Strategy Collection

How you begin class sets the tone for instruction. The opener activities I lead at the beginning of class are not just for the benefit of our class community, they are also examples of how to develop a routine, build community, and engage students with their peers. You may choose a entry activity as one of your strategies to demonstrate in your collection.

Here are example strategies for how to plan for classroom management in your class. Identify a standards for these strategies from https://www.isbe.net/Pages/Social-Emotional-Learning-Standards.aspx

To see what California has adopted for promoting Social Emotional Learning visit: https://www.cde.ca.gov/eo/in/documents/selresourcesguide.pdf

These strategies include:

1. Routines & Procedures Chart:

• Identify 3-5 expectations into an acronym/mnemonic

• Identify expectations for each letter of the mnemonic that apply to how you believe students should act in any situation or activity during school. You may also think of these expectations as reflective of character traits you believe students should acquire in school.

• Include brief description of why you believe these 3-­5 expectations/rules are essential and necessary to teach all students.

• Lastly, design a poster with your mnemonic device to help students remember these expectations.

2. Parking Lot

3. Expectations Poster: For each of my classes I had clearly defined expectations that we developed as a class. I reviewed these for each class. As students became very familiar, they led the review of expectations. This can seem repetitive, but think about an exercise class, you always do a warm up and it might always start with a hamstring stretch, a forward fold, and other stretches that move the fluid through your joints. Think of this as the same idea. Remind your students what the expectations are, give them praise for remembering, and start your class off on the right foot!

For Oral Language instruction 4 different strategies were explained in class listed:

1. Explicit Vocabulary Instruction

2. Cognitive Content Dictionary

3. Sentence Patterning Chart

4. Semantic Maps

I have only provided an example Strategy Collection submission for Explicit Vocabulary Instruction (4 steps). I also provided a video example demonstrating the strategy and a copy of "student" work. For the assignment, it is NOT necessary to provide both. Please choose to demonstrate with a video OR example student work.

Reading Foundations covers 3/5 instructional priorities for Reading; 1) phonemic awareness, 2) alphabetic principle, and 3) fluency. The example lesson provided by Kassi, demonstrates direct instruction strategies for each of these instructional priorities. In class we reviewed different types of phonemic awareness. For the strategy collection, you can choose to demonstrate any one of these activities.

1. For phonemic awareness, choose one activity (rhyming, deletion, substitution, or segmenting and blending).

2. For alphabetic principle, you may demonstrate identifying a focus sound and providing students with practice on identifying sounds and blending words.

3. For Fluency, demonstrate one of the types repeated reading shown on the poster.

For this area you must choose any other comprehension strategies besides a KWL chart. You may also incorporate strategies reviewed by Dr. Moskal or from SPED 292. Some possible strategies include:

1. PALS: Peer Assisted Learning Strategies

2. QARs: Question Answer Relationship

3. Reciprocal Teaching

4. GLAD Process Grid

Integrating Literacy & Content areas is about decoding the structure of informational text for students to "read to learn" about the content area. Strategies you can include in your collection:

1. Text Feature Walk: Be creative! or be simple! Choose a text you're reading with students and identify how you will draw attention to the features of Title, Table of Contents, Title Page, Headers, Captions, Graphs, etc.

2. Text Structure Strategy: Choose from one of the 5 common types of informational text structures. Use an anchor chart and graphic organizer to help students decode the structure.

   • Comparison

   • Cause and effect

   • Problem and solution

   • Sequence

   • Description

3. WebQuest: This is a fun way to teach digital literacy. It is not necessary to create an entire WebQuest, but take one that is created already and cater it to your class curriculum.

For Written Language there are 4 main themes we discussed. There are SOOO many strategies it was hard to choose. Make sure the strategy you include ties back to one of these instructional priorities:

1. Conventions:

   • Capitals, Word Usage, Punctuation and Spelling (CUPS)

   • Curriculum Based Measure: Correct Writing Sequences & Total Written Words

2. Writing Quality/Traits:

   • 6 Traits of Writing

3. Writing Process:

   • POWER: Pre-write, Organization, Write, Edit, Revise

4. Writing Styles

   • Step Up to Writing: Stoplight Paragraph

In class we reviewed several components of teaching Social Emotional skills to students with Emotional and Behavioral Disorders. You may use any of the following strategies:

1. Escalation Cycle: Teach Self-Awareness

2. Incredible 5-Point Scale

3. Self-Regulation Strategies

1. Process Grid: Demonstrate how you could use a process grid for teaching the characteristics of shapes, properties of operations, measurement, or other math concepts.

2. Dynamic Assessment using Concrete-Representational-Abstract: Click here for the article on how to conduct Dynamic Assessment & Visit Math VIDS for video examples

3. Teaching with Concrete-Representational-Abstract: http://fcit.usf.edu/mathvids/strategies/cra.html

4. Ten Effective Teaching Practices: Document your use of one practice from this list on the Math VIDS website.

1. Use a mnemonic: Check out the example videos & images. Introduce your own or use one below

2. FAST DRAW: Big Number Arrow for solving equations

3. Receptive vs. Expressive activities for assessing student knowledge