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Kids fill out bingo card with vocab words. You can go through a 40 word list twice in a class period by playing Bingo, then 4-Corners, then Blackout (all squares marked). Vocab encompasses THE essential ideas, so it's a great, low-tech review and kids like it.

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Chris Oglesby
A strategy that I learned at NMSI is card sorting. Students get a set of pictures usually 8. And they are given a seperate set of cards that may or may not all match up with the 8 pictures. It is designed to get students talking and discussing what goes with what. So far it seems to be working effectively.

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Since I am in the LDC cohort 2, increasing literacy has been a strong focus. To increase literacy I communicate a learning target, the way students’ progress toward the learning target will be measured, and the connection between the learning target and the assignment (end-goal). Graphic organizers, guided notes, activities, etc. are a few items that I use to enhance the success of the learning target and end-goal. 

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Since I am in the LDC cohort 2, increasing literacy has been a strong focus. To increase literacy I communicate a learning target, the way students’ progress toward the learning target will be measured, and the connection between the learning target and the assignment (end-goal). Graphic organizers, guided notes, activities, etc. are a few items that I use to enhance the success of the learning target and end-goal. 

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One strategy I find occasionally useful is to have students ask each other questions from previous versions of the test.  This can sometimes be performed using teams for points.

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I've used and like the idea of creating a menu or tic tac toe of assignments for the students to complete. The more difficult the assignment the more points they can earn and vice versa. The have to reach so many points to earn a particular grade. The assignments can be vocabulary, poetry, t/f, essay, etc.

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Reinforcement for Proficiency - Carlos Rios

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Reinforcement for Proficiency - Carlos Rios

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In my Spanish classes, I reinforce vocabulary through sentence structuring. Especially, if certain vocabulary words do no translate directly in to students’ primary language. For example, often, students want to translate word for word but this practice does not work all the time because the noun comes before the adjective in Spanish opposite to the English language. Furthermore, structuring Spanish vocabulary in sentences help students retain vocabulary while mastering it through this practice. In addition, the conjugation of Spanish verbs is very important because the meaning of Spanish verbs may change when use in the reflexive or non-reflexive forms. Therefore, repetition is a tool I use to reinforce Spanish language skills to promote proficiency in the target language.

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Students in my Algebra 2 pullout class have multiple opportunities in the classroom. Most of my students prefer hands-on activities. This is why I have separated them in groups for group activities and I have been using Kahoot and Quizizz to test their algebraic knowledge and to keep them engaged. They are currently working on a polynomial project. They have to define and solve Monomials, Binomials, and Trinomials while explaining to me how they got their answers.

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N’Kutula, Vasco Drilling French Vocabulary (Flash cards)After introducing new vocabulary, we review it often through the following:1.	Pronunciation  ( associated with a picture )2.	Making flash cards  French/English ( in groups of three each )3.	Pronunciation practice ( In groups)4.	Playing a Game: Students spread the cards out (Face up with French word) on the desk in the middle of each group. Taking turn, students look at the French word and try to find the correct English translation word on the back. The missed card it put aside. Student with the most cards in each group wins the game/round.

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N’Kutula, Vasco Drilling French Vocabulary (Flash cards)After introducing new vocabulary, we review it often through the following:1.	Pronunciation  ( associated with a picture )2.	Making flash cards  French/English ( in groups of three each )3.	Pronunciation practice ( In groups)4.	Playing a Game: Students spread the cards out (Face up with French word) on the desk in the middle of each group. Taking turn, students look at the French word and try to find the correct English translation word on the back. The missed card it put aside. Student with the most cards in each group wins the game/round.

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On chart paper, the teacher models using context clues to figure out the meaning of a word, which includes locating the word and reading the two sentences before the word and after the word to come up with a simple definition. Then, the teacher draws a picture to connect to the word, thinks of synonyms & antonyms, and finally writes a new definition for the word that accounts for all the information provided. In groups, students do the same thing on chart paper, but have to pass the paper at each step to the next group. This provides students exposure to multiple vocabulary words at once and keeps things moving.

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GIST...is used once or twice a week during the reading of each book. Right now, we are reading The Pact. We use it to summarize a paragraph and understand the author's point of view. Students write a summary after a few paragraphs have been read. The goal is sentence structure and reading comprehension.

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National Writing Initiative

I am a part of the National Writing Initiative through Augusta University. This partnership has allowed me to have numerous text sets available to approach difficult areas of writing,such as creating a claim, writing a clear thesis statement, establishing a definitive  argument, staying on point, using the right textual evidence, and how to differentiate text sets based on level of learning. This project uses up-to-date articles which my students actually seen interested in reading. They are able to hold conversations that are on topic and helpful to those in their groups or others in the classroom.

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Students use colorful pocket charts to complete before reading, during reading, and after reading activities.
Before reading, the teacher provide students with 8-10 words from the story along with the title and cover page. Students are required to write a short blur stating what they think the text is going to be about.
During Reading- Students participate in acting out the story, answering comprehension questions, large group discussions, etc.
After Reading- Students make a connection with the text, non-fiction may require the students to do farther research, conduct an interview with someone,etc. Fiction may require them to write about an experience they've had or someone they know has had, relating to the themes from the story.

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In my Spanish classes, I reinforce vocabulary through sentence structuring. Especially, if certain vocabulary words do no translate directly in to students’ primary language.  For example, often, students want to translate word for word but this practice does not work all the time because the noun comes before the adjective in Spanish, different from the English language. Furthermore, structuring Spanish vocabulary in sentences help students retain vocabulary while mastering it through this practice. In addition, the conjugation of Spanish verbs is very important because the meaning of Spanish verbs may change when use in the reflexive or non-reflexive forms. Therefore, repetition is a tool I use to reinforce Spanish language skills to promote proficiency in the target language.

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I use flash cards with students to review vocabulary in Spanish.  Have done this with reflexive verbs, also foods.  Sometimes seeing the words in both languages helps with retention.  Also we play various review games ever so often: Killer, Kahoot, The Dot Game, Bazinga.  If anyone would like me to share these games with them, please let me know.

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For an exam, a good strategy that works is giving a mock test that is nearly identical in terms of the standards and skills needed, but is not identical in terms of content. That allows me to see how well they might do on the actual exam.

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Students will complete multi-tiered activities off a choice board that you have to connect four of the assignments vertically, horizontally, or diagonally. Each assignment is tiered and covers a first semester standard that includes complex characterization, symbolism, rhetorical strategies, literary devices, informational essay writing, narrative essay writing, identifying and utilizing logos, pathos, and ethos.

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USA test prep, project (research, technology, presentation)

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GIST (Generating Interactions Between Schemata and Texts)

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GIST (Generating Interactions Between Schemata and Texts)

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This strategy helps students write organized and concise summaries. To model the strategy give students a short informational paragraph. Read the first sentence then ask students to write a summary of the first sentence in 15 words or less. Then read the second sentence and ask students to write a summary of the first TWO sentences in 15 words or less. Continue until the paragraph is read and the entire paragraph has been summarized in 15 words or less. Then you can have students apply the strategy to longer passages.

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One strategy that I often use in both E.L.A. and World history is group or peer instruction. I provide students with a section of the material to cover. Students cover their given topic within the provided guidelines. Students then present their topic to the class. The presenting students instruct other students on which material to write down. Students are provided with questions that must assist others in answering by peer teaching. We plan to review for the semester exam by using the same familiar jigsaw method. Students will be given standards to cover. Students will have guidelines that ensure all necessary materials are covered. Students will be peer assessed through student chosen assessments. All assessments will be teacher monitored for validity. I also take the assessments in order to judge validity. I modify all group assignments to this structure in some method to promote peer teaching. This method also affords students the opportunity to work together, become comfortable with group presentation, feel "in- charge of the class" and take ownership of their learning process.I utilize this method in order to cover larger topics in short windows of time. This is a teaching strategy that I witness Dr. Baker use during my student teaching that I adopted to my own assignments.

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Marisa Davis- Algebra 2 Blended Learning

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Marisa Davis- Algebra 2 Blended Learning

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The students will be given a review study guide prior to complete  individually. When completed, students will work in groups of two comparing  answers and fixing
errors. Teacher will then go over answers with students to ensure correction and explanation.

Students will participate in Game Review Activity where they will work in teams of 4 challenging teammates to gain the most points for correct answers.

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Algebra & Geometry:        Most of my students are very visual / kinesthetic learners, therefore I design several card sorts for them to work on: Vocabulary matches (definition; example, non-examples, diagrams); Equations & Inequalities (word problems, math problem, answers & number line) Data (types of data, example of data-bar graphs, histograms, incorrect graphs & misrepresentations); Helps with organizational skills, social skills-working with a group & contributing to the lesson; Topic Review (concepts linked with examples)

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Algebra & Geometry:        Most of my students are very visual / kinesthetic learners, therefore I design several card sorts for them to work on: Vocabulary matches (definition; example, non-examples, diagrams); Equations & Inequalities (word problems, math problem, answers & number line) Data (types of data, example of data-bar graphs, histograms, incorrect graphs & misrepresentations); Helps with organizational skills, social skills-working with a group & contributing to the lesson; Topic Review (concepts linked with examples)

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Students that are apart of my pullout classes have multiple opportunities to succeed in the classroom with the varies instructional strategies including one of favorites; the Algebraic Scavenger Hunt. The way it works is that I place equations around the classroom and each group can start at whichever equation they choose. Once they solve the equation, they run to the board and match the "super hero answers" to their answers and repeat until it is complete. I thoroughly enjoy the superhero aspect because it helps with the engagement piece. It allows students to work in small groups, collaborate and use prior knowledge. Students are only allowed to ask me questions AFTER they have asked their classmates first.

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I posted 12 problems around the room and grouped by students in threes. Each group got the answer to the problem they started at, and had to solve it. They then had to use the answer they got in the next problem. Groups got three minutes to solve their problem before having to rotate. If all their answers were correct then the last answer they got would match the one I gave them to begin with. The kids really enjoyed this activity and worked diligently to get their answers correct. I did brilliantly following the directions and staying on task.

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Students will be assigned to cooperative pairs.   Each pair will be assigned a set of questions.  For differentiation students will be allowed to pick an additional set of questions to answer of their choice.  Pairs will answer their questions and present in a whole group setting.  This will be followed by a series of !Kahoots covering the same material.  The review will end with a round robin discussion of standards, content and concepts relevant to the students' respective classes.

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We have been using Kahoot and Quizizz to help keep students engaged while reviewing mathematical concepts.  The students enjoyed the break from paper and pencil!

P.S.  I agree with Big Patton.

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To play, I divide the students into two teams. I choose one student to aim for the board with a Koosh ball. When they hit the board, it will advance to that particular slide. All students (both teams) write down and solve the equation on their recording sheet. I call on someone from the team that threw to answer it and if they answer correctly they get the points. If they answer incorrectly, I call on someone from the other team. Once the points have been awarded, I display the answer along with the work so they can check their work.

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Marisa Davis- Algebra 1-Blended Learning. 

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Marisa Davis- Algebra 1-Blended Learning. 

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The students will be given a review study guide prior to complete  individually. When completed, students will work in groups of two comparing  answers and fixing
errors. Teacher will then go over answers with students to ensure correction and explanation.

Students will also have review assignment activity working in groups of two/three making corrections on math problems to fix and state the errors made. The teacher will circulate 10 to 12 problems/answers with errors for students to analyze and correct.
The students will have to show the error and show the correction.

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Nuances in Vocabulary

Our team is working towards helping students to realize that a slight variation of the meaning of a word can hold such a great impact in overall mastery of the hows and whys authors write in certain ways. We will give the students synonyms of a word, and then we allow them to determine why the "nuance" of a word is better than the original meaning of the used word. It is great when students realize the power that words truly hold. And that when we as readers can make connections with these words, we can truly master a new level of appreciation for the works we read. This has helped us to see a greater use of vocabulary in student's written work.

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Students will be put into groups of 3-4 (depending of class size). Each group is given a topic for each member. Students are given time to gather information about their topic (whether it be from notes, textbook, online source) - students will then share their information with their group and essentially "teach" their group about the topic. On occasion, I will also have students add their information to chart paper - and have them come up and present their topics to the class as well.

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In the Physical Education Department, We are big on modeling, group work and peer to peer teaching. We use these methods in all of our classes. Modeling is a great tool to ensure that the students are performing certain task safely using the proper techniques. The next strategy Group work is a very essential tool in working on mastery of the content especially in the weight room and the personal fitness classes. Students are able to motivate and critique each other to ensure that they are proficient in the performance of the required task. Peer to peer teaching is design to allow student led lessons which allows students to teach each other. We usually allow the student that have shown mastery to help other students who may be struggling. Usually those students are able to bridge that gap that the struggling student may not have understood. Those are some of the many instructional strategies that we use in the Physical Education Department.

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If the class is sitting in table groups, have chart paper and markers at each table. After 10 to 20 minutes, ask groups to list everything they can recall and underline the three most important things. Again, this allows you to quickly assess level of understanding as students talk about ideas, identify the most important ones, and see these ideas restated in different ways. A variation is to ask the groups to use images to represent the three big ideas. Using "non-linguistic" representations of information is a proven way to increase learning.

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Divide students in to groups of 3 or 4. Give each group a vocabulary word. Each group must write a “BOOK” definition for their word on chart/poster paper. Groups will then rotate to each poster and leave a descriptive word or phrase on each poster. When the group  returns to their original poster, they are to use as many of the words that were left by other groups to rewrite the definition and include a picture.

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To review concepts students will complete flash cards using vocabulary terms from this semester's concepts. I like Mr. Jackson's connector piece using the "remind me" sentence and will also incorporate that for vocabulary.  Students will also work in pairs to complete a study guide to quiz each other on concepts.  As a whole class we will review calculations for density, metric conversion, etc. on the board. Students also have access to study guides and information that have been posted in Edmodo and Remind that they can refer back to for clarity of information. And lastly I will have students compete with each other on Kahoot with a study session that I will create.

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We plan to give a study guide for students to complete in chunks and award bonus points for the work. Teacher will then go over the study guide to ensure that students have the correct answers to study for the final exam.

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I use Educational Technology by creating online reviews that students can complete within a given time frame as reviews heading into assessments. These online reviews give immediate feedback and in one situation even recommends additional reinforcement for areas determined to be weaknesses based on how the individual student answers each question. In this way each student basically creates their own IEP (Individualized Education Plan) consisting of a differentiated plan for addressing their individual weaknesses. The student can then work on improving their individual weaknesses on their own time. The system also provides me, the teacher, feedback so I can intervene and answer questions or suggest additional reinforcement as needed to assist each student reach their individual goals. Basically I use USATestprep assessments.

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Biology Team: T. Basile, T. Drayton, S. Patton

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Biology Team: T. Basile, T. Drayton, S. Patton

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We created an electronic study guide breakout that combined answering questions in a Google quiz with working on paper. Students were required to replicate, transcribe, and translate DNA in order to enter an amino acid code they needed to move forward once they reached a certain point. Here is a link to the quiz, but if you want to complete the entire challenge, visit Mrs. Patton's class page for links to the DNA decoding work.

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Vocabulary Reminders
My students tend to struggle with vocabulary, not only as it relates to ELA, but as it relates to various contents. I have my students to define words, use synonyms and antonyms, and to draw a picture or symbol to represent the word. But as the connector piece to other contents, the students complete the following sentence frame:
This word reminds me of ______________ because ______________.
I have learned that this technique often opens the door to a more thorough understanding of how words are used in various contexts, and how the same word can take on different meanings based on the content in which it is used or referenced. Many of my students are finally realizing that prefixes, suffixes, and root words are the same within most contents. What matters most is the context in which the word is used.

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As a review, I will have my students complete "stations." However, because we have so many students, I do not have them move around the room. Instead, I give them a limit of time to complete the work individually, then with a partner, and then as a whole class. Once the allotted time has expired, we move to another task. This fast pace keeps the students from getting off task and allows us to review many questions in a class period.