Interactive Methods Notebook

Ian Salas

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 Table of content
Page Date
1. RJ Community Circle ……………………………. 2 08/24/2017
2. Ink+Pair+Share ……………………………. 4 08/24/2017
3. Double entry Journal ……………………………. 5 08/24/2017
4. Interactive Methods Notebook……………………………. 6 08/31/2017
5. Close reading with an Image ……………………………. 7 08/31/2017
6. Sentence Frames ……………………………. 8 08/31/2017
7. See/Hear, Mean, Matter ……………………………. 9 08/31/2017
8. Exit Slip (Self-Assessment) ……………………………. 10 08/31/2017
9. Collaborative Clock ……………………………. 11 09/07/2017
10. Funds of Knowledge ……………………………. 12 09/14/2017
11. Sentence Starters ……………………………. 13 09/14/2017
12. Human Spectrum Activity ……………………………. 14 09/14/2017
13. Gallery walk ……………………………. 15 09/28/2017
14. Collaborative Model ……………………………. 16 09/28/2017
15. Status of Class ……………………………. 17 09/28/2017
16. Writer’s workshop ……………………………. 18 10/05/2017
i. Mini-lesson ……………………………. 18 10/05/2017
ii. Peer-Edit ……………………………. 18 10/05/2017
17. KWL Chart ……………………………. 19 10/12/2017
18. ELD Lesson ……………………………. 20 10/19/2017
19. SDAIE Lesson ……………………………. 21 10/19/2017
20. Thinking Map ……………………………. 22 10/19/2017
21. Whip Around ……………………………. 23 10/19/2017
22. Word Wall ……………………………. 24 10/26/2017
23. Authentic Assessment ……………………………. 25 11/02/2017
24. Formative Assessment ……………………………. 26 11/02/2017
25. Summative Assessment ……………………………. 27 11/02/2017
26. Before, During, and After ……………………………. 28 11/02/2017
27. Backwards Design/Planning ……………………………. 29 11/09/2017
28. Literature Circles ………………………….… 30 11/16/2017
29. Scaffolding ……………………………. 31 11/16/2017
30. Differentiation ……………………………. 32 11/16/2017
Appendix ……………………………. 33

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RJ Community Circle
➢ (Teacher) Share the eight circle guidelines (The guide lines can be modified to fit the lesson)
1.  Respect the Talking Piece.
2.  Speak from your Heart.
3.  Listen with your Heart.
4.  Speak with Respect.
5.  Listen with Respect.
6.  Remain in Circle.
7.  Honor Privacy.
8.  Be Lean.
➢ Create a circle
➢ Everyone has the option to pass
➢ Allow for silence as talking piece gets passed from person to person
➢ (Students) passing to the left
o Share your name or what you prefer to be called in this setting
▪ Make sure to annunciate your name, so that others can hear the pronunciation of
your name.
o Share a keyword from the circle guidelines that stand out to you.
▪ Do not explain why this key word stands out to you, just simply state it.
➢ Pair up
o
Use these questions as prompts. It is ok if you don’t discuss all the questions. Choose
the questions that most interest you:
▪ Which circle guideline speaks to you the most? Why?
▪ Are guidelines important for class discussions? Why or why not?
▪ How could guidelines for class discussions be used in a way to support Emergent
Bilingual students?
➢ Square Up
o With your current partner. “Square up” with another group. Make sure everyone
knows each other’s name and their favorite color.
o Discuss the fallowing questions.
▪ Are you a learner who likes to speak in large group settings? Why or why not?
▪ What helps you to feel comfortable sharing in a large group?
▪ Is talking in front in large groups an important skill for our students to have?
Why or why not?
▪ What role does active listening play in large group settings?
o Ensure that everyone has an opportunity to speak. If you notice someone is not
talking, directly invite them to participate
▪ Miguel, what do you think?
▪ I’d really like to hear Irene’s perspective.
➢ With your “square up” group, find another “square up” group.

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 ➢ In your group of eight, decide on a song that could represent language learning for the
group!
➢ Artifact Sharing (Optional)
o Invite students to bring an artifact (photo, artwork, book, memorabilia,
album, poem, etc.) that relates to lessons subject.
o In circle, share a short story about what your artifact tells about you as a learner.
o After everyone has an opportunity to share their artifact, go around the circle
again. In this round, make connections with something that someone else in your
circle shared.
o Make sure to address people by their name.
➢ Wrapping up
o Go around the circle and share one word about where you are right now.

Supporting EBS:
This activity can support emerging bilingual students (EBS) by gradually allowing them to
express themselves from one person to a large group. When students are new to a group or are
unsure of themselves, they tend not to want to speak out or participate. Here students start by just
speaking a single word. Then sharing with a single person, next, making a group and then
combining group, slowly sharing with more and more peers.

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Ink+Pair+Share
Instruction:
• Take one minute and briefly write down (or Type) theme that came up during a
community circle or lesson. (This is the Ink or writing part)
• Find an elbow partner and reflect on the community circle. (This is he Pair part)
• Be prepared to share with the while class. (You guessed it, this is the Share part)

Supporting EBS:
Ink, Pair, Share allows EBS to organize their thought and elaborate on their ideas. The students
also get a chance to express themselves to the whole class. Although difficult for some students,
with practice they will get accustom with time and confidence.

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Reading Journals (Double entry or T-chart)
Reading journals are used to help organize important information from reading assignments and
the reader’s opinions, reflections and questions.
• On paper, write a title on top center.
• Draw a line down the middle
• On the left side write a quote from assigned reading
• On the right write your thoughts or comments on the quote

Supporting EBS:
The reading journal can be done in whichever language the student is comfortable with, allowing
the student to write important notes about the reading assignment they have to reference back at
a later time. The student can also reference any question they may have had during the reading or
thought they may have had.

*see appendix

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Interactive Methods Notebook
Interactive methods notebook contains strategies that allow interactions and reactions to material.
It organizes tolls or teachers and students
It helps teachers meet the needs of their students as an organizational tool to plan lessons that
involve the use of different intelligences
It contains nonlinguistic activities for the classroom.
This document is an Interactive Methods Notebook!

Supporting EBS:
The entirety of this notebook contains strategies that focus on helping EBS.

Interactive Methods Notebook

Ian Salas

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Close reading with an Image
• Teacher strategically selects an image connected to content and relevant to students’
lives. The image should elicit descriptive language
• Students Collaborate with partner to identify textual details and use a descriptive map to
organize thoughts. Based on the details (textual evidence), student can infer and/or
evaluate.

Supporting EBS:
Students identify key ideas and details in a content-based image. By focusing on the
details, students develop the skills to closely look at evidence prior to inferring or
evaluating. Images provide content without having to read printed text. Emergent
bilinguals can use early English skills and/or native language. Through peer
collaboration, students receive comprehensible input

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Sentence Frames

• Provide a partial frame for students to begin a sentence and express an idea.
• Sentence starters should include academic terms.
o Look at English Language Development (ELD) and Content standards.
• Sentence starters should include a variety of different academic language proficiency
levels.
• For students to move higher in academic language proficiency, there should be sentence
frames just above their proficiency level.
(Example)

As we ____________________I
observed ______________I also
noticed _________________.
______________ reminds me of
________________because_________
____________. When I ___________,
the _________________.

Supporting EBS:
Sentence frames is a form of scaffolding where the student can focus more on their ideas then on
the structure of a sentence or paragraph. This is beneficial because many instances time is limited
and it is more important to jot down ideas as opposed to write a neat paper.

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See/Hear, Mean, Matter (Think-Pair-Share)
See/Hear, Mean Matter allows students to identify analyze and explain concepts.
• Share 3- 4 key ideas and details on material presented
• On a sheet of paper, draw two lines down to make three columns
• The first column is titled SAY. Key ideas and details are identified here.
• The second column is titled MEAN. Here the structure of text is analyzed, and words and
phrases are interpreted.
• The third column is titled Matter. Here one states why it matters/the applications.

Supporting EBS:
This is an organization method where students can identify, analyze and explain concepts.
Conducting research in this manner helps the student internalize the concept being taught.

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Exit Slip (Self-Assessment)
Exit slips are used to allow students time to reflect on the days lesson
• On a piece of paper (scratch paper is fine) have the students answer two questions which
reflect ideas from the day’s lesson.
• Before leaving the classroom, turn in the slip to the instructor.

Supporting EBS:
Exit slips help the teacher get an idea of what EBS understand. This can help the teacher better
prepare to instruct them.

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Collaborative Clock
Collaborative clocks help teachers create multiple partners for individual students, pairing off
efficiently.
• Create The clock shown below for each of your students (or draw a clock for the whole
class)
• Students fill in the names of 12 different classmates. Meaning a student writes a
classmate’s name on a number and that same student writes that students on the same
number.
o Some partnerships are strategic and designed by teacher
▪ Consider reserving slots for “strategically assigned partnerships”
(this is done by teacher – discreetly)
-Mixed ability grouping
-Ability grouping
o Other partnerships – let students have fun!
▪ Someone who has the same favorite color as you!
▪ Someone who likes the same type of music as you!
▪ Someone you don’t usually spend time with at recess!
▪ Someone who…

Supporting EBS:
The Clock partners can help EBS by pairing them with a strong English learner or a student that
the EBS can help themselves.

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Funds of Knowledge
▪ ‘Funds of knowledge’ is the term used to refer to accumulated knowledge and skills
obtained through personal experiences or taught by household members.
▪ The study of an individual’s funds of includes the study of how funds of knowledge is
used in dealing with social and economic circumstances.
▪ Qualitative research looks for evidence for the fundamental question… What is going on
here?

Supporting EBS:
Funds of knowledge uses the prior knowledge, culture or interest of the EBS to make the
material being taught familiar or exiting, engaging and motivating the student.

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Sentence Starters
• Sentence frames provide a framework for students to complete sentence, while sentence
starters help students start sentences. In other words, students must finish the sentence.
The starter can be a one word or a few.

Supporting EBS:
Sentence starters are like sentence frames. The difference being that here, the only prompt is the
beginning of the sentence. This can be use as part of the scaffolding, using the sentence frames
when the student needs more help and sentence starters when the student requires less
scaffolding.

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Human Spectrum Activity

1. Locate the 2 sides of the room and one each side place a true sign and on the other a
false sign.
2. Read a statement from the white board.
3. Base on the statement, decide where along the true/false spectrum you stand in your
current beliefs.
4. Find one person near to where you are standing, take turns explaining why you are
standing there.
5. Be ready to share reflections with the whole class.

Supporting EBS:

Human spectrum activity allows students to express their opinions on a subject my stating if it is
true or false, then explaining why they chose it. With this activity students will communicate
with peers, allowing them to become comfortable speaking about their ideas.

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Gallery Walk
Gallery walks allow students to post their work so peers have a chance to observe it giving
feedback to the student.
• Post written work up on the wall
• Individually & silently, read your colleagues’ work
• Respond to the writing, using post-it provided.
• Provide supportive comments, i.e.
o Can you relate to the story?
o Do you have a suggestion for a concept they can use to frame their story?
o Is there a personal way that you want to respond?
o You are not looking for syntax or sentence level “errors”.

Supporting EBS:
Students have the chance to both be a peer reviewer and have their work reviewed by a peer. The
feedback from peers will be different from that of a teacher and students will have a chance to
have multiple perspectives on how they are doing and what they can do to improve.

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Collaborative Model
The collaborative model allows teachers to give a premise of subject matter to write on while
students contribute in the work to accomplish a finished product.
• The class completes a writing assignment together as with instructor as facilitator.
• Collaboratively coming up with a model to use as an example.

Supporting EBS:
Students will be able to collaborate with each other, bouncing ideas off each other. Doing this
helps them by observing what their classmates now and in turn can share their ideas and
knowledge.

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Status of Class
When a teacher needs to know where their students stand on a certain lesson, subject or their
understanding, using the status of class strategy will give insight to the teacher.
The teacher will need to ask the students how they feel on the topic at hand. Then register the
responds.
• Receptive modality + checking for understanding
o THUMBS UP: I feel good and can work individually
o THUMBS SIDEWAYS: I feel OK and can work after checking in with a
classmate.
o THUMBS DOWN: I feel confused and can work after checking in with a teacher.

Supporting EBS:
By knowing the student’s status, teachers can modify or supplement the lesson or curriculum to
better help them. Teachers can also speak one on one with does that need help.

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Writer’s workshop
• Protocol
o Mini Lesson
o Write & Confer (Peer Edit)
• Step 1: Select a portion of your paper to read out loud to your partner. Choose the
section you think is the weakest
• Step 2: Read that portion out loud to your partner. Partner, listen to the story and the
connections.
▪ Partner, what, if anything, could the reader change/edit/to the story to improve?
▪ Reader, as you read, make notes on your paper, are there things you notice you
could improve?
• Step 3: Partner, let the reader know what they did well in the portion that they read. Ask
clarifying questions in parts that did not make sense to you. Offer concrete suggestions (5
min)
• Step 4: Switch reader and partner roles
• Step 5: Thank you partner for something specific they said or did during your peer edit.
o Sharing: Author’s Chair
• One person from the class shares their writing
• The idea is that writers workshop is a routine and that author’s chair would shift to
include everyone
• How could you use writer’s workshop (or pars of the workshop model) in your own
classroom?

Supporting EBS:
This strategy gives the student the
opportunity to listen to another
student allowing the listener to
advise the writer. This will benefit
both listener and writer by using
prior knowledge in the feedback.

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KWL Chart (Know, Want, Learn)
• KWL (Ogle, 1986): Instructional reading strategy used to guide students through a text
o Students brain storm everything they KNOW about a topic.
o Students generate a list of questions about what they WANT to know about the
topic.
o Students record what they LEARN.
• Purpose:
o Elicits student’s prior knowledge of the topic on the text.
o Sets a purpose for reading.
o Helps students to self-monitor their comprehension.

*See Appendix
Supporting EBS:
KWL gives the student the opportunity to practice their inference skills to research study and
present finding. This practice gives the student skill sets that will benefit them in future study.

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ELD Lesson
ELD: English Language Development
Purpose: Provide English language skills instruction at the student’s diagnosed English level
❖ Does not have to occur in English Language Arts; for example, you can ELD in science,
History, Math, etc.…
Districts have a minimum requirement of mandated ELD time for Language Learners (even in
dual language programs)
Strategies: Students are learning how to READ, WRITE, LISTEN, and PEAK in English
• Hand gestures, visuals
• Total Physical Response
• Graphic organizers
• KWL
• Cooperative groups
• Think, pair, share (Turn and talk)
• Quick writes
• Predicting
• Learning logs, etc.

Supporting EBS:
Using this method of English instruction, students can develop their English skills in any subject
using a variety of strategy being very efficient.

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SDAIE Lesson
SDAIE: Special Designed Academic Instruction in English
Purpose: Content area instruction at student’s grade level in a comprehensible way
❖ Making abstract concepts understood by emergent bilingual students
SDAU has six components

Strategies: Students are using their English language skills in READING, WRITING,
LISTENING, and SPEAKING to learn content (math, science, social studies, etc.…).
• Realia
• Manipulatives
• Visuals
• Graphic organizers
• Planned opportunities for interaction

Supporting EBS:
Students benefit from this method by using strategies that help them internalize English by
working to build their language with a foundation and building up and around that.

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Thinking Map
Thinking maps are graphic organizers that support specific thinking skills and allow students to
organize information. They allow students to better outline writing assignments or compare two
different things.
Transformational Language for Learning
Visual Language for Thinking + Learning
Access + Equity to High-Order thinking Tools
Human Brain organizes information in Network and Maps

Supporting EBS:
Thinking maps allow students to visually
organize their ideas and thoughts where the
student can see and interpret it.

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Whip Around
In a “Whip Around”, students say a phrase or word that reflects what they learned that day. The
student doesn’t explain the word or phrase, just say it or “pass”! It’s ok to have the same word or
phrase as someone else in the end of a lesson or day.
Prompt:
What is one word or short phrase that you are leaving class today thinking about?

Supporting EBS:
With a single word feedback, students can infer what ideas their classmates have. Students can
also find a word that they feel represents what they have learned or find important. The thinking
and reflecting part is what’s important.

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Word Wall
Word wall allows concepts and vocabulary, to be displayed so the whole class has access to
them.
• Step 1: in your small table, decide on and list important words, concepts, and theories
that we have covered so far in class. List as many as possible! (10 min)
Consider:
-Notes
-Readings
-Lectures
-Small group conversations
-In-class activities
-Journal entries

• Step 2: Have one group member email this list to instructor (1 min)
• Step 3: Use the subject line “Adding to our word wall,”
Display on the wall of classroom.
Include: Key words; words necessary for organizing ideas; words specific o unit or topic; high
frequency words.
Ask students to suggest words.
Encourage independent and autonomous learning.
Useful when students are writing.
Can use a variety of different ways.

Supporting EBS:
Because all students contribute to the word wall, unknown concepts or ideas can be shared. It’s
like sharing ideas.

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Authentic Assessment
Usually designed by teachers to gauge student’s understanding of material.
Examples of these measurements are open-ended questions, written compositions, oral
presentations, projects, performances, experiments, and portfolios of student work.
Alternative assessment is designed so that the content or the assessment matches the content of
the instruction.

Supporting EBS:
This assessment can help EBS because the assessment is vehicle to the student’s learning, using
the different methods of assessment as tools or learning.

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Formative Assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that
can be used by instructors to improve their teaching and by students to improve their learning.
• Helps students identify their strengths and weaknesses and target areas that need work.
• Helps faculty recognize where students are struggling and address problems immediately.
Formative assessments are generally low stakes, which means that they have low or no point
values.
Examples of formative assessments include asking students to:
• Draw a concept map in class to represent their understanding of a topic.
• Submit one or two sentences identifying the main point of a lecture.
• Turn in a research proposal for early feedback.

Supporting EBS:
This assessment style is beneficial to EBS because it is done during the earning process and the
teacher can modify the instruction based on the test results.

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Summative Assessment
The goal of summative assessment is to evaluate student leaning at the end of an instructional
unit by comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value.
Examples of summative assessments include:
• A midterm exam
• A final project
• A paper
• A senior recital

Supporting EBS:
This assessment style is beneficial to EBS because it gauges the student’s knowledge.

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Before, During, and After

✓ Differential Reading:
Differential reading is used when reading literature.
▪ The reader asks questions before reading on what they would like to know
▪ Then the reader predicts what does answers may be
▪ As the literature is read, clues are looked for to find answers to the questions asked
▪ Finally, conclusions to the questions

Supporting EBS:
By asking questions before reading, a student can use their funds of knowledge to predict what
the material is about. This will help the reader look for answers while reading, allowing the
student to better understand the content.

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Backwards design/planning
Backwards design/planning is a mothed of designing educational curriculum where a teacher
starts with the final assessment or the classroom outcome and then plans the curriculum,
choosing activities or materials that help determine student ability and foster student learning.
• Identify desired results (the big idea)
• Determine acceptable evidence (culminating assessment task)
• Plan learning experiences and instruction (learning event)

Supporting EBS:
By creating modules in this manner, teachers will be able to assist students. Students will have
instruction with a larger goal. This will allow teachers to motivate them by having well planned
out lessons culminating in the final assessment.

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Literature Circles
Literature Circles give groups the opportunity to analyze literature in a variety of ways using
specific roles.
• Normally, students are reading an actual book during Literature circle.
• When reading a book, students decide each time they meet, how many pages to read.
Teachers provide a final date when book is to be completed.
• This protocol can be like Readers’ Workshop
Task – In your Literature Circle:
Look over the Literature Circle roles* and decide who will complete which role. Every person in
the group should have a different role. You will complete and submit you Literature Circle role.
Instructions:
1. Use written or drawn notes to guide the group’s reading and discussion, according to the
role you are filling for the session.
a. Some teachers have the discussion Director begin. Other teachers allow any role
to begin. As an autonomous literature circle.
2. Be open and make sure that everyone has a chance to participate, and share their
perspective.
3. Remember that personal stories that connect to the reading and open-ended questions
about the text are welcome.
*See Appendix for Literature Circle Roles

Supporting EBS:
Literature circle gives the students a chance to take on various roles in analyzing literature. This
will give the student the opportunity to use different strategies and perspectives to understand the
literature giving them different insights. Literary circles are also a strong classroom strategy
because they combine collaborative leaning with student centered inquiry.

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Scaffolding (Adding steps for support)
Scaffolded instruction (Gradual release model): I do, we do, you do

Two different types of Scaffolding

• Designed (macro-) scaffolding: Planned support; activities consciously selected to
scaffold learning.
• Interactional (micro-) scaffolding: Teachers provide scaffolding through the way they
respond to what students say.

Supporting EBS:
Scaffolding builds on student’s prior knowledge/experience and current language skills while
embracing new content and language goals. Tasks are sequenced so that each task serves as the
building block for the subsequent task. The curriculum is amplified, not simplified.

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Differentiation (Making it different)
Generally, there are two ways to Differentiate:
1. Modification: Changing content, process, or student product
2. Accommodation: Often has to do with thing, place, time.
Teachers can modify according to: student’s readiness, interest, reading/writing level, and
learning process.
Content: what students should know, understand, and be able to do.
Process: activities designed to help the student come to make sense of or “own” the content.
Student product: Students will demonstrate what they know, understand and can do

Supporting EBS:
Teachers think outside the “box” to educate students. Students get taught in a manner
where their readiness, interest and level are factored in.

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APPENDIX

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