Name: ______________________ E-mail: _____________________ Module1:The Role of Culture in Learning 1. Describe your understanding of the word culture by creating a metaphor using the steps described in the activities. Culture is _understanding point___ *(an original noun or noun phrase) Literal Pattern : teacher need to focus on each possible point. Abstract Relationship: the change can happen at any stage of learning Literal Pattern: the results can be of any type either positive or negative. * Some former examples: treasure chest, refrigerator, wind, a pair of old shoes, 2. Use the graphic organizer to synthesize your knowledge on each theory. Behaviorist Innatist Cognitive Interactionist Key Names 1-sentence description The learning of infants based on other human beings A natural instinct inside every human being is known as learning. The little pals learn about the outside world from their experience There is an assumption that language helps to determine the physical, linguistic, and cognitive and social development Instructional Strategies Reward systems LAD: Language acquisition device, label classroom Blooms’s taxonomy remembering information, checking for understanding, assessment remediation Social interaction, scaffolding, learning through practice Advantages Disadvantages Module 2: Sheltered Instruction 1. Review the sample SIOP lesson plans at the end of this document. Make note of how each lesson utilizes the various components of sheltered instruction. In comparing the lessons, you will identify a variety of instructional strategies and procedures that are successful in SEI classes. Lesson 1 Lesson 2 Lesson 3 Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment Module 3: SEI Assessment Strategies 1. Use the graphic organizer below to synthesize 4 of the SEI strategies from the textbook. Name of Technique Name of Technique Description: Benefits: Example of technique in a content area (if possible): Description: Benefits: Example of technique in a content area (if possible): Name of Technique: Name of Technique: Description: Benefits: Example of technique in a content area (if possible): Description: Benefits: Example of technique in a content area (if possible): 2. While watching the video, compare and contrast the formal, standardized language assessment and the informal, qualitative language assessments. Module 4:SEI Classroom Design Strategies 1. Use the graphic organizer below to synthesize the SEI strategies from the textbook. Name of Technique Name of Technique Description: Benefits: Example of technique in a content area (if possible): Description: Benefits: .

1. Name: ______________________
E-mail: _____________________
Module1:The Role of Culture in Learning
1. Describe your understanding of the word culture by creating
a metaphor using the steps described in the activities.
Culture is _understanding point___
*(an original noun or noun phrase)
Literal Pattern : teacher need to focus on each possible point.
Abstract Relationship: the change can happen at any stage of
learning
Literal Pattern: the results can be of any type either positive or
negative.
* Some former examples: treasure chest, refrigerator, wind, a
pair of old shoes,
2. Use the graphic organizer to synthesize your knowledge on
each theory.
Behaviorist
Innatist
Cognitive
Interactionist
Key Names
1-sentence description

2. The learning of infants based on other human beings
A natural instinct inside every human being is known as
learning.
The little pals learn about the outside world from their
experience
There is an assumption that language helps to determine the
physical, linguistic, and cognitive and social development
Instructional
Strategies
Reward systems
LAD: Language acquisition device, label classroom
Blooms’s taxonomy remembering information, checking for
understanding, assessment remediation
Social interaction, scaffolding, learning through practice
Advantages
Disadvantages

3. Module 2: Sheltered Instruction
1. Review the sample SIOP lesson plans at the end of this
document. Make note of how each lesson utilizes the various
components of sheltered instruction. In comparing the lessons,
you will identify a variety of instructional strategies and
procedures that are successful in SEI classes.
Lesson 1
Lesson 2
Lesson 3
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application

4. Lesson Delivery
Review & Assessment
Module 3: SEI Assessment Strategies
1. Use the graphic organizer below to synthesize 4 of the SEI
strategies from the textbook.
Name of
Technique
Name of
Technique
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):

5. Name of
Technique:
Name of
Technique:
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
2. While watching the video, compare and contrast the formal,
standardized language assessment and the informal, qualitative
language assessments.
Module 4:SEI Classroom Design Strategies
1. Use the graphic organizer below to synthesize the SEI
strategies from the textbook.
Name of
Technique
Name of

6. Technique
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
Name of
Technique:
Name of
Technique:
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
Name of

7. Technique
Name of
Technique
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
2. Recall back to your learning about second language
acquisition (SLA) theory in Module 1. Behaviorist, Innatist,
and Interactionist Theories
Decide what theory best describes:
a. How you learned a second language.
b. Your theory of second language learning.
c. How you will setup your classroom.
Module 5: SEI Listening & Speaking Strategies
1. Use the graphic organizer below to synthesize the SEI
strategies from the textbook.

8. Name of
Technique
Name of
Technique
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
Name of
Technique:
Name of
Technique:
Description:
Benefits:
Example of technique in a content area (if possible):

9. Description:
Benefits:
Example of technique in a content area (if possible):
Name of
Technique
Name of
Technique
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
2. Read about Listening in the Content Areas.
Reflect on how these ideas should affect how you teach and
plan instruction.
a. How can you orally deliver information effectively for ELLs?
b. How can you structure instruction to allow students to listen
to one another?
Module 6: SEI Reading Strategies
1. Use the graphic organizer below to synthesize the SEI
strategies from the textbook.
Name of

10. Technique
Name of
Technique
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
Name of
Technique:
Name of
Technique:
Description:
Benefits:
Example of technique in a content area (if possible):

11. Description:
Benefits:
Example of technique in a content area (if possible):
2. Search the link http://www.readinga-
z.com/more/reading_strat.html
Select four of the reading strategies described. Fill in the
graphic organizer to make sense of each reading strategy and
connect to your own grade level or content area expertise.
Reading Strategy
Brief Blurb/Overview
How/why the strategy is used in your grade/content area
Module 7: SEI Writing Strategies
1. Use the graphic organizer below to synthesize four of the
SEI strategies from the textbook.
Name of
Technique
Name of

12. Technique
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
Name of
Technique:
Name of
Technique:
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):

13. 2. Peer Response/Editing Groups
In the last exercise, you walked through the first two steps of
the writing process – prewriting and drafting. At this point in
the writing process, students would go on to revise, edit, and
publish. Reflect on the following questions:
1. Especially in these last three phases of the writing process,
why is it important to have collaboration with others?
2. In a context similar to this online course where face-to-face
interaction is non-existent, how do you engage in peer response
and editing writing with others?
3. Brainstorm the different uses of technology and online
collaboration tools that can be used for this purpose. Keep these
in mind for use in your own classroom.
Module 8: SEI Content Area Strategies
2. Use the graphic organizer below to synthesize the SEI
strategies from the textbook.
Name of
Technique
Name of
Technique
Description:
Benefits:
Example of technique in a content area (if possible):

14. Description:
Benefits:
Example of technique in a content area (if possible):
Name of
Technique:
Name of
Technique:
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
2. Read the chart below to give ideas on the various sequences,
strategies, and activities of teaching vocabulary. From the prior
strategies you have come into contact with (e.g., textbook,
video clips, classroom observations), write examples of the
activity types on the graphic organizer below.
Sequencing instruction

15. Teaching Strategies/ Activities
Noticing
· Pre teach vocabulary prior to reading
· Focus directly on the word
· Initially choose the most common and most succinct definition
of a word.
Vocabulary Activity
Description
Retrieval
· Provide multiple exposures to the word utilizing different
language skills
· Problem solve to use vocabulary in new contexts
· Examine etymology, morphology, and similarities of meaning
among other words
Vocabulary Activity
Description
Generation
· Use vocabulary in different contexts
· Draw connections between all of the meanings of a word
· Tasks designed to utilize the vocabulary indirectly
Vocabulary Activity

16. Description
Strategies Portfolio
Name: _Jennifer Gustavson_____
E-mail: [email protected]__
Module1:The Role of Culture in Learning
1. Describe your understanding of the word culture by creating
a metaphor using the steps described in the activities.
Culture is a_______ melting pot____________
*(an original noun or noun phrase)
Literal Pattern: Teacher needs to prep and thought throughout
the curriculum
Abstract Relationship: Anything can happen at any time,
sometimes lessons can be unpredictable and/or re-teaching
needs to happen
Literal Pattern: The outcome can change and it can be either
positive or negative
* Some former examples: treasure chest, refrigerator, wind, a
pair of old shoes,
2. Use the graphic organizer to synthesize your knowledge on
each theory.

17. Behaviorist
Innatist
Cognitive
Interactionist
Key Names
1-sentence description
Infants learn oral from other humans and through imitation as
well as practice
Learning is natural for humans
Children learn about the world then map out language due to
prior experiences
Assumes that language acquisition is influenced through
physical, linguistic, and cognitive and social development
Instructional
Strategies
Reward systems
LAD: Language acquisition device, label classroom
Blooms’s taxonomy remembering information, checking for
understanding, assessment remediation
Social interaction, scaffolding, learning through practice
Advantages
Child learns through praise and reward for progress
Children can create their own language
Strong relationship between personality and environment
behavior
Stages of development to improve learning and knowledge

18. Disadvantages
Parent inattentive or not present when child speaks
Theory lacks evidence
People are influenced by their surroundings, learn through
observing others
Not all social interaction is positive
Module 2: Sheltered Instruction
1. Review the sample SIOP lesson plans at the end of this
document. Make note of how each lesson utilizes the various
components of sheltered instruction. In comparing the lessons,
you will identify a variety of instructional strategies and
procedures that are successful in SEI classes.
Lesson 1
Lesson 2
Lesson 3
Lesson Preparation
Clear and concise standards
Warm up identified for the day
Vocabulary, materials, and high order questions listed
Building Background
KWL chart incorporated into lesson
Act out or use sounds of weather such as a rain storm
I learn logs linking learning, comparing and contrasting, using
adjectives
Comprehensible Input
Language standards, key vocabulary provided for history lesson
Key science terms listed, higher level of questioning
Developing different perspectives
Strategies
Application, scaffolding, assessment
Discussion, vocabulary
Vocabulary instruction, links to objectives
Interaction
Review content with students, group work

19. Review with teacher and social interaction with classmates
Balance between teacher and class interaction
Practice & Application
KWL pair chart, four column vocabulary activity, venn
diagram, sequence events
Guided practice, independent work
Jigsaw activity, round table discussion
Lesson Delivery
Review content for five days 35 minutes each
Teacher modeling
Each activity and time limit is outlined and labeled
Review & Assessment
Quick write, KWL chart, vocabulary bingo
Think pair share, illustrations
Summary of passage and quiz on vocabulary
Module 3: SEI Assessment Strategies
1. Use the graphic organizer below to synthesize 4 of the SEI
strategies from the textbook.
Name of
Technique Technology
Name of
Technique Graphic Organizer
Description: Using applications in and out of the classroom
Benefits: can apply different applications and programs with
integrating technology
Example of technique in a content area (if possible):
Use google maps to expand on the knowledge of latitude and
longitude
Description: Visual/pictures to represent ideas/text
Benefits: Provide a visual aid

20. Example of technique in a content area (if possible):
Create a venn diagram and compare and contrast the government
of Canada and the United States
Name of
Technique: Card Sort
Name of
Technique: Dictologs
Description: Manipulate objects/symbols to show
understanding of concepts
Benefits: Visual aids especially with word walls and word sorts
Example of technique in a content area (if possible):
Identifying physical features with their correct country/
continent
Description: Focuses on fluent language and supports students
in listening and recalling English
Benefits: Improving memory in summarizing information
Example of technique in a content area (if possible):
Summarizing an article on Chernobyl and the severe accident
that occurred
2. While watching the video, compare and contrast the formal,
standardized language assessment and the informal, qualitative
language assessments.
Standardized language assessment: measures ability by word
meanings, word and sentence structure and recall. Can include
word associations, formulating sentence, test data, and measures
what a student knows at a certain point in the school year.
Qualitative language assessments: comparing, describing,

21. summarizing, expressing, and justify opinions. Informal use
observation for documentation, teachers can track their students
specific problem areas, can track ongoing progress, performance
based assessments and portfolio based assessments.
Module 4:SEI Classroom Design Strategies
1. Use the graphic organizer below to synthesize the SEI
strategies from the textbook.
Name of
Technique Read Pair Share
Name of
Technique Routines and Signals
Description: Read informational text with a partner and share
information covered
Benefits: Two perspectives with understanding
Example of technique in a content area (if possible):
Summarizing an article on the example of popular culture.
Description: Having set patterns implemented in the classroom
for everyday tasks
Benefits: Relaxes ELL learners because expectations are set
and are unchanged
Example of technique in a content area (if possible):
Warm up, taking attendance, collecting homework
Name of
Technique: Learning Centers
Name of
Technique: Cooperative learning

22. Description: Stations where students participate in hands on
activities to expand skills and review materials
Benefits: Students can work cooperatively with others
Example of technique in a content area (if possible):
Teacher sets up review centers before the state assessment from
card sorts, mapping, summarizing, etc.
Description: Students work together collaborating to complete
a task
Benefits: Real world method, each person has an expectation to
assist with the task
Example of technique in a content area (if possible):
Completing a map activity on the United States. Each student
has a role including presenter, recorder, time keeping, etc.
Name of
Technique Visual Scaffolding
Name of
Technique Total Physical Response
Description: language is understood through the use of
drawings and/or photographs
Benefits: ELL students can connect English words with visual
aids
Example of technique in a content area (if possible):
Visual/photos comparing the United States during the settling of
the west with modern time
Description: Develop understanding through movement
Benefits: Actively engaged and participate and teacher visually
orally presents directions
Example of technique in a content area (if possible):
Teaching student directions of N, E, S, W, and latitude and
longitude

23. 2. Recall back to your learning about second language
acquisition (SLA) theory in Module 1. Behaviorist, Innatist,
and Interactionist Theories
Decide what theory best describes:
a. How you learned a second language.
b. Your theory of second language learning.
c. How you will setup your classroom.
a. I learned a second language through the behaviorist theory.
My instructor modeled the language and vocabulary through
repetition and if answers were given correctly, I was rewarded
with praise and a pass to not do one homework assignment.
b. My theory is a culmination of all the theories. I find that not
one theory can best describe second language learning. A great
teacher would incorporate all of the theories into lessons.
c. When it comes to setting up my classroom I think back to my
high school days and what would have made it a bit more
effective for the learning process. I think that I would like to
have my desk off to the side of the room, as I do not think that I
will be spending much time there but if I do I would still like to
be able to see the classroom at its entirety. I would like to be
moving around my classroom, and because of this, I would need
the desks spaced so that I can walk between them. I would like
to have motivational and encouraging posters on the walls, as
well as student works, and also visuals pertinent to geography,
United States History, World History, and Arizona History, as
this is the main subject matter in which I will be teaching.
Rules and expectations would be placed at the front of the
room, as would the discipline matrix. I would like to have at

24. least one if not several dry erase boards, a projector or
overhead, and a computer with the ability for PowerPoints and
internet search. I would like to have an area for books and
boxes for assignments/assessments to be turned in.
Module 5: SEI Listening & Speaking Strategies
1. Use the graphic organizer below to synthesize the SEI
strategies from the textbook.
Name of
Technique Communication Games
Name of
Technique Leveled Questions
Description: Activities arranged in the classroom to create
opportunities and purpose of practice with verbal
communication
Benefits: Interaction with peers
Example of technique in a content area (if possible):
Creating a geography review game in content studied
throughout the year
Description: How teachers ask questions for students to
respond and ask questions to encourage a response
Benefits: Motivates students to answers questions but also puts
responsibility on the teacher to know what stage of language
students are in
Example of technique in a content area (if possible):
Asking questions relevant to geography concepts focusing on
higher order thinking depending on the level of each ELL
student is at.
Name of

25. Technique: Modeled Talk
Name of
Technique: Small Group and Partners
Description: Verbal explanation and physical demonstration of
directions and objectives and concepts
Benefits: Visual cures as well as written directions
Example of technique in a content area (if possible):
Completing a brochure activity on the physical features and
cultures of the middle east
Description: Place students in groups based on their specific
skill
Benefits: Peer collaboration
Example of technique in a content area (if possible):
Think pair share partner work in completing graphic organizers
Name of
Technique Reporting Back
Name of
Technique Scripting
Description: Used to bridge the gap between spoken and
written language
Benefits: Follow up and re-teaching tool
Example of technique in a content area (if possible):
After completion of a jigsaw activity students report back on
their required portion such as assigned country, culture,
physical features
Description: Providing samples language interactions and
dialogues

26. Benefits: Can increase verbal communication
Example of technique in a content area (if possible):
Hosting international day students can introduce family
members to peers and teachers
2. Read about Listening in the Content Areas.
Reflect on how these ideas should affect how you teach and
plan instruction.
a. How can you orally deliver information effectively for ELLs?
b. How can you structure instruction to allow students to listen
to one another?In orally delivering information effectively for
ELL student standards and objectives need to be clear, concise,
as well as presented at the beginning of the lesson and end to
touch base on the information covered and presented.
Also, during the lesson, the lesson should not just be based on
the teacher lecturing on new material but there needs to be a
balance of teacher interaction and students interaction. This can
be accomplished by discussion, asking questions, and
implementing partner activities.
During the presentation of the lesson, it is important for the
teacher to provide visuals and incorporate technology into the
content of the lesson, especially for the ELL students.
In structuring instruction, it is important to include multiple
opportunities for peer interaction. As a history teacher, this can
come in the form of pair share activities, and card sorts, and
other such activities.
Other opportunities of incorporating peer interaction can arise
during and at the end of the lesson. One example is a group
poster project about different beliefs such as Islam, Buddhism,
Hinduism, Judaism, and Christianity. With this, it gives the
students ample time to express their thoughts and ask questions
pertaining to those religions. This could also include
collaboration and cooperative learning, all at the same time.
Module 6: SEI Reading Strategies

27. 1. Use the graphic organizer below to synthesize the SEI
strategies from the textbook.
Name of
Technique Moving into reading
Name of
Technique Story Re-Enactment
Description: Reading stories aloud with getting into character
Benefits: Active participation especially with discussion and
provides practice
Example of technique in a content area (if possible):
Reading aloud the differences in the different regions of the
United States
Description: Act out after reading the story
Benefits: Improving language with using language used within
the story
Example of technique in a content area (if possible):
Re-enact a scene from the Diary of Ann Frank
Name of
Technique: Read Aloud plus
Name of
Technique: Guided Reading
Description: Strategy used to read different tasks
Benefits: To incorporate the modeling of fluent and expressive
reading of English text
Example of technique in a content area (if possible):

28. Reading a journal entry on the holocaust and providing visuals
to accompany the historical relevance presented and then ask
questions pertaining to the text.
Description: Approach to teach reading in small groups along
with providing coaching and support
Benefits: A way to monitor progress on reading levels and use
running records, and the teacher is able to listen and monitor
each child’s reading skills.
Example of technique in a content area (if possible):
Taking turns reading the story in the Life of Eli to learn what
everyday life was like in Iran, and the teacher can complete this
in small groups
2. Search the link http://www.readinga-
z.com/more/reading_strat.html
Select four of the reading strategies described. Fill in the
graphic organizer to make sense of each reading strategy and
connect to your own grade level or content area expertise.
Reading Strategy
Brief Blurb/Overview
How/why the strategy is used in your grade/content area
Re-tell and summarize
Students put information of what has occurred in their own
words of the topic covered
Jigsaw activity
Visualize
Use pictures and/or illustrations and/or graphics to present
ideas
Illustrations to go along with word wall vocabulary
Use prior knowledge
Students use information previously studied to apply to new
ideas

29. Reviewing types of governments and religions
Make predictions
Ask students to come up with ideas about what could happen if
something major changes
What would happen if Afghanistan’s government was always
similar to that of the United States
Module 7: SEI Writing Strategies
1. Use the graphic organizer below to synthesize four of the
SEI strategies from the textbook.
Name of
Technique Cohesion Links
Name of
Technique Scaffolding English Writing
Description: Parts of written and spoken English that connects
sentences and ideas
Benefits: introduction to proper English
Example of technique in a content area (if possible):
Writing essays describing an assigned country and is cross
curricular with language arts and reading
Description: Teacher models and encourages to improve
writing English
Benefits: Developing writing skills for English
Example of technique in a content area (if possible):
Taking notes on what occurred in an article and focusing on the
educational in China compared to the United States
Name of
Technique: Repeated Reading

30. Name of
Technique: Imaging
Description: Process to support students with their
understanding of English
Benefits: Helps to develop fluency and comprehension of
English
Example of technique in a content area (if possible):
Script format in developing/illustrating political cartoons
Description: Using visuals to further understand English
comprehension
Benefits: Visual provided for additional learning
Example of technique in a content area (if possible):
Developing/illustrate pictures to go along with new vocabulary
2. Peer Response/Editing Groups
In the last exercise, you walked through the first two steps of
the writing process – prewriting and drafting. At this point in
the writing process, students would go on to revise, edit, and
publish. Reflect on the following questions:
1. Especially in these last three phases of the writing process,
why is it important to have collaboration with others? To make
sure that that information in the paper is written correctly and
make sure that grammar, spelling and cohesiveness, etc. is well
done.
2. In a context similar to this online course where face-to-face
interaction is non-existent, how do you engage in peer response
and editing writing with others? Response with forums,
discussion boards, and submitting papers for peer editing.
3. Brainstorm the different uses of technology and online
collaboration tools that can be used for this purpose. Keep these

31. in mind for use in your own classroom. Inspiration for brain
storming/graphic organizers for a paper, and discussion boards
on key topics pertaining to a specific content area.
Module 8: SEI Content Area Strategies
2. Use the graphic organizer below to synthesize the SEI
strategies from the textbook.
Name of
Technique Vocabulary Role play
Name of
Technique Integrated Curriculum Projects
Description: Strategy used to encourage learners to make
connections among their past experiences with current one
Benefits: Students can work together to discuss new vocabulary
Example of technique in a content area (if possible):
Introduction of a new vocabulary each eight/nine weeks in
history.
Description: Combining several curriculum/contents inot one
unit plan
Benefits: Integrated lessons/studies that are cross curricular
Example of technique in a content area (if possible):
Studying that causes, effects, and statistics, of the Holocaust
Name of

32. Technique: Sorting Activities
Name of
Technique: Collaborative Reading
Description: Activity to sort objects, works, phrases, etc.
Benefits: Help to improve understanding of concepts and ideas
Example of technique in a content area (if possible):
Cards sort on different types of religions and governments
Description: Reading collaboratively with others in studying an
assigned topic
Benefits: Allows for both teacher and peer support
Example of technique in a content area (if possible):
Studying a country, the teacher and librarian find resources not
only focusing on their topic but along with their students’
reading level.
2. Read the chart below to give ideas on the various sequences,
strategies, and activities of teaching vocabulary. From the prior
strategies you have come into contact with (e.g., textbook,
video clips, classroom observations), write examples of the
activity types on the graphic organizer below.
Sequencing instruction
Teaching Strategies/ Activities
Noticing
· Pre teach vocabulary prior to reading

33. · Focus directly on the word
· Initially choose the most common and most succinct definition
of a word.
Vocabulary Activity
Description
Modeled Talk
Teacher demonstrates what students can do to help and support
students throughout the activity
Total physical response
Student use physical movement to act out words, actions, and
vocabulary
Imaging
Create visual pictures and or illustrations to represent
ideas/vocabulary
Retrieval
· Provide multiple exposures to the word utilizing different
language skills
· Problem solve to use vocabulary in new contexts
· Examine etymology, morphology, and similarities of meaning
among other words
Vocabulary Activity

34. Description
Manipulative
Concrete devices/tools students can move, handle, and visually
see to support thinking of concepts
KWL chart
Three section chart for students to identify what they know,
what they want to know, and what they have learned about
regarding s specific topic
Vocabulary Role Play
Strategy to make connections from past experiences to new
ideas and vocabulary being studied
Generation
· Use vocabulary in different contexts
· Draw connections between all of the meanings of a word
· Tasks designed to utilize the vocabulary indirectly
Vocabulary Activity
Description
Cohesion links
Parts of written and spoken paragraphs to connects sentences so
that they make sense

35. Gist
Strategy used to summarize a text. Used to find the key main
ideas of a topic, article, and or story
Graphic Organizers
Visuals, charts, diagrams, all to represent key ideas and text.
Strategies Portfolio