Vocabulary Strategy Card # - Card Title

V02- Frayer Model: ELL Strategy V02- Frayer Model: Physical Interactions V02- Frayer Model: Cooperative Learning V03- Word Quadrant: ELL Strategy V03- Word Quadrant: Physical Interactions V03- Word Quadrant: Cooperative Learning V04- Vocabulary Mental Connections: ELL Strategy V04- Vocabulary Mental Connections: Cooperative Learning V04- Vocabulary Mental Connections: Linguistic & Non-linguistic Representations V05- More Mad Three Minutes: ELL Strategy V05- More Mad Three Minutes: Physical Interactions V05- More Mad Three Minutes: Linguistic Representations V06- Language Experience Approach (LEA): ELL Strategy V06- LEA: Linguistic & Non-linguistic Representations V06- Language Experience Approach: Linguistic Representations V07- Partner Think Alouds: ELL Strategy V07- Partner Think Alouds: Writing Tools V07- Partner Think Alouds: Linguistic Representations V08- Partners: ELL Strategy V08- Partners: Non-linguistic Representations V08- Partners: Writing Tools V09- Mix and Match: ELL Strategy V09- Mix and Match: Linguistic Representations V09- Mix and Match: Physical Interactions V10- KIM: ELL Strategy V10- KIM: Linguistic & Non-linguistic Representations V10- KIM: Physical Interactions V11- Cloze Method: ELL Strategy V11- Cloze Method: Non-linguistic Representations V11- Cloze Method: Cooperative Learning V12- Find, Delete, Circle: ELL Strategy V12- Find, Delete, Circle: Non-linguistic Representations V12- Find, Delete, Circle: Linguistic Representations

Frayer Model:

Procedures:

CharacteristicsDefinition

Word

FrayerModel

ELL Strategy

Examples Non-examples

3.

4,

S,

Have students fold their paper into four equal parts- Older ELLS can use index cards for this strategy.

Teacher will model each Step starting with the content vocabulary word, Have students place theword in the center of the quadrant,

Teacher will brainstorm, with the help of thc students, a definition of the vvord.

Repeat step #3 to identify the characteristics, examples and non-examples-

Encourage students to create a picture for each Of the four sections.

FAQIs it necessary for students to create pictures far each of the sections in the

quadrant? It strongly reccmmendecl for students to add pRtüres-ia each section*

El- benefit ffOrIi the nonlinguistic representdtions, This wiil help

students retain the informatiom Why does the Frayer Model include examples andnon-exampl es? Identifying similarities and differences is a research -based

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Frayer Model:

developed by Frederick FrayerDefinition Characterisücs Frayer

ModelPhysical

Interactions

Word

Non-examplesExamples

Procedures:

I. Assign a different word or concept to each cooperative group-

2. Have groups construct a Frayer Model on a large sheet of paper.

3. Instruct groups to cut the four sections including the middle section, word or concept.

4, Teacher collects all pieces and mixes them up.

5. First pass out the middle sections, words or conceptS, to individual students. Have these studentsstand around the classroom.

6, Teacher then redistributes the remaining pieces randomly to the rest Of the students,

7. At the teachers signal, have students walk to find their cluster and reconstruct the Frayer Model.

Assessment:

Teacher wa!ks to each cluster and asks groups to present their reconstructed Frayer iModelaloud. Ask cther students to give a 'thumbs up or down' based on accuracy cf the model.

RISE 2006 WhJW.arisek12.coyta K-5 Grudes Strutegies

Frayer Model:

by Frederick FrayerDefinition

Examples

Characterßtics

Word

Non-exampk$

Frayer

ModelCooperative

Learning

Procedures:

1. Assign a different word or concept to each cooperative group.

2. Each group is to construct a Frayer Model on a large sheet of paper,

3. The teacher will select two students per group, one ELL student and one monolingual English-

speaking student.

4. Each pair of students visits an opposite group to present and 'teach their word or concept using the

Frayer Model.

Assessment:

Provide each group with one red and one green card. Students are encouraged to ask

questions to seek understa nding and getclarihcation. Have groups discuss immediatelyafter the presenta ticns and assess information. Groups decide if the presentations receive

a green card (clear understanding) or red card (not clear).

RISE 0 2006 www.arisek12.cona Grudw Strutegies

Examples:

BAultip}e ITieaninq wordsHornophones and

lamoqraphs

Procedures:

Pac

Word

Word 'Word

WordQuadrant

ELL Strategy

2.

3.

4.

Introduce multiple meaning words by providing examples-

Have students fold their paper into fourths to create a quadrant.

Model by writing the word in the center. Brainstorrn concepts that represent the sarne wordr buthave different meanings- Students will draw four corresponding pictures in their quadrant. Follow

the sarne procedures for hornoqraphs (exarnple: pack pack Of qurnt pack of wolves, backpack, pack

your bags,

For homophones, (example: two, too)i students wil create the quadrant. Buo insteöd of pictures/

students will write the correspondin3 words-

Do I introduce these words and concepts before or after the text? Vocabularydevelopment should be developed hefore, durinq, and after any reading, it is

irnperative that your ELLS use their new vocabulary in the context of the lessonwIwanguaae is not to be taught in isolation,

copy right A+RJSF. c JI'Li'%lütriseÉ/2com Grades S! ratcgics

Example:

Multiple mean(ng wordsHomophones andHomographs

Procedures:

word Word WordQuadrant

Interactions

1. Assign a different quadrant to each student. Have students complete their quadrant and write theirnames on the back.

2. Have students stand end walk to another student, pairs are to share and teach the quadrant to eachother.

3. At the teachers signal, have students exchange quadrants and have them walk to a different studentto share and teach their new quadrant,

4. Continue the process and exchanges as long as possible.

S. As soon as the teacher observes that students feel overwhelmed with too many quadrantexchanges, stop and have them return 'the original quadrants to each othere

Assessment:

Teacher wa!ks around and informally mcn (tots conversations. This allows the teacherto assess speaking and content knowledge.

Copyright RISE C 2006 K-S Grades Strutegie.s

Examp&_;

Multiple meaning wordsHomophones and

Homographs

Procedures:

Word Wor d WordQuadrantCooperative

I-earning

1. Place students in cooperative groups, Assign one quadrant per student, Make sure they Include anillustration of the word on each section.

2. Have students paste their quadrants together to create a board for Bingo.

3. Instruct groups to create individual cards for each word or concept and game pieces to be used with

Bingo,

4. Have groups play their Bingo game.

5. Then, have groups exchange boards, cards, and game pieces. Instruct them to play the other teams'

Bingo.

6. The purpose Is to get students to recognize and read the words. Students may or may not know thedefinition, but the illustrations will help them attain wotd/concept knowledge.

Assessment:

Teacher walks around and makes informal observations and informally assesseswillingness to collaborate, word/concept recognition, and use of janguage in informal

settings,

Copyright Af RISE 0 2006 12. K'S Grades Strategies

Example:

• Synonyms and

Amonyms

Procedures:

Word S nonym AntonymVocabula ryMental

Connections

ELL Strategy

l.

2.

3.

4.

S.

6.

Use 3 X 5 index cards, plain white paper, or construction paper.

Introduce the new vocabulary. one word at a tirne, from the content students have read.

Have students write the word Or) fro•nt of the card as the teacher models the writing.

Have students make a personal mental connection for the new word-

Have students draw an illustration of that mental connection underneath the word.

Create a T-chart in back of the card and solicit 2 synonyms and 2 antonyms-

FAQWhy not just have students write the word along with the synonyms and antonyms?It is critical for ELLS zo have both linqui'tic and nonlknquistic representations for neaconcepts. Also. the personal mental connection help students retain meanings of

words.

ri ghl A+RISE c M'bl'%l'.itrisek/2.com K-5 Grades Stragcgics

Example:

Antanyms

Procedures;

Word Synonym Antonym VocabularyMental

Connections

Learning

1 - Place students in cooperative groups and assign one word or concept per group.

Have students create a Vocabulary Mental Connections card.

3. Inform groups that they are to transform the entire information on the card into a simple

performance such as a skit, mimet cheer( rap, song, poem, etc,

4. Designate a day for students to perform to the entire class, Invite school personnel to help with the

judging,

Assessment:

Prior to the performances, organize each team's names and provide judging criteria togroups and the panel of judges. Judges can assess performances based on a scale of 1-5,

3 Good 4 Good

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RISE C 2006

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K-S Grades Strutegies

Example;

• Synonyms and

Antonyms

Procedures:

Word S nonym Antonym VocabularyMental

Connections

L and

Not-rElfi0uisttc

1. Introduce students to the Fishbone (Pl O) and T-chart (C05) graphic organizers to be used with the

Vocabulary Mental Connections strategy.

Inform students that the same information presentee in the synonyms and antonyms sections can2,

be converted into a graphic organizer such as the fishbone or T-chart to help them visualize thesame information but in a different format.

3. Teacher models aloud the Fishbone and/or I-chart on the board using a vocabulary word.

4. Place students in cooperative groups and Instruct them to create one graphic organizer based on aword they have already used in the Vocabulary Mental Connection strategy.

5. Display the groups' organizer around the classroom. -eave enough space between group productsto conduct a 'gai!ery walk'.

Assessment:

Conduct a 'gallery watk' by having groups rotate to each displayed organizer. Groups willdecide, as a team. if the organizer accurately represents the information. A (+) or (-) signis placed on the organizer, one per group.

copy RISE e 2006 h'nnp.arisefk12t-ona K-S Grudes Strutegies

iExamples:

Sight wordsAbbreviations

Procedures:

MoreMad ThreeMinutes

ELL Strategy

l.

2.

3,

4.

5.

6.

Provide students with used magaziæs, newspapers, or any other form of print.

The teacher will write the sight worcs or abbreviations on the board that have been the focus ofthe lesson,

Students will find as many sight wods or abbreviations as possible in three minutes. Use a watchwith a second hand,

As students are locating the sight words Of abbreviations, they will circle the wordse

At the end of three minutes, they will count the number of words circled.

The student with the most words earns a round of applause.

FAQ:

How can I use Mad Three Minutes for other skills? This process can be used for allletter recognitioni vocalldary, parts of speechi and punctuation marks.

copy righl A±RISE c 12, com K-5 Grades Strategics

Example:

Sithttvotcls

Abbreviaticns

Procedures:

I. Write all the vocabulary that have been the focus lesson on separate cards and place themaround the classroom wall.

2, Students will be divided into two teams and will be lined upt Students can be seated at their desks,

standing, or sitting on the floor.

3. The teacher will call out the word, One student from each of the teams will stand and search forthe word, The first one to touch the word will earn a point for the team.

4. Continue the process with the next pair of students in line,

Assessment:

Teacher makes informat observations on uai studentfi as they identifyttouch

the words.

More

Minutes

interactions

At RISE C 2006 Grades S' ru(egies

Example:

• Sight ti•orcls

• Abbreviations

Procedures:

1. Review already taught/learned vocabulary words.

2. Divide the class into 2-4 teams,

3. Infotm teams that they are to recite the list of words in unison, The list can be sung, chanted,rapped, and they may even include physical motions to capture the mean(ng of the words.

4. Assign a team conductor that can lead by using hand or word signals to guide the team to achieveunison, fluency, correct intonation, and sound. The goal is to achieve oral production in unison,

5. Have students rehearse prior to the presentations.

Groups will take turns performing in front of others.

AssessmentOestgn a scale of Low, Modera te, and High, Teacher provides the teams these criteria prior

to the activity encl makes an informal assessment,

Love, Stu$•nts struggled to stay together

Moderate: sound and pte&on, but t di-•tttunsttate tearo

collaboration dutirrg

High: txc€•fletlt pt€nise ioji. At

MoreMad ThreeMinutes

Linguistic

Representations

RISE 0 2006 K-S Grades Strutegies

Examples:

*Plurals

•I'Vor(i

Procedures:

-i agt

Language

Experience

Approach

ELL Strategy

1.

2.

3,

4,

S,

6.

Teacher starts discussion/review of a previous learning from the text read

Teacher introduces writing activity focusing on specific skills needed-

Teacher prompts the discussion thrcugh guided questions to facilitate writing.

Teacher scribes what students say one staternent/child at a tirnee

"Zoom" into the structure of the language or targeted skills. Have students focus on these items and

discuss the structurer grammar, usacer etc-

Teacher has students circle the skills taught once the paragraph is completed.

FAQWhy not just show ELLS how to create plurals and other word endings on the board?I an guage not learned in iiÄ)laticr1- FILS require leanllrjg Skills *'Nithirj the context of

the iessonw Do teachers correct the ELL's grammatical errors as they express them-selves? The best way to 00tr9Ct: FL[s is by rnodelinq, The teacher repeatq and writesthe grarnrnaticaily correct version of what the student tried to convey.

right A+RISE Gradee Stratcgics

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Example:

Plurals

• Adding Ds" to verbs

• Word endings: •iode -ed

LanguageExperience

Approach LEA)Linguistc and

Non-itnguisttc

Reptesenta

Procedures:

1 After the LEA paragraph or essay has been completed, review all targeted vocabulary,

2. Teacher creates a chart to record vocabulary skills used with the LEA.

3. The top categories may include: word, prefixe suffix, root, picture, and synonym.

4, With the help of the classe teacher begins to list all targeted vocabulary under the word column,

5. Teacher then guides the class in identifying and writing under each column the information if

applicable.

6. For example:

Word Prefix Suffix

ing

Root Picture Synonym

plan ot

7. Continue the process until the entire chart is filled. Have Individual students copy the class chart.

Assessment:

' Pair students and have them exchangecharts. Pairs are to compare their peers chart tothe chart and make any

A i RISE 0 2006 h'htw.urise•Å12-con K-S Grades Strategies

Example:

Plurals

• Adding "s" to verbs

9V0rd endings: •ing, -er, eiedp -jest -ed

Procedures:

1. After the LEA paragraph or essay has been completed, review all targeted vocabulary,

2. Teacher has different highlighters handy.

3. Teacher says, for example, 01 see at least 4 prefixes on our paragraph/essay, Who can help me identifythese? e

4. Teacher selects a student and instructs him/her to come fomard and highlight the words.

5, Continue the process with a different skill such as suffixes, root words, high-frequency words, etc.

6. Have students copy the parag raph and provide each With highlighters to identify the various skills,

Assessment:

Teacher collects the paragraphs!essays. Provide each student a positive comment suchas, "l like your penmanship and I see that you used the highlighting technique precisely.

LanguageExperience

App roach LEA)

Linguistic

frepresentations

Thank your

Copyright At RISE 0 2006 h'b'i1*.arisék12xcyn Grudes Slrutegies

Example:

Context d ues

Procedures;

Partner

Think Alouds

ELL Strategy

1.

2.

3.

4.

As reading passages are read, have students underline target vocabulary words.

The teacher underlines the clues used in the passage and guides students by modeling his/herthinking processes in the use of context clues.

Have students use the sarne underlining and thinking processes with a partner,

Allow students to share processes (Jfed with each other,

FAQWhat if my ELLS are struggling to read the passage? This process rt"lust be modeledseveral times before Ells attempt to do this on their ownt You will also i,vantto partnerthe ELL with rnore experienced partner. Students need to be (a ught reading strategiesby modeling out loud our own thinking processes for context clues,

cap:s right A+RISE C K-5 Grades Stratcxics

Example:

Plurals

• Adding "C to verbs• VVord endings: -Ingr -er -ied, -ies, -ed

Procedures;

1. Write the target vocabulary on the board,

2. Provide students with highlighters or colored pencils and have them highlight, in the text, the target

vocabulary using a different color per word.

3. Have students locate the context clues using the same color to match the target word.

4. Teacher assigns a new word. Repeat step (some cclors may overlaph

Assessment:

Pair students to share aloud and check each other's co!orcocling techniques using the

Partner

Think Alouds

Writing Too!s

Think Aloud strategy.

AT RISE e 2006 KS Grades S(rutegies

Example;

Plurals

• Adding "s" to verbs

• I'Vcrd endings: -ingr-ert qed, -ies, •2d

Procedures:

1. Place students in cooperative groups and have them count off from 1-5, or depending on howmany students are in each group,

2. Assign one word per student Instruct them to use the Think Aloud strategy on their own using thetext.

3, At the teachers signal, instruct students to stand and walk over to cluster of students, For example,

say: "All students with word #1 stand on this side of the classroom. All students veith word *2 stand

on the opposite side," etc.

4. Students are to share and compare to see if the same technique in using context clues was used. Ifnot, they are to describe aloud the different technique they used v.ith each other.

Assessment;

Teacher walks around and makes informal observations to determine the processes

Pa r t ner

Think AloudsLinguistic

used aloud by students.

Copyright A' RISE 0 K-S Grades Strutegies

Word Partners

ELL Strategy

Procedures:

1.

2,

3,

4,

S.

6.

7.

Provide students with construction paper or regular white vvriting paper,

Have students write the content vocabulary word on the right.

Allow students to draw their own pictorial representation on the left side Of the card,

Once students have completed several cards, have them Cut the puzzle cards in half,

The teacher will pick up the cards mix them.

Pass out the cards with the word to half the class and the picture cards to the other hatfof the class.

Have students stand and let them find their partners. Interactive discussions will occur as studentsfind their partners. C()ntinue proces until all the cards are gone,

ts there a prerequisite before students engage in this type of activity? Yes, studentsalready be able to conize the This activity is uged during the

learning experience* not before.

copy righl A+RI.SE C 2 com K-5 Grades Strategies

PartnersNon-linguistic

Represent:tons

Procedures:

1. Assign a new word or concept to each student.

2. Have students study the word and decide on the illustration that can be represented by a physical

mode! or objects that can easily be found or produced,

3. You can also provide students with scraps of paper, concrete objects, magazines, etc- or have

students bring items from home.

4, Instruct students to create a physical model to represent their word or concept,

Assessment:

Instruct students to walk to a friend to share and explain aloud their physical madelOf the h,vcrd or concept, Students provide a 'thumb; up or down' to each other, At theteacher's signal t instruct students walk over to a different friend. Continue rotations.

RISE C 2006 b'h'W.arisek12xun Kefi Slrute2ies

Word

Procedures:

I. Have individual students create 4-5 cards using the Pertner's strategy, Do not cut these In half,

2. Inform students that they are to create a small book.

3. Students are to write the word itself and a sentence using the word.

'l. Have students staple or paste to bind/hold the small book together.

5. Have students take turns sharing aloud their books in front of the classroom.

Assessment:

Assessment is based on the accuracy in the sentences. Check for capitalization,

punctuation, word structure, etc,

PartnersWriting Tools

Copyright RISE C 2006 KS Grades S(rulegiex

Word

Procedures:

l.

2.

3,

4,

6.

Provide students strips of construction paper or regular white writing paper,

Have students write the word on the left,

Allow students to draw their own pictorial representation on the right side Of the card-

Once students have completed several cards, have thern Cut the puzzle cards in half,

In cooperative groups, have students mix their cards and begin the matching process Cards must

be face up.

You can also play concentration- Hue students mix the cards around, face down, and allow them tofind the partner card through concentration.

FAQ:

Is there a prerequisite before students engage in this type of activity? Yesi studentsghou{d already be able to cgnize the wordse This activity is used during and after the

learning experience? not before,

right A+RISE C

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Mix andMatch

ELL Strategy

v912. K-5 SC ratcgiCS

Word

Procedures:

I. Students stap!e two file folders together to create a 'Vwall" in the shape of an upside down T, Eachpair of students should have a "wall".

use the cards from the Mix and Match strategy for this activity,2,

3. Place the picture cards on one side of the wall and vocabulary cards on the opposite side.

4. The teacher models with one of the students:

a. Teacher describes the illustration; this card is hidden from the student.

b. Student on the opposite side identifies the corresponding word card,

5. Fair students to practice this process.

-i

Assessment:

Teacher makes informal observations to assess oral descriptions and identification ofwords. Pertners can also give each other the thumbs up ot down' signal.

Mix and

Match

RISE b'h'W.urisek12xan KS Strulegies

Word

Procedures:

1, Place students in cooperative groups.

2. Instruct groups to design a hopscotch game on a manila folder. Words and pictures, from the Mixand Match cards, should be placed randomly throughout the hopscotch game, This will be their

'blueprint' or plan.

3, If possible, take students to an outdoor area such as basketball courts, sidewalks, or an area wherethey can reconstruct a giant hopscotch game using chalk (use the manila folder as a blueprint for the

model).

4. Have students play regular hopscotch using the words and pictures. Students have to say the wordthat goes with the picture of describe the picture that goes Wth the word before they hop onto thearea.

Assessment:

Teacher can evaluate the blueprint of the game on the manila folder and/or makeinformal observations as students play the game.

Mix and

MatchPhys ical

Interactions

Copyright RISE C 2006 uriseÅ12Tcyn K-5 Grudes Strutegies

E&ample:

Content Vocabulary

Procedures:

Key Word

Carve

Information

Slice

Cut

Memory Cue KIM

ELL Strategy

1.

2.

3,

4

Provide students with index cards or use regular writing paper.

Inform students that they will use an advance organizer called KIM.

Model KIM on the board by using one content vocabulary word.

The information or synonyms in the middtp section shnllld bp limited To short phra or words

Have students draw a picture of the stocabulary word.

FAQ:

I like lor riy St to keep using KIM dS they (Ontin up to build 'their "bank 0

of vocabulary» What other ideas can I use for this technique? A simple 'way forstudents tn keep this bank Cf knowledge i" i herri to keep their together

halc punching them on the top teft corncr of ihe- card& Tie a piece of yam to the cards10 hold them 'together. Advance organizers, such as KIM? help students organizeinformation us inq linguistic and nonlinguistic representations in a simplistic manner,

right A+RISE c K-5 Grade SI ratczics

Exa mp!e_: Key Words

Carve

Information

Slice

Cut

MemoryKIM

Linguistic and

Non-linguistic

F.epresentations

Procedures:

I. Assign one word or concept to each student.

2. Have students construct a KIM card and cut it up into 3 pieces.

3. Instruct students to drop the cards in a box, can or large)ar.

4. Teacher mixes the cards, puåls out one card, says what it is, and shows it to the students.

5. Have students guess the 2 missing items. For example, if teacher pulls out the M for memory cue,students are to guess the K for key word and I for Information.

6. Continue the process.

Assessment:

Teacher has students decide as a class if the answers are ccrrect.

Copydg11t.At RISE 0 bih'iP.ariseA12xcyn K'S Grades Strutegies

Example;

• Content Vocabulary

Key Words

Carve

Information

Slice

Cut

MemoryCues KIM

Physical

Interactions

Procedures:

1. Assign one word per student and have them create one KIM card.

2. Instruct students to cut the KIM cards into three sections and attach them randomly around the

classroom,

3. Explain to students that they are going to play hide and seek.

4. Instruct students to walk around the classroom to locate and detach the 3 sections to complete the

KIM cards.

5. When they find the 3 sections, they are to go back to -he sitting area and wait for the others to finish.

Assessment:

At the sitting arear students are to reveal their 3 sections and share aloud why theyselected them.

RISE e 2006 K-S Grades Strutegies

Cloze

Method

ELL Strategy

Procedures:

1.

2.

3.

4.

5.

6.

The teacher will select the target vocabulary word based on the content.

Provide students with a copy of the text with the vocabulary word blocked (omitted).

Model the thinking processes used t:) determine the ornitted word using the surrounding text,

Have students read the surrounding text to figure out the rneaning Of the ornitted word. Circle theLexL.

Repeat steps 1-4 using the next vocebulary word (omit only one word at a time}.

The goal of the Cloze Method is for students to understand the gist of the text to figure out anomitted word using context clues.

FAQ:

What if my ELLS are struggling readers and camot understand my directions? Teacheymadellng is a ritical svategy. Teac her must use gequges arid to facilithte

process, Illis pocedure shoad be conducted after the students Injve had severalapportunities to manipulate the target vocabulary„ can also use a transparency anderasable

coin righl A+R!SE K-5 Grades

Cloze

Method

Procedures:

I. D(spiay a copy of the text on a transparency or have students use their textbooks.

2. Provide each student with a red card and a green card. Red represents 'nota clue' and green

represents 'accurate clue,'

3. Teacher omits the word using the Cloze Methcd.

4. Teacher begins to read the text slowly, Stud ents hold up their green or red cards if they think thesentences reed support or do not support the omitted word,

5. Conliimole the process,

Assessment:

Monitor students' red and green cards. Students should close their eyes after the

sentences are read so they don't peek,

Copyright RISE • 2006 btww.arjseÅ12.ctpn K-S (indes Slrutegies

Cloze

Met h O dCooperative

Learning

Procedures:

1. Assign a copy of the text to cooperative g.roups. Designate a different paragraph and a word to each

group.

2, Instruct groups to think aloud the Cloze Method,

3. Have groups select two individuals who will demonstrate (teach) the method to other groups9

4. The two individuals rotate to a different group and demonstrate (teach) the process to the

group,

5. Continue rotations until all groups have been visited.

Assessment:

In struct cooperative qroups to individually com ment on visiting students' 'teaching'methods, All commeilts should be complimentary, For example, "l like the way theyread the sentences slowly for us to understand"; cr "l like the way you smiled while youtauchtus:

At RISE 0 2006 K-S Grades Strutegies

Procedures:

l.

2.

3,

4,

The teacher will model how to use context clues to find the meanings of new words.

Provide students with a copy of the text or use transparencies and erasable markers to pla ce on top of

the text

Steps:

Find (l le Idlyel wt.-Md arid box il in.

Delete information that does not provide clues to ur&rstand the target word.

Circle the infotmation that does prc»ide strong clues.

The teacher will guide discussion through the remaining text to derive the meaning of the target word,

FAQWill the students eventually do this process on their own? Studen can on Iy do thisprocess after they have had several readingc (Icine with the Of the teacher,

Modeling is critical as students are developing reatfng strategies to problem solve.

Find,

Circle

ELL Strategy

1/12copy righl A+RISE c jcvcuuariseŕ/2.c0'tJ K-S Grade* Stratczic,s

Procedures:

1. Provide each student with one red and one green 3 x 5 card, Red represents 'incorrect' and green is'correct.'

2, Inform students that their job is to watch and correct the teacher ifhe/she is using the Find, Delete,

and Circle strategy appropriately. Use a transparency of the text so everyone can see.

3. Teacher by reading and using the strategy. Purposefully make errors from time to time. pauseand wait after each step.

4. Students hold a red or green card to stop the teacher or allow him,mer to continue. They are not toblurt out answers.

Assessment:

Keep a sim ple individual class list next to you. Quickly jota + or sign next to eachstudent's name as they show their cards. The + or - signs in forms the teacher ifstudents understand the application of the strategy.

Find,

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Representations

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RISE C 2006 Grades Strategies

Find,

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Procedures:

1. Provide students with small sticky notes and provide them with a copy of the text or have them use

their textbooks.

2. After students have had several rehearsals vyith the Findr Delete, and Circle strategy inform students

that their Job is to apply the strategy using the text and sticky notes.

3. Instruct students to write the word and their own definition, based on the context clues, on the stickynote.

4. Have students place the sticky note on the edge of the page close to where the word is located.

Assessment:

Have students exchange the pages with sticky notes. Teacher di splays the vocabulary word sand definitions on the board, instruct pairs to check for correct spelling of the words anddefinitionse (Definitions do not need to be exactly the same as the teachers).

At RISE C bthhV.ariseÅ12.cun K-S Grades Strutegies