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1. Bell Ringer
2. Icebreaker
3. Clock Buddies
4. Class Cheers
5. Small Group discussions

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1. Padlet
2. Google Jamboard

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1. The Frayer Model
2. Jigsaw
3. Cornell Notetaking

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1. Chalk Talk
2. Six-Words Memoirs
3. Quick Write
4. Framed Paragraphs
5. Journal Writing
6. GLP Walk
7. Sentence Starters

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1. Word Sort
2. Think-alouds
3. Reciprocal Teaching
4. Guided Reading
5. Reader's Workshop
6. Metacognition
7. Sentence-Phrase-Word
8. Summarizing

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What is Padlet?
Padlet can be used by students and by teachers. With padlet you can create an online post-it board that you can share with any student or teacher you want. Just give them the unique Padlet link. Whoever has the Padlet board opened on his smartphone or computer, can see what's on it and what everyone is writing. Students just have to take a device and start adding little sticky notes online. They can see all the ideas gathered on the teacher board immediately.
How to use Padlet in the classroom?
1. Live question bank
Let your students ask questions during the lesson. It's very handy when students don't understand something or need a better explanation. Stop your lesson 10 minutes early and go over the questions. This way students who are afraid to ask questions can still ask their questions anonymously. It gives a voice to every student in the room, even to the shy ones.
2. Gather student work
Use Padlet to gather student work, all in one place. When you let your students do some research on, for example, 'great historical poets', you have all the articles and research on the same place. Other students can take a look at the research of someone else as well.
3. Online student portfolio
Use Padlet as a student portfolio tool. Create boards for every student and let them post assignments, articles and projects on it. As a teacher, you can comment on each one and give meaningful feedback. Whenever a student finds something helpful for his portfolio, he just has to save it on his portfolio Padlet board.
4. Exit Ticket Padlet
Let your students answer some important exit ticket questions like “what did you learn today?”, “What didn't you understand?” or “What questions do you still have?".

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What is Google Jamboard?
Google Jamboard is an innovative tool that allows teachers to interact with students with a whiteboard-style experience, only digitally without being in the same room. It's essentially a giant digital whiteboard that can be used by any teacher for any subject.

How to use Google Jamboard in the classroom?
At its most basic, Jamboard is a great way to work through information with a class. This can be done remotely using the app, and could even be used with multiple devices to also incorporate Google Meet, as if you were all in the room together. Jamboard is also a great tool for integrating with Google Classroom since it is able to utilize Google Drive materials that are likely already being used by those who work with Classroom.
Teachers can
1. Model skills like math, art, note-taking, and other competencies whose mastery can be encouraged through modeling for students.
2. Collaborate on projects in project-based learning–either between the teacher and students or between students.
3. Brainstorm ideas collaboratively–for writing, projects, and more.
4. Work on concept-map problems and solutions while using inquiry-based learning.
5.Use in a flipped classroom setting to allow peer groups to collaborate in real-time in class or at home.

Students can
1. Brainstorm and create in small groups face to face on one device.
2. Share an "everyone can edit" link with students in Google Classroom for whole-class collaboration.
3. In remote or online settings, students can work together in small groups in the same jam.

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What is Word Sort?
Word sorts allow students to sort words by different categories. There are different types of sorts such as open sorts where the teacher only provides the list of words and not the categories and the students categorize them on their own, and closed sorts where the teacher provides the categories and the students sort them according to the given categories.
It allows the students to sort words in categories that make sense to them, categorize words by what they are and what they mean giving the students more knowledge about the words they are sorting.

How to use Word Sort in the classroom?

1. List between 10 and 20 key vocabulary words from a reading selection on the smartboard or on index cards.

2. Divide the class into small groups of 4 or 5 students. (Distribute the index cards if this method is used.)

3. For a Closed Word Sort, provide students with the categories into which they will sort the vocabulary words. For an Open Word Sort, instruct the student teams to suggest categories for organizing the words.

4. Allow 10 to 15 minutes for the student teams to assign the words to the appropriate categories.

5. Conduct a class discussion with each group presenting their word list for one of the categories. Require the students to defend their sorting of terms by asking about the common features of the categories and how each specific word meets these criteria.

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What is Frayer Model?
The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word. This information is placed on a chart that is divided into four sections to provide a visual representation for students.
How to use the Frayer Model in the classroom?
1. Select Key Vocabulary

Pre-select key vocabulary words and make copies of graphic organizer.

2. Provide Graphic Organizer

Provide copies of the Frayer Model graphic organizer to students and explain the process.

3. Model the Process

Show the Frayer graphic organizer to the class and explain each of the sections.

Use a common vocabulary word to demonstrate the various components of the form.

Model the type and quality of desired answers when giving this example.

4. Assign Student Groups

Divide the class into student pairs. Assign each pair one of the key concepts and have them complete the four-square organizer for this concept. Or, assign each student one word to work on alone.

5. Share Ideas

Ask students or student pairs to share their conclusions with the entire class. Use these presentations to review the entire list of key concepts.

6. Create Study Helps

Make copies of each Frayer graphic organizer so every student has a copy of all key concepts to use for review. OR display completed Frayer graphic organizers on a “Vocabulary Wall” for student reference.
7. Optional Extension

Extend or deepen students' thinking by asking students to:
• Describe the rationale for examples and non-examples
• Asking students to use the Frayer Model as a note taking strategy during reading.
• Asking students to change the titles of the boxes to include concept development categories.
When to use the Frayer Model
Students may use the Frayer Model to:
• develop understanding of key concepts and vocabulary.
• draw on prior knowledge to make connections among concepts.
• compare attributes and examples.
• think critically to find relationships between concepts and to develop deeper
• understanding of word meanings
• make visual connections and personal associations.
• review key vocabulary before a test or quiz
• create a “vocabulary wall” for quick reference of word meanings

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The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word.

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What is jigsaw?
Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic (for example, one group studies habitats of rainforest animals, another group studies predators of rainforest animals). Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the "home" group and teach the material to their group members. With this strategy, each student in the "home" group serves as a piece of the topic's puzzle and when they work together as a whole, they create the complete jigsaw puzzle.
How to use jigsaw in the classroom?

1. Introduce the strategy and the topic to be studied.

2. Assign each student to a "home group" of 3-5 students who reflect a range of reading abilities.

3. Determine a set of reading selections and assign one selection to each student.

4. Create "expert groups" that consist of students across "home groups" who will read the same selection.

5. Give all students a framework for managing their time on the various parts of the jigsaw task.

6. Provide key questions to help the "expert groups" gather information in their particular area.

7. Provide materials and resources necessary for all students to learn about their topics and become "experts."

Note: It is important that the reading material assigned is at appropriate instructional levels (90–95% reading accuracy).

8. Discuss the rules for reconvening into "home groups" and provide guidelines as each "expert" reports the information learned.

9. Prepare a summary chart or graphic organizer for each "home group" as a guide for organizing the experts' information report.

10. Remind students that "home group" members are responsible to learn all content from one another.

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This cooperative-learning reading technique gives students the opportunity to specialize in one aspect of a topic, master the topic, and teach the material to group members. Asking students to work together in a Jigsaw builds comprehension, encourages cooperation, and improves communication and problem-solving skills.

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What is Cornell Notetaking?
Cornell notetaking is a strategy for taking, organizing, and reviewing notes. It is a very efficient way of taking great notes in class and a great tool for exam preparation.

It encourages students to reflect on their notes by actively summarizing them in their own words. When reviewing the notes, it is also useful to reorder objects on the page, for example, to add a solution to an answer on the side of the notes.

How to use Cornell Notetaking in the classroom?
It requires very little preparation which makes it ideal for note-taking in class.
The page will be divided into 4 — or sometimes only 3 — different sections: Two columns, one area at the bottom of the page, and one smaller area at the top of the page:
All actual notes from the lecture go into the main note-taking column.

The smaller column on the left side is for questions about the notes that can be answered when reviewing and keywords or comments that make the whole reviewing and exam preparation process easier.
When reviewing the notes, a brief summary of every page should be written into the section at the bottom.

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What is Think-alouds?
Think-alouds have been described as "eavesdropping on someone's thinking." With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text.
It helps students learn to monitor their thinking as they read and improves their comprehension, teaches students to re-read a sentence, read ahead to clarify, and/or look for context clues to make sense of what they read. It also slows down the reading process and allows students to monitor their understanding of a text.

How to use Think-alouds in the classroom?

1. Begin by modeling this strategy. Model your thinking as you read. Do this at points in the text that may be confusing for students (new vocabulary, unusual sentence construction).

2. Introduce the assigned text and discuss the purpose of the Think-Aloud strategy. Develop the set of questions to support thinking aloud (see examples below).

What do I know about this topic?

What do I think I will learn about this topic?

Do I understand what I just read?

Do I have a clear picture in my head about this information?

What more can I do to understand this?

What were the most important points in this reading?

What new information did I learn?

How does it fit in with what I already know?

3. Give students opportunities to practice the technique, and offer structured feedback to students.

4. Read the selected passage aloud as the students read the same text silently. At certain points stop and "think="" aloud"="" the="" answers="" to="" some="" of="" pre -selected="" questions.

5. Demonstrate how good readers monitor their understanding by rereading a sentence, reading ahead to clarify, and/or looking for context clues. Students then learn to offer answers to the questions as the teacher leads the think-aloud.

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Think Alouds: Modeling Ways to Think About Text (Virtual Tour)

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What is Reciprocal Teaching? Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of the teacher in leading a dialogue about what has been read.
It encourages students to think about their own thought process during reading, helps students learn to be actively involved and monitor their comprehension as they read, and teaches students to ask questions during reading, and helps make the text more comprehensible.

How to use Reciprocal Teaching in the classroom?

1. Prediction

1. Ask students to predict what they think the reading may be about. Get them to think about what is going to happen by asking questions like a detective might do.

2. Question as you go

1. Remind students to generate questions as they listen and read. Remind them of the three levels of questions:

1. Right-There questions (answer in the text)

2. Between-the-lines questions (inference needed)

3. Critical Thought questions (require their opinion)

3. Clarify

1. As students listen and read remind them to ask themselves what words and phrases are unclear to them. These clarifications may take the form of the following questions.

1. How do you pronounce that?

2. What does the word mean?

3. I think the author is saying...

4. I'm guessing'pie-in-the-sky' means...

4. Summarize

1. Students summarize verbally, within pairs, and then share with their assigned small group or record their summary and read it aloud to their small group.

2. Each small group could create a semantic map with major points of significance shared by each group member.

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Students Take Charge: Reciprocal Teaching

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What is Guided Reading?
Guided reading is a small-group instructional context in which a teacher supports each reader's development of systems of strategic actions for processing new texts at increasingly challenging levels of difficulty. During guided reading, students in a small-group setting individually read a text that you have selected at their instructional reading level. You provide teaching across the lesson to support students in building the in-the-head networks of strategic actions for processing increasingly challenging texts. Through guided reading, students learn how to engage in every facet of the reading process and apply that literacy power to all instructional contexts.
How to use Guided Reading in the classroom?
A small group of students who are at a similar point in their reading development are seated across from you at a small kidney-shaped table. Each student reads, softly or silently, the same text individually. You guide a discussion of the text meaning and make teaching points based on your observations of the students' reading strengths and needs.

Steps in the guided reading process:

1. Gather information about the readers to identify emphases.

2. Select and analyze texts to use.

3. Introduce the text.

4. Observe children as they read the text individually (support if needed).

5. Invite children to discuss the meaning of the text.

6. Make one or two teaching points.

7. Engage children in letter/word work activity.

8. Extend understanding through writing about reading (optional).

9. Reflect on the lesson and plan the following lesson.

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What is Reader's Workshop?
Reader's workshop is a teaching model which allows students to engage in authentic reading experiences. It is an effective way to differentiate instruction. Workshops may vary in length and include time for teaching, selecting and reading books, writing about books, and sharing ideas about books with partners or in group discussions.
Through Reading Workshop, you will be able to create a literary community excited about reading and engaged in the process of becoming fluent readers and thinkers. You will be able to teach important lessons in all areas of reading – from book choice to building reading stamina to decoding skills to comprehension. Most importantly, you'll be providing them with time to read and guidance in doing so, key factors in promoting successful readers.
How to use Reader's Workshop in the classroom?
Steps to follow in a Daily Reader's Workshop:
1. Minilesson (10-15 min)
2. Students read independently (30-45 min)
3. Teacher conducts conferences with individual students or small group strategy or guided reading
4. Partner talk, share, or reading response (5-10 min)

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What is Metacognition?
Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading.
How to use Metacognition purpose in a classroom?
1. Before reading, students might clarify their for reading and preview the text.
2. During reading, they might monitor their understanding, adjust their reading speed to fit the difficulty of the text, and "fix" any comprehension problems they have.
3. After reading, they check their understanding of what they read.

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What is Chalk Talk?
With the Chalk Talk protocol, students are asked to think about ideas presented to them, make connections to others' responses and then question the ideas and responses of their peers. It is an excellent way of having a silent “conversation ”— And it allows all learners to be part of the conversation anonymously. Students are not asked to sign their names to their comments to encourage risk-taking in their thinking. It is great for increasing comprehension of a topic by having students present ideas, question those ideas, and then build upon the ideas of others.
How to use Chalk Talk in the classroom?
1. Write a topic or question on a piece of poster paper and hang it up for the class to see.
2. Tell your students to write down any ideas that come to mind when they consider this idea, question, or problem.
3. Ask your students if they can make any connections to others' responses. Have them add these connections to the chart.
4. Then have the students add to the chart any questions that come up as they think about the ideas and consider their classmates' responses and comments.

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What is Six-Word Memoirs?
Similar to the six-word story from the flash fiction genre, the Six-Word Memoir is a writing genre for telling a personal story in six words. In this strategy, students examine the power of word choice as they write six-word memoirs of their lives. After manipulating the language of their memoir with an interactive tool, students reflect on synonymous words that they have explored and choose the best one to use to tell the story of their lives.
How to use Six-Word Memoirs in the classroom?
Different ways to use Six-Word Memoirs:
1. Art Assignments & illustrations

One of the most innovative ways that teachers of all grades and institutions inspire students to use Six-Word Memoirs in their classroom is through visuals. More specifically, art, illustration, classes, and photography that expand the meaning past the words.
2. Six -Words Displayed Across School

In another form of mixed-media memoir, students can share their own “legacy” at their school through their own words (six words, of course) and images to offer an essence of their experience.
3. Exploring Real-World Issues

Use Six-Word memoirs to voice their student's political truths and process real-world trauma.
4. Reading Comprehension & Character Summation
After reading a story or text, students put themselves into the shoes of the narrator to tell a six-word story.
5 . As a Form of Introduction
When using six-word memoirs as a method of introduction, students can pick content and decide how much of themselves to share. They can share their favorite book, the number of siblings they have, or the fact they miss someone who is no longer here.

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What is Quick Write?
Quick Write is a versatile strategy used to develop writing fluency, to build the habit of reflection into a learning experience, and to informally assess student thinking. The strategy asks learners to respond in 2–10 minutes to an open- ended question or prompt posed by the teacher before, during, or after reading.
How to use Quick Write in the classroom?
1. Explain that Quick Write helps engage students in thinking about a content topic before, during, and after reading. Stress that in a Quick Write, students respond to a question or prompt related to the text by writing down whatever comes to their minds without organizing it too much or worrying about grammar.
2. Select a topic related to the text being studied and define the purpose for the quick write: Examples:
• Summarize what was learned
• Connect to background information or students' lives
• Explain content concepts or vocabulary
• Make predictions, inferences, and hypotheses
• Pose a question that addresses a key point in the reading selection
3. Tell the students how long they will have to do the writing, typically 2–10 minutes.
4. Use Quick Write as part of instruction, assessment, discussion. Note: Typically a Quick Write is graded only for completion, not for quality or accuracy.

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What is Frame Paragraphs?
Framed paragraphs are pre-writing tools that help students write well-developed paragraphs. They are skeleton formats containing information about the main ideas and transition words that guide the organization and the development of supportive details. Framed paragraphs offer a structure for students to use as they begin to write paragraphs and essays. It provides a framework for writing strong paragraphs. The frame guides students by providing the transitional phrases for sentences. It can incorporate various sentence types: long and short, simple and complex.

How to use Framed Paragraphs in the classroom?

1. Discuss how to write a framed paragraph by using:

A topic sentence — a general statement or opinion

Three to five examples that develop the topic or opinion

Transitions when needed

A summary sentence at the end

2. Provide students with a blank frame.

3. Ask students to fill in the missing portions of the frame to write a complete paragraph.

4. Encourage students to incorporate a variety of sentences: long and short, simple and complex.

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What is Journal Writing?
Writing in journals can be a powerful strategy for students to respond to literature, gain writing fluency, dialogue in writing with another student or the teacher, or write in the content areas. While journaling is a form of writing in its own right, students can also freely generate ideas for other types of writing as they journal.Teachers can use literature that takes the form of a journal by reading excerpts and discussing them with students.
How to use Journal Writing in the classroom?
Introduce journal writing through reading aloud an illustrated picture book for younger students, or a chapter book for older students, that uses the journal or diary format. Discuss the book using aesthetic reader response questions and prompts, and model journal writing features: noting the date, using an interesting sentence starter for a journal entry, and mini-lessons on writing conventions.

Journal writing can be done at a set time during a class period or day, or students can write in journals sometime during the day. Monitor the latter through a checklist, noting whether or not students are writing in them. Journals can also be part of writing conferences with individuals or small groups. They can also be used to address writing conventions and questions and needs students may have about spelling, punctuation, word usage, or grammar. Students can choose to share what they have written, or they can share an idea from the journal that they would like to explore further with another type of writing (e.g., poetry, story, or letter). Journals can be used in conferences to discuss these other writing forms.

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Journal Writing / How To Write A Good Journal Entry / Summer Learning / English for Kids & Beginners

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What is Bell Ringer?
A bellringer is an activity, small assignment or mini-assessment that students complete when they first enter the classroom. Bellringers typically consist of questions or prompts related to the concept(s) currently discussed in class. Many teachers make them short so that they don't take up too much class time, but they can also be incorporated in the lesson plan to guide the concept(s) for class.
Teachers use bellringers to help present a concept discussed in class and to measure students' familiarity with the concept. Bellringers also assess the level of understanding that students have on a certain concept discussed in a previous lesson. Aside from these learning benefits, teachers can use bellringers as crowd control as students enter the classroom. Bellringers also allow teachers to take care of housekeeping without wasting any class time.
Students benefit from bellringers because it allows them to get in the mindset of the concepts that will be discussed in class. Bellringers also allow students to get in the habit of transitioning from class to class and preparing for various tasks. Students benefit from bellringers because they become more engaged as they typically lead to discussion to begin the lesson.
How to use Bell Ringer in the classroom?
(1) Think about what students need to know to find success in your lesson; (2) Tease out the skill(s) required to accomplish that learning; (3) Ask students to practice that skill by responding to a question, completing a short writing assignment or drawing an illustration. Students come in to class and immediately begin work that connects to class outcomes, giving them time to “pre-game” while settling in.

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5 Digital Bell-Ringer Activities to Kickstart Class

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What is Icebreaker?
An icebreaker is a simple activity that enables teachers to get to know their students and students to get to know their teachers and each other. Most of the activities are short, fun, and require little or no organization.
How to use Icebreaker in the classroom?
Here are a few fun icebreaker ideas to use in your classroom.

1. Getting-to-know-you bingo

Prepare a sheet of paper with bingo squares listing various facts about students in your class — eg., “Has two dogs,” “Has visited at least three states,” “Ate cereal for breakfast this morning,” etc. Give each student a sheet of paper, and have them find a student in the room who meets the criterion in the square. The student then writes their peer's name in the appropriate square and moves on to find another partner. Students are not allowed to work with the same classmate more than once. Once someone has completed five squares in a row, they can shout, “Bingo!”

2. Scavenger hunt

Get students familiar with one another and their classroom with a scavenger hunt. Students follow clues about classroom procedures to find other clues and objects hidden around the room. Teachers can create instructions such as, “Find the place where you turn in your papers. What color is the envelope sitting in this spot today? Write the color of the envelope on your scavenger hunt notes." Once a team has completed the scavenger hunt, they will have walked through the classroom procedures and answered some questions along the way.

3. Six-word story

Students write a story about their summer vacation in just six words and share it with the rest of the class. This is trickier than it sounds! Classmates can then respond to a student's story, but again in just six words. This is a fun challenge for the entire class that also helps students get to know each other a little better, all while encouraging creativity.

4. Snowball fight

Students write two facts about themselves on a piece of paper, then wad up the paper like a snowball and toss it into the middle of the room. Each paper is then opened and read aloud to the class. Students can try to guess who wrote the "Snowball," or the writer can reveal his or her identity. The student can then elaborate on what they wrote, and classmates can ask questions.

5. The marshmallow challenge

This is an active team challenge where students are put in groups and given 20 sticks of raw spaghetti, a marshmallow, some tape, and some yarn. Their goal is to work as a team and use these materials to build the tallest structure. Students get to know each other as they work together to solve this fun challenge.

6. Question web

The teacher begins with a ball of yarn and asks a question such as, “If you could eat dinner with anyone in the world, who would it be and why?” You then pinch a length of yarn in one hand and toss the rest of the ball to a student. The student answers the question, holds onto a short length of the yarn, and tosses the ball to yet another student. Rinse and repeat! Once everyone has answered, the teacher can draw attention to the web of yarn in front of the students to illustrate how the class is connected and woven together.

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What are Clock Buddies?
Clock Buddies is meant to be a quick and easy way to create pairs for partnered activities while avoiding the problem of kids always having the SAME partners. It begins with a clock face, with slots for names extending from each hour on the dial. The basic idea is that each student has his or her own copy of a Clock Buddies sheet, with the names of 12 classmates on each hour's slot. Each of those other students, in turn, has this student's name in the matching hour slot on each of their clock sheets.
How to use Clock Buddies in the classroom?
Clock buddies are chosen by giving each student a clock handout with a blank line next to each hour. Each student then goes to classmates to find a buddy for each hour. If Mike goes to Joe, Joe signs Mike's clock at ___PM and Mike signs Joe's clock for the same time. Students cannot use a name twice and all hours must be filled in. The clocks are then attached to the inside cover of their notebook or workbook. When the teacher needs to quickly pair up students without it always being the same partners every time, she can say to the class: "Get with your 4 o'clock buddy." Each student will pull out his or her clock buddies sheet, look at the 4 o'clock slot, and then join the partner indicated. This works because when the strategy is set up, it is done so that partners always have each other's names on their matching hour on the clock buddy chart.

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What is Sentence-Phrase-Word?
As an individual, review a text and then select: Sentence that was meaningful to you, that you felt captures the core idea of ​​the text. Phrase that moved, engaged, or provoked you. Word that captured your attention or struck you as powerful. As a group, discuss and record your choices. Begin by sharing your words, then phrases, then sentences. Explain why you made the selections you did. Looking at your group's collective choices of words, phrases, and sentences, reflect on the conversation by identifying: • What themes emerge? • What implications or predictions can be drawn? • Were there aspects of the text not captured in your choices?
How to use Sentence-Phrase-Word routine in a classroom?
1. Set up. Give time to read selected texts in advance unless text is short and can be read on spot. Encourage active
reading and highlighting. Not necessary to read with Sentence- Phrase-Word protocol in mind.
2. Select a sentence-phrase-word. Ensure what is selected is meaningful to the reader.
3. Share selections. In groups of 4 to 6 people, ask learners to share and record their choices, explaining why they selected them. Sharing and discussion should occur in rounds, so the discussion is facilitated. First participant
shares a sentence and explains why she chose it, inviting others to comment and discuss. The sentences recorded
and then the next person shares, records, and discusses until everyone has their turn. The group then moves to
phrases and finally to words.
4. Invite reflection on the conversation. Each group looks at its documented responses. They identify common themes
that emerge from these responses and then the implications and/or predictions they suggested. Finally the group
identifies any aspects of the text that were not represented in their choice of sentences, phrases, and words.
5. Share the thinking. Post documentation from all the groups. Allow time to look at the sentences, phrases, and words chosen and the themes and implications drawn. Invite each group member to reflect briefly on his or her current understanding of the text and how using the routine contributed to his or her understand understanding of it.

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What is GLP Walk?
Students take a walk and take turns telling what are grateful for, what they have learned, and
what they promise to do after learning. Then students record what they have talked about.
How to use the GLP Walk in the classroom?
Take a Grateful-Learned-Promise walk with a partner. The class takes a walk 2-by-2. The students tell one thing they're grateful for, one thing they learned, and one thing they promise to do. Then, students record what they said.
1. Stand up.
2. Pick a partner.
3. Give students a time limit, usually about seven to nine minutes, to walk with their
partner and take turns talking about G-L-P.
‘G’ stands for what they are grateful for.
‘L’ stands for something they have learned.
‘P’ stands for a promise they are going to make to themselves.
4. Write down what they have talked about during the walk.

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What are sentence starters?
Sentence starters provide a frame for students to express their thoughts in writing or speaking. It can be used to assist students to focus and organize their thoughts as well as fostering creativity. They help students understand what they should be analyzing within a text in order to complete a writing or discussion activity, and should be used as a scaffold with the aim of having students build toward the ability to analyze and write about content without the use of the frames.
How to use sentence starters in the classroom?
First, create a list of possible stems that can be used with the content. Be sure to include key vocabulary and specific language structures that may be needed in that content or task. Also, don’t forget to plan for students with different proficiency levels by providing stems that meet their linguistic needs at a variety of levels.
Next, provide a model for how to use the sentence starter. This can be done through think-alouds or examples provided by the teacher.

Finally, plan activities and opportunities for practice. This can be as a whole class activity or in pairs or small groups. Don’t forget that sentence starters are useful in both speaking and writing activities.

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What are Class Cheers?
A classroom cheer is a quick, fun and effective moment of praise provided to students during their learning to motivate, energize and engage. Class cheers are very enjoyable for students because they are silly, repetitive and provide a sense of connection . Teachers enjoy this technique as well because of the perks it provides their classroom community, management and student focus.
How to use Class Cheers in the classroom?
Step 1: Mindset Shift

Begin by convincing yourself that this tool is powerful enough to include in your daily routine.

Step 2: Preparation

To prepare for the implementation of classroom cheers, you need to have a plan and you need to learn them yourself. This list of suggestions can help you:

Choose Visuals (Cheer cards, posters, cheer sticks, etc.)

Prepare/Store Visuals: Print, laminate and organize your visuals and store them in an easy-to-access spot.

Practice the cheers yourself so you feel competent and capable when introducing them to students.

Step 3: Demonstrate & Practice
Now, it is time to share this special gift with your students! Yay! We suggest starting with one or two and practicing those with consistency until students have mastered them. This adds to their comfort level and therefore, their participation in your cheers. When those are mastered, add more when you see students are ready and revisit prior cheers often enough for students to remember them all.

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What are Small Group Discussions?
This strategy facilitates small-group discussions in physically-distanced learning spaces. Small-Group Discussions provide students the opportunity to share ideas or opinions without having to address the entire class. Small-group discussions range in levels of structure. A simple small-group discussion asks students to divide into small groups and democratically discuss a prompt provided by the instructor. Groups often nominate a member to report highlights from their discussion to the entire class. Facilitating a highly-structured small-group discussion may take more planning but may also provide a richer and more inclusive experience for students.
How to use Small Group Discussions in the classroom?

1. Set up students into small groups.

2. Pose the discussion question(s) to the class verbally and in writing.

3. Depending on what you judge is most feasible, direct students to one of these options to facilitate their group discussions.

4. Students share responses in larger class discussion.

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In discussion-based classes, especially large ones, it is difficult to ensure that all students have a chance to verbalize their thinking and receive feedback on their ideas. Incorporating small-group discussion is a low-stakes way of ensuring that all students have the opportunity to actively engage with course material and their peers. In this video, Todd Rakoff breaks students up into small groups to apply abstract legal principles to a concrete problem. Students discuss in small groups before participating in a whole class discussion, where Rakoff solicits insights and synthesizes students' perspectives.

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Getting students thinking and engaging through small-group discussion

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In discussion-based classes, especially large ones, it is difficult to ensure that all students have a chance to verbalize their thinking and receive feedback on their ideas. Incorporating small-group discussion is a low-stakes way of ensuring that all students have the opportunity to actively engage with course material and their peers.

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What is Summarizing?
Summarizing teaches students how to discern the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching students to summarize improves their memory for what is read. Summarization strategies can be used in almost every content area. It helps students learn to determine essential ideas and consolidate important details that support them, enables students to focus on key words and phrases of an assigned text that are worth noting and remembering, and teaches students how to take a large selection of text and reduce it to the main points for more concise understanding

How to use Summarizing in the classroom?

1. Begin by reading OR have students listen to the text selection.

2. Ask students the following framework questions:

1. What are the main ideas?

2. What are the crucial details necessary for supporting the ideas?

3. What information is irrelevant or unnecessary?

3. Have them use key words or phrases to identify the main points from the text.

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Summarizing | Classroom Strategy | Reading Rockets

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Summarizing teaches students how to discern the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching students to summarize improves their memory for what is read. Summarization strategies can be used in almost ever…