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Teaching phonics before blending

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Utilize a timer to stay on track with the amount of time you are spending on specific parts or topics of the lesson

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Utilize a timer to stay on track with the amount of time you are spending on specific parts or topics of the lesson

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Slates are used frequently in Everyday Math at the elementary level. From this, teachers are able to see if students are making mathematical errors and intervene in a timely manner. 

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Slates are used frequently in Everyday Math at the elementary level. From this, teachers are able to see if students are making mathematical errors and intervene in a timely manner. 

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Teaching vocabulary words before you move on to teaching higher level skills (reading, social studies events, etc.)

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Ensure time for all lesson components from Do Now to assessment/closure activity

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Ensure time for all lesson components from Do Now to assessment/closure activity

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Feedback is given in small group to students easily by giving tangible items/rewards/feedback.  

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Feedback is given in small group to students easily by giving tangible items/rewards/feedback.  

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For middle school math Desmos has a warm-up problem for each lesson that spirals back to a previous concept. The ALEKS software does the same thing with periodic knowledge checks on previously taught skills/concepts.

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For middle school math Desmos has a warm-up problem for each lesson that spirals back to a previous concept. The ALEKS software does the same thing with periodic knowledge checks on previously taught skills/concepts.

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During a student's public speaking presentation, immediate and corrective feedback can be given by instructor when noticing areas that can be swiftly identified and improved.

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In ELA we use graphic organizers.  An example would be a plot diagram.

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In ELA we use graphic organizers.  An example would be a plot diagram.

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slates for quick responses on vocabulary, spelling, grammar

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slates for quick responses on vocabulary, spelling, grammar

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Utilize Educational Technology (ex. NearPod) to increase opportunity for student responses and participation for a more actively engaged lesson. 

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Utilize Educational Technology (ex. NearPod) to increase opportunity for student responses and participation for a more actively engaged lesson. 

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Teaching basic facts and skills before asking students to problem solve, think critically, or apply the information.

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Slates for spelling as well. We review the Journeys spelling patterns for the lesson and monitor student's responses on their white boards.  We also ask student to highlight the pattern for the lesson to check for understanding.

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Using stop, pair, share frequently during lessons. You can do this verbally or on slates for our younger students. You are keeping all students engaged.

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Collaborating with other grade levels to make sure everyone is using the same terminology from year to year.

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Collaborating with other grade levels to make sure everyone is using the same terminology from year to year.

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We are using NWEA and other data to give feedback to kids so we can set goals for students individually. 

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We are using NWEA and other data to give feedback to kids so we can set goals for students individually. 

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Continually use content specific terminology throughout instruction -orally, visually, and call and recall

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Continually use content specific terminology throughout instruction -orally, visually, and call and recall

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Quick question and answer session for review (start of class or closure) for immediate feedback.

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Quick question and answer session for review (start of class or closure) for immediate feedback.

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Consistent, quick, engaging feedback. I use PearDeck quite often which allows students to use technology and allows me to gauge student learning very easily

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Consistent, quick, engaging feedback. I use PearDeck quite often which allows students to use technology and allows me to gauge student learning very easily

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Draft out writing component parts before actually putting it together into a paragraph

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verbal praise: positive shout outs, point out models

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verbal praise: positive shout outs, point out models

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In the shop environment the instructor can be working with the student on a project and can provide that feedback as they are constructing their project.

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Vocabulary logs are useful in any subject. Students write the vocabulary word and surround it with 4 things: definition, characteristics, example, and non-example. This gives students an idea of what the term is both in words and with a diagram. It also provides a non-example so that students see what they should be looking for and what they shouldn't be looking for.

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Content Vocabulary with opportunities for students to use vocabulary daily

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Content Vocabulary with opportunities for students to use vocabulary daily

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Utilize a routine where students are expected to respond to a prompt every few seconds. We tap a pen and students know that they are to respond. Not only does it help keep a brisk pace, but it also maximizes student responses.

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Give a specific example of what the lesson target would be. 

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Give a specific example of what the lesson target would be. 

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Model RACE or RACE+C extended answer by modeling the writing process on a doogle doc shown on the screen.

Included in this modeling, say internal thoughts out loud in the writing process

Write RACE+C Method on dry erase board to remind students visually of the process that was just modeled

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Include concise language in learning targets and success criteria

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Include concise language in learning targets and success criteria

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Grab the students' attention before you lose them.

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Grab the students' attention before you lose them.

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When learning new math concepts that have a model component, try to show the thought process visually (addition using blocks)

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In music, teaching important and commonly used core vocabulary terms, Ex. "crescendo" clef, "decrescendo". Teaching importantly commonly used rules, Ex. there are only 7 letters of the musical alphabet that never go beyond, and always repeat.

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Teachers model the steps for an activity or task for the whole group, then for small groups, and independently when needed. This also follows the I do, We do, You do modeling. For example, start with a subitizing warm up activity. Then move to a teacher vs. student activity. Finally students vs. students activity.

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Utilize a bellringer activity to get the lesson started as soon as students enter the room to maximize time

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Utilize a bellringer activity to get the lesson started as soon as students enter the room to maximize time

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When teaching new music notes, I will show students what the note looks like and how many beats and sounds it receives. Then I will show a slide with multiple notes and rests on it. Students will take turns circling the correct note and we will talk about the other 'non-example' notes

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Objectives/instructions each day that are worded so that they are understood by the students are imperative for daily success.

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Objectives/instructions each day that are worded so that they are understood by the students are imperative for daily success.

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Introduce critical vocabulary in conjunction with the content. If students are being introduced to multiplication, discuss key words such as factors and products.

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Introduce critical vocabulary in conjunction with the content. If students are being introduced to multiplication, discuss key words such as factors and products.

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In a unit on the different types of syllables, you would teach the different types of syllables using codes instead of individual vowels (ex: CVC, VCVe, CV, etc.) so that students are understanding the vocabulary instead of thinking of specific words.

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Teachers use modeling to provide guided practice and then allow students to work with a partner to practice. 

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Teachers use modeling to provide guided practice and then allow students to work with a partner to practice. 

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ECRI reviews letter/sounds/blending daily during Language Arts instruction. Letter cards and sound cards are used daily and are added to daily.

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For specials teachers we use circulation throughout the room and constant questioning strategies as they work.

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Using long division breaking it down into the steps of multiplication and even subtraction.

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Using long division breaking it down into the steps of multiplication and even subtraction.

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I start class with a kickoff problem, which reviews previously taught concepts.

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I start class with a kickoff problem, which reviews previously taught concepts.

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PE - A lot of modeling takes place before students work with a partner to practice the skill and then show the skill independently 

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PE - A lot of modeling takes place before students work with a partner to practice the skill and then show the skill independently 

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Articulation: Use age appropriate vocabulary. For example, when teaching students to improve articulation Mrs. Wallace says touch "the bumpy part of the roof of your mouth" instead of the scientific term she learned in college.  

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Articulation: Use age appropriate vocabulary. For example, when teaching students to improve articulation Mrs. Wallace says touch "the bumpy part of the roof of your mouth" instead of the scientific term she learned in college.  

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When teaching novice learners a second language, one of the first skills I teach is how to identify, and differentiate between, people, places, things, animals, etc...

That said, I give lots of examples and non-examples. Ex. I show a picture of a dog. “Clase, ¿Esta es una persona?”
Clase- "nooo"

¿Es un animal?-  Sí

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Government breaking it down to world leaders, state leaders, local leaders.

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Government breaking it down to world leaders, state leaders, local leaders.

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I used scaffolded - worksheets that I work through with students and each example is less and less detailed. This is completed through an "I do, You do, We do" format. 

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I used scaffolded - worksheets that I work through with students and each example is less and less detailed. This is completed through an "I do, You do, We do" format. 

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Example: When you begin your lesson on two-by-two multiplication, you would first ensure that students have the relevant multiplication skills.  If student’s do not have the prerequisite skills, then a review lesson may need to be done first.  Doing so demonstrates to students that basic multiplication skills connect with higher order multiplication skills like two-by-two digit multiplication. (Vanderbilt)

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Example: When you begin your lesson on two-by-two multiplication, you would first ensure that students have the relevant multiplication skills.  If student’s do not have the prerequisite skills, then a review lesson may need to be done first.  Doing so demonstrates to students that basic multiplication skills connect with higher order multiplication skills like two-by-two digit multiplication. (Vanderbilt)

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CRT - Concrete Representational and Abstract

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CRT - Concrete Representational and Abstract

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Explicitly show students how to break syllables apart using 3d letters. Have students then work with you to break your next few words apart into syllables as a group. Next, have students move to working with parents to break syllables apart. Lastly, have students complete a syllable sheet to independently break words into syllables.

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Using I do, we do, you do, to support students in 1-1 learning centers based on their individual goals and needs. Fading supports as students find success in gradual skill building.