Katelyn Veteto Teacher Toolkit Content Strategies

Katelyn Veteto Teacher Toolkit EDUC 5315 _ SPRING ‘19

KWL Description: KWL is an instructional strategy that is used to guide students thinking before and after a lesson. It helps the teacher acquire information about the student’s prior knowledge and provides an opportunity for the students to think about what they want to learn before a lesson is taught. The KWL strategy also access what the students learned from a lesson. How to use: 1. Create a KWL anchor chart with the lesson topic as the title. 2. Ask your students to brainstorm anything they know about the topic (words, phrases, experiences, etc.) and record their answers into the “K” column of the chart. 3. Ask your students what they want to know about the topic. Record their answers into the “W” column of the anchor chart. 4. Teach the topic. 5. Return to the KWL chart and discuss the newly acquired information that students learned about the topic. Record their answers onto the “L” section of the KWL chart. When to use: -

Before introducing a new topic to activate prior knowledge When revisiting a previously learned topic During a lesson, to guide deeper understanding of any student misconception After a lesson as an informal assessment. Individually, for students to self-reflect on their learning

Variations:

 Have your students lead/write the discussions as you monitor and facilitate.  Instead of doing the strategy as a whole-class, it can be done on paper with an individual student, as an individual introduction and assessment.  The students can have an individual chart to fill out, instead of the whole class having just one.

Katelyn Veteto Teacher Toolkit EDUC 5315 _ SPRING ‘19

CUBES Description: CUBES is an acronym math strategy that helps students understand word problems. It is used to help students find key numbers and units, discover what is being asked, decide what action they are going to take, eliminate any information that is irrelevant, evaluate how to get to the answer, and to show/check their work. How to use: 1. Create a “CUBES” anchor chart. 2. Go through each letter of the analogy. Provide examples of each step. C = Circle key numbers & units (What do I know?) U = Underline the question (What am I being asked to solve?) B = Box math “action” words (Am I going to add, subtract, multiply or divide?) E = Evaluate and Eliminate (What steps do I take and what information doesn’t need to be there?) S = Show your work and check (Does my answer make sense? How can I double check?)

3. Go through examples with the students, modeling how to use the strategy. When to use: ANYTIME a student encounters a math word problem Introduce at the beginning of the school year, so students have access to the strategy all year - Review before any major testing that will require the students to read word problems - As a test-prep taking strategy -

Variations:  Instead of using an anchor chart, students can create their own in an interactive notebook.  Introduce in a one-on-one setting, instead of whole class instruction to be sure of student understanding  Take off the “S” and just teach CUBE if you do not require your students to show their work.

Katelyn Veteto Teacher Toolkit EDUC 5315 _ SPRING ‘19

FOIL Description: FOIL is a mnemonic math strategy to help students remember how to multiply two binomials together. Using mnemonic devises helps students remember the steps without having to remember the correct educational terminology. How to use: 1. Create a “FOIL” Anchor chart. 2. Explain each step of the mnemonic device. F = First (Multiply the first terms in each binomial) O = Outer (Multiply the two outermost terms) I = Inner (Multiply the two inner terms) L = Last (Multiply the two last terms) Combine like terms 3. Model how to use the strategy with students When to use: -

At the beginning of the multiplying binomials lesson ANYTIME a student is required to multiply binomials Before any major test that binomials might be on (EOC / STAAR) As a test review game As a sentence strip/matching/sorting math center

Variations:  Instead of introducing the strategy in a whole group setting, the teacher could introduce the strategy to individual student’s who need the mnemonic  As an interactive notebook lesson, and not an anchor chart  Provide the students with the mnemonic and have them try and find the meaning. This will allow the students to explore their brains and for teachers to assess prior knowledge.

Katelyn Veteto Teacher Toolkit EDUC 5315 _ SPRING ‘19

WORD WALL Description: A word wall is a wall filled with large vocabulary words regarding a specific subject, topic, content, lesson, etc. The words are a visible, interactive strategy for students to use. Word walls help students learn how to spell and recognize commonly used words in a specific content. How to use: 1. 2. 3. 4.

Designate an area in the classroom for the words to be placed. Introduce words as they come into context. Allow students to create a definition for the word (with teacher guidance) Create the words. They should be visible for every student, vibrant in color, and have a well written (student) definition. 5. Place completed words on the designated word wall area When to use: -

At the beginning of the school year to access prior knowledge of words During individual lessons as new words come into context After a lesson, as an assessment of vocabulary words During a lesson, before the final assessment, as a review

Variations:  Instead of introducing the new vocabulary, allow time for students to find the vocabulary words when teaching the content.  Let students create the word card for the wall, not the teacher  Do a QR code scan of vocabulary words and definitions and have the students create their own version

Katelyn Veteto Teacher Toolkit EDUC 5315 _ SPRING ‘19

CREATIVE CONNECTOR Description: This strategy helps students find a purpose for learning the topic/lesson. The students look for ways to connect the lesson or topic to their personal life, outside of school. Giving math a purpose will help students understand why it is important for them to continue learning math. How to use: 1. The teacher creates a “Math connection board” and “Connection” Cards 2. The students look for ways to apply the math topic to their lives outside of school 3. When the student finds a way, they grab a connection card, fill it out, and post it to the connection board. 4. The teacher reviews new connections posted to the board with the class. When to use: -

At the end of each lesson, as an informal assessment Anytime the students find a connection During a designated time of a lesson As a math center, to ensure higher order thinking occurs After a lesson, as a review game with all the student’s connections

Variations:  Instead of having a connection board, students could have a place to keep all their individual connections.  Make making a connection a priority, not just an option, at a certain point during a lesson  Instead of it being on a card, the teacher can set up an interactive online board for students (this will especially help students with fine motor skills).

Katelyn Veteto Teacher Toolkit EDUC 5315 _ SPRING ‘19

PEMDAS Description: PEMDAS is a math strategy implemented to help students remember the order in which math operations should be performed. When students remember the meaning of the acronym, they will remember which operation (add, subtract, multiply, divide, square) to perform first, second, third, fourth and so on. How to use: 1. Create a “PEMDAS” anchor chart. 2. Go through the steps of the acronym (Be sure to teach that MD / AS are on the same. We perform the operation we come to first - reading the expression right to left). P = Parenthesis ( ) E = Exponents 𝑥 𝑛 M = Multiply x

D = Divide

÷

A = Add +

S = Subtract –

3. Model how to use the strategy by going through examples with the students. When to use: -

At the beginning of the school year, to have the anchor chart on the wall all year As an intro to the order of operations unit. During a lesson when having to perform order of operations. ANYTIME multiple operations are presented in a math expression. As a review, before a final assessment.

Variations:  Write the acronym on the anchor chart and have the students work in groups to try and figure out what the acronym means.  Instead of doing an anchor chart, the students put this in an interactive notebook  As a one-on-one activity, instead of a whole class lecture

Katelyn Veteto Teacher Toolkit EDUC 5315 _ SPRING ‘19

WORD SORT Description: A word sort is a vocabulary strategy that helps students get familiar with new vocabulary words. The students are presented with a group of words and they are to place words into different categories based on word meaning. How to use: 1. 2. 3. 4. 5.

Create a group of vocabulary words Put students into groups Give students different groups of words Have the students sort the words into different groups by word meaning Check student groups and have them reevaluate, if needed.

When to use: -

Before a lesson to activate prior knowledge. During a lesson to check for understanding Before a final assessment, as an informal assessment In centers, to reassure concept mastery After a lesson, as a review

Variations:  Instead of in small groups, it could be a whole class  Have the students look at a new unit and create the words themselves  Students can create a word sort pocket in their interactive notebook, so the students can pull out their interactive notebook and sort words during any down town.