Strategy Purpose Procedure Classroom

Application
1. Line Up -Opportunity to 1) Select a topic -Sentence line-up
-Sharon Bossano talk that requires -Events in a story
-To cement students to
understanding of complete a
sequence sequential task
2) Students line
up in order
3) Share Out
2. Morning pages -To begin to clear First thing in the -To build schema
Escritura the clutter of the morning write for -Formative
matutina mind 10 minutes Assessment
-To be more
Julia Cameron creative or
The Right to
intuitive
Write
3. Sprinting - To get students Students write for -Helps students
into the habit of 10 minutes while access their prior
writing about teacher calls out knowledge
many topics different topics to -Motivates
-To have students write on students to write
write down as long and strong
much as they can about topics they
and their enjoy
thoughts on a
topic
4. Writing from -To write from 1) Teacher -History: different
Both Sides of the what you models perspectives
Rock see/remember as 5 minutes: "I (e.g., colonists vs.
-Natalie Goldberg well as the remember..." Native
underbelly 5 minutes: "I do Americans)
-Two points of not remember.."
view 2) Have students -Literature: tell
write story from
different
perspectives
5. Writers To incubate ideas Students write -Readers
Notebook for writing and generate Workshop:
ideas in their students can
 notebooks write down
strategies and
skills they are
learning which
they can practice
as they read
independently
-Writers
Workshop:
Students can use
their notebooks
to generate ideas
they will be
writing about
during class
6. Academic -Tap prior 1)Display -Readers
Language knowledge different Workshop: This
Corners - Promote illustrations. can be used to
language 2) Using stickies, have students
development students label
create a rich
(nouns,
vocabulary
synonyms, verbs,
through reading.
adjectives).
3) Frame voc.
using functions
and structures.
4) Students share
their sentence
forms.
7. Pictoral -To build on prior 1) Cut up -This strategy can
Conversations experiences and illustrations. be used in
to describe an 2) Distribute various subjects
illustration pieces. to have students
3) Find pieces increase their
that go together. knowledge on a
4) In groups
particular topic
describe
illustrations using
sentence forms.
8. Open Word -To observe what 1) In groups -Formative
Sort students know students work Assessment
-Bear, et. al. -Collaborative
 together to sort Work
words
9. Reciprocal - Comprehensible 1) Partner A: -Collaborative
Reading Buddy Input Read the first Work
-Palinscar & -Collaboration paragraph -Helps students
Brown, 1984 2) Partner B: better
Listen. understand a
Summarize. Ask a topic
clarifying -Provides
question. scaffolding and
3) Partner A: support for
Respond to struggling
partner readers
4) Partner B:
Respond to
partner
Repeat Process
10. Line of - Check for 1) Line Up (two -Can be done
Communication Understanding lines face each before, during,
-Solidifying other and form a and after reading
Content circle, an outer
-Productive and inner circle)
Language 2) One circle
rotates
11. Reciprocal -Accountability 1) Put students in -Checking for
Teaching -Produce groups of four meaning
Language 2) Give each -Making
-Comprehensible student a task productive
Input card that gives language
each student
their role
3) Have students
read through a
section of text
and then stop to
jot down notes
that their role
requires them to.
4) Students will
teach each
member what
they discovered
based on their
assigned role
5) Students
rotate role
position