students review what they have learned in the lesson, having them write a simple paragraph helps ensure that they will remember the knowledge for the next lesson. This strategy is beneficial because it can require students to think critically about what they have learned throughout the day. The question can be general, or detailed to require an analyzation and a true understanding of the information. This strategy can be tweaked so that students can lead their own quick write, allowing for a change in power during class. Students will enjoy this strategy because it ranges from a simple task to a quick and challenging paragraph.
6. Universal 1. Strategy: R.A.F.T. Writing Strategy 2. Submitted by: Cari Marks 3. Resource/ URL to strategy: http://www.learningthroughlistening.org/Classroom-Teaching-Tools/Strategies-and-Activities/Strategies/R-A-F-T-Strategy/349 4. Example: http://www.youtube.com/watch?v=OLJ_32y6lR0 5. Annotation: This strategy can be used across multiple content areas to help students address role, audience, format, and topic. It gets the students to think about all four of these elements when writing their story. It is also good because this gives students choice, but still does set limitations to what they can turn in. 6: Content Area(s): This strategy can be used across multiple content areas, but Science and Reading/ Language Arts are the ones that students would benefit most in.
1. Strategy: R.A.F.T. Writing Strategy
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: http://www.learningthroughlistening.org/Classroom-Teaching-Tools/Strategies-and-Activities/Strategies/R-A-F-T-Strategy/349
4. Example: http://www.youtube.com/watch?v=OLJ_32y6lR0
5. Annotation: This strategy can be used across multiple content areas to help students address role, audience, format, and topic. It gets the students to think about all four of these elements when writing their story. It is also good because this gives students choice, but still does set limitations to what they can turn in. One great thing about this strategy is that it can be used before, during, or after reading. Although it would most likely be done by individual students, this is a strategy that could be done in pairs or small groups. Another thing that I liked about this strategy is that it can be detailed so that it takes more than one day or simple (meaning that it can be completed in one lesson) depending on the teacher's preferences and how much time is available.
6: Content Area(s): This strategy can be used across multiple content areas, but Science and Reading/ Language Arts are the ones that students would benefit most in.
5. I would read aloud to students if they are reading a chapter that is hard to understand, has very important information, or information that correlates to the lesson (more for a history class) I am teaching. Reading a text out loud provides a way for students to access to the material being taught and it helps the students to increase their skills as active listeners. After reading aloud, it will also lead to a discussion on vocabulary, understanding story structures, connecting information, characters and events, and motivating students to read.
6. Reading or diaries/auto-biographies in History.
[u1]Your link though is for a teacher read-aloud. A student and a teacher read aloud are for different purposes and are different strategies. So which were you looking to do?
1. Readers Theater 2. Mallory Hayes 3. http://www.readingrockets.org/strategies/readers_theater/
4.
5. Would use when students need help with fluency, need help build confidence while reading, and when students need help using expression when reading aloud. For readers theater a teacher will find a script with different characters for the students to read. Each student will have a script and will read the lines of a certian character. The students will be encouraged to have expression and the emotions of their character they are reading.
6. Language Arts/Reading 1. Strategy: Reciprocal Teaching
2. Submitted By: Bridget Wojciechowski
3. URL to strategy: http://www.readingquest.org/strat/rt.html
4. Example: http://www.youtube.com/watch?v=Jm4mSVXDCjE
5. Annotation: This is a great strategy because it incorporates predicting, clarifying, questioning, and summarizing. Students are able to do this by predicting before reading and checking as they are reading. Then students clarify unknown words or ideas while reading and ask questions during and after reading to check for understanding, and summarizing the text after reading. One way you could incorporate this strategy into the classroom is by creating a chart that is labeled predicting, clarifying, questioning and summarizing at the top. Students could then fill out this chart as they read a text. This helps students to have a better understanding of what they read and be able to refer back to it at any time.
6. Content Area: This strategy could be used in any content area to check for reading comprehension.
Annotation: Reciprocal Teaching has the students acting as teachers to ask other students about a text. I would use this strategy to get students involved in reading text. I would use it in small reading groups to help students engage with a text. I think this strategy would help students remember the main points of a text. By summarizing and asking questions about a text students will gain greater understanding of the text.
Content Area: History, literature, science
1. Strategy: Role Playing
2. Summited by: Maddie Calcagno
3. Resource/URL:
"Role Playing: Preparing for Difficult Conversations and Situations ." Mind Tools:Essential Skills for an Excellent Career. Mind Tools . Web. 16 Mar 2013. <http://www.mindtools.com/CommSkll/RolePlaying.htm>.
4. Example:
5. Annotation: Role Playing is a strategy that not only benefits students in the classroom, but also is a skill they will use throughout their lives. Students are given a scenario to bring to life. When students are using this strategy they are able to see how it might feel to be a certain individual which will build understanding of a side they may not typically agree with. Also, students will learn how to respond to experiences that will become relevant in challenges they may face later in life. When students are given the opportunity to act out a certain scenario, they have a better chance of remembering and understanding events later in their education. The reason for this is because students will gain ownership and will have a first hand experience on a certain lesson.
6. Content Area: Role Playing is a great strategy that can be used in all content areas.
1. Read Around the Text
2. Paige Cowen
3. http://www.ncte.org/library/nctefiles/resources/journals/vm/0132-dec05/vm0132middle.pdf
4
5. Annotation: This strategy would be used to give a preview to some text, and to help with reading comprehension. The circular design helps students to pick out the important content of the text. It provides scaffolding for students with difficult texts. It would be great to help students who have a hard time picking out main ideas practice to find them. From this when they are on their own they can think of similar questions that were asked, and use those to help them with the meaning of the text they are reading now.
6. Content areas: best for social studies, reading, and science.
1. Quadrant Partners
2. Emily Eckhoff
3. I first read about this strategy in our online textbook, but it is also available here http://ellresources.shutterfly.com/collaborationideas/16
4. In each quadrant, the student has one student sign their name (Billy has Harry sign in his #1 box - Billy signs in Harry's #1 box as well) This way, a teacher can say, "get with your #3 partner" and students will know exactly who that is and not have to take away partner time to figure out who is working with whom, and the teacher can be sure that students are working with different partners throughout the lesson(s) used with this organizer.
5. This strategy is used similar to the "Think Pair Share" strategy and can be used for any topic that allows the students to think freely about it. It can be useful for predicting, for labs in science, for partner work in math, etc. It is a great way to get students moving out of their desks and allows the students to work with partners that they may normally avoid working with.
6. Content areas: This is a universal strategy but could be especially useful in a language arts room.
This puppet project is used as stimulus for children to engage in conversations involving reasoning in primary science lessons. Data was gathered using a variety of methods including audio and video recordings along with an analysis of the data. The data indicates that the puppets are engaging and motivating for children; that they promote talk involving reasoning.
The research focuses on the effectiveness of hand-held puppets to engage primary school children’s attention, challenge their ideas and promote conversations involving reasoning in science.
The key themes emerging from this analysis include:
puppets enhance engagement and motivation
puppets provide a stimulus for talk involving reasoning
puppets engage reluctant speakers
the use of puppets is appropriate across the age range from 4 to 11 years
puppets facilitate changes in the teachers’ practice
Comments about the use of puppets included: “Lessons are more fun” "I understand better with the puppets” ”It inspired my imagination” “You want to answer questions more” “I am much more enthusiastic about learning now we have the puppets”
"6. Content area(s): Some strategies might be universal, others might be more suited to particular content areas, be sure to include this information. Puppets being used with a wide age range of pupils The main research study was carried out with pupils in English schools in Years 3-6, with an age range from 7-11 years.The puppets appear to be effective in providing an interactive narrative which sets a context for learning and provides a purpose for children’s talk and follow-up activity. It is notable that the increase in argument and talk involving reasoning is in relation to explicitly scientific problems, rather than in relation to the socio-scientific issues which are frequently used by researchers to promote argument in science lessons.
5. Annotation (which includes implications and when/why/how you would use this strategy Pen Pals are an effective program that can easily interest and be implemented with students. Pen Pals tie into Language Arts, Social Studies, and Technology. The students can write emails or write using pen and paper for a more personalized letter. Using this program is valuable practice in writing letters in proper format, can increase awareness of societies and cultures from around the world that can be tied into Social Studies and Geography. This program will give students the chance to maintain and ongoing communication with people who live far away and can increase the odds that students will continue to write letters for the rest of their lives. The Pen Pal project can be introduced at the beginning of the year so that it is a continuous project throughout the school year. 6. Content area(s): Some strategies might be universal, others might be more suited to particular content areas, be sure to include this information. This project or program can be used through multiple content areas such as Language Arts, Social Studies, and Technology.
1.REAP 2. Jessica Voellinger 3.REAP resource 4.
REAP chart. Students fill out each section with their own writing, thoughts, and ideas as they enter that specific stage of the strategy
5. REAP is an acronym for Read Encode Annotate PonderS tudents go back to the text for each stage of REAP, each time considering the text differently. Each stage asks the student to analyze the text at a higher level to increase and deepen comprehension. Use this strategy with challenging texts that need to looked at multiple times to gain understanding. This strategy is useful when you want students to keep revisiting a text, and to look at the text in a new way. After you have modeled and provided guided practice with this strategy, ask students to:
R – read on your own
E – encode the text by putting the gist of what you read in your own words
A – annotate the text by writing down the main ideas (notes, significant words,quotes) and the author’s message
P – ponder what you read by thinking and talking with others in order to make personal connections, develop questions about the topic, and/or connect this reading to other reading you have done
6. I would use this strategy in all content areas.
I first learned about this strategy when I observed a third grade classroom. During instructed reading time, the teacher assigned students within their reading groups. The students worked together in pairs to read aloud to the partner the book they were assigned in small groups. As I was viewing the students working together I could see how beneficial it was for the students to work together in pairs and offer feedback to their partner on their reading skills.
Submitted By: Katie Meyers
Resource/URL:
This website is a great resource that outlines why to use partner reading, how to uses it in the classroom, examples and how to use it in differentiated instruction. TThe website also includes a downloadable examples with specific children’s books.
http://www.readingrockets.org/strategies/partner_reading/
Example:
This video is an example of how partner reading can be implanted to work on fluency in a small group. The teacher works with a small group of students and explains how they will be partner reading. She then explains what their goal is and how they will achieve it through partner reading.
http://www.youtube.com/watch?v=36vMU-zgT1M
When would you use the strategy
You would use this strategy during reading instruction in the subjects of language arts, social science , math or science. The strategy can be used with small groups during reading. Partner reading can be used to help students practice critical thinking while reading and practice reading out loud. It also gives the teacher an opportunity to observe the small group of students at a time and offer individual assistance.
Why would you use this strategy
Partner reading is a great strategy to help students work together to critically examine a text. It helps students practice giving feedback and practice monitoring comprehension while they read. Partner reading also gives students a model of what fluent reading is like and helps them learn and practice decoding skills by offering feedback to their partner. This strategy also helps teachers a chance to observe the small groups and offer additional support to students who need it.
How would you use this strategy
I would first choose an assigned text in the content area I am working on and introduce it to the class. Then I would model how partner reading looks like by showing the coach and player roles and how to respectfully correct any reading mistakes and take turns being in both roles. With the article I introduced I would model Then I would assign partners with students are at excelled level of reading skills with students who need extra support in working on their reading skills. I would then have the students work together in their partners and monitor the progress of each group. To students who were still struggling, I would offer extra support.
Content Area(s):
This strategy can be used in any content area and is not just specific for language arts. Partner reading can be used in all content areas to help students understand readings assigned in the content area. The way partner reading is implemented in social science, science, math and language arts is the same but with some modifications the teacher can make.
Strategy: Peg word Strategy
Submitted by: Katie Thompson
Resource/URL to strategy:
http://wordpress.ed.pacificu.edu/dimockpsych/2011/12/14/mnemonic-strategies/
Example:
|| One is bun
http://w3.shorecrest.org/~Lisa_Peck/2009/Freshmen_guide/peg_word.htm
Annotation (which includes implications and when/why/how you would use this strategy:
Now that you know the peg words, you can use them to "hang" new information. For example, lets say you have to memorize the first ten presidents. Using the peg word system, think of some silly visual mental picture of the word BUN and the first president of the United States. The key is to make the association vivid, colorful, silly, and ridiculous. Be sure to include some movement in the mental picture as well. Here is an example: Think about George Washington washing a ton of buns. I might picture Washington leaning over an old fashion wash tub on his hands and knees (with his knickers on) scrubbing a ton of buns. I might even picture his wooden teeth falling into the tub and eating the buns. Like I said, the sillier the association is, the more likely you are to remember the new information.
Content area(s): Peg words can be used across all contents but more specifically when using numbers as shown in the example above.
1. Poetry Slam
2. Shere Brouillette
3. http://www.educationworld.com/a_lesson/02/lp262-04.shtml
4.
-example of a bigger event http://www.youtube.com/watch?v=RrwSagT5i-s
- example of a smaller in class activity http://www.youtube.com/watch?v=q4QlVipj3Ik&list=PL4D3F804E1B93CE03&index=1
5. A poetry slam could be done in class like speeches, as a whole school event like a talent show, or like a field trip maybe at a coffee shop or theater. It engages students in the literary form of poetry as well as the performing arts. It can be used to celebrate cultural diversity, historical or current issues, or explore the language arts. Students can perform their own original works or that of another (maybe a unit on famous writers) but the point is that it is fun and engaging. In addition to furthering understanding of this form of literature and expanding students vocabulary it helps to develop research and communication skills while building courage and confidence in students as individuals as well as comradery as a class and brakes the monotony of a typical day in class. Be creative, make it fun and make it fit!
6. This best fits Social studies, Language arts, theater/humanities classes.
1. Possible Sentences
2. Dena Boyd
3. Broadening the Lens of Literacy
4.https://www.youtube.com/watch?v=DbcJuQg4y_Y
5. This teaching strategy could be used individually or in a group. This would be presented with new vocabulary is given or when a new book is handed out. Why use this strategy is to show students and the teacher what the students already know about the topic or what their personal bias attitude might be towards the subject.
6. This strategy could work in LA to help students learn vocabulary. Also in science, math, or P.E. this could be used to help determine what students already know and what they think about the topic.
1. Strategy: Power Thinking
2. Submitted by: Bridget Wojciechowski
3.
http://www.readingquest.org/strat/pto.html
4.
http://www.readingquest.org/strat/pto.html
1: Geometry
2: Shapes
3: Three sides-triangle
4: Scalene
4: Isosceles
4: Right
3: Four sides-quadrilateral
4: Square
4: Rectangle
4: Rhombus
5.Annotation: Power thinking is an excellent way for students to organize and outline information of a text to aid in comprehension. This strategy works as starting with power one (1.). as the main idea and power number two (2.) is the breakdown of the talking points of the main idea. Power three (3.) is the details to support the power two talking points and power four (4.) is the details to support a power three thought. I would use this strategy for reading comprehension. For example students could read a chapter about the solar systems and fill out the chart with each planet and its different characteristics. All in all, this is a great strategy to help students organize their thoughts into a series of power thoughts.
6. Content Area: This strategy can be used in all content areas.
1. Strategy: Problem Solving
2. Submitted by: Maddie Calcagno
3.Resource/URL to Strategy: Perry , Dave, Jennifer Berthelot, and David Pratte. "What is Problem Solving?." Instructional Strategies Online . Saskatoon Public Schools, n.d. Web. 16 Mar 2013. <http://olc.spsd.sk.ca/DE/PD/instr/strats/psolving/index.html>.
4. Example:
5.Annotation: Problem Solving is having the students observe different problems and create ways of solving in multiple ways trying to find the best possible solution. Problem Solving can be done in multiple ways as seen in the video having the students work collaboratively creating posters to represent their findings. This will encourage the students to define, analyze, and discuss solutions for various problems. Once the students find solutions they next have to present the solution in a way that will teach and gain understanding for the class.
6. Content Areas: This strategy can be used in all subject areas.
1. Quick Write/One Minute Paper
2. Stephanie Davis
3. http://www.upei.ca/uwc/wac/strategies/quickwrite.html
4.
5. This strategy can be used at the end of a lesson, simply asking "What have you learned today?". This strategy encourages writing throughout the day as well as communication between students. Students and teachers enjoy it because it is short and simple, while still beneficial. A quick write lets students review what they have learned in the lesson, having them write a simple paragraph helps ensure that they will remember the knowledge for the next lesson. This strategy is beneficial because it can require students to think critically about what they have learned throughout the day. The question can be general, or detailed to require an analyzation and a true understanding of the information. This strategy can be tweaked so that students can lead their own quick write, allowing for a change in power during class. Students will enjoy this strategy because it ranges from a simple task to a quick and challenging paragraph.
6. Universal
1. Strategy: R.A.F.T. Writing Strategy
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: http://www.learningthroughlistening.org/Classroom-Teaching-Tools/Strategies-and-Activities/Strategies/R-A-F-T-Strategy/349
4. Example: http://www.youtube.com/watch?v=OLJ_32y6lR0
5. Annotation: This strategy can be used across multiple content areas to help students address role, audience, format, and topic. It gets the students to think about all four of these elements when writing their story. It is also good because this gives students choice, but still does set limitations to what they can turn in.
6: Content Area(s): This strategy can be used across multiple content areas, but Science and Reading/ Language Arts are the ones that students would benefit most in.
1. Strategy: R.A.F.T. Writing Strategy
2. Submitted by: Cari Marks
3. Resource/ URL to strategy: http://www.learningthroughlistening.org/Classroom-Teaching-Tools/Strategies-and-Activities/Strategies/R-A-F-T-Strategy/349
4. Example: http://www.youtube.com/watch?v=OLJ_32y6lR0
5. Annotation: This strategy can be used across multiple content areas to help students address role, audience, format, and topic. It gets the students to think about all four of these elements when writing their story. It is also good because this gives students choice, but still does set limitations to what they can turn in. One great thing about this strategy is that it can be used before, during, or after reading. Although it would most likely be done by individual students, this is a strategy that could be done in pairs or small groups. Another thing that I liked about this strategy is that it can be detailed so that it takes more than one day or simple (meaning that it can be completed in one lesson) depending on the teacher's preferences and how much time is available.
6: Content Area(s): This strategy can be used across multiple content areas, but Science and Reading/ Language Arts are the ones that students would benefit most in.
1. Read Aloud
2. Kate Metzler
3. IRA/NCTE. (2013). Teacher read-aloud that models reading for deep understanding. Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/teacher-read-aloud-that-30799.html
4. http://www.youtube.com/watch?v=DnHHK23fpPk
5. I would read aloud to students if they are reading a chapter that is hard to understand, has very important information, or information that correlates to the lesson (more for a history class) I am teaching. Reading a text out loud provides a way for students to access to the material being taught and it helps the students to increase their skills as active listeners. After reading aloud, it will also lead to a discussion on vocabulary, understanding story structures, connecting information, characters and events, and motivating students to read.
6. Reading or diaries/auto-biographies in History.
[u1]Your link though is for a teacher read-aloud. A student and a teacher read aloud are for different purposes and are different strategies. So which were you looking to do?
1. Readers Theater
2. Mallory Hayes
3. http://www.readingrockets.org/strategies/readers_theater/
4.
5. Would use when students need help with fluency, need help build confidence while reading, and when students need help using expression when reading aloud. For readers theater a teacher will find a script with different characters for the students to read. Each student will have a script and will read the lines of a certian character. The students will be encouraged to have expression and the emotions of their character they are reading.
6. Language Arts/Reading
1. Strategy: Reciprocal Teaching
2. Submitted By: Bridget Wojciechowski
3. URL to strategy:
http://www.readingquest.org/strat/rt.html
4. Example:
http://www.youtube.com/watch?v=Jm4mSVXDCjE
5. Annotation: This is a great strategy because it incorporates predicting, clarifying, questioning, and summarizing. Students are able to do this by predicting before reading and checking as they are reading. Then students clarify unknown words or ideas while reading and ask questions during and after reading to check for understanding, and summarizing the text after reading. One way you could incorporate this strategy into the classroom is by creating a chart that is labeled predicting, clarifying, questioning and summarizing at the top. Students could then fill out this chart as they read a text. This helps students to have a better understanding of what they read and be able to refer back to it at any time.
6. Content Area: This strategy could be used in any content area to check for reading comprehension.
1. Strategy: Role Playing
2. Summited by: Maddie Calcagno
3. Resource/URL:
"Role Playing: Preparing for Difficult Conversations and Situations ." Mind Tools:Essential Skills for an Excellent Career. Mind Tools . Web. 16 Mar 2013. <http://www.mindtools.com/CommSkll/RolePlaying.htm>.
4. Example:
5. Annotation: Role Playing is a strategy that not only benefits students in the classroom, but also is a skill they will use throughout their lives. Students are given a scenario to bring to life. When students are using this strategy they are able to see how it might feel to be a certain individual which will build understanding of a side they may not typically agree with. Also, students will learn how to respond to experiences that will become relevant in challenges they may face later in life. When students are given the opportunity to act out a certain scenario, they have a better chance of remembering and understanding events later in their education. The reason for this is because students will gain ownership and will have a first hand experience on a certain lesson.
6. Content Area: Role Playing is a great strategy that can be used in all content areas.
1. Read Around the Text
2. Paige Cowen
3. http://www.ncte.org/library/nctefiles/resources/journals/vm/0132-dec05/vm0132middle.pdf
4
5. Annotation: This strategy would be used to give a preview to some text, and to help with reading comprehension. The circular design helps students to pick out the important content of the text. It provides scaffolding for students with difficult texts. It would be great to help students who have a hard time picking out main ideas practice to find them. From this when they are on their own they can think of similar questions that were asked, and use those to help them with the meaning of the text they are reading now.
6. Content areas: best for social studies, reading, and science.
1. Quadrant Partners
2. Emily Eckhoff
3. I first read about this strategy in our online textbook, but it is also available here
http://ellresources.shutterfly.com/collaborationideas/16
4.
In each quadrant, the student has one student sign their name (Billy has Harry sign in his #1 box - Billy signs in Harry's #1 box as well) This way, a teacher can say, "get with your #3 partner" and students will know exactly who that is and not have to take away partner time to figure out who is working with whom, and the teacher can be sure that students are working with different partners throughout the lesson(s) used with this organizer.
5. This strategy is used similar to the "Think Pair Share" strategy and can be used for any topic that allows the students to think freely about it. It can be useful for predicting, for labs in science, for partner work in math, etc. It is a great way to get students moving out of their desks and allows the students to work with partners that they may normally avoid working with.
6. Content areas: This is a universal strategy but could be especially useful in a language arts room.
2. Submitted by: Katie Thompson
3. Resource/URL to strategy: www.puppetsproject.com/documents/ESERA-book-chapter.doc
4. Example: This could include a video, picture, etc.
http://www.slideshare.net/Laurarmesto/puppets-10518970
http://youtu.be/89nQMdmGYjA
5. Annotation (which includes implications and when/why/how you would use this strategy?
This puppet project is used as stimulus for children to engage in conversations involving reasoning in primary science lessons. Data was gathered using a variety of methods including audio and video recordings along with an analysis of the data. The data indicates that the puppets are engaging and motivating for children; that they promote talk involving reasoning.
The research focuses on the effectiveness of hand-held puppets to engage primary school children’s attention, challenge their ideas and promote conversations involving reasoning in science.
The key themes emerging from this analysis include:
Comments about the use of puppets included:
“Lessons are more fun”
"I understand better with the puppets”
”It inspired my imagination”
“You want to answer questions more”
“I am much more enthusiastic about learning now we have the puppets”
"6. Content area(s): Some strategies might be universal, others might be more suited to particular content areas, be sure to include this information.
Puppets being used with a wide age range of pupils
The main research study was carried out with pupils in English schools in Years 3-6, with an age range from 7-11 years.The puppets appear to be effective in providing an interactive narrative which sets a context for learning and provides a purpose for children’s talk and follow-up activity. It is notable that the increase in argument and talk involving reasoning is in relation to explicitly scientific problems, rather than in relation to the socio-scientific issues which are frequently used by researchers to promote argument in science lessons.
1. Strategy: Pen Pals
2. Submitted by: Katie Thompson
3. Resource/URL to strategy:http://k6educators.about.com/od/languagearts/l/aa090201.htm
4. Example: This could include a video, picture, etc.
http://media.tumblr.com/tumblr_mduvgpx4Fq1qzestx.jpg
5. Annotation (which includes implications and when/why/how you would use this strategy
Pen Pals are an effective program that can easily interest and be implemented with students. Pen Pals tie into Language Arts, Social Studies, and Technology. The students can write emails or write using pen and paper for a more personalized letter. Using this program is valuable practice in writing letters in proper format, can increase awareness of societies and cultures from around the world that can be tied into Social Studies and Geography. This program will give students the chance to maintain and ongoing communication with people who live far away and can increase the odds that students will continue to write letters for the rest of their lives. The Pen Pal project can be introduced at the beginning of the year so that it is a continuous project throughout the school year.
6. Content area(s): Some strategies might be universal, others might be more suited to particular content areas, be sure to include this information.
This project or program can be used through multiple content areas such as Language Arts, Social Studies, and Technology.
1.REAP
2. Jessica Voellinger
3. REAP resource
4.
REAP chart. Students fill out each section with their own writing, thoughts, and ideas as they enter that specific stage of the strategy
5. REAP is an acronym for Read Encode Annotate PonderS tudents go back to the text for each stage of REAP, each time considering the text differently. Each stage asks the student to analyze the text at a higher level to increase and deepen comprehension. Use this strategy with challenging texts that need to looked at multiple times to gain understanding. This strategy is useful when you want students to keep revisiting a text, and to look at the text in a new way. After you have modeled and provided guided practice with this strategy, ask students to:
- R – read on your own
- E – encode the text by putting the gist of what you read in your own words
- A – annotate the text by writing down the main ideas (notes, significant words,quotes) and the author’s message
- P – ponder what you read by thinking and talking with others in order to make personal connections, develop questions about the topic, and/or connect this reading to other reading you have done
6. I would use this strategy in all content areas.