C.L.A.S.

S Instructional
Strategies
Journeys Room at EPS
Mrs. Stacy Pie

Hallway Greeting
Wherever you
go, no matter
what the
weather, always
bring your own
sunshine.
-Anthony DAngelo

Say

It,

Play

It,

Relay

It,

Weigh

It

C.L.A.S.S. Decision Making Process for Twenty-First Century Learners

Character Social Academic Development

Weigh It:

The weigh it light is ALWAYS on.

How will you assess and evaluate students?

Say It:
Say
It:

__Are students
in the right
frame of mind
for learning?
__ What is the
level of student
engagement?
__Do procedures
need to be
written?
__Has
community been
built in the
classroom?
__How will you
use Blooms?
__Will you
include more
than one
intelligence?
__How will you
involve memory
lanes?
__Do students
need a brain
break?

How
How will
will you
you hook
hook your
your
students?
students? What
What will
will be
be your
your
venue
for
direct
instruction?
venue for direct instruction?
C.L.A.S.S. Tools:
C.L.A.S.S.
__Hallway Tools:
Greeting
__Hallway
__WelcomeGreeting
Message
__Welcome
__Agenda Message
__Agenda
Study Trip
Technology
Technology
__DVD /Video Clip
__DVD
__Blog, /Video
Wiki Clip
__Blog,
__OnlineWiki
Resource
__Online
Resource
Content
Text
on Essential

Content Text
Question
__Textbook,
__Textbook, Trade
Trade book
book
__Text
from
__Text from modeled,
modeled, shared
shared, orwriting
independent
or independent
writing Readers
__Leveled
__Leveled
__Books Readers
__Books
Poem

Poem
Song

Song
Resource Person

Discover
Study Trip
Process
Resource
__Model/Person
Specimen
__Curiosity Bag
Discovery
Process
Scientific
__Model/ Demonstration
Specimen
Service
Learning
__Curiosity
Bag
Movement

Scientific Demonstration
Service Learning
Props
Movement

Play It:
What novel structures will you use to help
students process and practice what they
are learning?
Partner Processing:
__Cell Phone Buddies
__Meet Your Partner
__Talking Pencils
__Turn to Your
Partner
__Move and Match
__Dancing with the
Stars
Whole Group
Processing:
__Community Circle

Small Group
Processing:
__Im Wild About
__Star Seekers
__Table Talk
__Ways We are
Alike
__4-2-1
__Chart Chats
__Create a Question
__M&M Processing
__Shuffle and Share

__Your Number
is Up

__Moving to Music __Challenge

__Sign on the Line
__Clipboard Cruising
__I Have, Who Has?
__Im on the Line
__Quiz, Quiz, Trade
__Roundabout
Conversations
__To Tell the Truth
__Give and Take

Envelopes
__Divide and
Conquer
__Me, You, Us
__Paradise
Processing
__Triangle Talk

__Foreheads
__Fishbowl

Relay It:

What student products or actions can be

assessed while extending and applying
learning.?

Assessment
Tools:

Literacy
Links
_ Body Language _ Level of
running
Engagement
record
Levels of
Blooms behaviors
_ Verbal Actions
_ Emotional
Creating

rubric
_ Physical Reactions
Evaluating
rating
__ Power Point
Analyzing
__ Video
sheet
__ Debate
__ Survey
__ Story
__ Panel
__ Chart
self__ Expert
__ Report
__ Mobile
assessment
Project
__ Investigation
__ Commercial
__ Puppet Show __ Conclusion
__ Report
Peer
__ Game
__ Persuasive
__ Graph
assessment
__ Song
Speech or
__ Spreadsheet
__ Advertisement Writing
conference
__ Checklist
__ Painting
__ Self Evaluation __ Biography
checklist
__ Invention
__ Group
__ Outline
__ Experiment
Evaluation
__ Venn Diagram anecdotal
__ Article
__ Editorials
__ Art Critique
notes
__ Pantomime
test
__ Website
__ Webinar
quiz
exit slip
Applying
Understanding
Remembering reflection
__ Illustration
__ Recitation
__ Retell
worksheet
__ Simulation
__ Fact
__ Demonstration__ Summary
district or
__ Label
__ Presentation __ Collection
__ Explanation
state test
__ List
__ Interview
Student Behaviors and
Reactions:

__ Journal
__ Model
__ Diorama
__ Scrap Book
__ Writing
Prompt
__Readers
Theater

Where do I go from here?

__Revise your teaching

__Regroup students
__Move on to another skill

__ Cartoon Strip
__ Flow Chart
__ Make a Book
__ Speech
__ Diagram
__ Poster

__ Timeline
__ Facts Chart
__ Recite a Poem

Play it/
Process/Practice/Collaboration/Repetitio
MOVING
FOREHEA
TO MUSIC
DS
Students have a card
or set of cards with
information
One student picks
up a card and
(vocabulary,
shapes,
places it on their
forehead
that are
clocks,
etc).soCards
others can see it,
but they cant.
face-down.
Students give clues about that
information until the student guesses
what is on the card. Another
students takes the next card.
This can be done in partners, learning
clubs, or even community circle.

Music is played and the

students move around the
room shaking hands or
giving high fives. When the
music stops the students
gather in pairs or small
groups to process questions
prompted by the teacher or
answers to practice work as
a check for understanding.

Play it/
Process/Practice/Collaboration/Repetitio
YOURE

FISHBO
Students read or
WL
listen to a text and

track their thinking.

Four to five students are
chosen to be the fish who
will respond to the text. They
sit in a circle. The rest of the
class sits around them with
their thoughts and are the
fishbowl. They can only
listen or write questions.
When the fish begin to run
out of energy the fishbowl

NUMBER
IS UP
Students are numbered
off in their table groups.
Numbers can be assigned
different thinking/tasks or
the group can discuss
together and the teacher
chooses a number to
report out to the whole
class.
This boosts accountability.

Close Read
Fishbowl

SNOWFLAKES FALL
After the flowers are gone
Snowflakes fall
Flake
After flake
After flake
Each one a pattern
All its own
No two the same
And beautiful.
Snowflakes fall
To sit on gardens
And evergreen trees
On the fur of dogs
And the tongues of laughing
children
No two the sameAll beautiful.

Snowflakes
Fall
Drift
And swirl together
Like the voices of children.
Snowflakes fall
On a winding rivers sandy banks
On a hilltop town
On its ancient church
On its loved library
An its familiar flagpole
When snowflakes fall at night
Wailing winds may blow
And frantic, icy snowflakes
Scratch the window glass.

Branches fly
And shadows
darken dreams
But then when we wake in the
morning light
Surprise!
The world shines.
Snowflakes fall
To quilt meadows
So we see the wandering prints
Of birds
Rabbits
The bobcat at dawn
And the footprints of small red boots.
Making sled paths
And snowmen
And forts
And fields of snow angels.

And when the snowflakes melt

In quiet sun
They fill the chattering streams
Flowing
Rushing
Sending drops of water up
To fall as rain
On places where the snowflakes
had been.
Where soon
Flowers will grow.
Again.
And when the flowers bloom
The children will remember the
snowflakes
And we remember the childrenNo two the sameAll beautiful.

Looking through the lens of

a CLOSE READ
Language- Look a the diction or
word choice. What words did the
author choose to repeat or
emphasize? Are there any strange
words or unexpected phrases that
dont
seem to fit?
Narrative-Who
is telling the story
and how is it being told? What is the
purpose?
Syntax-Look at the order in which
the words appear. Does the feel or
mood change at any point? Why?
Context-What is the historical
significance of this book? This book
was written in early January of 2013
by Patricia MacLachlan and Steven
Kellogg.