Interactive Journal

TED 407
Name Tag
Purpose: To learn my students’ names and who they are. This method also
helps other students learn sounds in relation to spelling. Development of
academic English with the use of pictures to help students build their
vocabulary.

Procedure: Fold a single construction paper into 3 sections. Write your name
or what you want others to call you. Draw 3 pictures or symbols that
represent you.

Scaffolding for English Learners: Development of academic English with use

of pictures to help students’ build vocabulary.
Community Circle
Purpose: To share personal experiences, information, and prior knowledge.

Procedure: The class forms a circle. A topic or question is given. The first
speaker is given a “speaking piece” to hold that signals they are the speaker.
Students answer the topic or question one by one while the rest of the class
listens to the speaker.

Scaffolding for English Learners: Students will be able to gain the skill of
elaborating on a concept being discussed. These students will be able to
compare their own prior knowledge to that of the details from the main topic.
They will be able to gain deeper understanding of a text. This will develop their
level of complexity in comprehension.
Ink, Pair, Share
Purpose: To use critical thinking to answer a posed question.

Procedure: Pose a question to the students. Students answer the question by

writing in their journal for a short period time. Students will then find a
partner to share their answers. After, students will share with the class.

Scaffolding for Emergent Bilinguals: The “ink” portion of this activity allows Els
time to process information and get ideas down in writing before sharing. Writing down
ideas engages them in language production and output. Sharing with a partner provides
language output and input opportunity while also giving students a safe and
comfortable time for practicing language with a peer.
Think, Pair, Share
Purpose: Students collaboratively work together to discuss and share responses with each other in
order to promote a larger development of critical thinking through exposure to multiple points of
view.

Procedure: Students are provided with a topic, questions or relevant issues to think about and/or
write down if instructed to do so. Time will be set out for students to collect their thoughts. Then
they will share with their partner for a certain amount of time. Then share with the class.

Scaffolding for emergent bilinguals: Emergent Bilinguals will be allowed to use their native
language to write and speak when sharing their ideas on the concepts being discussed. These
students will have the opportunity to expand their understanding within the comforts of their own
native language. This method will allow the students vocabulary to be expanded by sharing ideas,
words that are synonyms and explore different interpretations on the concepts being discussed.
Modeling
Purpose: To demonstrate how something is done and to give students
guidance of activities and assignments.

Procedure: The teacher will provide step by step demonstration of the activity
the students are intended to complete.

Scaffolding for Emergent Bilinguals: students will be able to efficiently

comprehend instruction by relating it to the visual example proveid to them.
They will do the analysing themselves, which will strengthen their
observational, analytic, and communication skills. They may gain development
in their expertise and proficiency of the procedure, skill, or instruction being
taught
Travelers and Talkers
Purpose: To be able to share your progress on any academic activity your
involved in. You are engaged and practicing languaging, thinking and reflecting
on you work and how it can be improved.

Procedure: Divide the class into members of either “talkers” or “travelers”.

“Talkers” spend 2-3 minutes sharing information from their work. “Travelers”
then spend 2 minutes for questions or suggestions (“Travelers” can write
suggestions/ questions on post-its). The whole group debriefs/ shares aloud
the themes that came about.

Scaffolding for Emergent Bilinguals: Opportunity to write and share work

and information verbally with others. Building confidence to speak in a public
setting.
Close Reading with an Image
Purpose: The purpose is to by able pre-assess what students know and allow them to also assess
their own learning by seeing how well they understand certain reading. This small group will allow
students to come together and enhance each other comprehension of a text using multiple
perspectives of understanding.

Procedure: Read text(s) aloud with entire class. Students circle unfamiliar words in text and then
decide which words to define. Then students read text silently and annotate text based on what they
found interesting, surprising or confusing. Next, students answer text-dependent questions in small
group discussion follows based on small group responses.

Scaffolding for Emergent Bilinguals: Helps EB’s break down the text by circling words they do not
know and helps build their vocabulary. Images with the reading can help build their academic
literacy language and meaning.
Gallery Walk
Purpose: To be able to share your progress on any academic activity your involved in. You are
engaged and practicing languaging, thinking and reflecting on you work and how it can be improved.

Procedure: In small groups, students complete an activity such as a poster and display it for the rest
of the class. In small groups, students will rotate around the classroom and observe and discuss
other groups work. After viewing all of the displayed work, the class will participate in a whole group
discussion.

Scaffolding of Emergent Bilinguals: Opportunity to write and share work and information verbally
with others. Building confidence to speak in a public setting.
Elbow Partners
Purpose: Allows all students to participate in a discussion in a smaller group setting, rather than a
whole group discussion. Students can learn new information and share prior knowledge while
engaging in meaningful discussion with a classmate.

Procedure: Pose a topic or question for students to discuss. The teacher will set a timer and
students will turn to a partner and will discuss the information.

Scaffolding for Emergent Bilinguals: Offers an opportunity to share their ideas and thinking and
learn new information from their partner in a smaller and comfortable setting. This can also
reinforce confidence in thinking and speaking, and can provide modeling of sharing ideas.
Thinking Practice: Thinking Map
Purpose: Visual-verbal learning tools that promotes, student-centered and cooperative learning,
concept development, reflective thinking, and clarity of communication.

Procedure: Begin by placing the main idea or topic in the top center of a page. Branching down
from the main idea/topic construct boxes or circles with subtopics/ideas. Branching down from
these subtopics develop the details for each of the second level subtopics. Continue to branch off
until all details of the concept/idea is fully fleshed out.

Scaffolding for Emergent Bilinguals: Will be able to gain the skill of elaborating on a concept being
discussed. They will be able to compare with their own prior knowledge. Students will be able to gain
a deeper understanding of a theme or concept by analyzing a text. This will develop their level of
complexity in comprehension. It will break down step by step, which will help them comprehend the
text a lot better.
Compare and Contrast Map
Purpose: Strengthening students’ ability to remember key content and is a practical
introduction to higher-order thinking. Improve comprehension by highlighting
important details, making abstract ideas more concrete, and reducing the confusion
between related concepts. Finally, strengthens students’ writing skills by providing a
simple structure

Procedure: Students receive and compare & contrast map/ graphic/ diagram and they
work on mapping the qualities/ characteristics or details of each of the topics under
comparison in groups.

Scaffolding for Emergent Bilinguals: To synthesize ideas better. Viewing a visual

difference of characteristics for things.
Exit Slip
Purpose: Students are able to reflect upon what they learned and write down what they took away
from the lesson. This will allow students to see if they have met the objective for the day and the
teacher can check their progress.

Procedure: Students will be given a few questions to end the lesson that reflect on what the student
took away from the lesson. The slip will be collected by the teacher with the students names on
them depending on what the question were asking. Once the students have turned in their exit slip
they will be dismissed to leave. The teacher will use the slip to improve the lesson and to check for
understanding.

Scaffolding for emergent bilinguals:This method allows them to contemplate on what was
discussed and to check for understanding. The teachers can use this information to better prepare
for the next lesson. The students can also practice writing out what they learned in an academic
format.