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Name of StrategyPhase of InstructionDescription of StrategyWhen is the strategy used?Jigsaw with an ExpertGuided Practice 1Teacher 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 FriendGuided Practice 1When 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 1After 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.CirculateGuided Practice 1The teacher moves strategically around his/her classroom during all parts of the lesson. The teacher walks around and through all areas of the room where students are located by walking between and around student desks in a systematic way that is may appear random to students. The teacher often targets individual needs with special needs to position themselves near those students throughout the lesson to maintain a position of power. The does not turn his/her back to the class. When walking around, the teacher tries to engage students individually with verbal or non-verbal interactions by pointing out errors or providing praise for student work.A teacher uses this strategy to eliminate behavior problems through the use of their proximity to students. The teacher uses this strategy to monitor student work to provide immediate feedback and correctives and show ownership of his/her classroom. The teacher uses this strategy to engage students during the lesson especially in Guided Practice Phase 1and Independent Practice phases of the lesson. Teachers use this strategy when there is a need to control the classroom environment.SLANTGuided Practice 1SLANT 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 1Teachers 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 1The 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.Four SquareGuided Practice 1This is a graphic organizer used for individual student responses for problems, prompts, and/or reflections and quick-writes. It can be used for homework review so that students can teach each other or during the class to capture ideas.This is a strategy during an Introduction, GP 1, GP 2 Independent Practice or Closure depending on the accountability for students. For a CFU students can practice teaching other students how to solve a problem and get other ideas from peers during the GP 2 phase prior to Independent Practice for mastery.Quiet Voice / Loud VoiceGuided Practice 1The teacher instructs students to say an answer in a “Quiet Voice” to share info w/partner. Then the teacher instructs students to say in a ”Loud Voice” an answer to share with the class chorally (all together) or one student in the partner group shares. Another way this strategy is used is the teacher makes comment in a quiet voice and instructs students to respond in a loud voice.This strategy is used to engage and to check for understanding in a quick manner all students in all phases of a lesson except Independent Practice. This strategy ensures students are listening and focused during the lesson.Graphic OrganizersGuided Practice 1These 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.Hand SignalsGuided Practice 1When a question is given, all students respond using set hand signals. For example, thumbs up means, “I agree,” thumbs down means, “I disagree.” These strategies are best used in GP 1, and SHOULD NOT be used for checking for understanding. ................
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