Strategy Outline: QHT Chart
This strategy can be used to review vocabulary students have learned previously, either in
class or previous grade levels.
Why: Reviewing content knowledge vocabulary can be very time consuming, this is a
quick way for students to help each other relearn the words they should know.
What: the following materials are needed:
QHT Chart for each student
Vocabulary words on chart paper or the board
List of vocabulary words for students to take notes on (optional)
How:
1. Present each student with a QHT Chart.
2. Read all the words displayed for the students.
3. Instruct students to place each word in one of the columns.
Q – Words I have questions about
H – Words I have heard of
T – Words I can teach about
4. After the students have place all the words on the chart, go through the list
displayed and ask if anyone had a question about each word in order.
5. If someone has a question about a word, ask if anyone can teach their classmate
about that word.
6. Repeat steps 4 and 5 until you have gone through the list of words.
Variation:
You can also go through the list and ask for students who have listed the word in the
Teach column to teach the class about the word. This would allow those students too
afraid to admit they don’t know the word the opportunity to still learn the word without a
chance of embarrassment.

QHT Chart
I have questions about I’ve heard about the I can teach someone
the following terms. following terms, but about the following
would still like to terms.
know more.

Strategy Outline: I have…/Who has…?
This is a great way to review terms or reinforce a particular skill that involves simple
matching.
Why: This activity gets all the students involved in learning and reviewing by using their
listening skills and making sure all students participate.
What: the following materials will be needed
I have…/Who has…? cards – 1 per student
Cross-reference page for instructors
How:
1. Distribute a card to each student with the instruction to not turn the card over or
show it to their neighbor.
2. The teacher then asks the first question, “Who has…”
3. Teacher directs the students to look at their card and see if the have the answer. If
they do the read the “I have…” followed by their question, “Who has…?”
4. Teacher can monitor the flow using their cross-reference page and filling in if there
is a student(s) absent with any extra cards.
Variations:
This can be used to review for a test or just as an end of unit activity. It is a great tool for
any subject.

I have I have
Who has Who has
I have I have
Who has Who has
I have I have
Who has Who has
I have I have
Who has Who has
I have I have
Who has Who has