* Quick Writes: Have the students write or sketch what they know about a subject, before or after it is taught. Students can work with a partner, or even draw a picture to demonstrate knowledge. This is good to activate prior knowledge. Have them write for 3-5 minutes.
* Anticipation Guides: A true/false list before a unit is taught to assess knowledge. Again, students can work with a partner. It is a survey to see what they think they know.
* Sentence Frames: There are many ways to do this, but if you want the student to observe: I see ______. Infer: I think this means _______. Ask questions: I wonder about_______.
* Think Pair Share: Give a question to think about. Pair with a partner and answer together. You can vary this with. . . .
* Think Write Pair Share: Students have 1 minute to think, 2 minutes to write, 2 minutes to share with a partner before they are invited to share back with the whole class
* Think Pair Square Share: Students think for 2 minutes, then share with a partner for 2 minutes, then each pair matches up with a second pair where they discuss their reasoning and justify their responses. Finally, students report out to the whole class.
* Small Group work
* Jigsaw: Break students into “expert” groups. Then break students into unlike groups. There will be an “expert” from each group to teach the others.
* Word sort: Sort by category, sounds. . . .
* Find Your Corner: Different corners of the room represent different views. Students can share their like views.
* Visual scaffolding: Props and pictures to support the lesson.
* Exit ticket: This way students can respond to content without feeling intimidated. He/she writes a response so the teacher can assess knowledge. It is an informal assessment to guide your teaching.
* Reporting Back: Students work in small groups each on a different section. They then report back to class key points.
* Snowball: Line students up ~ an A line and a B line. The A line throws a crinkled question/comment at the B line. They then pair with a B person to discuss. Then visa versa. It makes for fun, random pairing for talking.
* College Talk: Use big words to give routine directions to help stretch vocabulary. Instead of “stop talking” try “cease socializing.”
* Zipline: This is also known as “I Have. . . Who Has. . .” Start with one question written on a card. Students see if they have that answer on their card. The student who has it reads the answer PLUS the additional question on the card. So on and so forth. So every card has an answer, and a new question.
* Turn and Talk: Students quickly turn to a partner and share their response to a teacher prompt. Encourages oral interaction.
* Thinking Notes: Teacher provides students with a key and specific instructions for taking notes as they read. For ex.: ?? confusing me, ? I have a question, ! I like this part, * relates to main idea or author’s purpose. Students later review their notes with a partner or small group.
* Numbered Heads Together: Students divide into groups of 4. Each student is assigned a number 1-4. Teacher provides a list of questions or prompts for the group to discuss. When reporting back, teacher calls students by number to report their group’s response.
* Graphic Organizers: Visual displays of information to help students see relationships among concepts or vocabulary. Examples are a word wheel, lexical array, word form chart. Please Google these.
* Gallery Walk: Have students respond to a prompt on chart paper, which is then posted around the room. Students visit each poster and add comments or questions.
* Divide and Slide: Students assemble in 2 lines facing each other. They share an idea with the partner facing them then they slide to the right.
* Content Vocab Round Table: Teacher gives a prompt, topic, or text. Students write one key voab. word associated to it, and pass it to the right. They add a new word to THAT paper, and pass to write. So on and so forth. After one minute stop. This gives the students a word bank to refer to when writing.
* Continuum: Line up students on a continuum to organize information in a visual/kinesthetic way. For example, give students variations of the word “walk” ~ dawdle, stroll, walk, brisk walk, jog, dash, sprint, run. They line up with variations of intensity, or line up by abc order, or number order. . . .
Credit to Judy Arauj