The lead4ward instructional resource is designed to provide teachers with detailed descriptions of specific, instructional strategies, many of are modeled and experienced in lead4ward professional development sessions. Teachers may select from this list to populate the “Instructional Strategies” column of the PLC menus. This resource is intended to support educators in using an intentional planning process that includes delivering instruction that is aligned to the TEKS, promotes student engagement, and teaches for access, transfer, and rigor. TABLE of CONTENTS Strategy Implementation Suggestions Page Instructional Routine Cooperative Learning Strategy Instruction and/or Intervention (Tier I, II, & III) Vocabulary Strategy Link to Think Strategy Item Practicing Strategy Evidence of Learning 1 Minute Paper   4 3-2-1 Summary    4 3-2-1 Test Review   4 6 Steps to Building Academic Vocabulary  4 7 Little Words   4 Always/Sometimes/Never   5 ABCD Cards   5 Anchor Chart (using content concepts)   5 Anchor Charts (using the SLRs)   6 Blind Sequencing    6 Bioranium     6 Brain in the Game (with 4 Square)    7 Bubble When You Struggle   7 Card Sort      7 Careless/Clueless Analysis   8 Choose and Chat  8 Circuit Time   8 Circuit Training  8 Commit and Toss Discourse   9 Compare/Contrast Plate Model      9 Concept Attainment   9 Concept Connections    10 Concept Hang Ups    10 Concept Maps    10 Connect 4 Thinking   11 Connect It   11 Connect the Dots      11 Consensogram  11 Comprehension Tower   11 Duos, Trios, Quartets  12
One Question, One Comment, Last Word   20 Order Up   20 Pair-Square-Share  20 Pick a Process  21 Pick 3 That Stump Me   21 Pick Up the Slip Up   21 Picture It   21 Picture-Text-Picture Analysis   22 Picture Worth 1000 Words   22 Play it – Say it!   22 Plot Diagram    22 Pocket Guide  22 Problem Solving   23 Problem Solving Graphic   23 Question/Genre Sort    23 Quiz-Quiz-Trade   23 Reading Log  23 Reading Symbols  23 Recast   23 Rank ‘Em   24 Rank It   24 Reflection/Response Museum Walk  24 Chart    24 Rock & Roll Item Review   25 Rock & Roll Vocabulary   25 Roll With It   26 Round Robin (or Rotating) Review  26 Rule of 3 – Effective Praise  26 Scientific Method Graphic   26 Sentence    27 Sequencing Sentence Frames    27 Shake and Share  27 Show Me What You Know   27 Sketch It    28 Synectics Snowball    28 Stage It   28 Stand up! Hand up! Pair up!  29
Stop, Plop, and Roll   29 Story Map    29 Swipe It   30 Talk a Mile a Minute   30 Talking Chips or Babble Beans  31 T-Chart    31 Tea Time    31 Team-Pair-Solo  31 Tic-Tac-Tally      32 Tic-Tac-Tally (Reading Adaptation)      32 Think-Pair-Square-Share  32 Think Strip   32 Thinking Maps®      33 Toss a Question    33 Tour of Knowledge   33 Trashcan Basketball   34 Trifold Organizer    34 Triple Play    35 Turn and Teach  35 Venn Diagram    35 Visual Vocabulary    35 Vocabulary Dominoes    36 Vocabulary Link    36 Vocabulary/Genre Sort    36 Vocabulary Pyramid Game   36 What Went    36 What’s On Your Plate Brainstorming   37 Who Am I?   37 Yet to Yes Game   37
Concept Maps and Brainstorming Webs Student brainstorm ideas, identify specific content information, and analyze information through a graphic representations showing the relationship of the ideas. Examples may include the following: Analyze/Interpret Apply Compare/Contrast/ Categorize Create/Develop Draw Conclusions Evaluate Generalize Make Connections Predict/Estimate Sequence/Order Summarize Connect 4 Thinking Students are organized into groups of 4. Students are provided a key term or concept. Each student makes a connection with the term and explains the connection to the group. Possible connections may include the following: synonym antonym analogy quick sketch or graphic representation another term or concept real life Students record the 4 connections in journals or interactive notebooks Teacher clarifies and verifies as appropriate. Analyze/Interpret Compare/Contrast/ Categorize Create/Develop Draw Conclusions Infer Make Connections Connect It objects and/or images on the table that relate to big ideas or concepts. Students observe and analyze the items/images. Students discuss their observations and connections of the objects to the big ideas or concepts. Students record the relationships between the visuals/objects and concepts through analogies or graphic representations. Analyze/Interpret Make Connections Connect the Dots Provide students with the Connect the Dots visual or have them draw the visual on notebook paper. Organize students into pairs, triads, or groups of 4. Students (or teachers) select four familiar titles, text excerpts, concepts, key academic vocabulary terms, math problems, lab experiments, etc. the Connect the Dots organizer, students label each dot with one of the ideas. (Each dot has a different idea.) Students follow the arrows to find ways in which the ideas connect. Students find one similarity and one difference between the aligned dots. Analyze/Interpret Compare/Contrast/ Categorize Create/Develop Infer Make Connections
Hierarchy Graphic Organizer Students organize, summarize, and analyze information by transferring information into a graphic organizer that shows the relationship between the ideas through a hierarchical structure. Analyze/Interpret Apply Compare/Contrast/ Categorize Create/Develop Make Connections Hot and Cold A piece of text is divided by paragraph, page, chapter, etc. Students rank each section on their level of understanding. 10=hot (I understood all of the text.) 0=cold (I did not understand any of the text.) NOTE: This provides a learning strategy to support transfer of comprehension strategies into all levels of understanding during reading. Analyze/Interpret Evaluate Hot Seat Provide a deck of Say It (cards with questions), one number cube, and a piece of text for each group of 4 to 5 students. Students read the text independently stopping at an agreed upon place in the text. Each student rolls the number cube. The student rolling the highest number is in the Hot Seat. The student in the Hot Seat draws one card from the deck and responds to the prompt. Students in the group listen to the response and provide feedback using a point system of 1-5. The student in the Hot Seat records his/her points. The student with the highest points at the end of the game wins. Analyze/Interpret Evaluate Generalize Infer Make Connections Summarize Human Timelines Students are placed into groups. Groups are given a set of pictures, events, ideas, processes, etc., aligned to the content. Group members huddle to determine the correct sequence of the pictures, events, ideas, or processes. Student reveal their human time line to the class and justify their sequence. Analyze/Interpret Apply Sequence/Order Summarize
Vocabulary Pyramid Game Students are organized into pairs. Student A is the and provides hints, phrases, and ideas related to the term revealed on the game board. Student B is the guesser who provides possible answers. When student B guesses the correct term, Student A pops up and says, “Whoo hoo!” and then sits back down to begin giving clues for the next term. Student pairs continue giving clues and guessing terms until all terms have been correctly identified. NOTE: some students may need a word bank, vocabulary cards, or their notes to successfully participate in the activity. Analyze/Interpret Compare/Contrast/ Categorize Create/Develop Draw Conclusions Infer Make Connections Predict/Estimate Summarize What Went (Learning from Student Mistakes Flow Map) Provide students with assessment items that have been incorrectly solved/answered. Students determine what went within the problem solving process and identify the incorrect answer as one of the following: Guessing Careless Stopped too soon Mixed things up Students use the Problem Solving Flow to address misconceptions. Students the Problem Solving Flow Chart when evaluating their own work. Analyze/Interpret Apply Compare/Contrast/ Categorize Draw Conclusions Evaluate Generalize Infer