Name: Acrostic Type: Strategy Literacy Skill: Writing Domain: Study Skills Grade Level Uses: 2-12 Special Population: n/a Cognitive Process: recall PAR Use: assistance Researched, Field Tested: yes Author/Creator: Ebbinghaus, 1908 Preparation Steps: 1. Have an example of an acrostic related to the same subject matter so t

hey get the idea of the strategy. 2. Have a word picked out to make the acrostic from.

Application Steps: 1. Students will work individually in order to pick words that best suit them.

2. Show them the example on the board. 3. Give them the word they will make the acrostic for.

4. Explain that the words they chose must be related to the term. 5. Ask students what they came up with.

Differentiation: This can work for all content areas. For elementary level students, a

smaller word should be used. ELL students can do this with teacher assistance.

Things to watch out for: Make sure students understand the concept and that they‘re picking words

they can remember. Walk around and give suggestions of words if they‘re stuck.

Description/Application: Acrostics are useful tools when it comes to memorization of lists, like the

planets. They can be great study tools as well. Again, be sure that the word is appropriate to the grade and content level.

Name: Biopoem

Type: Strategy Literacy Skill: Writing and reading skills (with modifications) Domain: Comprehension Grade Level Uses: K-20 Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: Describing, summarizing PAR Use: Assistance – to aid in the writing process Researched, Field Tested: Yes Author/Creator: A. Gere (1985) Preparation Steps: 1. Prepare an example of a biopoem to aid in the explanation. Application Steps: 1. Explain what a biopoem is. 2. Explain the pattern of the biopoem: Line 1: First name Line 2: Four traits that describe the author Line 3: Relative of: (brother, sister, etc.) Line 4: Lover of (three things or people) Line 5: Who feels (three items) Line 6: Who needs (three items) Line 7: Who fears (three items) Line 8: Who gives (three items) Line 9: Who would like to see (three items) Line 10: Resident of Line 11: Last name 3. Display example as a model

4. After students have written their poems give them an opportunity to share with a group and/or with the class.

Differentiation: For younger students the requirements can be simplified, less lines and

less description. For different academic areas, the subject and type of description in the pattern can be changed. As a preparation strategy, students can use the biopoem to describe their feelings about a certain topic before reading about it. As assistance, students can fill in the lines of the poem as they read. Share their poems in a group and then reread. As a reflection strategy, students can read about a topic and use the biopoem to reflect on what they have learned.

Things to watch out for: The teacher may be tempted to correct spelling and focus on grammar or

format in a writing strategy. The most important part of the exercise is content. Do they understand the topic on which they have written?

Description/Application: Biopoem is a poem in which the subject is the writer. Like all poetry writing

activities, it is designed to encourage children to: (a) engage the students’ senses, feelings and beliefs, (b) see a concept in a fresh new way, and (c) express themselves through words.

Name: Book Diaries Type: Strategy Literacy Skill: Writing and Reading Domain: Comprehension Grade Level Uses: Anyone who can read can do this strategy. Special Population: n/a (however, can be useful with at-risk students) Cognitive Process: Processing information; critical thinking PAR Use: Reflection (and possibly evaluation) Researched, Field Tested: Yes Author/Creator: Steen, 1991 Preparation Steps: 1. Select reading material.

2. Create prompts for the students to respond to.

Application Steps: 1. Pass out the material to be read. 2. Write prompts on the board. 3. Allow time for them to write in their journals.

4. Stop when time is up. 5. Can be used for evaluation

Differentiation: This prompt-oriented strategy may be less threatening and intimidating for

at-risk students than assignments starting with a blank page. This exercise gives them something to go off of.

Things to watch out for: Monitor your students‘ diaries to make sure they are answering the

questions in a way that shows depth and complete understanding. Most of the prompts are open-ended and have no distinct answer. But for the prompts that do, make sure to leave feed back for those students who don‘t seem to be grasping the main concepts and ideas. Make sure the prompts are appropriate for the age group. Also, format prompts that encourage individual, critical analysis on the comprehension level.

Description/Application: Book diaries are an exercise in which students respond in writing to the

supplementary reading they have done. You design a form on which students write responses to specific questions about he material, or you can write the prompts up on the board. Examples of these prompts include: ―I liked this part of the book because …‖, ―This is what I already know about …‖, ―The most important facts I learned were …‖ This can be used for any content area. You should be able to see immediately the learning is taking place. Book diaries also strengthen the students‘ maturity as writers.

Name: Brainstorming

Type: Strategy Literacy Skill: Speaking, listening, writing Domain: Brainstorming can involve all domain levels depending on what is asked of them Grade Level Uses: K-20 Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: Reflective thinking. Discussion used to reach consensus or solve a problem PAR Use: Preparation – Before Reading, then Reflection – After Reading Researched, Field Tested: Yes Author/Creator: Preparation Steps: 1. Based on the objective of the lesson or the material being read, ‗decide

what topic you want the students to discuss. 2. Decide if you are using brainstorming to prepare students for reading, or to reflect on what was read. 2. Decide whether the strategy is performed in a whole-class or group discussion. 3. Decide on a timeframe that is suitable to the lesson. It could take anywhere from 10 minutes to an hour.

Application Steps: 1. If brainstorming is being performed in group discussion, divide students

into groups. Five person groups work best, but three or four are also suitable. Six or more tends to be counter-productive.

2. Have students discuss topic Differentiation: For younger students or different academic areas, you may want to use

pictures, numbers, equations, music symbols. Another form of this when teaching the strategy would be to make sure students know meanings of all words. For older groups, throw in words that will challenge their lexicon.

Things to watch out for: For group discussion, make sure one person is not dominating the group.

You can do this by assigning roles. Brainstorming is especially productive when groups discuss and then report their findings to the entire class, at which point brainstorming moves into whole-class discussion.

Description/Application: Brainstorming- whole-class or group discussion of a topic in order to reach

consensus or solve a problem- enhances reflective thinking and is appropriate for any grade level. Brainstorming sessions can last from 10 minutes to an hour. An especially productive brainstorming session begins with students in small groups discussing a topic. They then relay their findings to the whole class at which point brainstorming moves into whole-class discussion.

Name: Brainstorming Type: Strategy Literacy Skill: Brainstorming deals with reading and writing primarily, but could also be

applied during lessons for science, social studies, and mathematics as well.

Domain: Prior Knowledge and Meaning Vocabulary Grade Level Uses: I would suggest allowing students in grades K-12 to brainstorm about various topics of instruction. Special Population: This strategy can be used with regular learners, English as a second language learners, and children with special needs. Cognitive Process: Cognitive Domain of Bloom‘s Taxonomy—Knowledge. PAR Use: Preparation Strategy (can be utilized before beginning a lesson).

Researched, Field Tested: Yes. Author/Creator: Alex Faickney Osborn, who wrote about the strategy in a book called Applied Imagination. (Wikipedia, 2007). Preparation Steps: 1. A teacher could prepare her students for a lesson that involves brainstorming by

preparing and acquiring materials for the lesson, such as paper, art materials, etc. 2. The teacher could also prepare a KWL chart on the overhead, blackboard, a large dry-erase board, or a piece of butcher paper where they can jot down students‘ responses to questions. 3. The teacher can write down questions ahead of time to ask the students before

entering into a lesson. 4. Teachers can also prepare ahead of time by placing materials at group tables

or each child‘s own table.

Application Steps: 1. The teacher could begin a history lesson with second graders involving the Presidency of the United States by starting the lesson by saying, ―Today class, we will be learning more about what it is like to the President of the United States and their duties‖.

2. The teacher could ask students, ―What does the President do? What do you think the President‘s job is?‖ 3. The teacher could then distribute a blank piece of paper and have the children write down their thoughts about how the President of the United States becomes the President, any characteristics that describe a President, and what the President does.

4. While the students are jotting down what they have brainstormed, the teacher can walk around to each table and ask them questions about what they have written down. 5. After they have written down their individual ideas, the teacher present a K-W-L chart on an overhead and call upon students to share what they know and want to know about the Presidency. As the lesson progresses, the teacher can write down what they have learned along the way.

6. The teacher can continue her lesson by introducing a book about the Presidency, such as ―The Presidency‖ by Patricia Ryon Quiri. 7. The teacher could then read important aspects of the book to the students. The students can write about what they have learned from the book, along with a visual depiction in their writing spirals as an assessment of the lesson.

Differentiation: The brainstorming activity will differ from young children, especially kindergarten and first grade students, and students in third through twelfth grade can be asked more challenging questions while brainstorming. The questions teachers could ask their students to begin the brainstorming activity should take into consideration the varying levels of the students understanding of the topic. In a math activity, children could be asked, ―If there were ten fish in the group starting out and five swam away, how many fish do you suppose are left in the group?‖, followed by asking them, ―Why do you think so?‖. In a science lesson, students could be asked questions such as, ―We know that the sun is very hot and that it can get pretty warm here on Earth. However, the temperature is colder on Jupiter than it is on Earth. Why do you suppose that is? What do we know about the alignment of the planets from the Sun?‖. Brainstorming varies from each subject area based on what is being asked and the topic that is being discussed. However, brainstorming always involves asking children questions that will activate their prior knowledge and will encourage them to think and predict about a topic. Things to watch out for: If children are sharing out what they have brainstormed to the rest of the class, students may disagree or possibly argue with one another because each student may have a different idea as to what will occur throughout a story or how to go about solving a problem. The main objective that a teacher should make note of is to not discourage a child from brainstorming a certain way and not to state ideas as being correct or incorrect automatically, but allow students to learn from the brainstorming activity individually. Description/Application: Brainstorming allows students to recall information already known that can be applied to a lesson. Children can brainstorm by sharing out their thoughts aloud to the class or with the teacher, or they can write their thoughts down. The main application of brainstorming is to relate prior knowledge to a topic, creating students who will be more interested in learning more about a topic. Brainstorming can also help students solve a problem posed to them in mathematics, for example, as well as with comprehending the meaning and sequence of a story read to them during story time. List-Group-Label

Before During Ask them to recall Have them jot down on prior knowledge of a their thoughts/ideas or draw them topic (what they already know out Or associate with it) Talk about what they know or want to know After Discuss and reflect on what was brainstormed, followed by any new information acquired **Website link used for acquiring information about brainstorming:** http://en.wikipedia.org/wiki/Brainstorming

Name: Can‘t Stop Writing Type: Strategy Literacy Skill: Writing Domain: Writing Grade Level Uses: 2nd grade and up Special Population: N/A Cognitive Process: Cognitive PAR Use: preparation- minilesson(modeling), assistance-, reflection- writing Researched, Field Tested: Yes Author/Creator: Cunningham, Moore, Cunningham, and Moore Preparation Steps: 1. Introduce students to ―Can‘t Stop Writing‖.

2. Teacher first does a teacher think-aloud to model the choice of topic. 3. Teacher sets timer for three minutes. 4. Teacher writes on the overhead while students watch. 5. When bell rings teachers stops writing. 6. Teacher reads out loud to the children.

Application Steps: 1. Children are given a minute or two to think individually about a topic. 2. A three minute session is followed. 3. Can‘t stop writing is done regularly until children are sustaining their writing for

three minutes 4. Gradually, add a minute until children are sustaining their writing for six or

seven minutes. Differentiation: This strategy may not work for Kindergarteners because they are just learning to write. First graders may need a longer time to think of a topic and to write too. This strategy may work for any subject as long as the children know which subject they should write about. Things to watch out for: If children moan when it is writing time, complain that they can‘t think of

anything to write about, and ask you to spell words for them, they are almost certainly not ready to write for a long period of time. Description/Application: The children are given a minute or two of quiet time to think individually of what they want to write about. Then using a timer, the teacher sets an amount of time ( start with three minutes) during which everyone, including the teacher, must write without interrupting anyone. When the timer rings, students are allowed to finish the sentence they are writing and then they must stop.

Name: Collaborative Writing Type: Strategy Literacy Skill: Writing Domain: Writing to Learn in the Content Areas Grade Level Uses: 7-12 Special Population: N/A Cognitive Process: Defining in Context PAR Use: Assistance Researched, Field Tested: YES Author/Creator: Preparation Steps: 1. Teacher must have a topic prepared for the students to write on.

2. Teacher must know how large or small he/she wants the groups to be. 3. Teachers should have created a rubric to show students what he/she will be grading on.

Application Steps: 1. Students will be separated into groups. 2. Each member will read the selected reading and give their point of view of it.

3. The students will then meet in their groups and write a paper collectively summarizing the reading they had to read. 4. When the paper is written, each member will edit the paper. 5. Collectively the group will make revisions and turn paper in to be graded by the teacher.

Differentiation: Because writing is used in every content area, this strategy could be used universally. If a teacher wants to use this strategy with younger children then they should change it to where it‘s more of a class project including the teacher. The teacher should ask students to get information on a specific topic and gain ideas. Then the students should come back to class and with the help of the teacher they should work on a paper using one or two facts of each student. Things to watch out for: When working in groups there may be some students who do more work than others. Remind students that everyone is not at the same writing level; therefore, they should try to help improve each others‘ skills Create a peer review evaluation so that the students can rate their group mates‘ participation. Make sure students are aware of this before the assignment begins. Description/Application: Collaborative writing is a strategy that allows students to work together by thinking, drafting, revising, and evaluating. The students are also able to learn from their peers where some writers may be stronger than others. Students gain a sense of confidence when working as a team and combining ideas to finish a paper.

Name: Cubing

Type: strategy Literacy Skill: Reading, Writing Domain: Comprehension Grade Level Uses: K-12 and higher level education Special Population: No, can be used for all populations Cognitive Process: Application PAR Use: Preparation stage of writing Researched, Field Tested: Yes Author/Creator: Cowan and Cowan (1980) Preparation Steps: 1. Teacher needs to make a cube with six different topics

2. Make each side a different color with a different topic 3. Separate students into 6 groups and have 1 person roll the cube 4. Each topic will be used to write a 1 paragraph paper

Application Steps: 1. Have each group write paragraph in 10 minutes 2. Have group roll cube again to have another topic assigned 3. This will be done for the whole class till the whole paper is written

4. This will not only eliminate the fear of writing but will stimulate each paragraph 5. At the end of the hour each group can staple all paragraphs together 6. This will complete completion of writing assignment 7. Teacher will grade each group as a whole then will return the following class 8. Cooperative writing is the best way to ensure completion of task

Differentiation: Cubing can be used for all ages and classes in a curriculum. Cubing can be a

valuable asset for a writing intense course. For instance in a psychology class that has many different topics and papers that have to written. This can narrow down topics and keep a student on track and the scattering of thoughts will not be a problem.

Things to watch out for: Teachers need to be aware that a student‘s attention span is not eternal. All teachers need to set an appropriate time for each side of the cube and the writing period. Description/Application: This strategy will assist students in where to begin with writing topic and will help them stay on track all at the same time. This will allow teachers to keep the flow of the classroom and stay on course as well. This is a dual useable strategy that will ensure group participation and completion.

Name: Double Entry Journal

Type: Strategy Literacy Skill: Reading, writing Domain: Cognitive Grade Level Uses: K-20 Cognitive Process: Comparison PAR Use: Assistance Researched, Field Tested: yes Author/Creator: Vaughan, 1990 Preparation Steps: 1. Pick topic for students to write and read about

Application Steps: 1. Have students create a double entry page where there is a left and right side of

the page. 2. Tell students the topic and have them write down their prior knowledge on the

left hand side. 3. After reading, the students write what they learned on the right side of the page.

Differentiation: For younger students or different academic areas, students can use questions

and or draw pictures to represent ideas. Uncertain vocabulary words can be placed on the left hand side and once they are found in the reading, the meanings placed on the right hand side.

Reflection Steps: After reading is completed and the right side of the journal is filled in, the class can discuss ideas or questions they had and also compare their before and after entries. Description/Application:

The double-entry journal is a log in which students write on the left side of the page about their prior knowledge of a topic. After reading, they enter comments about what they learned on the right side of the page. Modifications can be made by altering what is written on each side. For example, have the students record on the left side ―what the author says‖ and on the right ―what the student says.‖

Name: Factstorming Type: Strategy Literacy Skill: Domain: Pretest of knowledge Grade Level Uses: K-20 Special Population: N/A Cognitive Process: PAR Use: Preparation Researched, Field Tested: yes Author/Creator: Preparation Steps: 1. No materials are required.

Application Steps: 1. Teacher asks students one single generative question.

2. Students answer. 3. Teacher writes responses on chalkboard and discusses with students.

Differentiation: Factstorming can be used in all content areas. This strategy works the same for all age groups, by using age appropriate questions. Things to watch out for: N/A Description/Application: Factstorming is similar to brainstorming, except it focuses on information pertinent to the topic. The teacher asks the students to tell anything they can think of about the upcoming topic. Factstorming is used to pretest students. It helps teachers determine the students prior knowledge of the upcoming unit of study.

Name: First Person Summary

Type: Strategy Literacy Skill: Writing and reading skills Domain: Comprehension, Application Grade Level Uses: K-20 Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: Summarizing, Paraphrasing, Relating and Applying PAR Use: Assistance – (for writing) the drafting stage of writing, process is

emphasized Reflection – (for reading skills) students reflect on what they have learned after reading

Researched, Field Tested: Author/Creator: Preparation Steps: 1. Select a reading.

Application Steps: 1. First, students are given the reading assignment.

2. Students are instructed to read and then write a summary in first person as if they were a part of the topic.

Differentiation: This can be used for many different academic areas just by changing the topic for

reading. ELL, special need students and younger students may require an explanation of first person and/or a model of a first person summary.

Things to watch out for: As in all writing assignments (especially in the assistance phase) the emphasis should be more on content, not grammar, format and spelling. These corrections can come later when students become more adept at the writing process. Description/Application: First-person summary is a writing activity in which students write about something in first person, as if they were a part of the action. This allows them to write about a topic in their own words and become personally involved in the material. For example, a history student may write about being a soldier in the Civil War, an English student can write about an event from a character‘s perspective, or a science student can write about the rock cycle from a rock‘s perspective. The strategy can be used for children at all grade levels and in any content area.

Name: Focused Writing

Type: Term Literacy Skill: Reading, Writing, Social Studies, Health, or Literature. Domain: Comprehension- Interference, Prior- Knowledge Grade Level Uses: K-12th Special Population: N/A Cognitive Process: N/A PAR Use: N/A Researched, Field Tested: Yes Author/Creator: Preparation Steps: 1. Teach or review background knowledge for the prompt

2. Present the prompt. 3. Have students engage in inquiry or research (optional). 4. Have students individually plan their writing.

Application Steps: 1. Give students an article to read. 2. In the writing phase have students produce a first draft. 3. After they are finished have students share the draft with at least one other student.

4. Have the other student revise the draft and write opinion. Differentiation: This would not be different for different age groups or ability groups. Focused

Writing can be used at other content areas of the curriculum. Things to watch out for: Have the students work separately at first in order so that they do not steal any ideas from other students. Description/Application: Focused writing is designed for students to be engaged in self-selected writing across the curriculum. The increased structure of focused writing across the curriculum can help students better learn social studies, science, health, or literature.

Name: Free Write

Type: Strategy Literacy Skill: writing Domain: Affective (motivate students), cognitive (evaluation) Grade Level Uses: junior high and up Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: evaluation PAR Use: Preparation – Before Reading Researched, Field Tested: Yes Author/Creator: Preparation Steps: 1. Pick topic for students to write about 2. Have a clock on hand to time students writing Application Steps: 1. Tell the students the topic 2. Once the students start writing, they cannot stop writing until they are completely out of ideas or until the teacher calls time (about 3-5 minutes) Differentiation: This strategy is effective for all students because it gets them to write without the

worry over mechanics and correctness. There is no need for students to worry about grammar, sentence structure, etc. Their only requirement is to write continuously for 3-5 minutes.

Things to watch out for: If students cannot sustain writing for 3-5 minutes, the teacher can start with the strategy quick write for shorter practice and less frustration, then lead up to free write. Description/Application: Free-write is an attempt to motivate students by getting them to write their perceptions of certain events or classroom operations. Students are encouraged to think and write without the encumbrance of worry over mechanics and correctness. The only rule is that once students put pencil to paper they cannot stop until they are completely out of ideas or until the teacher calls an end to the free-write.

Name: Guided Reading

Type: Strategy Literacy Skill: Reading Domain: Comprehension Grade Level Uses: K-20 Special Population: No, can be used for Special Needs and ELL Cognitive Process: Cognitive - Comprehension PAR Use: Preparation – before reading, Assistance – During reading,

Reflection – after reading Researched, Field Tested: Yes Author/Creator: Cunningham/Moore Cunningham/Moore, 2004 Preparation Steps: 1. Determine appropriate levels of reading instruction and group accordingly

Application Steps: 1. Activate prior knowledge

2. Introduce specific vocabulary 3. Engage students in the purpose for reading

4. Use KWL Differentiation: For students who struggle with reading comprehension, you may want to use

QARs (Question-Answer-Relationships). For children acquiring English, you should use materials that are culturally relevant to them.

Things to watch out for: Description/Application: Guided Reading is designed to use a variety of reading formats to teach more effective reading. Guided reading is used before, during, and after reading.

Name: Learning Log Type: Strategy Literacy Skill: Writing Instruction Domain: Affective Instruction and Evaluation Grade Level Uses: K-12 Special Population: No; it can be arranged to accommodate ELL, ESL, and Special Needs Cognitive Process: Many, not limited PAR Use: Assistance – During Reading or Reflection – After Reading Researched, Field Tested: Yes Author/Creator: Richardson, J. Preparation Steps: 1. You may choose to have a supply of folders on hand to offer to students who

are unable to purchase one or forget to purchase one. 2. Make sure folders are bradded or you may use spiral notebooks or loose-leaf

binders. 3. Decide whether you will be allowing other students to read it or whether it will be

just you who reads the material. This will make a difference in their writing.

Application Steps: 1. Have students write in the journal regularly choosing topics such as, ―Two new ideas I learned today in history and how I can apply them to my life‖ or ―How I felt about my progress in math class this week.‖

2. Instruct students to write in the each day, either during class or out of class.

Differentiation: For younger students, or even older students, you may encourage them to use pictures

in their journals to express feelings or thoughts that they are unable to put into words. Also, encouraging pictures allows ESL, ELL, and special education students to express their own thoughts and feelings without the confusion of the wording.

Things to watch out for: Encourage students to work independently, not using ideas from teachers or students. Also, do not be critical. Allow students to express feelings freely and openly, whether it is something they disagree with about your method of teaching or it is not written as well as you thought. Encourage students to think and write harder to get better results. Description/Application: Learning logs aid students in working through material just learned in class. It also allows students to verbalize their concerns and feelings about newly learned material. It not only allows the teacher to monitor the students‘ learning, but permits the students to be active and aware of their own learning processes. Teachers are able to learn exactly what a student is troubled over or having difficulties with in the class. It can be in every content area, since it is meant for students to express their feelings and concerns about the class.

Name: Process Writing Type: Technique Literacy Skill: Writing Instruction Domain: Writing Process Grade Level Uses: K-12 Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: To engage students in writing and to produce more sophisticated final drafts PAR Use: Assistance – During Writing Researched, Field Tested: Yes Author/Creator: Dysm and Freedman Preparation Steps: 1. Motivate students to write through self-selected writing.

Application Steps: 1. Students plan draft.

2. Students write first drafts. 3. Students select a first draft to revise for publication.

4. Teacher meets with students to read the selected draft and ask questions to help students develop a plan for their publication piece. 5. Students go through the book publishing stages in centers and they publish their books. 6. Students share the book with the entire class.

Differentiation: If special needs students have trouble choosing a topic, they can participate in dialogue writing in which the teacher responds to the students writing and the student responds to the teacher‘s comments. ELL students may write their first drafts in their native language and may work with other students to translate their writing to English. When the students don‘t know the translat ion, they use the first-language terms. Things to watch out for:

Try not to give students a topic write about. Teachers must carefully observe the process to maximize learning and feelings of success. Teacher observation is a very important factor in guiding teacher‘s strategies of revision and editing to help each student inmprove their writing. Description/Application: Process Writing is a strategy that helps motivate students to write and helps them create positive attitudes about writing. It also helps them improve their writing skills by revising and editing their work several times before creating a final draft. Motivation comes from the teacher and from sharing their writing with their peers either in a small group, to a partner, or to the entire class.

Name: RAFT Type: Term Literacy Skill: Writing Domain: Grade Level Uses: 5-12 Special Population: n/a Cognitive Process: n/a PAR Use: n/a Researched, Field Tested: yes Author/Creator: Vanderventer Preparation Steps: 1. Prepare students for the drafting stage which meets the format considerations

while writing conent.

Application Steps: 1. R stands for the role of the writer; this has the student determine their role as a writer 2. A stands for audience; this is for the student to consider who will be reading the paper

3. F stands for format; this is to determine the best way to present the writing 4. T stands for topic; this asks the question of what the paper will be about

Differentiation: This will not be different among different age groups Description/Application: Writing to the appropriate audience

Name: Reading-Writing Lessons Type: Strategy Literacy Skill: Reading/Writing Domain: Writing Grade Level Uses: 1st grade and up Special Population: N/A Cognitive Process: Cognitive PAR Use: Yes Researched, Field Tested: Yes Author/Creator: Cunningham, Moore, Cunningham and Moore Preparation Steps: 1. Students gather around the teacher for a mini-lesson on a specific reading or

writing strategy 2. Mini-lessons are kept to 5 –10 minutes. 3. Students participate in activity time. Students read, respond and participate in

peer and teacher conferences.

Application Steps: 1. Introduce comprehension lesson to target some aspect of author‘s craft rather

than the content of the reading selection. 2. Teach or review background knowledge for the prompt. 3. Present the prompt. 4. Have the students engage in inquiry or research (optional). 5. Students share what has been read or written, or share ideas they have come to

during the lesson.

Differentiation: ELLs and special education students should be given more time to finish their work.

ELLs should be given instruction in their native language if possible and/or let them use a dictionary. It is also a good idea to pair up students or let them work in groups. Things to watch out for: Some students may have difficulty writing so it is important to give them enough time to finish and not rush them. If students do not know how to begin their response, then help them come up with topics. Go around and make sure that everyone understands what they are doing. Description/Application: A reading-writing lesson is simply a response to literature activity or a

comprehension lesson followed by a focused-writing lesson that builds on or extends that activity or lesson.

Name: Rewriting Type: Strategy Literacy Skill: Writing Domain: Preparing learners Grade Level Uses: 1-12 Special Population: n/a Cognitive Process: Comprehension PAR Use: Preparation Researched, Field Tested: Yes Author/Creator: Preparation Steps: 1. A selected section of text.

2. Paper 3. Pen/pencil

Application Steps: 1. Read and restate the ideas in your own words. 2. Identify the concepts that are especially important for students to know. 3. Keep rewrites short and to the point.

4. Explain difficult concepts in the rewrite. Exchange particularly difficult words for words you think students already know. 5. Make sentences short, and use the active voice whenever possible. 6. Underline specialized vocabulary to make it easier to note difficult words.

Differentiation: Rewriting can be done for all age groups but if a younger student is doing the rewriting a smaller section of text should be selected. For p.e. rewriting can be used by rewriting complex sports rules. Things to watch out for: Rewriting can be time consuming. If a teacher is rewriting sections of text to make comprehension easier for students, they want to make sure it is the best option. Description/Application: Rewriting simplifies writing styles and clarifies concepts that students may have difficulty understanding. Rewriting helps students of all reading levels.

Name: Rewriting Type: Term Literacy Skill: Writing Instruction Domain: Writing Grade Level Uses: 1st – 4th Special Population: N/A Cognitive Process: Self-correction PAR Use: Reflection Researched, Field Tested: Yes Differentiation: The level of writing will be different for each grade level and ability groups. You can

observe the students as they write their first drafts to ensure that the level of writing is appropriate for those particular children. After observation, you can adjust the writing standards accordingly, and then the rewriting will be more effective.

Things to watch out for: As children rewrite their papers, it is important to make it a positive experience for them. We want children to be excited about writing and not make it too boring for the children where they loose interest. Description/Application: Rewriting is a term used for students who use their first draft papers to revise what they have already written. Teachers let students begin rewriting their first draft papers after they have encountered positive writing on a regular basis. The teacher‘s observation and guidance are very important while the child is rewriting the paper.

Name: Writing Rubric

Type: Reflection Literacy Skill: Writing Instruction Domain: Comprehension, Writing Development Grade Level Uses: K-20 Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: Categorization PAR Use: Reflection – After writing

Preparation Steps:

1. Make a list of what you want the students to accomplish through your assignment. 2. Organize your list from most important to least important. 3. Decide on an overall point value for the assignment. 4. Assign each item on your ranked list a percentage value out of 100 percent. 5. Multiply your total point value from step 3 by each item's assigned percentage to arrive at the

point value for that item. 6. On a fresh sheet of paper, write the name for each item on your list in order from most to least

important. Make sure to leave room in between each category. 7. Assign specific grading criteria for each main category from step six. 8. Distribute or display the rubric to the students when you are explaining the assignment. 9. Attach a copy of the rubric filled in with the student's scores to his/her graded work once it is

completed.

Things to watch out for:

1) Definitely know what your categories will be before you make your assignment.

2) The upfront time in creating the rubric more than pays off in the reduced time it takes to grade the

assignment.

3) Don‘t include items on the rubric that have not yet been explained in class.

4) Focus on skills that students have learned in past lessons as well as new areas of instruction.

5) Provide students with a copy of the rubric before a writing assignment is begun.

6) Use the rubric to keep your scoring and comments consistent to a standard.

Description/Application: Writing Rubric includes a list of standards that a student must meet in order to earn a perfect score.

Each item on the list is assigned a value based on its importance. When evaluating a student project, writing assignment, or other product, the teacher will deduct points from the possible total for items that do not meet the stated standard. Students can thus identify specific areas of strength or weakness on the graded task.

Name: Word Wall Type: Reflection Literacy Skill: Speaking, Listening, Eye Focus Domain: Comprehension, Vocabulary Development Grade Level Uses: K-12 Cognitive Process: Description PAR Use: Reflection – After Reading

Preparation Steps: 1) Identify the key vocabulary words that students need to know for a specific topic or reading assignment. 2) Print the words in large block letters on cards for posting on a prominent (always visible) wall or bulletin board. 3) Post the word cards as the terms are confronted in classroom

discussion or reading.

(Possible) Application Steps:

1. Pass out a copy of the Word Search worksheet to each student (see appendix 4). 2. Teacher chooses 5 words from the word wall. 3. As teacher calls out word, students chant and write on blank at bottom of worksheet. 4. When all 5 words have been written, students place each word in the word search puzzle and add additional letters to fill in the boxes. 5. Trade Word Search puzzles. 6. When each word is found, trace around it with a colored pencil, pen or marker or use a highlighter to

highlight the word found.

Differentiation: For Special Needs students and ELL students make sure to put a picture next to

the vocabulary. It will make them easy to understand the vocabulary and make them easier to learn.

Things to watch out for:

1) Add words gradually, five a week 2) Make words very accessible by putting them where every student can see them, writing them in

big, black letters, and using a variety of background colors so that the most often-confused words (there, their; what, when) are different colors

3) Be selective about what words go on the wall, limiting additions to those really common words which children use a lot in writing

4) Practice those words by chanting and writing them 5) Do a variety of review activities to provide enough practice so that words are read and spelled

instantly and automatically 6) Make sure that Word Wall words are spelled correctly in any writing students do

Description/Application:

A Word Wall is a strategy to reinforce the core vocabulary of a specific subject. Teachers select new words, technical terms, and words that frequently recur and print these words in bold block letters on cards. Teachers post these cards on a highly visible wall or bulletin board as students confront them in reading or discussions. Note: the Word Wall is built one word at a time as students encounter new terminology.

Students review terms on the Word Wall as a "warm up" activity before lessons or reflection after the lessons. Every time one of the words appears in the lesson, the teacher reinforces it by pointing it out on the Word Wall. Repetition is the key to the Word Wall's success. Teachers often incorporate Word Wall

terms into learning games, like "Rivet" and the "Dictionary Game."

Name: Story Map Type: Preparation Literacy Skill: Thinking, Organizing Domain: Reading and writing Grade Level Uses: K-12 Cognitive Process: Description PAR Use: Preparation – Before Reading, then Reflection – After Reading

Preparation Steps: 1) One A4 paper for each student and one big poster on the board for the whole

class.2) Choose a Story Map which you want to teach to the students. For example: Bubble Map

Application Steps: 1) Draw a Bubble Map on the big poster; 2) Ask the student follow what you drew.

3) On the Bubble Map should include Main characters, Setting (time and place), Problem or goal, Event 1, 2, 3,4,5,6, Solution and Story theme or moral.

Differentiation: For Special Needs students and ELL students can use drawing on their Story Map.

Things to watch out for: There are too many kind of Story Map to choose, and not every Story Map

will fit in the story you decide to teach. Description/Application:

Story Maps are graphic organizers that can be useful in helping a student analyze or write a story. This type of analysis is especially good for examining fables and folktales. Story Map graphic organizers help the student identify the elements of the story and the theme or moral of the story. Some of the many elements of a story include the important characters (their appearance, personality traits, and motivations), the setting of the story (time and place), the problem faced by the characters, how the problem is approached, and the outcome. There are many types of story maps that examine different elements of the story (and reveal different structures within a story). Such as Tree Map, Bubble Map, Double Bubble Map, Circle Map etc.

Name: Sustained Silent Writing (SSW) Type: Strategy Literacy Skill: Writing Domain: Self-Selected Writing Grade Level Uses: 2nd grade and higher Special Population: n/a Cognitive Process: Description, Sharing, Elaboration PAR Use: Preparation- Activating Prior Knowledge Researched, Field Tested: Yes Author/Creator: Preparation Steps: 1. Have a timer, watch or clock in the room that is turned away from students.

2. Teacher will model SSW in a minilesson first to introduce it to the students. 3. Do a think-aloud to model the choice of the topic. (Ex. ―Let‘s see…what have I seen in the last day…‖ 4. Once the teacher has chosen a topic, set the timer for 3 minutes. 5. Write on the overhead so students can sit and watch. 6. When the timer bell rings, teacher will finish the sentence they are writing and stop. 7. Teacher will read to the children what they have written and if children want to talk positively about the ideas briefly, teacher can permit that discussion.

Application Steps: 1. Give students a couple of minutes to think individually about what they want to write about.

2. Set the timer for 3 minutes. 3. Students and teacher begin to write in their journals for the next 3 minutes.

4. When the timer bell rings, students are allowed to finish the sentence they are writing and then they must stop.

Differentiation: If Kindergarten and 1st grade teachers want to use this strategy, they could use

pictures instead of words. For older grades, teachers can increase the amount of time that the students are writing. In SSW, a minute is added gradually to the time until children are able to sustain their writing for 6 -7 minutes or longer. For inclusion, teachers can use dialogue writing with children who can write well enough for teachers to read it. For English-Language Learners, teachers can pair them with others in their first language and in English. Teachers can occasionally organize the class so that they work individually or in groups. SSW can be used the same way for math or science.

Things to watch out for: When the teacher is modeling SSW to students, it is important to keep it

simple and to write slowly so students are not intimidated by the teacher‘s quick and superior writing facility. There is no talking during SSW. It is okay to have positive discussion after the writing.

Description/Application: Sustained Silent Writing is used as the means of getting students to write

regularly without fear of failure or fixation on form. This strategy is used when children come to 2nd grade or higher and have not engaged in much self-selected writing before. Teachers should first model this strategy based on the preparation steps above. The teacher and the students will be doing SSW during the 3 minute period. SSW is done regularly until all the children are sustaining their writing for 3 minutes. Once students are writing willingly and enjoying it for 6-7 minutes, SSW has outlived its usefulness. SSW may be used for a few weeks or a few months depending on what the students seem to need.

Name: Word Hunt

Type: Strategy

Literacy Skill: Writing Instruction

Domain: Comprehension, Writing Development

Grade Level Uses: 1-10

Special Population: N/A, Fine for ELL and Special Needs with accommodations

Cognitive Process: Analysis

PAR Use: Assistance and Reflection

Researched, Field Tested: Yes

Author/Creator: Henderson, 1990

Preparation Steps:

1. Go over with children about categories.

2. Go over the spelling patterns they will be looking for in the books, magazines, and

other prints.

3. Choose several words that they children must find in the print mediums.

Application Steps:

1. The students make a table on a sheet of paper.

2. The teacher will then give the students the spelling and sound patterns that they

will be working with.

3. The students will look at words and sort them into categories based on spelling

patterns and sound.

4. The students say the words and look at how they are spelled.

5. They learn that to go in a certain category, the words must “sound the same and

look the same.”

6. After sorting the words chosen by the teacher, the students hunt for other words in

books, magazines, and other print around them and sort these additional words for

the patterns as well.

7. The students will write the words under the column it belongs in.

Differentiation: For younger students the teacher may want to use words that are more common to

appear in books and magazines. The teacher may also want to use words are small. For

older students the teacher can use less common words, in order for it to be a little more

challenging for the students. For other type of subject areas the teacher can use words or

numbers that are they are going to use in the lesson.

Things to watch out for: The teacher may be tempted to help the find the words in the printing

mediums. At first the teacher should not help the students. After the word hunt the teacher will go over

all the words that were found and see if the students put them in the correct column.

Description/Application: Word Hunt is designed to help students know what to attend to and develop the

habit of analyzing words to look for patterns. This will help students pick out specific word patterns. It

will help develop better writing skills and reading skills.

Name: Writers Workshop Type: Strategy Literacy Skill: Writing Domain: Writing Grade Level Uses: 2-20 Special Population: NA Cognitive Process: PAR Use: All Researched, Field Tested: Yes Author/Creator: Preparation Steps: 1. Create a list of topics for students to choose from.

Application Steps: 1. Students will choose a topic to write about. 2. Students will write in various forms after the teacher has presented a mini lesson on the various forms. 3. Students will share their papers with each other. The teacher will present mini lessons on editing and revision strategies. 4. Students will edit their papers. 5. Students will edit each other‘s papers. 6. Students will revise their papers 7. Students will publish their pieces.

Differentiation: This strategy can be used for all students when writing in all subjects. Things to watch out for: Some students may not fully participate in the entire process. Some students may not thoughtfully assist in editing their peers assignments. Description/Application: Writers workshop is designed to assist students in (a) learning to edit (b) learning to publish their own work.

Name: Writing Scales

Type: Strategy Literacy Skill: Writing Domain: Writing Grade Level Uses: K-20 Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: Self-evaluation, Editing work PAR Use: Reflection Researched, Field Tested: Yes, Chapter 8: Writing, pp. 242-48 Author/Creator: Preparation Steps: 1. Assign a writing project to the students.

2. Develop a writing scale with a list of rules or questions you want your students to think about and answer as they review their writing. These questions should be grade appropriate and focus on the area of writing you are focusing on. For example, if you are looking for mechanics, your questions would include those referring to the mechanics of the paper such as capitalization, punctuation and sentence structure. If you are focusing on the form of the paper your questions will include the topic, characterization, setting, etc. Every writing scale should have a question that leads the student to self evaluation. See examples of questions in the textbook.

Application Steps: 1. Have students gather the work they will be evaluating.

2. Hand out the appropriate writing scale for the assignment. 3. Have students read their work and use it to answer the questions on the writing scale. Have students make notes of items they have accomplished in their writing and areas that need revising. 4. Have students revise their writing using the writing scale as a guide.

Differentiation: This strategy can be used in any grade level, and the only changes that will need to be is the level of the questions on the writing scale. This skill is for writing, but can be used in other subjects when the students are writing in math, science, social studies, etc. Things to watch out for: Do not mistake writing scales with writing rubrics. Generally, teachers do not get grades from writing scales. Writing scales should be used as an editing and self-evaluation device. Description/Application: A writing scale is a list of rules or questions to answer that students are taught how to use to evaluate their own papers. A writing scale for a type of writing has a list of rules or questions to answer that focus on the key features of that form. Through self-evaluation, students will internalize a sense of that form of writing.

Name: Writing Checklist Type: Strategy Literacy Skill: Writing Domain: Comprehension-Inference Grade Level Uses: K-12 Special Population: N/A Cognitive Process: Comprehension

PAR Use: This strategy can be used as a preparation strategy. It can also be used as an assistance strategy because the checklist will be posted on the wall. Researched, Field Tested: Yes Author/Creator: Patricia Cunningham, James Cunningham, Sharon Moore, and David Moore. Preparation Steps: 1. Wall Chart

2. Markers 3. Overhead

Application Steps: 1. Create a rule that will help students write sentences correctly. 2. When you create a rule, create a minilesson that will help the students focus on the new rule. 3. The teacher will write a brief paragraph on the overhead while the students read along. The teacher makes sure that he/she purposely makes mistakes for students to find.

4. The first few times, the teacher will demonstrate how the new rule works within the paragraph. 5. The teacher will purposely miss some of the mistakes in the composition and will then ask the students if he/she applied the rule correctly throughout the paragraph. 6. The students will find the mistakes left by the teacher and will either dictate what needs to be corrected or physically go to the overhead and correct the mistake themselves. 7. Once the minilesson has been completed the students will immediately write on a topic of their choosing. 8. The teacher will remind them of the rule they just learned and previous rules they have learned.

Differentiation: This minilesson of course will be different for all age groups. For the younger

students make the rules simple and easy to apply. For the older students, you can give them more than one rule at a time and make the rules more difficult. For the English language learners or students with disabilities make the rules are very simple and spend more time on each rule. You can also have them work in groups so they can find mistakes together. Unless you are writing a paper in another subject, I don‘t believe this strategy will work the same way.

Things to watch out for: If students are going to be graded on their writing assignment and they are being held accountable for using the rules on the checklist; make sure that they are aware ahead of time so they know to include those rules in their writing. Description/Application: The purpose of this strategy is get students to get engaged in writing through topics they enjoy writing about. Mechanics and usage conventions are also successfully taught through systematic writing processes such as the writing checklist.