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Strategies Notebook
Camille Grigdesby
Tarleton State University

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Table of Contents
1. Vocabulary
a. Graffiti Vocabulary
b. Personal Vocabulary Chart

c. Possible Sentences
2. English Language Learners
a. Magnet Words
b. Story Map
c. Word Sort
3. Writing
a. Changing Point of View
b. Think-Share-Write
c. Quick Write
4. Study Skills/ Test Taking

a. Concept of Definitions
b. Four Square
c. K.I.M.

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Vocabulary Strategies

Vocabulary Strategy: #1
APA Citation: Vocabulary Strategies. (n.d.). Retrieved November 23, 2014, from
http://www.learningtasks.weebly.com/vocabulary-strategies.html
Name: Graffiti Vocabulary
Step-by-Step:

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1.
2.
3.
4.

First, the teacher hands out a sheet of white paper to each student and markers or crayons.
Then have students write the vocabulary word in large bubble letters on the paper.
The students would write about the vocabulary words and definition in their own words.
Next the students would draw pictures to represent the vocabulary word, and fill up the
paper until theres no white left on the paper.

Strengths:
The strengths of using graffitis vocabulary are the students getting to use their creativity to
develop and build up their vocabulary. When students can learn vocabulary in a variety of ways,
for example writing it, formal and informal definition, drawing, and coloring, students are able to
retain it and recall the information better. Its a fun activity for students other than just writing the
definitions over and over.
Example:

Vocabulary

Strategy: #2

APA Citation:
Name: Personal Vocabulary Chart
Step-by-Step:
1.

First the teacher will have the students draw in their journals a personal vocabulary chart,

and have them list the selected vocabulary words in the appropriate spaces.
2. Next have the students go down the rows, and complete the rest of the spaces.

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3. After the students complete the chart, go through and have students discuss and share
their different ideas and interpretations on the word.
Strengths:
The strengths of the personal activity chart are the use of the students creativity and own
interpretation of the vocabulary word. Its beneficial for the students to be able to take the
activity into their own hands because as theyre brainstorming they better familiarize them selves
with the word and make connections.
Example:

My new word is
Its related to
I found it
I think it means
Definition
It rhymes with
Picture

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Vocabulary Strategy: #3
APA Citation: Brummitt-Yale, J. (n.d.). Effective Strategies for Teaching Vocabulary. Retrieved
November 23, 2014, from http://www.k12reader.com/effective-strategies-for-teachingvocabulary/
Name: Possible Sentences
Step-by-Step:
1. First the teacher will choose and display vocabulary words on the boards.
2. The students will create sentences using groups of vocabulary words that they would
anticipate reading in the text.
3. They would then read the text and compare the sentences they came up with to the actual
sentences.
4. If the students sentences are correct, have the students rewrite their incorrect sentences to
be true.
Strengths:

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Possible sentences are great to incorporate a students prior knowledge before reading. Its a
strategy thats able to spark students interest by allowing them to use their imagination in
creating sentences. Possible sentences allow the teacher to introduce the lesson prior to reading
by having students come up with sentences, and reinforces the lesson after by cross checking
their sentences with the text.

Possible Sentences Continued:

Example: Story Chosen: Where Are My Animal Friends?

Vocabulary/selected words:
Before

Does

Goodbye

Said

Right

Raccoon

Warm

Spring

Squirrel

Hummingbird

Possible Sentences:
The raccoon need to put on a jacket before he leaves because its not warm outside.
The squirrel was right, spring is the season after when flowers bloom.
The hummingbird does like winter, but hes ready to tell the cold weather goodbye.
Corrected Sentences:
The raccoon goes away from the forest to find a warm home, and the hummingbird does too.
Before the spring comes, the squirrel hopes he does not run out of food.
The caterpillar looked to the right as he sighed, he was upset he said goodbye to the raccoon and
hummingbird.

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English Language Learners

Strategies

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English Language Learner Strategy: #1

APA Citation: Geffre, M. (2010, November 30). Learnings from EDRG 604. Retrieved
November 23, 2014, from http://www.melissageffre.blogspot.com/2010/11/graphic-organizerentry-9.html
Name: Story Map- Graphic Organizer
Step-by-Step:
1. The teacher will pass out a blank story map outline to the students.
2. The class will briefly discuss the story thats about to be read.
3. During and after reading the story, students will fill in the appropriate information into
the story map.
Strengths:
The major strength of this strategy is that its a visual to help students comprehend what theyre
reading learning. By using a story map graphic organizer, students are able to address multiple
areas of the content as well as giving students a structured way to organize their ideas.
Example:

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English Language

Learner Strategy: #2

APA Citation: Magnet

Summaries. (n.d.).

Retrieved November

23, 2014, from

http://www.crazyteacherlady.com/uploads/5/1/4/8/5148626/magnet_summaries.pdf
Name: Magnet Words
Step-by-Step:
1. The teacher chooses a passage for students to read, and then after reading, the teacher
helps students determine specific keywords relating to the main topic.
2. These words will act as magnets that attract information relating to the words from the
text.
3. Next, students will write the main magnet word on an index card, and go back to the text
to fill in the information about the magnet word on the index card.
4. Once the students have finished finding the information, students will write a brief
summarization using all magnet words.
Strengths:
Magnet words helps students learn to summarize and pick out important information in text.
Students are also able to learn how to develop complex sentences. It helps students learn to form
sentences based on context clues.
Example:

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English Language

Learner Strategy: #3

APA Citation: Concept Sort. (n.d.). Retrieved November 23, 2014, from
http://www.readingrockets.org/strategies/concept_sort
Name: Word Sort- Closed Sort
Step-by-Step:
1. First, the teacher will split the class into equal groups, and distribute index cards with
main topics written on them as well as various words/phrases related to the main topic.
2. The students will read a passage or short book, then in their groups, make logical
categories out of the index cards using the information they just read.
3. Once all groups have sorted our the index cards, you can have the students share which
categories they placed the different words into.
4. After that activity, the teacher can have students form their own categories and the
different words as they see fit.
Strengths:
The benefit of word sort is that is facilitates cooperative learning among students. It also helps
students analyze vocabulary terms to know which category to place them as well as having to
know the category in order to know what to place in it. Its also beneficial as a comprehension
strategy helping students reinforcing what they read by categorizing.
Example:
Categories-

Metals

Words-

Lithium
Selenium

Non-mentals
Carbon
Potassium

Nitrogen
Rubidium

Oxygen
Cesium

Phosphorus

Sulfur

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Word Sort Continued:

Words Sorted:

Non-metals

Metals-

Nitrogen

Lithium

Oxygen

Sodium

Phosphorus

Potassium

Sulfur

Rubidium

Selenium

Cesium

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Writing Strategies

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Writing Strategy #1
APA Citation: Lewis, A., & Thompson, A. (n.d.). Summarizing Strategies to Use in the
Classroom. Retrieved November 30, 2014, from
http://www.gcasd.org/Downloads/Summarizing_Strategies.pdf
Name: Changing Point of View
Step-by-Step:
1. First the teacher will ask students to do a summary over a selected story or text.
2. Then ask students What would character Y say about that, and continue to ask them
about the same topic from different point of view until they have a quick write of each
one.
Strengths:
The changing points of view strategy allows students to use their creativity when writing to see
the different points of view of various characters. It also helps students comprehend the lesson
better by seeing the story from the protagonist or antagonist points of view, or a third person
point of view.
Example: Text selected Goldilocks and The Three Bears.
Summary about the story
Goldilocks Point of View
The Bears Point of View

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Omniscient Point of View

Writing Strategy: #2
APA Citation: Think, Pair, Share Cooperative Learning Strategy. (n.d.). Retrieved November
30, 2014, from http://www.teachervision.com/group-work/cooperative-learning/48547.html
Name: Think-Share-Write
Step-by-Step:
1. On a piece of paper, have students write a question, formed from their own ideas.
2. Then place students into pairs to discuss each others questions.
3. Next place students into larger pairs to share their thoughts, and have different students
share their question and thoughts.
4. Once the activity is over have students reflect on the various questions and thoughts they
encountered in their groups.
Strengths:
Think-Pair-Share allows students to take into consideration and respect others views, and
understand there are different ways to think of one thing. It also helps students express their own
ideas. It develops a rich learning environment with each student having an opposing view, and
allowing students to branch off of one another. Students are able to freely discuss rather than just
hear the teacher discussing it.

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Think-Pair-Share Continued
Example:
Pose a question and write your
ideas over it
Share the ideas you
discussed/took away as a pair
about your question
Share the ideas you
discussed/took away in the
group about your question

Writing Strategy: #3

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APA Citation: Quick Write. (2007, March 1). Retrieved November 30, 2014, from
http://nrhs.nred.org/www/nred_nrhs/site/hosting/Literacy Website/Literacy Strategy
Templates/Quick_Write_description.pdf
Name: Quick Write- Journal
Step-by-Step:
1. Teacher will select the topic explain to students that quick write is meant to get their
minds flowing about the lesson being taught.
2. Allot the students an amount of time to spend on their quick write in their journal before
teaching the lesson on the topic.
3. After teaching the lesson, have students go back to their journals and write what they may
have misunderstood or had clarified through the lesson to reflect on what was learned.
Strengths:
Quick write journals are an excellent way for students to freely express their thoughts without
worry of grading. By having students freely write about the upcoming lesson, it sets the stage to
open their mind to the lesson and brainstorm in a what they think the lesson might be about using
their prior knowledge.
Example:

Quick Write/Brainstorm

Clarifications/ Reflection

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Study Skills/ Test Taking

Strategies

Study Skills/ Test Taking Strategy: #1

APA Citation: Instructional Strategies That Facilitate Learning. (n.d.). Retrieved November 30,
2014, from http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf

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Name: Concepts of Definition
Step-by-Step:
1. The teacher selects or has students select a word and places the word in the center of the
word map.
2. The teacher asks students to find a definition that describes the word, and write it in an
definition box.
3. Next the students comes up with synonyms to the word.
4. The students then provides specific examples of the word.
5. After the students have completed filling in the spaces, and discuss any questions
students may have about missing spaces.

Strengths and Weaknesses:

Concepts of Definition helps students explore the vocabulary words in all aspects such as the
definition, synonym, and examples. This strategy helps prepare students for vocabulary tests by
getting students to understand and recognize the word in all forms. For example, If the teacher
presented the student with synonyms of the words, and the student had to fill in the vocabulary
word, the student would be able to because he or she can think back to using the concept of
definition map.

Concepts of Definition Continued:

Example:

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Study Skills/ Test Taking Strategy: #2

APA Citation: Four Square. (n.d.). Retrieved November 30, 2014, from
http://www.fcps.edu/RockyRunMS/techbinder/Binder Materials Original/Reading/Strategies/4square notetaking.pdf

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Name: Four Squares
Step-by-Step:
1. The teacher will pass out paper to the students, and the students will draw lines to make
four separate boxes.
2. Students will label the four boxes main idea, supporting detail, question/confusion, and
connection.
3. While reviewing and reinforcing a lesson, students are placed into groups, and use the
knowledge theyve learned to fill in the squares.
4. Finally, the teacher will answer any remaining concerns about the lesson to help students
fill in the square.
Strengths and Weaknesses:
This strategy is beneficial in improving students comprehension of the lesson. While addressing
the main idea and supporting details, students have a space to write down how they make the
connection in their mind.
Example:

Study Skills/ Test

Taking Strategy:

#3
APA Citation:

LaPierre, A. (n.d.).

KIM Vocabulary Strategy. Retrieved November 30, 2014, from

http://www1.ccs.k12.in.us/teachers/downloads/cms_block_file/89322/file/117321
Name: K.I.M.

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Step-by-Step:
1. The teacher will teach the lesson, and have students complete the KIM organizer for the
main vocabulary terms or concepts.
2. After completing the organizer, the class can discuss their different memory clues to see
if anyone wrote down something that may work for another student.
Strengths and Weaknesses:
By writing out a memory clue for the key idea, students can make it their own and develop a
connection to remember between the technical definition and the memory clue. This is a good
strategy to use for reviewing for a test because of the way students put their spin on the concept
and being able to better identify the key idea.
Example: