RESOURCE BOOK STRATEGIES:

1. imaging: student creates image inside head -picture this dog in your mind. Describe the dog to me. K-5. 2. alphaboxes: graphic organizers for vocabulary, personal word wall; support with vocab and language 3. Anticipation activities: activity before a lesson to spark interest; intriguing questions to activate background knowledge. 4. attribute charting: visuals to help students explore how sets of things are related; graphic organizer; chart paper for visuals 5. carousel brainstorming: brainstorming in groups; use pictures; include a sharing/reflection portion. Post questions around the room, separate students and have them rotate around the room; chart paper so student groups can write their answers. Intermediate strategy. ELLS: give questions beforehand. 6. cloze technique: word bank, fill in the blank story. Pictures for ELLS. Homework. Mad-libs. Targeted vocabulary. MORNING WORK FOR PRIMARY. 3-4th grade: past tense verbs. 7. cohesion links: go through the text and help reader determine ideas you are looking for. Showing connections in English language and how they can be replaced. bri..she pictures to accommodate ELLS. 8. collaborative reading: give readings to students in groups; classmates will help ELLS. Give ELLS reading material based on their ability level ? gives students opportunities to learn more vocab. Guiding questions. Share with group or class. 9. concept maps: word map to organize knowledge. Graphic organizer. Stimulate brainstorming and generation of ideas. Branch off from a big idea. PRIMARY CAN BRING IT DOWN TO SHAPES. INTERMEDIATE: MORE ELABORATE CONCEPT.

10. dictoglos: listening and communication skills. 1. Read it to class. 2. Read it again, have students jot down ideas. 3. group students in pairs and summarize together. 4. unite 2 pairs into 4 people. Again, summarize. 5. one group member from each group shares the idea. 6. self-assessment: have students each highlight in different colors what they created or contributed. *ELLS BENEFITS: hear the teacher fluently read in the language. Interaction and communication skills. DIFFICULT FOR KINDERGARTEN. 11. GIST: skimming and scanning text. Give the students a time limit to understand the text. Test-taking strategy. INTERMEDIATE. 12. Guided Reading: grouping strategy based on ability. Choose books with vocabulary they understand. Engage students in conversations to ensure comprehension. 13. LEA: language experience approach: students tells story, teacher writes it down. Then they read it together. Fluency strategy. Targets listening, speaking, and writing. 14. Language focus lesson: mini-lesson to improve things your students are struggling with. Ex: suffixes and prefixes. HARD FOR EMERGENT READERS. 15. leveled questions: ask different questions according to students needs. ANY GRADE LEVEL. -observe language skills. -plan hierarchy of questions -involve all students 16. Modeling: show the assignment they will be completing. Walk them through the assignment visually and orally K-5 17. Modeled talk: gestures, visuals, demonstrations. Model exactly what needs to be done at each station

18. Numbered Heads: pre-pairing grouping strategy that holds all group members accountable but provides one speaker for each group. INTERMEDIATE. HARD FOR KINDERGARTEN 19. Personal Dictionaries: Word in English. Word in native language. Picture. Personal dictionary. INTERMEDIATE 20. Think-pair-share: ask question. Pair up students so they can discuss their answer. Share with class. Read-pair-share (same concept). K-5 21. Realia: using concrete objects in the classroom. Use senses to explore objects. Real object, replica, model, photograph. 22. Repetition and innovations activities: read the story more than once/OVER AND OVER AGAIN. K-5. Go through: setting, characters, story maps, book quilt, beginning, middle end. 23. Reporting back: students repeat directions after the teacher gives them. OR students do a research project and report back to the class what they researched. 24. Scripting: an interactive response by practicing situational encounters. Teacher creates a script for various reasons like: show and tell (or practical reason like presenting anything in front of the class.) Or students create script. ELLS: describes them with the language necessary to complete the task. SOCIAL LANGUAGE ALSO. 25. Six-step strategy instruction: learning strategy based on needs metacognitive: planning, monitoring, evaluating learning cognitive: manipulating material physically and mentally to learn social: interactions with others and controlling emotions to support learning. 1) match strategy to curriculum: students have problems with spelling 2) reflect on the learning task: what are some ways we can help each other with spelling (brainstorming) 3) model the new strategy: demonstration

4) practice the strategy. 5) Discuss the strategy. (self-evaluation tools) 6) Visuals for self-help: foldable, list of resources, poster, etc. 26. Word Walls: help students visualize and reference vocabulary K-5 27. Story Map: visual organizer. Write sentences out on sentence strips. SEE CHELSEAS HANDOUT. PRIMARY. ******ESOL 3 and DISCOURSE. CAN ADAPT FOR HIGHER GRADES. 28. Procedural organizer: good for science in PRIMARY. Visual aid for procedural information or directions. 29. story reenactment: role playing or acting out a story that the students just read. 30. syntax strategy: visually manipulate English grammar. Use sentence strips. I see a dog brown. Student performs surgery to rearrange the words. BRINGS AWARENESS RATHER THAN OVERT CORRECTION. 31. Data charts and T-charts: graphic organizer to record knowledge from researching. KWL charts. Main idea/details and examples. CAN USE ALSO AS AN ASSESSMENT STRATEGY. GREAT FOR NONFICTION INTERMEDIATE. 32. TPR: total physical response: an association between language and body movement. Sit down, stand up, raise your hand. Point, draw a picture. BEGINNING ELLS. 33. vocabulary role-play: find unfamiliar words and act them out. Hand gestures, whole body, facial expression. K-5