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2 Column Notes is a strategy that helps students to organize their notes during class. Although this example's sections state "my teacher says" and "this means I should," you can easily change them into other important categories such as "main ideas" and "questions I have" or "formulas" and "what they are for." The sections should be fairly self explanatory, but essentially one side of the notes page should be used for the content and the other side for student thinking. I encountered this strategy in the University of Missouri College of Education's RWICA II course and also in This Is Disciplinary Literacy
Reading, Writing, Thinking, and Doing . . . Content Area by Content Area (Lent, 2017, pg 70).

As a math educator, this strategy would be beneficial for students to help them remember formulas, what they do, and why they work. Oftentimes students have jumbled notes or forget formulas on tests and homework. This will easily allow them to organize the important content and their thinking for future study and homework. For example, I would specifically instruct students to use the sections "formulas" and "what they are for" so that they write down their understanding about the formulas for later use.

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Shorter Public Writings include people research, faction, RAFT (acronym for role, audience, format, and topic research), brochure, newspaper front page, and web page. Each style of short public writing is meant for the student to be able to learn how to write to create maximum public impact. Each style is meant to help students condense information in a creative way. I encountered this strategy in Content-area Writing: Every Teacher's Guide (Daniels et al., 2007)

As a mathematics educator I could use this strategy for students to creatively write about mathematics in the real world. This strategy would allow students to demonstrate their math knowledge as well as their conceptual understanding. I would use these types of writings as a project at the end of a unit as an assessment. This type of project would pair expecially well with algebra, statistics, or mathematics dealing with finance.

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Close Reading is a strategy that allows a student to look more deeply into a text. The steps are:
"1. Ask students to read the first section quickly, just to get the gist.
2. Then, have the students read the section again, more carefully this time, annotating as they go through the section by
• Circling (or highlighting) any words or concepts with which they are unfamilar
• Underlining anything which they find confusing or which they question
• Bracketing the best sentence (or phrase) in the text
• Writing notes in the margin, on sticky notes or with the editing tool on their electronic device." I encountered this strategy in This Is Disciplinary Literacy
Reading, Writing, Thinking, and Doing . . . Content Area by Content Area (Lent, 2017, pg 54).

As a mathematics educator, I will teach students how to close read word problems. Instead of using highlighting and underlining to mark confusing parts, I will have students circle, highlight, or underline the most important pieces of information in a problem. This information includes numbers variables and phrases that are important. It is important to teach the students what to look for as they annotate the problem as there may sometimes be information that doesn't pertain to the math solution.

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Two-Dollar Summary asks a student to write a "...summary of the lesson they’ve just learned. Each word they use is worth 10 cents. For extra scaffolding, ask students to include specific words in their statement. For a twist on this, ask students to explain something as if they were teaching it to a first-grade student. This will also push them to simplify complex ideas for themselves and therefore understand them better" (Boryga, 2023). I discovered this strategy at: https://www.edutopia.org/article/10-powerful-ways-to-end-your-lessons?gclid=CjwKCAjwrdmhBhBBEiwA4Hx5g5c3dLYwKdbIHu92mcoJKtqPG8asPPT8Z-jllpdI-Fw_ogam2hEWJBoCa08QAvD_BwE

As a math educator, I would use this strategy as an activity to do if the lesson and work are finished early, or as an exit slip. This strategy will allow students to think deeply about the math content so that they will pick and choose the most important math information. I could further modify this so that students can use mathematical formulas and equations count as 10 cents so that they can be included in the summary if needed.

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When you've got a few minutes left before the period ends, it's only normal to wonder: Do my students really understand what we covered? Do they remember what we started with, as well as what we just discussed?

While cleaning up and going over homework assignments often take up those final moments of class time, effective closing activities allow you to make better use of them by checking for understanding, correcting misunderstandings, and putting a little fun into the process to motivate your students to make sense of what they've just learned.

Closing activities don't need to happen every day, and they don't always require lots of advanced planning. They can occur at the end of a chapter, or even at the end of a large learning unit, and can also take various forms-incorporating movement, technology, and even components of social and emotional learning to build a stronger classroom community.

Here are 10 creative and fun closing activities we sourced from experienced teachers that you can try in your classroom.

1. Two-Dollar Summary: Ask students to write a two-dollar (or more) summary of the lesson they've just learned. Each word they use is worth 10 cents. For extra scaffolding, ask students to include specific words in their statement. For a twist on this, ask students to explain something as if they were teaching it to a first grade student. This will also push them to simplify complex ideas for themselves and therefore understand them better.

For a different spin on this, try educator Sarah Frisby Cook's "six-word summary" of the most important idea or concept. On Facebook, Cook told Edutopia that because students are limited in word choice, "they really have to think about what is most crucial to say."

6. Video Journals: Educator John Thomas uses the free app ChatterPix to get students creating and sharing video journals describing what they've learned. Because this can take a little time to create, this strategy might be best suited as a wrap-up activity at the end of a unit. The videos are playful and fun, and can easily be posted to classroom platforms like Seesaw.

8. Quiz the Next Class: Nikki Cobb-Struzynski gets her students to use the free platform Kahoot! to come up with quiz questions and multiple choice answers to give to their peers studying the same material in other classes. Recent research suggests that generating good questions promotes deeper engagement with content and improves retention. When a person formulates a question, "One has to reflect what one has learned and how an appropriate knowledge question can be inferred from this knowledge," University of Kassel researcher Mirjam Ebersbach told Edutopia.

9. Make Your Classroom a Beach: This activity will get students out of their seats and sharing with the whole class. Educator Eman Bekheet told Edutopia that she writes reflective questions on a beach ball using dry erase markers. Questions might include things like: "What is one thing you learned during today's lesson?" or "What was challenging about today's lesson?"

As the ball bounces around the room, you can come up with a mechanism for deciding which question they have to answer out loud-such as the question their left thumb is touching, or the very first question they see. Use the responses to generate further discussion about the day's lesson.

The Human Bar Graph is another twist that gets students moving. Label points along a line drawn on the floor or across a wall that show different levels of mastery: I'm confused, I'm okay, I got this. Ask students to stand where they feel most comfortable. This exercise requires a certain level of vulnerability, so it's best to try it once you built some trust with students.

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When you've got a few minutes left before the period ends, it's only normal to wonder: Do my students really understand what we covered? Do they remember what we started with, as well as what we just discussed?

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WICOR is the structure of a lesson that allows students to unknowingly implement strategies into their reading and writing in mathematics and other content areas.  WICOR stands for Writing, Inquiry, Collaboration, Organization, and Reading. Each of these components can be creatively lodged within a lesson and will allow students to practice these literacy skills within a content lesson. I encountered this strategy in the University of Missouri College of Education's RWICA II course.

As a mathematics educator, I can implement this into my own lesson plans as a strategy to allow students to be able to think and write about the mathematics content. The video gives a brilliant example of a mathematics lesson and tasks using WICOR. In a lesson, you can add a quick write for students to explain their solution, implement a math-specific style of note-taking that will allow students to organize information, including word problems while allowing students to work together on them, and include a mathematical task that requires students to think broadly and creatively to find solutions.

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3-Read Protocol is a strategy that is used to help students identify the important pieces in a word problem. First students, read the problem while ignoring the numbers. This allows students to understand the story and context of the problem. "The teacher reads the problem, then the students read it, and then everyone reads it together" (Minero, 2019). I encountered this strategy at: https://www.edutopia.org/article/game-changing-practice-fuses-math-and-literacy/

As a mathematics educator, I can use this strategy (similar to close reading) to help my students better comprehend problems that they have to solve. This strategy would work especially well in algebraic problems that deal with money or time.

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C-E-R is a strategy that puts an emphasis on using written claim, evidence, and reasoning. This allows students to be enabled to use critical thinking and practice exploration in the content that they are writing or thinking about. Whether it is verbal or written, claims that are made within the context of science or history can be easily justified by using researched data followed by reasoning that explains what the data means. I encountered this strategy at the Teach like a Spartan professional development day at Battle High School.

As a mathematics educator, I can easily implement this writing strategy so that students can explain their understanding behind their solutions. For example, in a word problem involving candies, you could use C-E-R to answer the question “How many pounds of chocolate are there?” An example of the application of C-E-R would be C- 3 pounds, E- x+y=3, and R- X is the number of pounds in caramel and y is the number of pounds in truffles. The sum of x and y is the total amount of pounds in chocolates, and thus, x+y=3 lbs.

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8) During-Reading Response: Visual Response or Drawing through the Text

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8) During-Reading Response: Visual Response or Drawing through the Text

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During-Reading Response: Visual Response or Drawing through the Text is a strategy that encourages students to "draw images as they read a text as a during-reading response strategy—visual response or “drawing through the text.” When drawing through text, readers draw the important details, images, people, places, and events they are reading, noting the words from the text that helped them, as readers, form the image" (Roessing). I encountered this strategy at: https://www.amle.org/during-reading-response-visual-response-or-drawing-through-the-text/

As a mathematics educator, this is a strategy that is extremely useful to students in the geometry and trigonometry setting. Encouraging students to draw out scenarios using appropriate shapes and distances will allow students to be able to conceptualize a problem. Furthermore, drawing can be an easy and fun way to keep students engaged with mathematics problems.

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During-Reading Response: Visual Response or Drawing through the Text - AMLE

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Ideas for helping readers visualize text to promote comprehension at deeper levels

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Current Events Short Takes is a strategy that can be used by teachers to help contextualize content by using short passages about current events. This helps to make the content seem relevant and more interesting to students while also building their literacy skills through reading. I encountered this strategy in This Is Disciplinary Literacy Reading, Writing, Thinking, and Doing . . . Content Area by Content Area (Lent, 2017, pg 33).

As a mathematics educator, I can use this strategy to help students see the relevance of certain math facts or formulas. For example, take the story about Mcdonald's coffee and 79-year-old Stella Liebeck that made $3 million for accidentally spilling her hot coffee in her lap (and the cup didn't have a warning about temperature). This relevant lawsuit could easily be tied to the heating/cooling formula that can be taught in Algebra II. This can make a boring equation into a fun and explorative task.

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Math Keys Reading Bookmark is a strategy that takes students through steps to help them figure out what they don't understand and to reread and find meaning. This bookmark gives 7 explicit steps that can be easily followed while reading a textbook or word problem. I encountered this strategy in Classroom Strategies for Interactive Learning (Buehl, 2014).

As a mathematics educator, I can aid students to implement the steps of this bookmark in higher-level mathematics. Oftentimes, math textbooks are full of terminology or notation that is confusing. If a student does not understand one notation or mathematics term, there is a great possibility that as a reader, they will not understand what the rest of the text is saying because it relies and builds on the meaning of one or two terms that they may not understand. Therefore, asking questions such as “What concepts are mentioned that I have learned in math before?” and “What does the author already assume I know?” are such important questions to ask because they could help a reader avoid that situation entirely (Buehl page 144, 2014). An example of a text that might need this strategy to be paired with it is a calculus or mathematics theory textbook.