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Explanation

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Describe

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Research

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Visuals, Notes, Etc.

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Using pictures to help students understand vocabulary or key terms.

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Cues that students use to let a teacher know they are ready to respond or move to new material. Allows students to participate in a non threatening way.

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Have pictures with vocabulary words
Have pictures to show particular events in the story
Use Marzano's six step strategy
Posted Sentence Stems

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What: Students grasp concepts by using structured conversations that involve sentence stems and signals.  

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What: Students grasp concepts by using structured conversations that involve sentence stems and signals.  

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Randomly calling names and rotating through a system so you are not calling on your high achievers only but everyone gets a chance.

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Students should be taught and expected to respond to peers and teacher questions with complete sentences.

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How:  QSSSA:  Question, Signal, Stem, Share, Assess.  The teacher asks a question, students signal when they can answer the question, teacher using a sentence stem for students to use, students share their answer with a partner, teacher assesses by randomly selecting students to share their responses.  

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How:  QSSSA:  Question, Signal, Stem, Share, Assess.  The teacher asks a question, students signal when they can answer the question, teacher using a sentence stem for students to use, students share their answer with a partner, teacher assesses by randomly selecting students to share their responses.  

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Provide students with sentence stems and examples of complete sentences. Model what you expect.

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Students who speak in complete sentences will have an easier time transitioning to writing in complete sentences. It gives them a foundation on which they can build complete thoughts.

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To recall and learn new content and make connections between curricula and the world around them

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Students should be held responsible for having a response to a given question, even if the response is, "May I ask a friend?"

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Labeling groups 1-4 and giving each person in the group a chance to participate after having a whole table group conversation. Randomly calling sticks with students names on them to answer the questions.  It is important to give each student sentence stems to help with the questions.

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Sentence starters and stems
Graphic Organizers (K-W-L, T-charts; Venn diagram)
Word Bank
Visuals (photos; maps; drawings; movie clips)
Point and talk
Scanning

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Students will make a choice after questions are posed. They think through what they know and then they will give a response with a visual signal.

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Why:  Student to student interaction has a significant effect on student achievement.  When you give them something specific to talk about with a peer, they retain it better.  

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Why:  Student to student interaction has a significant effect on student achievement.  When you give them something specific to talk about with a peer, they retain it better.  

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It also increases the exposure of academic vocabulary.

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Write using subject specific language in complete sentences.
Expecting complete sentences in written work.
Stopping students who don't respond verbally in complete sentences, giving them the time to rethink, and answer again.

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You are giving everyone an opportunity to show what they know. You are also giving ELL students the confidence booster they need.

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Supply and model students examples of a proper response to a given question they may be unsure of the answer to.

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Sticks and numbered off tables or spots in classroom.

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By structured reading and writing activities such

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Teacher:  Stand up when you know how to answer the question, "What are the four main biomolecules?"

Teacher waits for students to stand (signal).

Teacher:  Using the following sentence stem, share your answer with your partner... "The four main biomolecules are..."

Teacher randomly selects students to share their response to assess the quality of the discussion.

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Why: the strategies help the student define and establish the purpose

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Why: the strategies help the student define and establish the purpose

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So students can respond without feeling threatened.

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"Somebody wanted but so"
Summarization frames
RAFT (role, audience, format, topic)

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Metacognitive strategy monitoring their own thinking and understanding and choose the best way to respond

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"May I please have some time to think?"
"May I ask a friend for help?"
"Would you please repeat the question?"

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Written responses:  on paper, sticky notes, cards, etc.
Ready responses: use a signal that they are ready to move on for example they will put their hands on their chins until they are ready to respond.