Carousel

Brainstorming
Strategy
Erin Lawson
Department of Education & Counseling, Longwood University
READ 680 Developing Literacy Leaders
Dr. Tammy Parlier
What is A literacy strategy that promotes
it? communication and collaboration among
students

Useful for working on: Students work in groups to share ideas and
Comprehension record their responses in writing, rotating
Vocabulary around the room responding to a variety of
topics on chart paper
 When While this strategy can be
should I Ideal for grades 3+
Can be adapted for
used before, during, or after
reading, it is best used:
use it? K-2
Before reading, when
introducing a new topic to
Can be used in ELA, Math, activate background knowledge
Science, or Social Studies
classrooms After reading, to review what
has been read and learned
Getting Students should already have developed
relationships with each other before
Started implementing this strategy, as it
involves collaboration and movement

• Markers
• Chart paper (preferred)
Materials: • Resources related to the topic
(optional; example: picture books)
 Step
–by-
Step
Teacher designs 3-5
questions, headings,
statements, or topics Form groups of Send each
related to the Teacher writes Spread the chart students and give
group to a
reading/lesson. Each each of these papers around the each group a
topic should be able room. different colored different chart
on chart paper.
to evoke multiple marker. in the room.
responses from
students.
 Step
–by-
Step
Monitor & assist When each group has
Rules for
After the time students as
visited all the chart topics,
students: Set a timer (2-5 the carousel is over, and a
is up, have needed, reminding follow-up activity should
• Discuss the topic minutes) and occur that involves reading,
allow students to students rotate them to write writing, and/or oral
• Brainstorm ideas different responses
• Record ideas on collaborate. to the next communication. Examples
than the group of such activities are on
the chart paper chart. the extensions and
before them. adaptations slides.

Extensions
and
adaptations
For SWD who may have difficulty engaging in the writing
process, accommodations can be made for them to record
responses during the carousel brainstorming and
extensions via typing or speaking into a microphone on a
chromebook or tablet (google doc).
Whole-class interactive writing using a shared pen, based on the ideas
generated during the carousel brainstorming
Create a group “report” about their “home” anchor chart responses
Engage in a gallery walk of the anchor charts, taking notes and holding
discussions
Engage in a silent gallery walk, then an individual written reflection
If the carousel was done before reading, have students compare/contrast what
they responded on the anchor charts to what they learned after reading
 Middle School Example (video)
Adapted for students to carousel independently

Examples
Upper Elementary Vocabulary Example (video)

Helpful links about carousel More information on how to implement

brainstorming strategy: Even more info!
Ideas for different content areas
References & Contact
Daniels, H., Zemelman, S., & Steineke, N. (2007). Content-area writing: Every teacher’s guide. Heinemann.

Questions? Contact Me!

Erin Lawson
erin.conner@live.longwood.edu