Strategy Purpose Procedure Classroom Application

1. Line-Up Opportunity to Select a topic that Sentence line-up

(Sharron talk requires student to Events in a story
Bassano) To cement complete a
understanding sequential task
of sequence Students line up in
order
Share out
2. Morning To begin to First thing in the Morning routine
Message clear the clutter morning write for To build schema
(Julia of the mind 10 minutes Summative
Cameron) To be more Give little assessment
creative and guidelines, allow Becoming a fluent
intuitive the students to be writer
free to write Pre-writing
assessments
Post-writing
assessment
3. Sprinting To help 10 minutes to write center time
(Natalie students build everyday warm up
Goldberg) up reading teacher gives one morning routine
stamina word, students helps develop
Student learn write about it writing
to think fast next, the teacher
and write yells another word,
quickly about they can continue
topics to write about the
first word, or the
new word
this continues until
the sprinting
writing is over
4. Writing from To write what Teacher modeling Likes/dislikes -
both sides of you see Write for 5 pro/con
the rock Remember as minutes Happy/Sad -
(Natalie well as Share out with compare/contrast
Goldberg) underbelly
A/B partners Can do/Cannot do
 To look from Share out with Learned/Did not
different points group learn
of view and
helps us to
become better
writers
5. Writers To incubate Students spend 10- Develop a students
Notebook ideas for 15 minutes writing writing habits and
(Ralph writing No emphasis on feelings
Fletcher) Develop writing writing structure Can be used as the
stamina or grammatical beginning of the
Improve components day or at the start
students Students write as of each writing
feelings towards much as they can lesson
writing by in that time
letting them
enjoy writing,
not dread it
6. Academic Allows the Teacher displays Developing
language teacher to tap different collaborative/group
Corner into prior illustrations work skills
knowledge Using sticky-notes, Building, writing
Promotes students labels the scheme, and
language pictures (nouns, understanding
development verbs, synonyms, Understanding the
adjectives, ect.) different parts of
Frame vocabulary speech and how to
using functions properly use them
and structures
Students share
their sentence
forms
Teacher mediates
language or
challenges
students to come
up with
 synonyms or
more
sophisticated
labels.
Then students
are directed to use
a specific
language function
and structure
within which to
frame their
vocabulary.
Share out predict
7. Reciprocal Accountability Students are put Checking for
Teaching Produce into groups of four meaning making
language skills Each student Producing
Comprehensible receives a role language
input (summarizer, Collaborative
questioner, groups
clarifier, and
predictor)
Students read a
selected text
Each member
completes their role
8. Read like a Understand Re-read the text Literacy
writer (Katie motive of Notice something /Reading
Wood Ray) authors about craft Language
writing Talk about it make -comprehension
a theory about why
-point of view
the author used the
-deeper thoughts
craft
-clarity
-main idea
-style (writing)
9. Writing from Experiences Write a friend a Writing
one genre to with writing letter about special development
another Helps go place (narrative,
(Natalie deeper and informative,
Goldberg) deeper, and persuasive)

reflect on Have students

things that write a descriptive
are piece of their
meaningful favorite play.
Have students use
the play they just
wrote about as
the setting of a
fictional
narrative.
Think of a special
place.
-write a letter
telling a friend
about this
place
-write directions
on how to get
to this place
-Begin to write
a fairy-tale
that includes
your special
place
10. Close Reading Integrating Read the text Re-reading text to
language to all Re-read text for focus on different
content different purposes purposes
Develop This can be done
language and seen in all
content areas
 Develop
understanding
and
comprehension
of a text
11. Line of Check for Students line up in Before/during/after
communication understanding two lines, facing reading
Productive one another
language One line moves,
Solidify while the other
learning stays. This way the
Practice students can
communication meet/talk with
skills severed partners
12. Interactive Feedback Write for 10 Allow students to
journal interpretive minutes respond to their
Collaborative Switch journals in peers
Productive groups assessment
Other students
respond 5 minutes
13. Community Energizes Students make a Transition
Circle students circle between activities
Builds Music-teacher Small break
classroom leads students in between testing
community movement Physical
Lower affective Choose student to Activity/Warm-
filter lead Up
Motor Skills Repeat 5 - 10
minutes
14. Pictorial To build on Cut up Learning about
Conversation prior illustrations time-lines
experiences Distribute pieces Sequencing a story
To help Find pieces that go Re-telling a story
children together for comprehension
describe an In groups, describe Understanding
illustration illustrations using story structure
sentence forms
 15. Open word sort To observe Words are cut up Learning spelling
what students and mixed patterns
know, students In groups, students Understanding
knowledge work together to parts of speech
sort words into (nouns, verbs,
categories adjectives)