Best Practices Presentation Notes: ECU 515 Feb 20, 2010

Word Keepers:

A great way to add vocabulary for the day. Connected to GLAD, Guided Language Acquisition Design.

How it’s done:

  • Select a high use or content rich word
  • Display the word prominently
  • Find a synonym for the word or a brief phrase


Vapid, say it with me, Heard the word?, Never heard the word?, Heard the words and can tell you what it means, Explain the meaning of the word: lack of liveliness or spirit, dull or tedious. (Not an example that was used with the kids)

Add some fun: Give class points whenever someone uses, hears, reads, Assign a student to be the word keeper of the word, Half sheet to create a visual remembrance: definition, synonym, picture, sentence. Hang on the wall, Quotes!

Variation: Games, maybe like two truths and a lie, students choose words from box,


3 part lessons, Minilesson then worktime then share reflect

( I really just want to review this presentation and utilize a lot of the elements )

Connections to prior knowledge

“Comprehension Tool Kit?” Harvey?

Keep things to one point (8minute rule), hammer it home, and let students process.

Campfire analogy for close grouping for the actual mini lesson

Collaborative Learning Groups

Routines established for each foursome,

Placements can be posted on Easygrade pro for students to identify their seat

Look Listen and Link

Stress and anxiety lesson. Learning objective is differentiated instruction. Using clickers for instant feedback to begin, for prior knowledge.

Sentio: Clickers

Life change index: Work collaboratively to complete their own and then their partners.

Direct Instruction,

Stress Relievers, Get out of your seat activities, cooperative piece: students lead in stretches in successive days.

As reading the text, read with a pause (stop and wait for the next word) students have text in front of them, they read that word aloud.

Graphic organizer (reading strategy: target circle Inside 2 topic sentences, middle 5 phrases of import, outside 10 vocabulary words.

Review Process: Pyramid for success (ala John Wooden) In Pairs Each kid gets a number (30 kids, teams 1-15), rotate teams, show rotation visually.

One partner stays one partner moves

Top Cards worth 5 points Fill in the blank (1 card)

then 3 pointers for multiple choice (2 cards)

then 1 pointers for True False (3 cards)

Look Listen and Link

Look for a problem (in general in their own life), listen to a problem (listen for the feelings about the words) , then Link to problem solve it.

Exit Strategy: Small groups one activity, What challenged me?, What more would I like to learn about it?

(Sidenote: If students have a hard time answering what they did or learned at school, ask them what their friends did at school.)

Kagan Structures (Cooperative learning activities)

Teacher A, B, and C

A: Traditional (teacher talks, students listen and work alone) problem: Wide Gap of Achievers

B: Group Work: No individual Accountability, kids can hide

C: Kagan: Each student accountable, PIES must be included, Positive Interdependence, Individual Accountability, Equal Participation, Simultaneous Interaction

Team Building(Fun, no content, easy), Class Building (Students are Up, Moving, and Sharing) Encouraged to do at least one team building one per week, like madlibs

Must haves, Timer tools, online or standing but visible to whole class, small white boards, white board markers, Nice to have: Numbered heads together, team tools, selector tools, number cards.

Face partners, shoulder partners, High, med high, med low, low (you dont want to have high and low partner up.

Face partners = discussion, shoulder partners = working together

To begin, you can just do one a week, have the kids learn it really well, then add another one the next week, and use 3 or 4 that work really well.


~ by Craig Brewer on February 20, 2010.

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