99 Ideas and Activities List

7/27/2019 99 Ideas and Activities List

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Activity Description Page #

Teacher Collaboration

Collaborate to plan lessons using the SIOP protocol as a

checklist 7

Differentiated InstructionStudents practice in different ways but are learning thesame content 8

Enlarged, Adapted Text Used to provide your students with clues and a focus 11

Alternate Materials

Use many and varied materials to make content

comprehensible 13

Success through Scaffolding

Move students from dependence on the teacher to

independence 15

Task Analysis or Backwards Planning

Students understand how instruction and tasks correlate

with the final assessment 17

Planning Flow Chart

Create an overview of an entire unit of lessons, including

content and language objectives 18


Realia, Photos, Illustrations

Introduce new vocabulary/concepts using realia, photos,

and illustrations 25

KWL Chart

What We Know / What We Want to Learn / What We

Have Learned 27

Pretest with a Partner

Students take a pretest with a partner to assess their

background knowledge at the beginning of a lesson/unit 30

Backwards Book Walk

Use a nonfiction text; start with the conclusion and

preview headings, captions, and keywords 31

Go to Your Corner

Label corners, students move to a corner based on the

content, then explain to a partner why they chose that

corner 32

The Insert Method

In partners, students label a text usinga= already

known, ? = confusing, ! = surprising, + = new 33

Student Journals

Use the journals to reflect on previous learning and build

on that knowledge 34

Personal Dictionaries

Students create dictionaries as vocabulary and spelling

resources 35

Signal Words

Use signal words to signal the types of text structure:

compare/contrast, cause/effect, sequence/order,

description/list 36

4-Corners Vocabulary

A chart with 4 corners for vocabulary: illustration,

definition, sentence, vocabulary word 40

Identifying and Using Cognates

Students recognize cognates in English that share the

same roots as their native language 42

99 Ideas and Activities

Building Background

Lesson Preparation


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Surprise Book

Wrap a cover of a book, slowly unwrap the book, make

predictions about the topic / theme they will be studying 44

Activity Description Page #Identifying Levels of Second Language

Acquisition

Teachers make content comprehensible based on each

students' language needs 51

Move It!

Use hands, facial expressions, or whole body movement

to illustrate key points 53

Vocabulary Cards and Flip Books

To introduce, practice, and display vocabulary

information 55

Homographs, Homophones, and

Synonyms

Teach explicitly, post in the classroom, personal

dictionaries, vocabulary notebooks 56

Idiom Match-Up

Make a game board with idioms and cards with the

meaning, pairs match the meaning to the idiom 57

Taped Texts for ScaffoldingELL students listen to text repeatedly to improvecomprehension and English proficiency 59

Every Student Gets a Chance

Teach and practice concepts by having multiple students

read aloud the same information 60

Framed Outlines

Teacher creates an outline, leaving out some of the key

information, students fill it in during a lesson 62


Directed Reading-Thinking Activity

Stop periodically throughout fiction text to make and

revisit predictions 69

SQP2RS "Squeepers"

Survey, Question, Predicting, Reading, Respond,

Summarize 71

Questioning Prompts

Teachers vary questioning based on students' level of

language acquisition 75

Canned Questions

Write a variety of questions on strips of paper or popsicle

sticks and put in a can for students to answer 77

Question-Answer Relationships

Teach students how to answer questions that are found

"In the Book" or "In My Head" 79

Anticipation/Reaction Guide

Students mark true/false statements before learning

about a topic and again after reading or learning 82

Progressive Maps

Students make a "map" to visually organize information.

Students add to the map as they learn new information. 84

T-Chart Graphic Organizer

Helps students to classify information into two or more

lists 86

Comprehensible Input

Strategies


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Split Page Note Taking

Using a paper divided in half, write questions about the

topic on the left side and notes about the answers on the

right side 88

Stop and Think

Stop reading, practice a skill or strategy (predict,

visualize,etc.), share with a partner, continue reading 90

You Are the Teacher!

Small groups create a chart/poster, one person stays atthe poster to "teach" the rest while the rest of the group

moves to the next, repeat until all groups have seen each

poster 92

Value Line

Students apply knowledge, draw on past

learning/experiences, or take a position on a difficult

topic 94

Adapted Venn Diagram

Use squares instead of circles to give you more room to

write examples of how the 2 things are the same 96


Is It Complete?

Stu ents respon to a question using a comp ete

sentence using sentence frame, visual aids, and posted

vocabulary 103

Dinner Party

Students assume the persona of characters, historical

figures, etc. using a script or improvisation 105

Group Response with a White Board

A small group works together to write down an answer

on a white board after each student has shared their

answer. The team must support their answer. 107

Reader-Writer-Speaker Response Triads

Students read, write, listen, and speak to each other

while working in a group of 3 109

Inside-Outside Circle

Students in the inner circle answer, the outer circle

responds, students give a signal when finished, teacher

gives a signal and the outer circle rotates one person

clockwise 110

Find Your Match

Students mix with each other, reading the information on

their index card. The teacher calls time and students find

their match by describing what is on their card 112

Jigsaw What You Know

Small groups learn about a topic and then teach the rest

of the class 113

Gallery Walk

Multiple charts are posted in the classroom. Groups of 4-

5 students list responses on a chart, then rotate to the

next until returning to their original chart. When finished,

groups summarize orally the responses on the chart. 115

Interaction


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Take a Stand

Teachers make a statement to the class, allow think time,

then give the cue, "Take a Stand" asking students to

stand if they agree and stay seated if they disagree.

Students must be prepared to explain why they

agree/disagree. 116

Frozen Moment

Students read a scene in a story, then create a "frozenmoment" from that scene. When the teacher taps a

student, they "come to life" in that scene. 117

You Are There

Students research an event, write interview questions

and responses, and act out the interview 119

Great Performances

Students act out significant events in pantomime or

improvisation 120

Role Playing

Students role play a setting while the teacher models,

prompts, and extends the conversation 121

PuppetryStudents respond by using a puppet to show theirunderstanding 122


In the Loop

Provide hands-on practice of key concepts with

manipulatives (round cereal) 129

Bingo

Students fill in squares with words, math facts, etc.

Teacher calls out the definition or a related fact and

students find the match 130

Are You Sleeping?

Create songs based on what you are studying, using

familiar tunes 131

Poetry and Patterns

Students review and reinforce vocabulary by writing

poetry using the words 133

Go Graphic for Expository Texts

Students select the appropriate graphic organizer and use

it to organize the content, then write a summary

paragraph about the text 135

Plot Chart

Use the plot chart (Somebody, Wanted, But, So) to

summarize a story or as a pre-writing tool 143

Short Story Flow Chart

Use with fiction texts to identify story elements or as a

pre-writing activity 145

The Frame Up

Used to sort the components of a topic with 2 sheets of

paper. The topic is written in the middle of the frame and

the components of the topic on the outside frame 147

Piece O'Pizza

When teaching about a concept that has many parts,

small groups decorate one "slice" of pizza with

information and illustrations, then share with the class 148

Practice and Application


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Virginia Reel

Students form two lines facing each other, one line asks a

question, the other answers, then one line shifts to the

right 149

Numbered Heads Together

Each student in a small group has a number. Questions

are asked, group discussed answers, the teacher calls out

one number from each group to answer. Very effectivefor standardized test preparation! 151

Vocabulary-Go-Fish

In small groups, a student draws a vocabulary card. The

teacher tells the students what response to give for the

word (synonym, sentence, definition) 153


Stand Up-Sit Down

Students stand if a statement is true and sit if it is false.

Students are expected to explain their rationale and may

change their answer. 161

Heading into Questions

Students set a purpose for reading by turning eachheading in to a question, writing the question, and

answering them after reading 163

Chunk and Chew

Teachers deliver the lesson in small "chunks" and give

students time to "chew" the information. 164

Magic Buttons

After the teacher poses a question, students put their

hand on the "I'm thinking" button. When ready to

respond, they move their hand to the "I got it!" button 165

Procedural Knowledge

Allow students to become familiar with the procedural

steps of a learning or instructional strategy you are

teaching 167

Response Cards

Students respond to a question by showing their answer

using a response card (0=I don't know, a, b, c, d) 168

Secret Answer

Students respond to a question with a hand signal close

to their chest when the teacher says "Show me!" 170

Take Your Corners

Each corner of the room is labeled with a category or

opinion, students respond by going to the corner that

represents their answer, and sharing their ideas with one

another 171

What Do You Know?

Show photos, illustrations, or realia while asking

questions about a particular topic to enhance

understanding 173

Stop that Video-DVD

Stop a video at key points, allow students time to process

the information by discussion, note taking, or clarifying in

their primary language 174

Lesson Delivery

Review and Assessment


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Share Bear

All students participate, wait their turn, and engage in

higher level thinking 177

Simultaneous Round Table

Each student in a group has a paper, the teacher asks a

question with multiple short answers, students respond

on the paper, then pass it on to the next group member.

Students read what is on the paper and add additionalideas. 178

Number 1-3 For Self-Assessment of

Objectives

Students assess their own understanding by showing 1, 2,

or 3 fingers indicating how well they think they met the

lesson's objectives. 1 = I didn't, 2 = I made progress, 3 = I

fully met the objective 179

Self-Assessment Rubrics Students self assess using a rubric 180

Mix and Match with Essay Direction

Words

Mix and match essay vocabulary (compare, describe,etc)

to help students understand the directions when writing

an essay 181

Find Someone Who

Students review by circulating around the room with a

review sheet, finding a different student to answer each

question 182

Numbered Heads Together with a

Review Sheet

Each student in a group has a review sheet, the group

comes to a consensus on an answer, the teacher calls a

number to report, then all students fill in the review

sheet with the correct answer 183

Sign in, Please

Throughout a lesson ask students to "sign in" by using

sign language to signal true/false 184

Response Boards

Students write and display answers on white boards

working in pairs or small groups 185

Find the Fib

Teacher reads 3 statements, students decide which of thestatements is the "fib." Students may also write their own

statements 186

99 Ideas and Activities List

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