Fontana Unified School District



Name of StrategyPhase of InstructionDescription of StrategyWhen is the strategy used?Partners A/BGuided Practice 2Establish/Reestablish partners. Each student identifies his/her partners. Teacher establishes what to discuss, when to begin discussion and how long students have to discuss. There must be accountability for the discussion. Teacher uses a timer and circulates around the classroom. Sharing the answers to homework, brainstorming, review material, repeating directions, and sharing answers. Good during Guided Practice Phase 2. To add rigor to responses, have Partner A share Partner B’s answer and Partner B share Partner A’s answerJigsaw with an ExpertGuided Practice 2Teacher assigns students to groups. Teacher assigns each group a different piece of a passage, chapter, or concept to learn in depth. Teacher reorganizes students into new groups with an “expert” from each one of the previous groups. Small groups each independently or cooperatively read their assigned material. Group discussion followed by writing down the main points. Teacher CFU. Students collect information on a graphic organizer.Teachers use this strategy to quickly share large pieces of information in a timely manner. It allows for students of all ability to have opportunity to learn and teach. For one section that has many examples (math). Use it to help your intensive group own a piece of knowledge and feel successful. Use it to get through a large amount of information in a short amount of time. Good during Guided Practice Phase 1 and 2. Phone a FriendNo Opt OutGuided Practice 2When a student doesn’t know teacher prompts him/her to ask the question of another student to provide answer. Then the teacher comes back to the original student and asks the student to repeat the correct answer.To hold all students accountable for information and listening to one another. Use it when a student doesn’t know the answer. Use for universal access to the curriculum. Use during Introduction, GP 1, or GP 2.Give 1, Get 1Guided Practice 2After students have gathered information either in a group, partners or alone, teacher establishes pairs or groups for students to give answers to the other students. Each student gathers information from the other students. Teacher can use strategic pairing to help struggling students. Timing of strategy is: 1 minute to speak; 30 seconds to write down what learned; repeat with partner; 2nd round with new partner and repeat. Total time with 2 rounds is 6 minutes.To hold all students accountable for information and listening to one another. Use it to review information or to enhance and deepen students’ understanding of the material. Use it during Guided Practice Phases 1 and 2. As one student completes a step, another student completes the next step. Brainstorming/connect with prior knowledge.Numbered Heads TogetherGuided Practice 2Prior to small group work, teacher numbers students (1-?) based on size of group. When students are sharing information with small group, teacher determines order to ensure all in the group will have opportunity to share.At the end of the time for sharing information in small group, teacher randomly selects the number (#3) to be the spokesperson. This is announced after the small group sharing so that all students in the group will be prepared and ready to be chosen. Use this during GP 2.SLANTGuided Practice 2SLANT is an acronym for:S – sit upL – lean forwardA – ask questionN – nodT – track the speakerThe teacher says, ”SLANT” when he/she wants their students to lean forward in engaged listening behavior. Students track the speaker, asking questions and nod when appropriate.The strategy is used during a model, delivery of assignments, or oral presentation by students. This strategy is often used during the Direct Teach, GP 1 and GP 2 phases to capture or recapture students’ attention during the lesson when the teacher needs to give vital directions or explanations. This strategy is also used for engagement.Choral ReadingGuided Practice 2Teachers and students read out loud together a passage of text. All students must read.Teachers will often use this strategy to have students read directions, steps, a story, word problems, vocabulary definitions, standards, lesson objectives, charts, poems, chants to engage all students in the information. Teachers often use this strategy in the Direct Teaching (first read) and Guided Practice phases of a lesson.Drop in ReadingGuided Practice 2The teacher reads a passage, and pauses in planned places throughout the text. When teacher pauses, students fill in the missing word, and the teacher continues reading. Students can also choral read and pause at underlined, or highlighted words, that the teacher fills in and the students continue reading. The strategy is used as an engagement strategy to keep all students focused on reading. It can be used to emphasize key words, or vocabulary. It is also a way to encourage students to track the text. It can also be used to fill in steps to procedures. Good to use during second read for fluency or comprehension. Use during GP 1 and/or 2 phases.Think TimeGuided Practice 2Think TimeThe strategy is used in all phases of a lesson, except Direct Teach. This strategy can be used for brainstorming (circle maps), journaling, quick writes, revisiting the objectives at the end of a lesson, class voting, or having students explain what they have learned at the end of a lesson.Graphic OrganizersGuided Practice 2These are visual depictions of the relationship among and between concepts and the details. Graphic organizers can be done individually or in groups. Examples include: bubble maps, flow charts, and sequencing maps.Graphic organizers are best used in the Direct Teach, GP 1 or GP 2 phases of the lesson.CornersGuided Practice 2This is a variation of multiple-choice. Corners of the classroom can be labeled A, B, C, or D, and after consulting with a partner, students would stand in the corner or the letter corresponding to his/her answer.This is a great activity to build confidence during GP 2, before doing an final CFU and moving on to Independent practice. ................
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