Embedded Files
Provided to ALL students in the classroom
Core Curriculum
Measures all student progress against grade level benchmarks
Core Curriculum should be effective with at least 80% of students
The list of tiered strategies below is not exhaustive but suggestive and intended to provide a starting point in the implementation of Tier I interventions.
25-26 Math CoP.png📊 Grow. Connect. Teach. — Math Communities of Practice
Practice (ELA K-6th) Provide additional instruction, drills, and exercises to help students improve their ability to recognize letter patterns and pronounce written words.
Fluency Practice (ELA K-6th): Provide activities, drills, and instruction to help students develop reading fluency, or the speed and accuracy of reading
Graphic Organizers (All Academics Grades 3-12): Graphic organizers are designed to visually represent thinking and to visually connect key ideas. Graphic organizers can serve many purposes for students, from helping them take notes in class, to recording different perspectives during a group discussion, to prewriting, problem-solving, pre-reading, or synthesizing their thinking at the end of a lesson
Math Fact Fluency (Math K-8): Fluent understanding of the relationships between numbers is critical for problem solving. Build students’ number sense through “number talks,” teaching fact families, and strategies like “counting on” and “make 10.”
Math Time Drill: Boost students’ computational fluency and capacity to solve simple math problems under time pressure. Hand out math worksheets and give students a set amount of time to complete the problems
Sight Word Practice (ELA K-5): Sight words are words that should be memorized to increase a student’s reading accuracy and rate. Provide additional instruction, drills, and exercises to promote students’ ability to recognize common sight words
Use exit tickets to check for understanding!
Don't forget, children model what they see! Remember to:
Use your reflective listening skills
Giving the students reassurance
Speak with the student away from peers
Frequent contact home (both good and bad!)
Talk one on one with the student
Breaks and/or moving position in class
Have student take frequent breaks or activity
Move student to a new location
Alternate Seating In Own Space
Acknowledging positive behavior
Praise when cooperative and well-behaved
Praise when good attitude and involved occur
Praise when on task
Rewards, Simple Reward Systems & Incentives
Call parent or positive note home
Choral Response: Very simple technique in which teacher asks questions to the class as a whole and the students answer in unison. This is a great way of assessing overall understanding without singling anyone out.
Clothesline: Teacher stretches a string out across the room. One side of the string signifies "know a lot" which the other side is labeled "know nothing" and the students place themselves where they feel necessary for a particular topic.
Individual Response Boards: Each student has a small whiteboard or chalkboard. The teacher asks the class a question and the students' record their response on their board.
Signal/Pinch Cards: Fold an index card in four ways. Number the sections 1-4 or A-D. You can use this for true and false, multiple choice, etc. This is a very simple assessment tool.
Speedometer: Student's move crossed arms from being together to apart to show how much they understand a particular topic. This is a good way for students to assess their own learning.
Windshield: The teacher asks the students if their "windshield" is clear, buggy, or muddy. This shows their feelings of understanding the content.
Three Minute Pause: After the teacher presents a lot of new material, ask the students to think for three minutes about what they have learned. They can jot down notes or sketches to show what they have learned.
Idea Spinner: Teacher creates a spinner with predict explain, evaluate, and summarize. They review something and ask a question asking the students to do whatever they land on when they spin.
Inside-Outside Circle: Half the class makes a circle facing out. The other half makes a circle facing the inside circle. They ask each other review questions then rotate in the same direction. Great for test review!
Colored Cups: Give student three different colored cups. Green means they are doing well. Yellow means they need help. Red means they are stuck and need a lot of help. Great way to monitor needs. Adjust instruction according to cups.
Graffiti Wall: On a whiteboard, poster or chalkboard students take turns coming up and writing random things that relate to one topic.
Think-TAC-Toes: Give the student a tic-tac-toe grid and allow them to choose three in a row to do for homework, testing or some other activity. This is a great way to let them learn by their own learning style.
Even Dozen: Students draw from 12 boxes after looking at some material. Group students and have them write down main concepts in each box. One students says something about it that relates to number one. They label that box #2. Continue cycle.
ABC Review: From a container, students draw tiles with letters o them. The student needs to make a statement about the topic beginning with the letter.
Trash Basketball: Wad up a piece of paper. Tape off three lines on the floor each father away from the trashcan. One by one students come up and answer a question on a flashcard. If they get it correct, they choose to shoot a 10,20, or 30-point basket.
Hot Seat: Using post-it notes write questions and stick them underneath the students' desk or chairs.
Page updated
Report abuse