"Appointment Clock"
The "appointment clock" is an alternative way for teachers to decide partner work for students. Have the students pick classmates to fill in on the clock handout (below). There should be a different student at each time. Whenever a teacher wants the students to do partner work, tell them to meet with a certain time on their appointment clock.
The "appointment clock" is an alternative way for teachers to decide partner work for students. Have the students pick classmates to fill in on the clock handout (below). There should be a different student at each time. Whenever a teacher wants the students to do partner work, tell them to meet with a certain time on their appointment clock.
![](http://www.weebly.com/weebly/images/file_icons/image.png)
83528162-1.png | |
File Size: | 129 kb |
File Type: | png |
"SPAWN"
Meaningful thinking writing activity for students to help in learning, reflecting, and critical thinking.
Special Powers: what would the students change of the given text/topic, they should include what they changed, why and the outcome of the changes.
Problem Solving: what are possible solutions to the problems in the text being studied.
Alternative Viewpoints: write a given topic or story for a different perspectives.
What If?: teacher presents part of the topic or story that has changed, then students are to write about that change (what would happen if that change happened?)
Next: what will the story or author talk about next, explain the logic of what they think will happen next.
"RAFT"
This activity gives insight into students' understanding of given texts/topics by asking them to elaborate on their ideas and explore questions.
Role: who is the writer? what perspective is it coming from? (not a "student" role)
Audience:who is being written to?
Format: what form is the writing in? (a letter, a diary entry etc)
Topic: what is being written about?
"Problematic Situations"
Teacher gives students a problem and asks them to work either individually or in groups to come up with possible solutions and decide which solution is best to solve the problem.
"Possible Sentences"
Meaningful thinking writing activity for students to help in learning, reflecting, and critical thinking.
Special Powers: what would the students change of the given text/topic, they should include what they changed, why and the outcome of the changes.
Problem Solving: what are possible solutions to the problems in the text being studied.
Alternative Viewpoints: write a given topic or story for a different perspectives.
What If?: teacher presents part of the topic or story that has changed, then students are to write about that change (what would happen if that change happened?)
Next: what will the story or author talk about next, explain the logic of what they think will happen next.
"RAFT"
This activity gives insight into students' understanding of given texts/topics by asking them to elaborate on their ideas and explore questions.
Role: who is the writer? what perspective is it coming from? (not a "student" role)
Audience:who is being written to?
Format: what form is the writing in? (a letter, a diary entry etc)
Topic: what is being written about?
"Problematic Situations"
Teacher gives students a problem and asks them to work either individually or in groups to come up with possible solutions and decide which solution is best to solve the problem.
"Possible Sentences"
- Select the core vocabulary words from the reading selection.
- Write and say each word. Ask students to write and say the words as well.
- Instruct students to select pairs of words and write a sentence using those pairs. Their sentences should be “possible sentences” that will appear in the text they are going to read.
- Have students share their sentences as a whole or small group, and discuss the sentences for plausibility.
- Have students read the text to check the accuracy of their sentences.
- After reading, students will need to discuss in their groups whether any of their sentences need to be corrected.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
think_pair_share.docx | |
File Size: | 18 kb |
File Type: | docx |
"Rereading with a Purpose"
Students should know that rereading is valuable. First give the students a short text/passage to read, have them read it 3 times. Each time they read the passage they should rate their understanding of it on a scale of 1-10, then discuss ratings when finished. No use of dictionaries, but students may write questions they have.
Readings broken down:
1st reading- focus on questions, predictions, responses
2nd reading- focus on detail of passage/text, and new knowledge
3rd reading- focus on details and new knowledge
"Think Aloud"
reading out loud. Reader reads short passage and pauses whenever thoughts come to mind. Teacher can also give students when to stop and think throughout the text/passage. Students should make connections, discuss images in their minds, identify problems them encounter, ask questions when curious or confused, clarify meaning, make comments on something they like or dislike.
"Somebody Wanted But So"
students are to summarize events surrounding the decisions of the characters in given text. Identify people (somebody), goals/motivations (wanted), conflicts (but), and the outcome (so).
Students should know that rereading is valuable. First give the students a short text/passage to read, have them read it 3 times. Each time they read the passage they should rate their understanding of it on a scale of 1-10, then discuss ratings when finished. No use of dictionaries, but students may write questions they have.
Readings broken down:
1st reading- focus on questions, predictions, responses
2nd reading- focus on detail of passage/text, and new knowledge
3rd reading- focus on details and new knowledge
"Think Aloud"
reading out loud. Reader reads short passage and pauses whenever thoughts come to mind. Teacher can also give students when to stop and think throughout the text/passage. Students should make connections, discuss images in their minds, identify problems them encounter, ask questions when curious or confused, clarify meaning, make comments on something they like or dislike.
"Somebody Wanted But So"
students are to summarize events surrounding the decisions of the characters in given text. Identify people (somebody), goals/motivations (wanted), conflicts (but), and the outcome (so).
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
somebody_wanted_but_so.docx | |
File Size: | 13 kb |
File Type: | docx |
"Probable Passage"
Pre-reading strategy where students working in groups predict what text is about.
Pre-reading strategy where students working in groups predict what text is about.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
probable_passage_templete_for_non-fiction.pdf | |
File Size: | 30 kb |
File Type: |
"Perspectives"
While using a text students are to consider issues and concepts from different points of view other than the main character.
"Menu"
The teacher creates a "Menu" chart which provides activity choices for the students.
Appetizer: students pick 1 activity out of 2-4 choices
Main dish: all items on list must be completed by all students
Side dishes: students get to pick 2 options out of 4
Desert: optional options for students
"KWHL"
While using a text students are to consider issues and concepts from different points of view other than the main character.
"Menu"
The teacher creates a "Menu" chart which provides activity choices for the students.
Appetizer: students pick 1 activity out of 2-4 choices
Main dish: all items on list must be completed by all students
Side dishes: students get to pick 2 options out of 4
Desert: optional options for students
"KWHL"
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
kwhl_chart.docx | |
File Size: | 13 kb |
File Type: | docx |
"Alternate Consequences"
handouts.
part 1: Record character, choices he/she made, and consequences
part 2: brainstorm other choices and the consequences that would follow
part 3: select best choice and why
handouts.
part 1: Record character, choices he/she made, and consequences
part 2: brainstorm other choices and the consequences that would follow
part 3: select best choice and why
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
acpart1.docx | |
File Size: | 28 kb |
File Type: | docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
acpart2.docx | |
File Size: | 37 kb |
File Type: | docx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
acpart3.docx | |
File Size: | 35 kb |
File Type: | docx |