Strategy Stop QUICK Write Strategy: Springboard for Instructional Conversations Scaffolds: Bridging...

Strategy Stop

QUICK Write Strategy: Springboard for Instructional Conversations Scaffolds: Bridging and Contextualization Language Domains: Writing and Reading Description: Students give quick reaction to prompt

presented. Goal is to capture feelings or meaning to the person not linguistic correctness.

Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language

Development

Strategy Stop

3 Step Interview Access Strategy: Instructional Conversations Scaffolds: Bridging, Modeling, Schema-Building Language Domains: Listening, Speaking, Reading Description: Students share to A/B partners. Then each

share their partner’s thoughts/responses to the rest of the table/group.

Affect: Supports low-risk learning environment Interaction / Practice: High accountability (peers);

practice with language development

Strategy Stop

Mind Mirror Strategy: Advanced Graphic Organizer Scaffolds: Bridging, Contextualization, Schema Building Language Domains: Listening, Speaking and Writing Description: Students tie ideas together in a graphic by

giving simply quotes from the text to synthesis of ideas. Affect: Supports learning environment with

accountability Interaction / Practice: All must participate and practice

oral language.

Strategy Stop

Hand Up, Stand Up, Pair Up (Kagan Strategy) Strategy: Instructional Conversations Scaffolds: Bridging, Contextualization, Schema Building Language Domains: Listening, Speaking Description: Students stand up after thinking about a

question or having had a prompt to answer/think about, put their hand up and “high 5” someone to pair up. Now they discuss their answer to a certain prompt or problem

Affect: Supports learning environment with accountability

Interaction / Practice: All must participate and practice oral language.

Strategy Stop

A-Z Review Access Strategy: Cooperative learning Scaffold: Metacognition Language Domains: Writing &Listening and Speaking Description: It is a review strategy. Students think of a

word related to a certain topic, one or more for each letter of the alphabet.

Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language

Development, practice writing, and orally presenting

Strategy Stop

Mathematically Speaking Access Strategy: Instructional Conversations Scaffold: Schema-Building,Meta-Cognition Language Domains: Listening and Speaking Description: Students solve 2 different problems or half of a task.

They take turns explaining their half of the completed task or given problem to the other student as he or she tallies on the chart each time a target word is used in the explanation. Students keep talking until all target words have been used.

Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development,

practice speaking and listening, and orally presenting

MATH!!!!

Strategy Stop

3 x 3 Sentence Builders Access Strategy: Academic Language Scaffold: Contextualization, Text Representation Language Domains: Writing Description: Picking 4(2 x2) or 9 (3x3) words from vocabulary

list students put them in boxes and create sentences with words that go across horizontally, vertically and diagonally.

Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development,

practice writing, and understanding interrelation between concepts and terms.

Strategy Stop

Collaborative Poster Access Strategy: Cooperative Learning Scaffold: Bridging, Text Re-presentation, Schema Building Language Domains: Writing and Listening& Speaking Description: Students work in groups of four, each with a different

colored marker. Students work together to strike a balance in solving the task while learning from each other and discussing the content.

Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development,

practice writing, and deepens understanding concepts and procedures.