Edn 5300 Scaredy Squirrel

Front 1

Gingerbread Man

Back 1

Read a book and scavenger hunt to introduce new students to new school; good for transition academy
Peregoy p. 2

Front 2

All About Me

Back 2

Students create a booklet about the story of their life; good intro/icebreaker
Peregoy p. 6

Front 3

Dialog Journal

Back 3

Give each student a blank journal to write in daily and read and give feedback periodically
Peregoy p. 7

Front 4

Where We Were born

Back 4

Create a world map, use string to each child's name and birthplace to your school
Peregoy p. 7

Front 5

Creating a Sense of Belonging

Back 5

Peregoy p. 16
Assign new students a buddy/ home group, seat them in the front or middle of the room

Front 6

Teach Textbook Aids

Back 6

Reiss p. 114 – Give students list of aids to identify in their textbook, explain purpose of each; use Fig. 9.1 or Fig. 9.2

Front 7

Pre-reading Activity

Back 7

Reiss p. 115 Read summaries and reviews as pre-reading activity

Front 8

Teach Reading in Reverse

Back 8

1. Apply to life. 2. Discuss in class. 3. Answer the questions. 4. Finally, read the text.
Reiss p. 116

Front 9

Class Study Guide

Back 9

Produce a brief picture book for primary children about topic you are studying
MM and CC p98

Front 10

Reader text matches

Back 10

Three levels:
1. Frustration 2. Instructional 3. Independent
MM and CC p95

Front 11

Choosing What Material To Use

Back 11

Planning Comprehension Guidance based on 3 star system, rate various sections, chapters, parts on a 3 star scale. 3 stars = critical content, 2 stars = interesting, important, but not critical, 1 star = may be used by individual students as they pursue their own intrests
MM and CC p. 99

Front 12

Deciding how to Engage Students with Reading

Back 12

Think about why students would want to meet objectives and how they can successfully do what is being asked of them.
MM and CC p. 101

Front 13

Designing group task

Back 13

Create a group task for students to complete during and after reading. Task must cause student learning and be clear to students before reading….ex: planet chart
partially filled in
MM and CC p. 101

Front 14

Graphic organizer

Back 14

Have students create their own or give them one that is partially filled in to establish relationships among content.
MM and CC p. 107

Front 15

Anticipation Guide

Back 15

Give students 20 questions about a new topic and have them answer: Fact of Fallacy
MM and CC p. 110

Front 16

Directed Reading Thinking Activity

Back 16

Teacher asks for predictions about what we might learn based on a given topic.
MM and CC p. 110

Front 17

Summarizing

Back 17

GIST- student sum up a passage in exactly 20 words
MM and CC p. 111

Front 18

Imaging

Back 18

Allow students to create a 3D replica, diorama, music or skit that portrays content being studied.
MM and CC p. 112

Front 19

Asking and Answering Question

Back 19

Give students question signal words and stems to ask questions about the text.
MM and CC p. 113

Front 20

Promote Wide Reading

Back 20

Allow students to read self selected materials 10 minutes a day to increase their vocabulary by 1000 new words a year.
MM and CC p. 139

Front 21

Selecting a Sets of Words

Back 21

Students can learn 10 new words per week per class. Choose the most important words and display (word wall). Assign 10 words a week from list.
MM and CC p. 140

Front 22

Real world interactions

Back 22

Use field trips, labs and models to give your students real world interactions for difficult content.
MM and CC p. 142

Front 23

Scavenger Hunts

Back 23

Give students a list of items to collect (real, model, or pictures), divide students into teams and set a due date. Allow teams to meet briefly a couple times before deadline. Teams present findings to class on due date.
MM and CC p. 142

Front 24

Media and Technology

Back 24

Use audiovisual technology to show students visually new concepts. The more visuals they see, the deeper the meaning.
MM and CC p. 144

Front 25

Organizing words

Back 25

Have students categorize new words and create analogies.
MM and CC p. 145

Front 26

Passage Impressions

Back 26

Students write a paragraph using displayed words in order. Have some students read their paragraphs out loud. Read actual story/passage. Compare similarities and differences by discussion or writing or both.
MM and CC p. 146

Front 27

Word Splash

Back 27

Students given key words to create graphic organizers and write sentences. Then they read passage where these words are defined in context. They revise their graphic organizers or sentences accordingly and share with class.
MM and CC p. 147

Front 28

Model Word Wonder

Back 28

Read word history books and share knowledge with students.
MM and CC p. 148

Front 29

Vocab Self Assessment Strategy

Back 29

Students use vocabulary self-assessment scale to rate how familiar they are with words.
MM and CC p. 149

Front 30

Word Books

Back 30

Students crete a vocabulary notebook and record words they are learning.
MM and CC p. 150

Front 31

Academic content vocabulary and high-frequency words

Back 31

Create a list of high frequency words for your content to teach to students.
Peregoy p. 203

Front 32

Vocabulary Assessment for planning Instruction

Back 32

Students evaluate their knowledge of vocabulary words. See Fig. 6.6
Peregoy p. 210

Front 33

Read Alouds

Back 33

It is important to read to students K-12
Peregoy p. 213

Front 34

Word Wizard

Back 34

Students have to take note of how a word is used outside of classroom, tv, radio, magazine, etc. and report back
Peregoy p. 216

Front 35

Teaching Prefixes and Suffixes

Back 35

Show examples and guide students to define unknown words using prefixes and suffixes.
Peregoy p. 219

Front 36

Topic T-Charts

Back 36

Like/Hate, Typical/Unusual, Fun/Have to, Change/Stay the Same, Regret/Proud of
Peha - The Writing Strategy Organizer

Front 37

Draw-Label-Caption

Back 37

Students draw a picture to illustrate a idea they want to write about and label and include captions (pre-writing).
Peha - The Writing Strategy Organizer

Front 38

Content-Purpose-Audience

Back 38

Students determine their content, purpose and audience for a persuasive paper.
Peha- The Writing Strategy Organizer

Front 39

What-Why-How

Back 39

Students create a What-Why-How chart to give their opinion and support it with details for an opinion paper.
Peha- The Writing Strategy Organizer

Front 40

Book Group Role Play

Back 40

Students use "Five Big Questions" or "Understand Everything" Book Group to have a different responsibility while reading the text.
Peha- The Reader's Workshop Activity Organizer