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Strategies
Amy Bowden
Vocabulary
Strategies
Provides students with a visual of the word that they are learning.
Promotes critical thinking and helps students to identify and
understand unfamiliar vocabulary
Draws on a student's prior knowledge to build connections among
new concepts and creates a visual reference by which students
learn to compare attributes and examples
Weaknesses
-
Steps:
1. Create a Crossword puzzle either by hand or by generator on
computer.
2. Give students a word bank.
3. For each word that they must find, provide a definition for each word.
Steps:
1.
2.
3.
4.
Example:
English Language
Learning (ELL)
Strategies
Steps:
1. Create a bulletin board display using our students native language.
2. Include signs, news articles, and other items related to your particular
content area.
Example:
Name: Labels
Citation:
(2011). Second Language Strategies. In J. E. Thomas W. Bean, Content Area
Literacy: An Integrated Approach (pp. 40-41). Dubuque, IA: Kendall Hunt
Publishing Company.
Steps:
1. Find everyday items within the classroom
2. Write labels that include both English and other languages and place
them on the appropriate material.
3. Have students come in and identify a material and teach the word in
the opposite language.
Example:
Steps:
1. Have students read a specific prompt
2. After reading prompt, proceed to instruct students to write their
reactions, predictions and questions in a notebook.
Example:
Date
Material Read
12/24/1992
Writing
Learning
Strategies
Steps:
1.
2.
3.
4.
Example:
Date
Composition
Name: Rewrite
Citation:
(2011). Second Language Strategies. In J. E. Thomas W. Bean, Content Area
Literacy: An Integrated Approach (pp. 40-41). Dubuque, IA: Kendall Hunt
Publishing Company.
Steps:
1. Find a reading assignment associated with the content being studied
2. Have students write verses for a song about the topic
3. Give students a copy of the final product while the teacher sings the
piece and have them follow along.
4. Have students get into small groups and discuss the learned material
and have them come up with an allotted amount of facts learned about
the topic
Example:
Crab Spiders (key of E; blues shuffle)
Verse 1
Crab spiders hang their webs all over the place
I go outside to work and they just get tangled in my face
Well I hit them with my rake and they stick to my hand
Crawling up my arm like Sherman tanks in sand
I finally decided what Im gonna do,
Collect all my crab spiders and take em to school (repeat)
Well Ill let them go when my teacher isnt lookin and theyll cause
So much trouble shell send us outside when shes searchin
Steps:
1. List on the board or overhead key terms from a chapter or reading
selection. They should be well defined by context and pronounced
correctly for students.
2. Provide a passage that includes the words provided
3. Have students write a sentence using two of the words listed
4. Then have students reread through the chapter to verify whether they
used the words correctly.
5. Have students provide corrected examples in their notebooks after
they are corrected together on the board/overhead
Example:
Study
Skills/Test
Taking
Steps:
1. Have students divide their notebook pages in 40/60 manner and
instruct them to only take notes on the left hand side. The idea is for
them to jot down a few notes while still listening intently to the lecture.
2. Have students reorganize their notes in an outline format (instruct
outline format if needed) in their own words.
Example:
Verbatim
transcription
40%
Re-written notes
60%
Steps:
*Test students in a manner comparable to state test material
1. Include multiple choice items
2. Include at least one performance item--- short essay--- that follows the
rubric for your state
3. Ease stress by making the test Open Book
4. Keep the test timed
5. Use standardized forms to record/bubble in answers
Strengths and Weaknesses
Providing an easy-going test environment helps students with test anxiety.
By timing the test it aids students in adjusting the amount of time that they
spend on each question. While the easy assessment is beneficial, it is not the
actual state mandated test so students cant be fully prepared for the test
and they are not allowed to use textbooks during the actual exam.
Steps:
1. Tells students that they are taking a fake pop quiz on material that they
have recently learned and that it wont affect their grade.
2. Give the quiz out
3. Once the students have finish, have them trade their tests back in and
redistribute the papers at random and grade them.
4. Give tests back to original student and go over the answers.
Example: