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Turn it into are, have, can. Animal research for example. Sheep can, are, have. Using it as sentence starters for students.

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1. Introduce vocab word

2. Students draw a picture of what they think the word means

Continue to build on it to see how students knowledge builds

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Choose an image with lots of different objects/people and enlarge it for the class to view. Have students help label the objects to build vocabulary. I thought I could use this for practicing nouns, verbs, and adjectives. One day we would label nouns, the next verbs, ect. You can take it further by using the words to build sentences.

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This activity starts similar to brainstorming about background knowledge, but on a poster.

I thought I could also pair it with other strategies we have learned. (Stay and stray and could add or put checkmarks to things they agree with)

-Deon

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Work together as a group to label a picture, then use that picture to fill in the blanks of sentences that go along with the picture independently. (For example, label a picture of a kitchen. Fill out sentences like "The fridge is ___." closed, soft, tiny, open)

Throughout the week, build on it -- turning those sentences into paragraphs.

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I can't post a picture 😕

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Building Background

Chart has three categories and students add to Chart as you move through the topic.

1. What we know

2. What we want to learn

3. What we have learned

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A poster that "signals" text structures for reading and writing.

For example: "If you are asked to compare two or more things, use: as well as; also; too; etc."

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Have students draw pictures of the main character. Can draw thought bubbles to show their thinking/feeling or label them to talk about their traits. Can use the picture to write usentences or paragraphs to describe/compare characters.

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Using Pictures and Videos to show

-Using photos to show Vocab along with the words.

-Using video clips and apps to reteach with CC or translations options

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Students are given the word they are using- spelling word, vocab word, weekly words etc. are able to find the meaning in english and then also put it in their home language so they can correlate them to English and their home language. Students are also given the ability to draw a picture to see how they would use it.

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This strategy involves students writing a message to their teacher in a journal. The teacher then writes a message back to students correcting their message and adding information for the student. I think this would make a great ELA station.

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Have students at each table count up from one or give them a post it note with a number(1,2,3…) so that each student has a number and each number has to answer a question and share with their table. Each person has to add to the conversation, add to a poster, add to a picture… etc

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Teaching facts is sometimes unavoidable, but enriching them to create a thematic understanding is important:

1. “The 22nd Amendment was enacted in 1951 and created the 2 term limit for US President”

2. A follow up prompt on your notes would be something like “Connect the dots on why we chose this specific time in history to amend the constitution to incorporate this”

3. The connection we would make is FDR, his 4 terms, and the Great Depression + World War 2 creating a unique situation to extend a presidency.

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"Make and Break"

1. Select a text (preferably with multiple paragraphs)

2. Cut up and mix the paragraphs

3. Students use reading strategies (like predicting or context clues) to put the strips in order - contextual or chronological

Could be a group activity

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A poster style ¨rubric¨ to show or tell (with examples) how students progress from one level to the next level! Students evaluate their own work and tell you what score they receive.

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Using the sketchnotes as a review guide for a test or as a reteach. They are individualized and we can differentiate. Students can have a blank white paper and their notebooks, they could have blank white paper with a word bank, they can have a guided paper with bubbles, or any combinations! They are writing and doodling the most important things from the chapter. Big, bold, underlined anything to help them remember the most important thing from the unit.

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Model and teaching students how to have academic conversations.