Strategies Notebook

Cassie Knapek

Vocabulary Strategy:

APA Citation:
Frayer Model. (n.d.). Retrieved April 28, 2015, from
http://www.worksheetworks.com/miscellanea/graphic
organizers/frayer.html
Name: FRAYER model
Steps:
1. Teacher generates a list of vocabulary words that
pertain to the unit.
2. Give each student a Frayer Model diagram already
printed out for

ease and colors to make the activity

visually appealing.
3. Give each student one of the vocabulary words to
write in the middle circle.
4. In the top left square the students will write the
definition, in the top right square the students will
state facts about the word, in the bottom left square
the students will draw pictures of examples, and in
the bottom right square the student will draw
pictures of non-examples.
5. Hang up all of the vocabulary words on a wall until
the end of that vocabulary unit.

Strengths:
This instructional strategy promotes critical thinking and
helps students to identify and understand unfamiliar
vocabulary. The Frayer Model can be used with the entire
class, small groups, or for individual work. The Frayer
Model draws on a student's prior knowledge to build
connections among new concepts and creates a visual
reference by which students learn to compare attributes
and examples.

Vocabulary Strategy:
APA Citation:
Middle Link. (n.d.). Retrieved April 28, 2015, from
http://www.asdk12.org/MiddleLink/HighFive/KIM/
Name: K.I.M. Model
Steps:
1. The teacher will give the students a chart with three
rows labeled keyword, information and memory
cue at the top.
2. In each left box the students will write one of their
vocabulary words.
3. In each middle box the student will write what the
definition of the word is in their own words.
4. In the right box the student will draw a picture to
help them remember what the word is.
Strengths:
This vocabulary strategy encourages students to expand
their understanding of key vocabulary terms. It can be
used with either narrative or expository text and can be
used before, during, or after reading.

Key Word

Information

1.
2.
3.
4.
5.

Vocabulary Strategy:

Memory Cue

APA Citation:
Using Context to Teach Vocabulary - This Reading Mama.
(2013,
December 30). Retrieved April 28, 2015, from
http://thisreadingmama.com/using-context-teachvocabulary/
Name: Wow Words
Steps:
1. The teacher will create, print and pass out a chart
with two rows.
2. One row will be labeled wow words from text and
the other will be labeled word meaning.
3. The teacher will then read a book and point out wow
words that may be unknown or difficult to the
students.
4. After finishing the book the teacher will go back and
explain the wow words to the students so they
expand their vocabulary.
Strengths:
This vocabulary strategy is simple enough for younger
ages but still helpful for older aged students. It
encourages students to expand their vocabulary with

help from the teacher. Collaboration between the

students and teacher must be used. This strategy also
improves their reading skills.

English Language Learner Strategy:

APA Citation:
Bilingual Bingo: Easy-to-Make Reproducible Games-in
English and
Spanish-That Reinforce Key Vocabulary for Emergent
Readers and English Language Learners. (n.d.).
Retrieved April 29, 2015, from
http://www.barnesandnoble.com/w/bilingual-bingojaime-lucero/1102325236?
cm_mmc=google+product+search-_-q000000633-_9780439700672pla-_-book_5to14-_-q000000633_9780439700672&ean=9780439700672&isbn=9780
439700672&kpid=9780439700672&r=1
Name: Bilingual Bingo
Steps:
1. The teacher will give each student a bingo card. In
each space there should be a word in English and the
same word in Spanish with a picture of the word.

2. The teacher will have the same pieces but cut up in a

bag or bucket. The teacher will pull out a card and
say the word on the card in English and the students
will cover the piece if they have it.
3. The student who fills a whole row first wins a prize.

Strengths:
This ELL strategy is helpful because it can be used in a
class that has ELL learners and English speaking children.
Also if the child struggles it isnt being announced out
loud because they can think it out in their head and if
they miss one it isnt brought to the attention of the
entire class.

English Language Learner Strategy:

APA Citation:
The ESOL Odyssey: Strategy of the Week: Personal Word
Walls. (n.d.).

Retrieved April 29, 2015, from

http://publicschoolteachersodyssey.blogspot.com/201
3/10/strategy-of-week-personal-word-walls.html
Name: Personal Word Wall
Steps:
1. Give each ELL student a manila folder and markers.
Instruct them to write their name on the front of the
folder and decorate it.
2. Each time the student runs into a new word they
want to remember give them 2 stick notes stacked
on top of each other.
3. On the top sticky note have the student write the
word and on the bottom sticky note have them
define the word.
4. They will stick this in their folder and they can go
back to review the words at the end of each day.
Strengths:
The strengths of this ELL strategy is that the students can
keep track of the words they learn each day without
disrupting students around them. It is an individual
activity so students can go at their own pace and its
something just for them.

English Language Learner Strategy:

APA Citation:
School of Education at Johns Hopkins University-Effective
Instructional
Strategies for English Language Learners in
Mainstream Classrooms. (n.d.). Retrieved April 29,
2015, from

http://education.jhu.edu/PD/newhorizons/strategies/t
opics/English%20Language
%20Learners/Articles/Effective%20Instructional
%20Strategies%20for%20English%20Language
%20Learners%20in%20Mainstream%20Classrooms/
Name: Question Book
Steps:
1. The teacher will pick a simple book and once finished
reading it out loud to the class.
2. The teacher will ask questions about the book such
as how did you guys like the book? and what was
you guys favorite part of the book?
3. The students will write their responses in notebook
they will call the Question notebook.
4. Once all students have written something down in
their notebook the teacher will ask for volunteers to
read what they wrote.

Strengths:
This ELL strategy allows the students to talk out loud if
they wish to or to just practice writing in English if they
would rather not talk out loud. It helps to increase

students vocabulary and practice writing complete

sentences in English.

Little Red Riding Hood

What did you like about the
story?

What did you not like about the

story?

Writing Strategy:
APA Citation:
All About Adolescent Literacy. (n.d.). Retrieved April 29,
2015, from
http://www.adlit.org/strategies/19782/
Name: Possible sentences

Steps:
1. The teacher will give the students a list of words from
the book you are about to read to them and a place
to write a sentence below.
2. The teacher will instruct the students to put the
words into a sentence that that they think pertains to
the book in groups at their tables.
3. The teacher will go around and have each table read
their sentence out loud.
4. After this the teacher will read the book.
Strengths:
In this writing strategy the students get to work together
to create the sentence rather than individually so they
can help each other. Since the students are helping each
other the teacher does not need to be as involved. The
students can learn sentence structure.

Plane
pilot

clouds

Writing Strategy:

_______________________________
APA Citation:
_______________________________
Luckeyfrog's Lilypad: Bright Idea: Happy Journals. (n.d.).
Retrieved April 29, 2015, from

http://luckeyfrogslilypad.blogspot.com/2014/06/brightidea-happy-journals.html
Name: Reflective journal
Steps:
1. Each day the teacher will have a reflection topic
written on the board in the classroom.
2. The students will go get their Reflection Journals
from the journal bucket, sit in their seat and write
about the reflection topic in their journal.
3. The teacher can ask who wants to share and if
anyone wants to share they can.
Strengths:
Students can sit and reflect on their thoughts and days
while practicing writing. This is an enjoyable way to
practice rather than an essay. This also encourages
classroom participation and helps students feel more
comfortable with their peers or be able to get things out
on paper from their minds.

Writing Strategy:
APA Citation:
Runde's Room. (n.d.). Retrieved
April 29, 2015, from
http://www.rundesroom.com/search/label/Literacy
Name: Writing Goals
Steps:
1. The teacher will hang up something labeled from top
to bottom. At the top it is labeled with the most
understood part of writing and as it goes down
writing is less understood.
2. The teacher will give students clothes pins and tell
them to go put the clothes pin where they fall on the
scale.
3. The teacher will then go back and reteach things that
the students do not understand.
Strengths:

This writing strategy will help the teacher know how

many of their students understand the writing process
and how many fall lower and higher. Its an anonymous
way so the students are not embarrassed and true results
can be given. The teacher can then go back and teach
some things better that most students still dont
understand improving the knowledge of the students.

Study Skills/Test Taking Strategy:

APA Citation:
How to Memorize Flashcards Effectively. (n.d.). Retrieved
April 29,
2015, from http://www.wikihow.com/MemorizeFlashcardsEffectively
Name: Flash Cards
Steps:
1. The teacher will provide each table with notecards.
2. In groups of four have the students divide up the
vocabulary words and write one word on each
notecard.
3. One student will hold the notecard while the other
three explain the word. The student holding the
notecard will try figure out which word they are
trying to explain.
4. Give each student a turn to guess the words.
Strengths:
This test prep strategy is helpful in memorizing
vocabulary for tests while interacting with other students.
Not only dies this help the student guessing but it also
helps the students describing the word because in order
to d escribe the word they have to know the word.

Study Skills/Test Taking Strategies:

APA Citation:
Teaching in the Fast Lane: Making Test Prep Fun 5-Stinky
Feet. (n.d.).
Retrieved April 29, 2015, from
http://4thgraderacers.blogspot.com/2013/04/makingtest-prep-fun-5-stinky-feet.html
Name: Stinky Feet
Steps:
1. On a large piece of paper the teacher will draw a
foot. Then they will stick small stick notes on it with
different point amounts (positive and negative) on
the back around the foot.
2. The students will get in groups of four and ask the
students questions.
3. Any teams who get the question right get to go pick
a sticky note. And the points will either be added or
subtracted from their score.
4. Continue to play until there are no more sticky notes.
5. The team who end up with the most points wins a
small prize.
Strengths:
This test prep activity is a team building activity as well
as a test preparation method, also with an incentive the
students will want to succeed in the game and will take it
seriously. Even if the students get the wrong answer they
hear the right one so that they will know it for the test.

Study Skills/Test Taking Strategies:

APA Citation:
How to Memorize Flashcards Effectively. (n.d.). Retrieved
April 29,
2015, from http://www.wikihow.com/MemorizeFlashcardsEffectively
Name: White Boards
Steps:
1. The teacher will have a list of questions prepared to
ask the students.
2. Each student will get a white board, white board
marker, and a paper towel.
3. The teacher will ask the students a question and tell
them to keep their boards down and put them up
when the teacher says a cue word.
4. If any student gets every one right offer a prize.
Strengths:
Since it is a group activity review the students are
individually finding the answer but are also working
together to find the correct answer once the boards are
shown. This is a quick easy review that requires almost no
preparation.