Professional Documents
Culture Documents
Paragraph Hamburger
Basics
Process Directions
The teacher will first pass out the organizer and discuss with the
students the three main components of a paragraph, or a written
story. The introduction (top bun), the supporting information or the
body (the lettuce, cheese, and other fillings), and the conclusion
(bottom bun)
The teacher model each step and will start with the topic sentence
description and have students try to write a sentence that will clearly
let anyone who reads it know what the paragraph will be about.
After the idea of a topic sentence is understood, the teacher will
move on to explain the idea of supporting statements. Examples should
be given during modeling. Students should come up with as many as
possible so that they can then choose at least their favorite three at
the end.
Lastly the teacher will instruct the students on how to form a
conclusion by having them form a sentence which wraps in ideas from
the topic sentence.
When/Example
http://search.proquest.com/docview/213317673/67CFF3277E494E44PQ/1?
accountid=13998
Bates, J. (2014, June 26). Hamburger crafts and organizers giveaway. [Image]. Retrieved
from http://finallyinfirst.blogspot.com/2014/06/hamburger-paragraphcraft- and.html
14. Sketch-To-Stretch
Basics
Process Directions
The teacher will have the students read a section of a text whether it
When/Example
This strategy should be used when it is desired for the students to
take meaning from a text more than direct factual content.
This can be used with any text deemed appropriate by the teacher.
Harste, J.C. and Burke C.L. (1988). Creating classrooms for authors. Portsmouth,
NH: Heinemann Publishers. Retrieved from
http://pricelessliteracy.homestead.com/files/sketch_to_stretch.pdf
Process Directions
The teacher will first write a statement at the front of the room in
order for the whole class to see.
The teacher will instruct the students to move to the front of the
classroom if the students agree with the statement, the back of the
room if they disagree, or if they are unsure to pick a spot in the
middle that they feel comfortable with.
The teacher will have a student read the statement once more to
make sure that the class understands and students will be given about
15-30 seconds to move to their chosen spot. Depending on classroom
procedures can depend on how the class will be dismissed to find their
spot. In this classroom, the call is Switch it, change it! and the
response is Rearrange it!
After they have moved to the spot which reflects their opinion, the
class will have a discussion about the beliefs in the classroom about
the given statement that is on the board.
When/Example
Source-
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI book. San
Cemente, CA: Kagan. Retrieved from: http://www.pblearning.com
/uploads/4/7/9/6/4796041/kagan_strats.pdf
Basics
Time needed: 10-15 minutes
Grade appropriate level: 1-3
Materials: Descriptive pattern worksheets, (can be made by students if needed)
and writing utensils.
Classroom Arrangement: No specific set-up necessary but students can work at
small table groups or individual desks for group work, whole group work, or
individual work.
Process Directions
The teacher will pass out descriptive pattern organizers (or will have
students make their own) to the students.
Depending on how this strategy is being used, the teacher will either
give the students a topic or will allow the students to identify their
own.
Once the topic is identified, the students will write this into the
circle which is at the center of the paper.
Depending on the content or topic depends on the information that
will go in the bubble circles that surround the center topic. These
surroundings may be research based for a project or may just be
knowledge based from experience of the student.
The teacher will most likely use these organizers with the students
for future brainstorming, aide, or studying.
When/Example
SourceAusubel, D. P., & Robinson, F. G. (1969). School learning. New York: Holt, Rinehart
and Winston, Inc.
INALCO. (2006, September 5). Drawing pictures & pictographs. [Image]. Retrieved
from http://hyislong.blogspot.com/2006_09_01_archive.html
Process Directions
The teacher will split the class into the necessary groupings or setting
that is best for the students learning.
The teacher will then model how the manipulatives are used in that
learning experience or will let the children explore the model or
manipulatives. Depending on the objectives depends on which the
teacher should do.
If the students are making their own models, the teacher will split
them into learning groups and have the students first design the
model, gaining ideas from their groups. However, each model should be
individually done.
The teacher will also make sure the students know not to misuse the
manipulatives or models. They are there for learning, and the class
should be able to use them often.
While the students are working with these items, the teacher will be
walking around and watching the interactions with these items to see
how the students are learning. The teacher will only make or answer
clarifying questions or comments or redirect learning if necessary.
When/Example
Manipulatives and models can be used within any lesson when students
need hands on experience to grasp a concept.
Works best with kinesthetic learners.
Most used with Mathematics to help visualize and work with the
problems.
See lesson section for additional example.
Source-
Piaget, J. (1965). Childs conception of number. New York, NY: W. W. Norton &
Company.
Process Directions
The teacher will begin by either stating questions on a subject or by
When/Example
This can be used within the read-aloud time or when wanting students
to think about how they would handle certain situations within the
content.
Example questions based on teaching students the class room norms
would look as follows:
o You see someone in the class who needs a friend to talk to, and
you decide you should try to treat them like family. What do
you do?
o You get angry at a friend but do not want to be mean. How do
you solve it?
Source-
Chamot, A., & OMalley J. (1994). The CALLA handbook: Implementing the cognitive
Process Directions
The teacher will give the students the cube template to each
individual child to complete either before or after a lesson or a book
reading.
The teacher will tell the students the prompt for the cube. This could
be an idea such as after reading a book, each side of the cube should
be drawn with a visual representation of a part or scene in the text
that was important to the story. If this is done with a content idea,
each side should have its own purpose and be stated to the students
before beginning.
On each side the students should be instructed to complete best
work. This can be done with a shape larger than a cube if needed.
After the drawings are completed by the students, the teacher will
have the students cut out the cubes and construct them.
These can then be used for review on a subject at a later time.
When/Example
This can be used in multiple subject areas, but is most effective when
trying to grasp the nonlinguistic side of the learning.
Use seldom so students do not get used to or bored with this activity.
Would use it mostly with visuals with text or story work. Students
could more easily visualize.
Source-
Glennw.
(2008, May 15). Tip of the week-cubing. [Image]. Retrieved
fromhttps://historytech.wordpress.com/2008/05/15/tip-of-the-week-cubing/