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Primary Source- Harvey Daniels (1980s–1990s)

Benefit- Promotes collaborative meaning-making. Small groups read and discuss different texts on a theme.

TEKS 6.1E – The student is expected to create and use representations to organize, record, and communicate mathematical ideas.

Read and discuss math-related texts, word problems, or real-world scenarios.

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Primary Source- Daniels and Zemelman

Benefit- Teacher models metacognition by verbalizing their reading process.

TEKS 5.1B – "The student uses mathematical processes to acquire and demonstrate mathematical understanding.

The Think Aloud strategy encourages students to verbalize their thought process as they work through a problem.

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Primary Source- n.d

Benefit-Quick formative assessment.

TEKS 6.1F – "The student is expected to analyze mathematical relationships to connect and communicate mathematical ideas."

Exit Tickets are short assessments at the end of a lesson that allow students to reflect on their learning, demonstrate understanding, and communicate their reasoning.

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Strategy- SQ3R (Survey, Question, Read, Recite, Review)

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Strategy- SQ3R (Survey, Question, Read, Recite, Review)

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Primary Source- American educational psychologist Francis P. Robinson (1946)

Benefit-Improves reading comprehension of complex texts.

TEKS 7.1C – The student is expected to select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

This builds problem-solving techniques, helping students make sense of complex word problems—a core part of TEKS 7.1C.

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Strategy- Turn and Talk (Think-Pair-Share)

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Strategy- Turn and Talk (Think-Pair-Share)

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Primary Source-Frank Lyman/ University of Maryland (1981)

Benefit-collaborative learning research, emphasizing peer interaction to deepen understanding.

TEKS 4.1C – "The student is expected to select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems."

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Primary Source- Donna Ogle (1986)

Benefit- to help students actively engage with new topics by organizing prior knowledge, setting learning goals, and reflecting on new understanding.

TEKS 4.1A – The student is expected to apply mathematics to problems arising in everyday life, society, and the workplace.

Students design a garden layout using graph paper, label dimensions, and calculate the area and perimeter, applying what they’ve learned to a real-world context.

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Primary Source- Newjersy Writing Project(1980)

Benefit- Inner Clock, Outer Clock for editing and proof reading purpose.

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Primary Source- Dr. Alan Morris (2006)

Benefit-Dueling Dice is an interactive, game-based learning strategy that promotes critical thinking.

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Primary Source- Hilda Taba (1967)

Benefit-List-Group-Label (LGL) is an interactive vocabulary-building and categorization strategy that enhances students' critical thinking, word analysis, and conceptual understanding.

TEKS 5.1D – "The student is expected to communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate."

Students brainstorm and list all the words they know about quadrilaterals (e.g., square, rectangle, parallelogram, rhombus, angles, sides, etc.).

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Primary Source- Words Their Way, Donald R. Bear (1994)

Benefit-Word Sorting is a hands-on literacy strategy where students categorize words based on patterns, meanings, or sounds.

TEKS 6.1D – The student is expected to communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

Mathematical languages.

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Primary Source- Elisha Otis (1853)

Benefit- Selling ideas as quickly as possible. First impression and words are important.

TEKS 7.1E – "The student is expected to explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication."

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Primary Source- Dr.Alan Morris (1992)

Benefit- Be able to recall any thoughts by glancing at the icons.

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Primary Source- Japan (n.d)

Benefit- QR Codes for Literacy Strategies in the classroom is an engaging, tech-enhanced way to promote reading, writing, and critical thinking.

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Primary Source- John Seidlitz (2008)

Benefit- To promote academic discourse, deepen comprehension, and support language development, especially for multilingual learners (ELLs) and students who benefit from scaffolded discussions.

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Primary Source- n.d

Benefit- Speaking, Writing, Reading, Listening

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Primary Source- New Jersey Writing Project in Texas/ Joyce Armstrong Carrol (1995)

Benefit- Brainstorming, and producing words that are under the same category.

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Primary Source- Jennifer Fisher Mueller/ National School Reform Faculty (2000).

Benefit- Discussion setting will be more organized, and this setting can be found in the presidential debate.

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Primary Source- Dr. Alan Morris (2023)

Allow one to think critically to respond with a strong argument.

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Primary Source- First Century Ancient Group

Benefit- It is easy to initiate conversations and get to a deeper level.

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Primary Source- Nancy Matley (2016)

Benefit- Activates prior knowledge and primes students for new vocabulary.

TEKS 6.1E – "The student is expected to create and use representations to organize, record, and communicate mathematical ideas."

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Primary Source- Lev Vygotsky (2019)

Benefit- Thoughts are important because they eventually become words.