1. Reading & comprehending novels & nonfiction articles
1.1. Provide background knowledge & activate prior knowledge *
1.1.1. Visuals, photos, videos, discussion of time period or author to help students prepare for the book's time period or content
1.2. Graphic organizers / partially completed outlines or charts for nonfiction articles to assist with note taking*
1.2.1. Example: Nuclear Power Website Articles & Videos Note Taking Chart Listing Pros & Cons of Nuclear Power
1.3. Digital Storytelling or StoryMapping *
1.3.1. Re-tell the story using a story map or using a multimedia presentation.
1.4. Asking questions That Promote Higher-Order Thinking Skills *
1.5. Discuss Cognitive Learning Strategies*
1.5.1. For example: highlighting or underlining important parts or key ideas or consciously making connections while reading
2. Learning how to use citations in writing & in creating a bibliography
2.1. Provide a model of the finished product *
2.2. Guided practice using sample references. *
3. Writing Essays
3.1. Using Sentence Starters to Model How to Write the Parts of an Essay *
3.1.1. Example: Use a choice of sentence starters to help students write a thesis sentence.
3.1.1.1. State your thesis (2 choices – see examples here) Example 1: We should oppose the power company’s plan to build a nuclear power plant in Nevada because of x and y. OR Example 2: We should support the power company’s plan to build a nuclear power plant in Nevada because of x and y.
3.2. Using Models of a Finished Product *
3.2.1. Example: Former student's writing as a model for their finished product
3.2.2. Example: Analyze a sample of the section of the writing we are studying (i.e. introduction, counterargument) for defining features & signal or transition words that can be used for effective writing.
3.3. Self Monitoring Strategies *
3.3.1. Example: Proofreading & Editing Your Own Writing
3.3.1.1. Listen for missing words or repeated words
3.3.1.2. Listen for things that sound funny
3.3.1.3. Listen for ideas that are out of order
4. Grammar
4.1. Use "Think-Alouds" *
4.1.1. Model the process of identifying the different parts of speech by thinking aloud and describing the features for the different speech parts.
4.2. Scaffolding the process with modeling followed by guided and independent practice.*
4.3. Metacognitve Strategies
4.3.1. Help students determine when they are understanding and when they are getting lost. Re-teach concepts to students needing additional instruction.
4.4. Sentence Strips or paint color swatches for organizing parts of speech as well as different types of phrases and clauses.
4.4.1. Students can write the definition on one color shade, provide an example on another shade, and use it in a sentence on the darkest shade.