Chelsea Garmon

CIL 610
1.Strategy- Questioning
Steps/Directions-Teachers should take the time to structure their questions. Questions should
gradually get harder as the lesson or activity goes on. Questions should also be well thought out
and planned. After asking questions the teacher should also allow for wait time.
Example-Whenever I am planning out a reading lesson I like to read the story and prepare
questions. I always look at the standard I am teaching and try to base my questions off of that.
For example we were working on a unit on Fairy tales. That particular day we read the Three
Little Pigs. I prepared questions that pertained the story and the standard. What happened first in
the story? What do you think will happen next? How does the story conclude?
How it works/modified-Questions are something that every teacher does. It is up to the teacher to
come up with quality questions depending on the grade level. If a teacher provides their student
with the proper questioning then students have more chances to think critically.
2 Strategy- Quick writes
Steps/Directions- The teacher gives the students a writing prompt. The students are then given 210 minutes to complete a rough draft based on the prompt.
Example- At the beginning of a history lesson the teacher gives the student the writing prompt of
if you could write a letter to Ann Frank what would you say. The teacher then sets the timer for
10 minutes. For the next 10 minutes the students are to write quietly.
How it works/modified-I remember doing quick writes in my creative writing class in high
school. As a student I loved them. It was a great way to quickly get your thoughts on paper. I
know several teachers that use this strategy in third, fourth, and fifth grade and find it very
effective. I think for the lower grades it would also be very effective. It is a great way to get kids
to begin to brain storm. I would just shorten the time for them to write. I know in my
kindergarten class I would just have students write one or two sentences instead of a paragraph.
3 Strategy- Phonemic Awareness
Steps/Directions- The student is given a word like fox. The student is then asked to segment the
word into its phonemes. f/o/x
Example-During small groups the teacher gives the students three cvc words. The teacher then
gives the students three different color cubes. The students is then asked to point to each cube as
they segment the sounds for the cvc words.
How it works/modified-This is a strategy that I use in my class often. Phonemic awareness is
used every day in kindergarten. It is a key part in teaching students to read and write. I do not
believe it could be completely implemented in higher grade levels. However if a students does
not have a strong base in phonemic awareness then they tend to struggle as they get older.

4. Strategy- Anticipation Guide

Steps/Directions- Teacher first needs to choose which type of anticipation guide to use. Teacher
and students then use the guide to help predict what will happen in the lesson.
Example- A kindergarten class is starting a unit on plants. As a class they then complete a kwl to
help build background knowledge and to make predictions. Before reading the class fills out the
what I know and what you want to learn parts of the chart. After reading the class then fills in the
what I learned section of the chart.
How it works/modified- Anticipation guides can be used in any grade level for any type of
content. It is really a strategy that can be used across the curriculum.
5. Strategy- Reading Guides
Steps/Direction- Reading guides can vary depending on the teacher. A good example of a reading
guide is text directed question or double entry journals. The goal of a reading guide is to help
students work through a text with a better understanding.
Example- Students are given a book to read. As they read they write down questions or thoughts
on one side of the paper. On the other side of the paper students work with a partner or as a class
to answer any questions or to share thoughts.
How it works/ modified- There are so many different types of reading guides. It all depends on
the teacher and what they feel is best for their students. Reading guides can be used in all grade
level and for all learners.
6. Strategy- Word Sorts
Steps/Direction- The teacher decides what skill the students are working on for example short a
words. The teacher then creates a list of short a words, long a words, and oddballs. The students
then sort the words based on their sounds.
Example- The teacher gives the students several short e, long e, and oddball words. The student
then sort the words based on their sounds
How it works/Modified- I use word sorts all the time. I have found them to be effective for my
ELL students and my RTI students. The best advantage is that the teacher has the discretion to
decide what skill the students really need to work on.
7. Strategy- Thinking maps
Steps/Directions- Thinking maps are a great way to help students organize their thoughts. The
directions may vary depending on the thinking map.
Example- When I start to teach letters I create a circle map with my students for each letter. I the
middle of the circle map I write the letter that we are working on. Around the map I draw
pictures of words that go with the letter.

How it works/Modified- I use thinking maps in kindergarten for my reading and writing lessons.
They are great for teaching letters or to help students organize their writing. They can be used in
all grade levels.
8. Strategy- Exit tickets.
Steps/Directions- At the end of the lesson the teacher gives the students a question realated to the
lesson. The students are to quickly answer the question. The objective is for it to be a quick
assessment of the lesson.
Example- The teacher is finishing up a lesson on basic subtraction. At the end of the lesson the
teacher gives the students one problem to solve. The student solve the problem and hand it to the
teacher as the walk out the door.
How it works/Modified- Exit tickets are great for any grade level. They can vary depending on
the lesson and teacher.
9. Strategy- Think Alouds
Steps/Directions- When teaching a lesson the teacher simply state their thought process aloud.
This works best when solving math problems.
Example- The teacher is solving a math problem on the board. The teacher explains their thought
process while solving the problem.
How it works/modified- Think alouds are great for struggling students. It helps students
understand the thought process for solving difficult problems.
10. Strategy-Think, Pair, Share
Steps/Directions- The steps for this are clearly explained in the strategies name. The students are
given a problem to solve or topic to discuss. The students then think about their answer, pair up
with someone, and share with that students.
Example- As a class we are discussing ways to recycle. The students are told think about their
answer and pair up with another students. The students then share their answers or thoughts with
each other.
How it works/modified- Think, Pair, Share is great for emergent and ELL students. Anytime that
students can work together and share thoughts is great.
11. Strategy- Word Walls
Steps/Directions- the teacher creates a wall with sight words or vocabulary words. Each word is
listed in alphabetical order by letter.
Example- In my classroom I have a bulletin board with big letters on it. Under each letter is the
sight words we have covered in class.

How it works/Modified- Word walls are great to help students with spelling or referencing words
when writing.
12. Strategy- Writers Workshop
Steps/Directions- The teacher gathers the students together for a mini lesson on a specific writing
skill. The student then work on their writing independently. The teacher then conferences with
students on their writing.
Example- The teacher calls the students to the carpet to go over using commas in their writing.
The students go off to write independently. The teacher then walks around the room conferencing
with students individually.
How it works/Modified- Writers workshop can be done in all grade levels and gives students
feedback on their writing.
13. Strategy- Gradual Release Model
Steps/Directions- The teacher starts the lesson completing an activity with the students watching,
the students then complete the activity together, and then the student complete an activity
independently.
Example- During a math lesson on basic addition the teacher models ways to solve several
problems. The teacher and students then solve some problems together. Finally the students then
solve the problems independently.
How it works/Modified- The gradual release model can be used in all grade levels. It is great for
ELL or emergent learners.
14. Strategy- Project based learning
Steps/Directions- The teacher determines what standard they would like to teach and what topic.
The students then must create a project over several days. The goal is to have students investigate
and find resources to help them with their project.
Example- The students are given the topic of finding ways to save the rainforest. The students
must come up with a specific plan and present it to the class.
How it works/ Modified- I have found this more effective for the upper grades. However it can
be done in the lower grade levels. This is a great opportunity for students to work together to
share ideas and to learn from one another.
15 Strategy- Total Physical Response
Steps/Directions- As the teacher is teaching they demonstrate movements to help students
understand what the teacher is doing.
Example- The teacher is explaining to the students that they need to take out their book and turn
to page 10. The teacher physically takes out the book and turns to page 10 to show students
exactly what to do.

How it works/Modified- This strategy is mainly for ELL students. The goal is to help the
students pick up on the language and what is exactly going on in class. This strategy can be used
in all grade levels.