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using word wall words in student writing assignments

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going through a lesson or assignment (ex. vocab) without presenting a clear connection between the work and the mastery of learning targets

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Read an article and answer multiple choice questions VS read/annotate an article, and then write open responses to questions that lead to connecting the article to personal experiences or real-world background knowledge.

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If I assign vocabulary to a group of students and never use that vocabulary in class, I have egregiously used strategy for strategy's sake. If I use this vocabulary daily in class as a benchmark for building knowledge, I have made use of a quality strategy integration.

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Students keep a notebook of characters from the class novel that details character development.
vs.
Students keep a notebook of characters that details character development and use their notebooks to discuss those characters once a week and talk about the changes they noticed.

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vocabulary that is introduced on Monday and not a part of the weekly work and never revisited

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vocabulary that is introduced on Monday and not a part of the weekly work and never revisited

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Creating lessons that incorporate vocabulary that is used throughout the class reading as well as having visual representations of the word and its meaning.

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For strategy sake: give out vocab words on Monday and test on Friday. For quality: give out vocab words on Monday and work with them embedded within readings on Tues, Weds, and Thurs. Have students use vocab words in original themed paragraph as assessment on Friday.

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Teacher adds words to a word wall, but never references them again or uses them in class discussion.
Have students write out the words that go on the wall, and present them to the class, as well as returning the words regularly to keep them fresh on their minds

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Random set of problems

Finding an authentic problem that requires reasoning, problem solving and may not have one correct answer

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Asking a question to the class then giving the answer right away- bad strategy.

Instead, keep prompting students with more questions and employ healthy wait time.

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Incorporating ways to reference back to those cards/definitions, using the words actively in class, letting students use the sheets while working on related class work

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Giving feedback vs. Looking for evidence that feedback was considered-AN

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Giving feedback vs. Looking for evidence that feedback was considered-AN

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Independent Reading with no follow up prompts or analysis

Independent reading with reading responses and analysis

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Give an example of another scenario that would be “Strategy for Strategy’s Sake” and explain how to make it one that is a “Quality Strategy Integration” ?