Interaction Strategies

VIP

(Very Important Point) Students read text and at the end of each paragraph/page they use a Post-it flag to flag the most important parts of the text. Limit the amount of post-it's so they have to really think about what constitutes the most important part and share with a partner.

Clock Buddies:

(handout provided in Day 4 materials) Have students find 12 people in the class and make an appointment with each one of them for a different hour on the clock. Both parties need to write down the other person's name on their clock so as not to forget. Use these clocks periodically to pair up with different people for pair work.

Text Recall and Summary

(handout provided in day 4 materials) This can be done orally for the whole group or it can be done with small passages and pairs of students. Read a short passage to students and as you are reading have them jot down key vocabulary or phrases included in your lecture. Once you are finished reading, have them retell a summary of the passage to a partner using the most important words or phrases they wrote. If you are doing this in pairs then give students a reading that has at least 2 paragraphs. While the first person reads the second person will listen and jot down the key words/phrases. Switch readers and have partner 2 read while the other student jots down key words and phrases. Each partner retells his paragraph summary based on the notes.

Zip Around

AKA "I have who has?" Have cards with a question written on one side and an answer to another question written on the back. Put a star on the card that starts first. That person will read their question to the group ( on the back of his card he will have the answer to the last question so that it is a continuous loop) The person who answers the first question then reads their question to the group. So on and so forth until all questions are read and answered and it returns to the first person who answers the last question read.

Living Diorama

Another charades activity. Students work together to act out a concept. Ex. Levels of the rainforest, ancient civilizations, scenes from a play, water cycle. They will need to work together to plan what each person will do and then perform this for the group.

Draw a Picture:

At the end of a segment of teacher directed instruction, ask student to work in pairs to create a graphic summary of how they would organize information, reach a conclusion or interact differently based on the demonstration you provided.

Alphaboxes

At the end of an explanation or demonstration, give students a different letter of the alphabet and ask them to think of one word or idea beginning with that letter that is connected to the topic just concluded.

Note to a Friend

At the end of an explanation or demonstration, pass out a sheet of paper and ask each student to write a note to a friend explaining the process, rule, or concept they have just learned.

3-2-1

At the end of an explanation or demonstration, pass out index cards and have each person write down three important terms or ideas to remember, two ideas or facts they would like to know more about, and one concept, process or skill they think they have mastered. This activity helps make a transition to the next task and lets you check in quickly on their progress.

K-W-L Trio

Before a video, lecture, or reading, have students work in threes to write down what they already know about the subject, and what they want to know or wonder about the subject. Show the video, deliver the lecture or engage the group in the reading. Next, have the trio circle the know information that was covered, put asterisks next to questions that were answered, and add other things they learned as a result of the lecture, video or reading.

Snowballs

Count off by 1,2. Have all students write their name along with a statement/prediction/thought on a piece of paper. Have the 1's throw their paper. The 2's retrieve a snowball and find the person. The person who wrote the statement explains their answer to the other person. Everyone goes back to their seat and the 2's throw their snowball and the 1's retrieve and look for the person.

Trading Cards

Distribute numbered cards to match the number of groups to be formed. Ask a question and students meet in rotating pairs to share responses, trade cards and move on. After a series of exchanges, students form small groups based on the card they are holding.

Gist

Divide a mini lecture into 3 parts. Read the first part aloud to students and have them take notes on your lecture. When you are finished with the first part have them review their notes and write a summary sentence for that section. Do this for the other 2 parts of your lecture. When all 3 parts have been read to students have them read the 3 summary sentences to write a topic sentence about your mini lecture. You could also use written text and have them highlight important information and write a summary based on the highlighted information.

Inside-Outside Circles

Divide class in half, with half forming a circle facing outward and the other half standing in front of a partner forming an outside circle. The teacher directs each pair to exchange information related to previously taught materials. The teacher asks the outside circle to rotate one or more people to the right or left facing a new partner to exchange new information.

Traveling Jigsaw

Divide students into groups and have them make a poster/graphic organizer about the lesson. Hang posters on the wall. Assign each poster a letter and give each person in the group a letter that matches one of the posters. Send the group to the poster that matches the letter they have. Once they are at the poster the person with that letter will explain the poster to the group. The idea is for each group to be comprised of a person who helped to create each poster. The groups then shift clockwise and another person will explain their poster,

Zip Line

Each person gets a card with a line drawn down the middle. A vocabulary word is written to the left of the line and a definition for another vocabulary word is written to the right of the line. The students need to line up so they get their vocabulary word to match.

Three Person Jigsaw

Each person reads a separate page or portion of a longer selection. Then he or she teaches the main points to the two other members of their study group. Each then quizzes the other members to make sure everyone knows all parts thoroughly.

Sentence Strip Process

Each student gets a card with a vocabulary word on it, or a matching definition, or a sentence that would use the vocabulary word (write the sentence but omit the vocabulary word). They have to mingle and find the group that would have their word, definition, and sentence to form a triad. Review orally to class.

Send a Problem

Each student on a team makes up a question or review problem and writes it down on a flashcard. The author of each problem question asks the question to his/her team members. If they do not have consensus on the answer, the group works on the problem or rewords it until everyone can explain/agree. Next the team passes their stack of questions or problems to another team for review.

Concept Puzzle

Great activity for vocabulary and definitions. Write a vocabulary word on a card and then the definition on another card. Divide students into groups and give each group a set of the cards. Have them match the cards together. Call a time and have 1 person run to other groups to "spy"on other tables. That person goes to other tables to look over their answers and then comes back to report to his/her group. Each group can share and report out to whole group.

Gallary Walk

Have groups create informational posters about a topic(s) you are discussing. Hang them around the room. Groups of students travel around looking at the posters. Give each a group a marker and have them write a comment or a follow up question on each poster they visit. Each group gets to discuss their poster and address the comments/questions.

Drill Partners

Have student's drill each other on facts they need to recall until they are certain their partner knows and can remember them all. This works effectively with vocabulary terms, sight recognition of shapes/symbols, grammar & basic facts.

Interpretive Pair Work and Retelling—(handout provided in day 3 materials)

Have students get together in partners. 1 person will read a short piece of text to the partner and use his own words to explain it/summarize. Both partners can then discuss their meaning of the text and work together to underline key words in that piece of text. The person who reads is the person who explains their meaning of the text. Keep switching roles so each partner has a chance to read and explain the text. It is important to keep underlining the key words. Once the passage/text has been completed and the key words have been underlined, then each partner takes turns retelling it using only the key words that were underlined.

Round Robin White Board

Have students sit in small groups. Give each group a white board (or sheet of chart paper.) Each student will write down one thing that was learned in the lesson. They pass the white board around and each person continues to write. The group shares out with the class.

Taboo

Have students write a content or vocabulary word on a post it note. Then write 3 words under that word that are related to the term they chose. Put students in groups and have them describe their word without using the 3 related words.

Summing Up

Organize students in groups of two or three and ask them to do the following... a) Describe what they have just heard about a topic b) Explain important points of distinctions to each other c) Compare responses to a hypothetical situation d) Predict what will happen.... e) Estimate the consequences of... -List and discuss the attributes of...

Reel

Pair up in 2 lines, you can have them number off 1,2 or assign each student a number. Place the ELs in line 2. Have the number 1's share and idea with their partner. Ideally this should be a thought provoking or opinion type question. After the 1's share have the 2's share. All of the 1's will then move one person down and the first person at the line will go to the back (like an old fashioned reel.) The new pairs will then share with each other.

Ticket to Leave

Pass out a half sheet of paper. Ask each student to write down two additional questions about the topic that was just taught, explained or investigated, this reinforces the assumption that you are never finished learning and should continue to ask questions.

Mix Match

Pass out cards. Cards should match pairs of individuals (vocab/definition, equation/answer). Each person walk around and read and help each other w their card.

Guided Listening

Play a 2-3 minute lecture for students to listen to. Provide students with a worksheet that matches the concepts in a mini lecture. The worksheet should have each important word/ phrase from the lecture. Play the lecture a second time and check off words/phrases that they heard in the lecture. After they do this have them pair off and choose odd or even numbers. Listen to the lecture a third time. This time they will have sentences written that have the same words/phrases missing from the sentences. As they listen to the lecture, they will write the answers to their statements. The partners will use their notes to take turns retelling the passage to their partner. They will then work together to summarize the passage into 4 sentences.

Red Light Green Light

Post group created posters around the room. Have each group go to their poster and assign each person in the group a letter. Call out a letter and the person with that letter stays at their poster while the rest of the group moves clockwise. The person who stays then explains their poster to the next group. Choose another letter and then that letter stays while the group moves on. That person will now be explaining a poster that they did not create. This is a good listening/speaking activity. You should give the ELs the same letter and call that letter first so that they can explain their poster first and then their letter will not be called to explain a poster that they did not create.

Popsicle Sticks in a Can

Put names of students on popsicle sticks and place them in a can. Teachers poses a question to the entire group, gives wait time, and then selects a name stick from the can. After student has responded, the stick is returned to the can.

Jigsaw

Put students into groups and assign different parts of reading to different students in the group. Have them read their piece and take notes. Have the members of the group report about their section of the reading.

Tea Party

Put thought provoking questions on cards. Have students mingle around reading answering each others cards. These should not just be questions that offer yes/no answers, but really involve a bit of discussion or supporting opinions. You can scaffold the cards by using pictures, or providing students with some clues. You can use questions that will extend the lesson or integrate other content areas, review material for a test.

End of chapter questions

Read these questions before reading the chapter (These will set a purpose for reading and let students know what parts of the chapter are important) Summary: Read the last 1 or 2 paragraphs of the chapter (This summary gives students an overview of the chapter)

Simulations

Similar to charades. Put students in groups and give them a concept that you are studying. They will work together to pantomime or form the concept. Ex. Writing process, isosceles triangle, lever/pulley. Students will have to work together to plan their activity and then do it in front of the class to see if others can guess.

Line Up

Student line up based on an attribute (birthday). Pair 1st person w last. Share ideas or answer questions.

Give One, Get One

Students are given a number of questions or prompts to solve. Students individually record their responses. Students then move around the room and give one answer to each student they encounter. In return, that student gives them a response to record on their paper.

10 Sentences

Students are given ten sentences from the text they are about to read. They are asked to read and put them in order making predictions about the text. The text is read and then students are asked to adjust their predictions to match the story.

Numbered Heads Together

Students are grouped by teams. Each team member numbers off, so that each member has a number. After working jointly together, the teacher asks a question or presents a problem. The students must jointly agree on the correct answer. The teacher first calls out a number and then selects a team. The student with that number from the selected teams must answer the question, and briefly explain why that answer is correct.

Roundtable

Students are put into teams of 4-5. The teacher asks a question with many possible answers. Using a sheet of paper, students make a list, each person adding one item and then passing the paper to the person on their left.

Scouting

Students are working together in groups. Each group selects a scout to collect additional information when the teacher invites the scouts to move to another group. The scout returns to the original group to share the information collected.

Window Notes

Students divided their paper into four parts and label: Facts & Details, Feelings, Questions, & Ideas. Students record information that matches the label and then share their notes to ensure they have recorded the key ideas.

Writing Response Groups

Students read and respond to each other's written work by marking passages they think are effective with a star, and underlining what they don't understand or think is weak. Errors in grammar, usage, punctuation, spelling or format are circled. Then they discuss their observations.

Coding

Students read text and at the end of each paragraph/page they respond to the text by recording one of the following: +=I already knew this, *=this is new to me, ?=I Have a question.

Fist to Five

Students respond with a fist to five fingers (five being the highest) to a statement or reaction.

Time Line

Take a concept that has steps to follow or events that happen from the beginning to the end. Write one step or event on a piece of paper and give each student one of the papers. Have them read all the events/steps and line themselves up in the correct order.

Whip Around

Teacher poses a question, problem or prompt. Each student is given the opportunity to respond quickly.

Quick Write

Teacher poses a question, problem, or prompt and everyone writes a quick answer. Students then read or share their responses.

Group Test Taking for Practice

The day before a test, put students in groups and give them copies of earlier versions of your tests or questions similar to those that will actually be on the test. Tell them that tomorrow they will get a test like this as individuals, and there will be no help. You can help each other all you want today to make sure your teammates get a perfect score.

Sort the Items

The teacher asks student to place ideas, concepts or statements in categories defined by the teacher. Examples: Which statements were based on fact? Which statements were based on inferences? Concept sorts/circles.

DR-TA/Prediction Pairs

The teacher asks students to work in pairs as they listen to a short story read by the teacher. The teacher reads a short passage, and then pauses to ask the prediction pairs to state—What will happen next based on the story so far?

Pairs Check

The teacher directs students to work in teams. One person in the pair works on a task while the other serves as coach. Then they exchange roles for the second tasks. At this point, they ask another pair to check their work. If the second pair agrees with their responses, the first pair continues. If not, the pair tries to correct their work.

Jumbled Summary

The teacher writes key words or phrases from an explanation or introduction in random order on the board or overhead. Following the presentation, the teacher asks pairs to unscramble the terms and reorder them in correct sequence.

Think, Pair, Share

Think about what you just heard or learned. Write down three statements about it on an index card. Now exchange your responses with your partner. What were the most frequently mentioned ideas or terms?

Anticipation Guide

This is a graphic organizer that is used prior to instruction to activate student's prior knowledge of a topic. It provides explicit links to background knowledge and links prior learning to new learning. It can be a list of yes/no questions that students answer before the lesson and the answer again after it is taught to see if their learning has changed their answer. Another example, provide a list of words and pictures and students need to review the list and choose the ones that relate to the topic. A Predict-O-Gram is a list of words that pertain to the lesson that is being taught. Students will take those words and sort them into categories based on similar traits. Similar to the yes/no questions you could also have an anticipation guide that has a list of questions with a multiple choice answer. The students answer the questions before the lesson and then answer the same questions after the lesson to see what they have learned.

You Are the Teacher

This is a great activity to use in math. Put students into groups of 4 and give them a concept/process to complete on a poster. They will write the main ideas of the problem or give a brief description of the concept. They will also include an equation that another group will have to solve based on their overview of the concept. Once they are done with their poster they will label themselves A-D. Hang the posters on the wall and choose a letter to stay with their poster, (ideally all LEP students will have the same letter and they will be chosen first to describe their poster.) All other members of the group rotate clockwise to another poster. The person who stays with their poster must "teach" the concept to the group using the description/main ideas they wrote. The group will then answer the sample problem and create a new problem for the next group. A new letter is called to stay and the rest of the group moves on to another concept poster.

Talking Chips

This is a way to have all students participate during discussions. Give everyone a small manipulative like a colored chip, paper clip or lego. Have them hold onto their piece until asked to contribute or they choose to contribute to the discussion. Once they have contributed then they put away their piece until the next discussion. You can specifically give certain colors to students and the call on them to answer certain questions. This is a way to monitor everyone's contributions.

Word Chain

This is an activity for summarizing. Write one word that was used in the days lesson, then pass it to your neighbor and they will write another word---however their word has to start with the last letter of your word. Ex. SIOP, Procedures, Schema

Four Corners

This is especially effective in situations where students encounter a controversial or thought provoking topic. The teacher states a situation or dilemma, then asks students to go to one of the four corners of the room which are marked Strongly Agree-Agree-Disagree-Strongly Disagree. There the students exchange their opinions or reasoning, and summarize their reasoning for the rests of the class.

Verbose

This is the opposite of Taboo. Put students into groups of 4. Give each student a card with a vocabulary word at the top and 3-4 words below that describe the term. Have students take turns giving the describing words to see if the others at the table can guess the vocabulary word.

Treasure Hunt

Use the book to have students work in groups to skim and scan to look for answers. The group completes a graphic organizer or sheet of questions. This will teach the lay out format of different texts. All groups share out with each other.