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Think-Pair-Share with Visual Support / Sentence Starters

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Think-Pair-Share with Visual Support / Sentence Starters

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EL- Use visuals, graphic organizers, or bilingual supports during the “think” phase. Provide sentence frames (e.g. “I think because,” “In my culture, ____”) so EL students have linguistic scaffolds for discussion. This helps them engage, reduces language anxiety, and ensures they can contribute to peer discussions.

Students with Disabilities - Integrate formative check-ins using low-stakes polls, exit tickets (paper or digital), or “traffic light” cards (green = good, yellow = confused, red = help). For digital, use tools like Poll Everywhere or Google Forms quick polls during lessons. These allow the teacher to monitor comprehension in real time and provide immediate scaffolding or differentiation. This supports self-efficacy and ensures students don’t disengage when confused.

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Padlet Gallery + Peer Comments/Quizizz or Kahoot for Formative Assessment & Motivation

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Padlet Gallery + Peer Comments/Quizizz or Kahoot for Formative Assessment & Motivation

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Use Padlet (https://padlet.com) as a “wall” where each student posts their response and others comment, “like,” or reply. You can structure it as a gallery walk.
This fosters asynchronous peer interaction, gives students an authentic audience, and allows time for reflection and revision.Use Quizizz (https://quizizz.com) or Kahoot! (https://kahoot.com) for brief, fun formative checks. Students answer on their devices; the teacher views class trends and addresses misconceptions. These tools add gamified elements (points, speed, leaderboards) that increase motivation.

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1. Morning Meeting Check- Ins- Grades K-2/3-5 

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1. Morning Meeting Check- Ins- Grades K-2/3-5 

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Purpose: Build classroom community and encourage emotional sharing.
Tool Suggestions:

Flip (video responses)

ClassDojo for mood tracking and check-ins.

Seesaw (drawing and audio features)
Outcome: Establishes routine, supports emotional expression, and builds teacher-student rapport.

Explanation: Begin the day with a short check-in using visual prompts, emotion charts, or digital tools to assess students' emotional states.

Engagement & Motivation: Builds a sense of community, increases emotional safety, and sets a positive tone for learning.
Special Populations: Especially effective for young learners and EL students due to visual and routine-based structure.

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2. Digital Choice Boards- Grades K-2/3-5

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2. Digital Choice Boards- Grades K-2/3-5

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Explanation: Interactive boards (e.g., Google Slides) that give students a choice of how to learn or show understanding.

Engagement & Motivation: Promotes autonomy, taps into interests, and accommodates different learning styles.

Tool Example: Canva for Education
Digital Learning Strategy: Yes
Scholarly Support: Autonomy-supportive learning environments increase intrinsic motivation (Deci & Ryan, 2000).

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3.  Think-Pair-Share / Turn & Talk- Grades K-2/3–5/6–8

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3.  Think-Pair-Share / Turn & Talk- Grades K-2/3–5/6–8

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Explanation: Structured oral response strategy: think individually, discuss with a peer, then share with the class.
Engagement & Motivation: Promotes active participation, verbal reasoning, and peer interaction.
Special Populations: Supports EL students by offering structured rehearsal before whole-group sharing.
Scholarly Support: Social interaction scaffolds language acquisition and comprehension (Vygotsky, 1978; Calderón et al., 2011).

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4. Gamified Learning with Tools like Kahoot! - Grades 3–5/6–8

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4. Gamified Learning with Tools like Kahoot! - Grades 3–5/6–8

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Explanation: Use digital game platforms to quiz students on content with immediate feedback.
Engagement & Motivation: Turns learning into a game, supports healthy competition, and provides instant feedback.
Tool Example: Kahoot!
Digital Learning Strategy: Yes
Scholarly Support: Game-based learning improves attention and intrinsic motivation (Hamari et al., 2016).

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5. Collaborative Group Projects- Grades 3–5, 6–8

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5. Collaborative Group Projects- Grades 3–5, 6–8

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Explanation: Students work in teams to research, plan, and present a topic or solve a problem together.

Engagement & Motivation: Encourages peer accountability, deeper learning, and development of communication skills.

Special Populations: Great for students with disabilities

through differentiated roles and peer support.

Scholarly Support: Collaborative learning builds problem-solving and social skills (Gillies, 2016).

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6.Reflection Journals (Digital or Paper-Based) - K–2/3–5

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6.Reflection Journals (Digital or Paper-Based) - K–2/3–5

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Explanation: Regular journaling to set goals, reflect on learning, or process challenges.

Engagement & Motivation: Builds metacognitive awareness and personal connection to learning.

Tool Suggestion: Google Docs or Microsoft OneNote, Notebook

Scholarly Support: Reflective practices enhance self-regulated learning (Zimmerman, 2002).

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7. Flipped Learning with Video Lessons- Grades 3-5/6–8

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7. Flipped Learning with Video Lessons- Grades 3-5/6–8

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Explanation: Students watch a video lesson before class, then engage in application tasks in class.
Engagement & Motivation: Increases autonomy and makes space for collaborative, hands-on learning in class.
Digital Learning Strategy: Yes
Scholarly Support: Flipped learning promotes active learning and allows for differentiated instruction (Bishop & Verleger, 2013).

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8. Visual Vocabulary Walls for EL Students- Grades K–2/3–5

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8. Visual Vocabulary Walls for EL Students- Grades K–2/3–5

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Explanation: Create digital or physical vocabulary boards with images, definitions, and usage examples.

Engagement & Motivation: Supports language development through visual association, promotes confidence.

Special Populations: Tailored for EL students.

Tool Suggestion: Padlet or Google

Scholarly Support: Visual scaffolds reduce cognitive load and enhance vocabulary retention (Marzano, 2004).

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9. Interactive Read- Aloud with Discussion Prompts- Grades 3–5/ 6–8

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9. Interactive Read- Aloud with Discussion Prompts- Grades 3–5/ 6–8

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Explanation: Teacher reads aloud and pauses for student responses, predictions, and connections.

Engagement & Motivation: Increases listening comprehension and oral language skills, fosters classroom dialogue.

Special Populations: Effective for emergent readers and students with disabilities with added visuals and repetition.

Scholarly Support: Shared reading improves comprehension and vocabulary (Fisher et al., 2004).

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10. Student-Led Virtual Conferences- Grades 3-5/ 6–8

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10. Student-Led Virtual Conferences- Grades 3-5/ 6–8

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Explanation: Students give and receive constructive feedback using sentence starters and rubrics.

Engagement & Motivation: Promotes growth mindset, self-awareness, and improves communication skills.

Tool Suggestion: Google Docs or Flip

Tech Tool Integration: Yes

Scholarly Support: Peer feedback improves academic achievement and builds community (Hattie & Timperley, 2007).