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Step 5- I use visuals as much as possible in my class. I will put examples on the board for the students to visually see what I am asking them to do. If it is a project, I will have one complete for them to reference so that they can see what they are supposed to do. After implementing this, I noticed that students have a better understanding of what is being asked, and that there is less questions.

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I implemented step 5 'Use Visuals' - As we move into our Geometry Unit, I have introduced the formulas to calculate area of Triangles, Trapezoids, Parallelograms, and Circles utilizing visuals. Pictures help my students not only identify shapes but also understand how the area of a rectangle and the area of a triangle relate.

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We completed a nearpod as a class together and utilized most of the Steps, but specifically Step 6. The students had sentence stems on the slides to help them start with written responses. Then after they had time to write, we discussed our answers as a class before we moved on to the next slide. In the nearpod we also introduced negative numbers to them, so we used the visual of a thermometer to help the students understand.

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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Step 5- In partners we play "musical colors, numbers, and letters." The music plays and when it stops I will call out a color number or letter. They will then have to think with their partner how many things they can associate with that color, number, or letter. Ex: If I call out the letter "C" the students will find the letter C and have to think of as many things that start with the letter C.

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I implemented Step 7. After implementing this strategy I noticed students were more attentive because they didn't know if they were called on next to answer any questions. So their anticipation levels were higher.

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I used Step 4,Total Response Signals to help me determine if my students understand what is being taught. I felt this help to reinforce what I needed to focus on to clarify misconceptions.

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Step 2: After implementing this strategy, I noticed that students were able to respond with more confidence and commit to memory the flats or sharps in the scale. We use these individual scale sheets to teach students how many sharps/flats are in a scale, and after filling it out together, we chant it. We review these often and there are 8 different scales students learn while in middle school.

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Step 3 - I started using the "Popsicle Sticks" App. to randomly call students. I like this app because it can also track right/wrong answers. The app also creates random grouping. I use this to create my seating chart. After implementing this strategy I noticed that more kids are engaged because they know that they may be called on.

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I implemented step 7. We use Quickwrite journals. It is structured response, but I provide a sentence stem to help them get started. After implementing this strategy I noticed that the students are able to complete more complete grade level sentences.

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I started using a randomized wheel which is part of step 3. After implementing this strategy I noticed that my students started participating more in class and actively engaging with each other.

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STEP 1 Teaching students what to say when they don't know. First aid poster. After implementing this strategy I noticed that my students retained the information and were able to recall the first aid steps Call Check Care. Lists the Steps of First Aid. Check the scene for danger and vitals signs. Call for help and 911. Care for the victim. Administer CPR and wait for paramedics to arrive.

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Step 3 - I started using the Online Popsicle Sticks to randomize calling on students. I have noticed that students pay more attention and are more engaged knowing they may be called on to share.

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I used step 3 by utilizing popsicle sticks. I also used step 4 total response (attempted to incorporate it more frequently) with thumbs up/signals when they were done writing, stand up, etc. After implementing this strategy I noticed students would often pay more attention in case they were called on with popsicle sticks, encourages engagement and excitement (I would use for people to read, as well as answer questions). With Step 4, I noticed when students were copying other students responses (thumbs up/down) and knew who to follow up with and provide supports for.

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I implemented step 2 of the 7 steps to learn a language-rich interactive classroom. I provided a sentence stem for our daily writing prompt. Was able to see more student productivity.

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Step 3: Randomize and Rotate when calling on students. (Popsicle Sticks)

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Step 5- We do a great job of showing a videos or other visual aids.

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Sentence stems given for our Flipgid assignment

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I use a randomized wheel.
A few other things I use are graphic organizers and  photographs. Drawing and writing too once a week are utilized consistently.

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I use a variety of steps in my Science Resource classes. The one I focused on was teaching students what to say when they do not know what to say, Step 1. The poster provided earlier in the school year is another way to refer to with the students so that they can gather their thoughts to feel included in the classroom discussion.

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I implemented the QSSSA strategy with an ancillary text connected to The Outsiders, our unit anchor text. The article was about how we form our self-concept. We read it and then I posed the question, used the total response technique to indicate when students were ready to share with each other at tables. Then I randomized and asked for students to either share their connection to the text using the stem or to share their table mate's idea with the stem. Here's how I planned for that: Article (whole-class read): Self-Concept

Teacher guides the reading using QSSSA strategy and randomization technique. Students will pull a quote for dialectical journal.

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Step 6 - I used QSSA during a discussion on celestial bodies. I used this in the middle of our astronomy unit to get a better idea of the students current understanding. I was able to see which students needed extra help based on their conversations with each other, during the assess, and based on students over all body language.

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I used my randomizer more often, especially after a observation where my students surprised me by not being their normal active selves!
I still would like to focus more on sentence stems, but am glad that I got to refresh a skill for me ESLs! After implementing this strategy I saw engagement from those who would start to sit out again! :)

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Step 6 - Math Talks
This is something that I have been intentional about doing in my classes. Have numeracy conversations and using hand signals with student to communicate non-verbally with one another. Also, I have utilized the turn Talk, Read, Talk, Write.

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My students are much more aware of the lesson, because they know there will be cold calling.

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Step 6:
Completing the QSSSA was a great way for everyone to participate in all areas of ILA. The students were able to read, write and speak with their peers. They were engaged and participated and no one used the phrase "I don't Know"

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Step 2 - provide a sentence stem and speak in complete sentences
I noticed that my English speaking students were more thoughtful in their responses (not just I don't know....) and my English learning student participated and gave more than one word answers.

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I used QSSSA after a lesson about the Chernobyl disaster to get kids talking about ways to prevent environmental disasters. After implementing this strategy I noticed that students were more comfortable talking and sharing later on in the class period.

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Step 5: Use Visuals and Vocabulary Strategies - photos, point and talk

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Step 2: Have students speak in complete sentences.  This is something I have focused on instilling into my students from the beginning of first semester. I noticed students struggled with this for a while because it feels a bit unnatural to speak in complete sentences when sharing the floor, but the more they practiced this, the more natural it became.  Thankfully this has led to increased complete sentences while writing.

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Step 2 - give student longer time to respond and speak in complete sentences.
After implementing this strategy I noticed that students were shy at first - but later got used to making complete sentences. The sentences were short - but I felt they were trying.

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I have been using step three. I have been using physical and virtual popsicle sticks. This has pulled me out of my comfort zone and ensured more people are participating within classwide conversations. After implementing this for a few weeks, I have noticed that more people volunteer versus before. I think it has something to do with they know whether they volunteer or not they still have a chance of being called on. This has created a strong sense of community within my room.

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I focused on Step 3 - randomize - I numbered my desks and numbered popsicle sticks

After implementing this strategy I noticed a couple of things - some students still won't speak even after table talk but most students are able to use more academic language

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I often use Step 4 (Total Response Signals) to transition between activities. For example, when we're transitioning from taking notes to independent practice, I'll tell students "Give me a thumbs up when you're ready/done/etc."

Additionally, I use "thumbs up, side, down" to take a visual "survey" of understanding or comprehension. For example, if I was introducing a new vocabulary word, I might ask students to show "thumbs up, side, down" to represent their familiarity with the word. Thumbs up = I know it, can explain it; thumbs side = I recognize it, but not 100% sure; and thumbs down = never seen/heard it before.

After implementing these strategies, I noticed that my ELL students can participate without being singled out or having to verbalize their thinking. These are great strategies for just a quick check-in with the class as a whole.

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I used a visual strategy - Step 5. We were working on simple and compound interest. My student could not understand total amount using simple interest. The simple interest formula provides interest only. I went to the Life Skills room and borrowed play money. I showed her a $100 bill and a $10 dollar bill. First, we found the simple interest using a rate of 10% of $100. Then I showed her with money that the total would be $110.

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Step 5: I use visuals and vocabulary to teach what we are learning in class. I model the movements we are working on by breaking them down. Vocabulary I have the students repeat the words back to me and show me what they are. Point and talk for example standing on the a specific line on the basketball court and telling me the name.

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Step 4: Use the Total Response Signals
I used Ready Response "Thumbs Up" strategy to gauge whether students had full understanding about what we were discussing as a class. After implementing this strategy I was able to see exactly who needed clarification and who was ready to move on.

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Step 6: Have students participate in structured conversations.

I implemented more opportunities for students to turn and talk. I would encourage them to use a specific vocabulary word while answering the question to practice using more academic language. We did 3 sets of turn and talk while learning about wind.

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I used the QSSSA with my students in unit 5 - Russia & the Eurasian Republics. I have also used this in my Unit 6: Sub-Saharan Africa about rapid urbanization.

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This is an effective strategy where we can use a total response strategy, give them a sentence stem to respond and also assess randomly. They are engaged during this strategy.

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Step 2 & 4: Have students speak in complete sentences. I either have my students; mainly in Lead Worthy, speak, write, or talk with their peers in complete sentences. If I see that they are not, I correct them and explain what they need to do in order to fix it. This helps with their speech writing and speaking.

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I used Step 2: Have students speak in complete sentences. After implementing this strategy I noticed how reluctant my students really are to speak and how much less they were speaking in my class than what I previously estimated. In recent assignments and guided notes, we have been forcing ourselves to put concepts into complete sentences and similarly explain our reasoning out loud to the class. It has been a challenge, but there is positive work being done.

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Jackson 6th Science                                               Visuals & Vocabulary Strategies     

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Jackson 6th Science                                               Visuals & Vocabulary Strategies     

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Step 5: Use visuals and vocabulary strategies such as photos, media, relia, graphic organizers, point and talk or scanning. This is an example of a Google Slide Project for Astronomy. To aide my student in accomplishing this task in English, I translated his rubric to his native language and allowed him to insert videos in his slides with Spanish captions turned on. With these visual aides he was able to complete his project in English, and present with a partner in English.

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Step 1 - I have been using the poster as a reference to inspire the students to use answers other than "I don't know". They have started to correct each other, yay!

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Step 5 Graphic Organizers ---I used thinking maps to have them make thematic connections between art pieces and current event as part of an analysis activity.

After implementing this strategy I noticed how much the students enjoyed sharing the connections they had made.

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Step 3

The Wheel of Names

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I started using more of step 3. Each student has an assigned calculator number. I use an online randomizer wheel to call on students by their number. To help prime ELL, Sped, Etc. students, I'll spin the wheel and then prime the student that they will be sharing their answer. This gives them an opportunity to ask questions before sharing aloud. I'll provide a sentence stem (when needed) for short answer questions being asked.

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Step 5: We chunked the last unit power standards into graphic organizers before the test. Students were able to compare and contrast the key concepts with pictures and real world examples. We followed up with an interactive card game students did in small groups to match word, picture, and the main idea of the concept.

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After implementing this strategy, I noticed the vocabulary scores improved.

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After implementing this strategy I noticed- all learners were able to participate.  Words one at a time "See, Think, Wonder" then the sentence stem 

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Step 5: Use of visuals and vocabulary

I have videos that demonstrates whatever concept we are learning for that lesson. I also have vocabulary at the beginning of each lesson.

This helps the students understand what they are supposed to do,

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Step 4: Use the Total Response Signals
During UIL season, I have the students assess their performance using the UIL Rubric and they will all hold up the number of fingers representing the rating they would give a passage and I call randomly on students to give an explanation why they would give their rating. I can also have them sing something a variety of ways and they can vote on which one they think was the best interpretation of the passage. This allows all the students to have a voice in the music making process and they have an awareness of their performance.

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After implementing this strategy I noticed that more students were writing more complete sentences, instead of sentence fragments. They were also using more accurate grammar rules.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Structured Reading
After implementing this strategy, my students were more engaged and it supported their understanding in the author's purpose.

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Step 2: After implementing the sentence stem strategy, I learned that students who comprehend the key signature order of sharps/flats are apt to respond with more than one word.  Students have learned to discuss how to read and explain musical vocabulary to another

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Step 3: "Randomize and rotate when calling on students"
I used an online program to randomly call on students from my classes to speak up in class or read word problems.

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Free and easy to use spinner. Used by teachers and for raffles. Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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Step 6: After implementing this strategy, I noticed all students were participating and engaged.

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Step 5: I use visuals in my classroom for learning new vocabulary and for daily routines. Since changing my materials needed list to visuals, my struggling readers have become more confident in preparing for class, and I have had less confusion and unpreparedness.

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Step 3: I started using Classroom Screen Randomizer, which randomly selects students to engage in discussion. After implementing this strategy, I noticed that more of my students engage in the lessons and even quieter students are motivated to contribute more to class discussions.

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Step 5- I used photos and videos to help explain what we are doing for the activity that day.
After implementing this strategy I noticed that my students are able to do more activities on their own and help teach other classmates that are not understanding how to complete the workout.

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I use step 5 Visuals and vocabulary. In basketball I will model and then say the word. After implementing these strategies  she does well with modeling back and repeating the term.

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Step 5: point & talk -- my class doesn't do written work so modeling, demonstrating, pointing to another student works

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Step 3: Popsicle Sticks
After implementing this strategy we noticed more student engagement.