Nonlinguistic Representation
This strategy can enhance a student's ability to represent and elaborate on knowledge using mental images. When students elaborate on knowledge, they are able to understand it in greater depth and be more successful at recalling it. Nonlinguistic representations can include graphic representations, mental pictures, physical models, drawings, and kinesthetic activities. New knowledge is usually presented in a linguistic form. When students are also able to use imagery, the effects on achievement can be significant.
Learning Addition
Strategy #:18
Grade Level: primary
Materials: pictures of three different types of animals; three lengths of bricks (short, medium, and long); scratch paper
Procedures:
1. Seat three volunteer “animals” (e.g., zebra, giraffe, and deer) on chairs side by side in front of a chalkboard. Hang a sign with a picture of each animal around the neck of the student who acts as that animal. The sign on the right (deer) also has the word ones or 1s, signifying the units place of the number. The middle sign (giraffe) shows the word tens or 10s, signifying the tens place of the number. The sign on the left (zebra) has the word hundreds or 100s, signifying the hundreds place of the number. Throughout the activity, the place-value words are able to be seen.
2. Give each animal a supply of bricks. Long bricks mean hundreds; medium bricks mean tens; and short bricks mean single units. Give two long bricks to the hundreds zebra, five medium bricks to the tens giraffe, and eight short bricks to the ones deer. (First number = 258.)
3. Ask each animal to tell what he or she has been given as the teacher writes the combined number on the chalkboard.
4. Teach students the rules for this activity:
a. All business exchanges begin with the ones deer, then the tens giraffe, and finally the hundreds zebra. The animals receive their shipments in turn and take inventory of their bricks as they are received.
b. The inventory process ensures that the ones deer never has 10 ones bricks (short), the tens giraffe never has 10 bricks (medium), and the hundreds zebra never has 10 hundreds bricks (i.e., each animal’s total is nine or less). If any animal has more than 10 bricks, he or she must trade 10 bricks for 1 brick of the next greater value.
5. The brick suppliers will arrive to deliver more bricks to each animal. For example, the supplier may bring 4 hundreds bricks, 7 tens bricks, and 3 ones bricks. (Second number = 473.)
6. When the ones deer inventories 11 bricks, a teacher reminds him or her that the ones deer must deliver a stack of 10 short bricks back to the supplier in exchange for a medium brick, which must then be given to the tens giraffe. The single short brick that remains is recorded on the chalkboard. When the 7 newly delivered medium bricks are added to the original 5 medium bricks and the medium brick passed from the ones deer, the tens giraffe has 13 medium bricks. Then, he or she delivers one set of 10 bricks to the supplier in exchange for 1 long brick, which is given to the hundreds zebra. The new tens inventory is 3 medium bricks, which is recorded on the chalkboard. The hundreds zebra then reports the total inventory of 7 long bricks, or hundreds. (Final answer: 258 + 473 = 731.)
Purpose: to help students understand how to do addition with three-digit numbers and provide practice in addition through these fun activities.
Source:
Vaughn, S. & Bos, C. S. (2012). Strategies for teaching students with learning and behavior problems. Boston, MA: Pearson Education, Inc.
Grade Level: primary
Materials: pictures of three different types of animals; three lengths of bricks (short, medium, and long); scratch paper
Procedures:
1. Seat three volunteer “animals” (e.g., zebra, giraffe, and deer) on chairs side by side in front of a chalkboard. Hang a sign with a picture of each animal around the neck of the student who acts as that animal. The sign on the right (deer) also has the word ones or 1s, signifying the units place of the number. The middle sign (giraffe) shows the word tens or 10s, signifying the tens place of the number. The sign on the left (zebra) has the word hundreds or 100s, signifying the hundreds place of the number. Throughout the activity, the place-value words are able to be seen.
2. Give each animal a supply of bricks. Long bricks mean hundreds; medium bricks mean tens; and short bricks mean single units. Give two long bricks to the hundreds zebra, five medium bricks to the tens giraffe, and eight short bricks to the ones deer. (First number = 258.)
3. Ask each animal to tell what he or she has been given as the teacher writes the combined number on the chalkboard.
4. Teach students the rules for this activity:
a. All business exchanges begin with the ones deer, then the tens giraffe, and finally the hundreds zebra. The animals receive their shipments in turn and take inventory of their bricks as they are received.
b. The inventory process ensures that the ones deer never has 10 ones bricks (short), the tens giraffe never has 10 bricks (medium), and the hundreds zebra never has 10 hundreds bricks (i.e., each animal’s total is nine or less). If any animal has more than 10 bricks, he or she must trade 10 bricks for 1 brick of the next greater value.
5. The brick suppliers will arrive to deliver more bricks to each animal. For example, the supplier may bring 4 hundreds bricks, 7 tens bricks, and 3 ones bricks. (Second number = 473.)
6. When the ones deer inventories 11 bricks, a teacher reminds him or her that the ones deer must deliver a stack of 10 short bricks back to the supplier in exchange for a medium brick, which must then be given to the tens giraffe. The single short brick that remains is recorded on the chalkboard. When the 7 newly delivered medium bricks are added to the original 5 medium bricks and the medium brick passed from the ones deer, the tens giraffe has 13 medium bricks. Then, he or she delivers one set of 10 bricks to the supplier in exchange for 1 long brick, which is given to the hundreds zebra. The new tens inventory is 3 medium bricks, which is recorded on the chalkboard. The hundreds zebra then reports the total inventory of 7 long bricks, or hundreds. (Final answer: 258 + 473 = 731.)
Purpose: to help students understand how to do addition with three-digit numbers and provide practice in addition through these fun activities.
Source:
Vaughn, S. & Bos, C. S. (2012). Strategies for teaching students with learning and behavior problems. Boston, MA: Pearson Education, Inc.
List/Group/Label (Word Sort)
Strategy #: 19
Reading component: Vocabulary
Related Standard(s) of Learning: 6.5
Overview of the strategy
A grouping and labeling activity prior to reading helps students predict and clarify the meanings of words and the upcoming text. The teacher might list the words thought to be unfamiliar or ask the students to brainstorm about the topic and identify such words. The teacher might provide the labels, as in a closed sort, or ask the students to determine the categories, as in an open sort. This activity requires classification, deductive reasoning, inference, and prediction. A similar activity after reading can help students absorb and comprehend the vocabulary essential to the topic.
Strategy procedure
1. Choose a topic, and instruct the students to brainstorm as many words for it as possible. Alternatively, select a list of words from a text the students are going to read.
2. Assign the students to small groups, and instruct them to sort the words into categories, either predetermined by the teacher or developed by the students. The use of file cards is recommended.
3. Verbalize as a model for the students the rationale for categorization of some of the words.
4. Encourage students to verbalize the rationale for their categorization as well.
See Lesson 1, Click here
Source
· H. Taba, Teacher’s Handbook for Elementary Social Studies (Reading, Mass.: Addison-Wesley, 1967).
Reading component: Vocabulary
Related Standard(s) of Learning: 6.5
Overview of the strategy
A grouping and labeling activity prior to reading helps students predict and clarify the meanings of words and the upcoming text. The teacher might list the words thought to be unfamiliar or ask the students to brainstorm about the topic and identify such words. The teacher might provide the labels, as in a closed sort, or ask the students to determine the categories, as in an open sort. This activity requires classification, deductive reasoning, inference, and prediction. A similar activity after reading can help students absorb and comprehend the vocabulary essential to the topic.
Strategy procedure
1. Choose a topic, and instruct the students to brainstorm as many words for it as possible. Alternatively, select a list of words from a text the students are going to read.
2. Assign the students to small groups, and instruct them to sort the words into categories, either predetermined by the teacher or developed by the students. The use of file cards is recommended.
3. Verbalize as a model for the students the rationale for categorization of some of the words.
4. Encourage students to verbalize the rationale for their categorization as well.
See Lesson 1, Click here
Source
· H. Taba, Teacher’s Handbook for Elementary Social Studies (Reading, Mass.: Addison-Wesley, 1967).
Written Conversation
Strategy #: 20
Reading component: Comprehension
Related Standard(s) of Learning: 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The Written Conversation (WC) strategy was developed by Bintz and Shelton to capitalize on adolescents’ natural tendency to socialize. Students working in pairs have a silent conversation by “talking” on paper. Since the conversational process has been slowed down, the students will often “listen” to each other’s ideas more intensely than in spoken conversation.
Strategy procedure
1. Select a text on the students’ independent reading level if the text is to be read by students, or at the instructional level if the text is to be read aloud by the teacher. Mark in the text the places to stop reading for Written Conversation.
2. Assign partners, and distribute to each pair one Written Conversation Log (see sample below) and the marked
text.
3. Read aloud to the first stopping place, pause, and instruct the students write their conversation. Each student should have at least two opportunities to write and respond. No talking is permitted.
4. Resume reading aloud, or assign the students to share the reading either quietly between partners, or individually and silently. Instruct the students to pause at the next stopping place to do Written Conversation again.
5. Continue until the whole text has been read and the Written Conversation has been shared.
6. Lead a whole-class discussion of the insights gained by writing conversations during reading. How is this similar to spoken conversation? How is it different?
Source
· W. P. Bintz and K. S. Shelton, “Using Written Conversation in Middle School: Lessons from a Teacher Researcher Project.” Journal of Adolescent and Adult Literacy 47, no. 6 (2004): 482–507.7. Repeat with increasingly difficult text and different partners, as appropriate.
Reading component: Comprehension
Related Standard(s) of Learning: 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The Written Conversation (WC) strategy was developed by Bintz and Shelton to capitalize on adolescents’ natural tendency to socialize. Students working in pairs have a silent conversation by “talking” on paper. Since the conversational process has been slowed down, the students will often “listen” to each other’s ideas more intensely than in spoken conversation.
Strategy procedure
1. Select a text on the students’ independent reading level if the text is to be read by students, or at the instructional level if the text is to be read aloud by the teacher. Mark in the text the places to stop reading for Written Conversation.
2. Assign partners, and distribute to each pair one Written Conversation Log (see sample below) and the marked
text.
3. Read aloud to the first stopping place, pause, and instruct the students write their conversation. Each student should have at least two opportunities to write and respond. No talking is permitted.
4. Resume reading aloud, or assign the students to share the reading either quietly between partners, or individually and silently. Instruct the students to pause at the next stopping place to do Written Conversation again.
5. Continue until the whole text has been read and the Written Conversation has been shared.
6. Lead a whole-class discussion of the insights gained by writing conversations during reading. How is this similar to spoken conversation? How is it different?
Source
· W. P. Bintz and K. S. Shelton, “Using Written Conversation in Middle School: Lessons from a Teacher Researcher Project.” Journal of Adolescent and Adult Literacy 47, no. 6 (2004): 482–507.7. Repeat with increasingly difficult text and different partners, as appropriate.
Visual Aids
Strategy #: 21
Overview of the Strategy: Visual aids give ELL students visual cues that may help clarify meaning and solidify learning. Visual aids should be clear and reproduced for ELL students, whenever possible. VIsual aids are graphical aids used in presentations or to clarify or improve writing.
Strategy Procedure:
1. Bring in pictures of items to represent what the students are learning.
2. Go into detail on why those items represent what you are teahing the students about.
3. If possible buy items that the students can take home and show their parents what they learned.
See Lesson 1, Click here
Source: Allen, V. F. (1983). Techniques in Teaching Vocabulary. , 136. Retrieved April 28, 2012
Songs and Nursery Rhymes
Strategy #: 22
OVERVIEW
Nursery rhymes are the perfect vehicle for teaching word families because they are rich with examples of rhyming words. They are also helpful when learning new information. Students learn to identify written words with similar endings by singing and reciting .
Strategy Procedure:
1. Give student's the song that rhymes with a nursery rhyme
2. Teach sings it aloud, while showing the students the hand motions that go with certain parts of the song.
3. Teacher sings the song with the students while teaching them the hand motions.
4. When the teacher feels like the students are catching on then they allow the students to recite it alone.
STUDENT ASSESSMENT/REFLECTIONS
- Teacher observation: Take note of each student's level of participation during the activities. Reflect on the student's ability to identify, read, and categorize words in particular word families.
- Student evaluation: Distribute copies of the word families activity sheet. After completion of the handout, evaluate each student's ability to create new words.
- Student interviews: Ask students to read and interact with the word cards, and then ask individual students to share his or her understanding of words with similar endings.
- Journal writing: Take note of the students' use of featured words in their personal writing.
See Lesson 1, Click here
Source: Juel, C., & Minden-Cupp, C. (1999/2000). One down and 80,000 to go: Word recognition instruction in the primary grades. The Reading Teacher, 53, 332-335.
Concept Sorts
Strategy #: 23
Reading component: Vocabulary/Comprehension
Related Standard(s) of Learning: K.8, 1.9, 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Concept sorts are activities in categorization. Students can sort objects, pictures and/or words by concepts or meaning. This is an excellent way to link vocabulary instruction to what students already
know and to expand their conceptual understanding of essential reading vocabulary.
Strategy procedure
1. Gather students together around a large table or pocket chart.
2. Choose something to sort. For younger students, use objects or pictures. For older students, use words. Possibilities for concept sorts include objects, such as students (male/female, hair color, eye color, age, favorite color), shoes (boys’/girls’, right/left, tie/Velcroe/slip-on), coats (short/long, button/zip, hood/hoodless), and buttons (number of holes, shapes, colors, sizes). Possibilities could also include units of
study, such as food groups, animals, forms of transportation, and states of matter.
3. Begin with an open sort: Let the students determine how to sort based on their background knowledge and experience.
4. Ask students to describe how the things in each category are alike.
5. Decide on a key word or descriptive phrase to label each category.
6. Model writing key words. Also, write individual labels for each item if sorting objects or pictures.
7. Allow for individual sorting, using a closed sort. Have the items and labels available for students to sort on their own or with a partner during free time or center time.
Variations of the strategy
1. Use as advanced organizers for anticipating new reading.
2. Revisit and refine after reading to assist in recall and comprehension.
3. Use to organize ideas prior to writing.
Source
· D.R. Bear, M. Invernizzi, S. Templeton, and F. Johnston, Words Their Way (Upper Saddle River, New Jersey: Prentice-Hall, 1997).
Reading component: Vocabulary/Comprehension
Related Standard(s) of Learning: K.8, 1.9, 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Concept sorts are activities in categorization. Students can sort objects, pictures and/or words by concepts or meaning. This is an excellent way to link vocabulary instruction to what students already
know and to expand their conceptual understanding of essential reading vocabulary.
Strategy procedure
1. Gather students together around a large table or pocket chart.
2. Choose something to sort. For younger students, use objects or pictures. For older students, use words. Possibilities for concept sorts include objects, such as students (male/female, hair color, eye color, age, favorite color), shoes (boys’/girls’, right/left, tie/Velcroe/slip-on), coats (short/long, button/zip, hood/hoodless), and buttons (number of holes, shapes, colors, sizes). Possibilities could also include units of
study, such as food groups, animals, forms of transportation, and states of matter.
3. Begin with an open sort: Let the students determine how to sort based on their background knowledge and experience.
4. Ask students to describe how the things in each category are alike.
5. Decide on a key word or descriptive phrase to label each category.
6. Model writing key words. Also, write individual labels for each item if sorting objects or pictures.
7. Allow for individual sorting, using a closed sort. Have the items and labels available for students to sort on their own or with a partner during free time or center time.
Variations of the strategy
1. Use as advanced organizers for anticipating new reading.
2. Revisit and refine after reading to assist in recall and comprehension.
3. Use to organize ideas prior to writing.
Source
· D.R. Bear, M. Invernizzi, S. Templeton, and F. Johnston, Words Their Way (Upper Saddle River, New Jersey: Prentice-Hall, 1997).
Dice Math
Strategy #: 24
Basics:
- Need: one large soft dice
Process:
- Teacher introduces activity by rolling a dice in front of the class. According to the number rolled, the teacher asks the student to calculate double that number. (so if a 3 was rolled, they would need to arrive at 6)
- Next the teacher asks the student to explain how they arrived at that answer.
- Then write the number 6 up on the board and write 5+1, 4+2, and 3+3 underneath it.
- Continue doing this as a class for as long as necessary. It will help the students practice their addition facts.
When:
- I would like to use this strategy a lot in my math lessons. I would alter it to any math facts: subtraction, multiplication, etc. Also, if I am in a lower grade, I don’t think I would have them double the number. I would just have them create math facts that pertain the number rolled on the dice. I think that this strategy really keeps the students engaged much more than sitting and doing a worksheet with a lot of math facts.
Source:
McIntosh, A. (2004). Developing compoutation. Australian Primary Mathematics Classroom, 9 (4), 47-49.
Imaging
Strategy #: 25
Basics:
Process:
When:
Sources: Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse.
Irwin, J. (1991). Teaching reading comprehension process. Needham Heights, MA: Allyn & Bacon.
Basics:
- This strategy can be use for any subject at any level
- Need: paper
Process:
- Identify an area of a curriculum in which creating images would really enhance your students learning.
- Introduce imaging as a way of making students’ academic work easier or a way of helping them solve problems.
- Plan the words you will use to create mental pictures for the students. If teaching math, think about how to describe the story problem so that they can mentally see it, if telling a story, use vivid imagery with synonyms and metaphors.
- Have the students describe or draw what they were able to picture in their minds. Encourage them to compare their images with the images of other students and discuss the differences and similarities.
When:
- I would use this strategy when my students struggle understanding something. If the students struggle with auditory learning, I would use this strategy a lot because it will help them visually see what is being said and will help them comprehend it better.
Sources: Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse.
Irwin, J. (1991). Teaching reading comprehension process. Needham Heights, MA: Allyn & Bacon.