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 Preactive Interactive Reflective Rally Coach  Preactive Interactive Reflective X X X • Each partner pair gets a set of questions. • Student A reads the question out loud to student B. • Student B answers& explains how to do it out loud. • Partners take turns asking and answering each question. • Teacher may walk around the room with the answer key to spot check/allow pairs to check their answers. Name__________________ Date_____________ Name__________________ Date_____________  Inside-Outside Circle • Students stand in concentric circles, with the inside circle facing out and the outside circle facing in. • Teacher asks a question. Students take turnsresponding. • Teacher rotates circlesafter every question. • Variation: Use flash cards with a question on one side and the answer on the back; students quiz each other as they move around the circle.   Ways to use it in my class:    Ways to use it in my class:

 Preactive Interactive Reflective Concept Definition Map  Preactive Interactive Reflective  X X X X Picture It Students read the text, focusing on picturing a setting or situation in their minds. Students list details from the text that help them create a mental picture. Students make a drawing from the list of details. Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective RIVET/Guess My Word   X X X X Definition (in own words) Characteristics Frayer Vocab Model Choose 3-4 key terms from the reading. In a “hang-man” fashion, write the word using dashes. One by one (or as blends), add a letter until the students can guess the word. Students guess & spell. Confirm or add more letters until the correct word is identified. Discuss its meaning. Continue until all key words are revealed. Students read to find these words in the passage. WORD: Ways to use it in my class: BR_ _ _ _ Examples (from own life) Non-examples (from own life) Ways to use it in my class:

_______________  Preactive Interactive Reflective  Preactive Interactive Reflective  X X X Word Sorts VOCABULARY Students copy vocabulary terms or numbers on 3 x 5 cards, one word/number per card. Students sort the words into categories (made by teacher or generated by themselves) Idea: create a word wall using the sorted words/categories Geometry Word Sort Parts of Shapes Plane figures Solid Figures Measures Relations edges triangle sphere length parallel lines square cube volume symmetry rays circle prism radius similar angles cone opposite congruent Number Sort 105 53 Multiples of 5 50 5 10 Prime 35 41 Ways to use it in my class: 1 4 36 Less than 50 Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective  X X Access My Knowledge/ Whip-Around X X X • Everyone in the room will stand up and share one thing he/she learned about (or already knows about)… • You may sit as soon as you’ve contributed a new idea. SQ3R Ways to use it in my class: • Survey what you are about to read (title, headings, illustrations, read first paragraph, read summary) • Question (turn the title into a question= major purpose for reading, write down questions that come to mind, turn headings into questions, turn illustrations into questions, write unfamiliar vocabulary) • Read actively (search for answers to your questions, generate additional questions) • Recite (look away from book to recall what you read, reread text for unanswered questions) • Review (answer the major purpose for reading, look over answers to organize information, create a graphic organizer or write a summary or have a discussion to summarize the information) Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X X X Compare/Contrast Diagram Semantic Feature Map Helps students discern a term’s meaning by comparing its features to those of othertermsthat fall into the samecategoryor class. Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X X X • Knowledge is not owned until new communication is synthesized with that knowledge, so write lists, charts, paragraphs, summaries, timelines, graphic organizers, new reports, scientific evidence summaries,etc. • Notes: Never assign the after-reading activity before the reading if you want students to read the material. • If you want students to scan & skim for information, assign the Reflective-reading activity before reading. Circle Organizer Write About It Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective Similarities & Differences X X • Students select 2 items to compare. • In each box labeled Similar, write one point of comparison& in each box labeled Different, write one point of contrast. • In the support column, list evidence from the text that support the similarities or differences. • Student One fanshigher order question cards. • Student Two picks a card & reads it aloud to the team. • Student Three gives an answerReflective 5+ seconds of think time. • Reflective another 5+ seconds of think time, student Four paraphrases, praises, or adds to the answer given. • Student rotate roles. Fan N Pick Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X • You have students imagine they are placing a classified ad or sending a telegram, for which every word used costs them money. • Tell them each word costs 10 cents, and then tell them they can spend "so much." Sum it Up 3 - 2 - 1 Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective noTes for Both Sides of the Brain X X • Students create a T-chart: • On the right side, they record notes in words • On the left side, they draw a picture or write an important word to cue their understanding. • Students draw what they visualize is happening at a certain pointin the lesson. • Then, they write two to three sentencesabout what is happening in the picture Topic: Picture Perfect In Words In Pictures Summary: Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective Four Quadrants  Preactive Interactive Reflective X X X X • Explain the kind of thinking that students should do as they answer each question in each of the quadrants. • Students makenotesto answer the questions. • Players take turns rolling the cube. • The player who rolls the cube begins by discussing the “thinking question” that is face up. • While the TQ is discussed by all members of the group, the person who rolled the dice acts as the facilitator & summarizes the conversation before the next player rolls the cube. • Variation: Use Fan N Pick rules • Variation: use 2 cubes with fractions or decimals on each face. Students earn points by rolling cubes & correctly identifying which cube shows the greater value. Cubing Topic: Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X X X • Identify a topicfor the activity. • Using Scrabble tiles, have students draw up to 10 letters(it’s ok to have duplicates.) • Do this individually, in small groups, or as a whole-class • Each student writes the letters in the column 1 boxes (1 letter in each box.) • Interactive and Reflective they read/learn, students create sentences that summarize a main idea. Each sentence must begin with the letter in the box. • Select several itemsor concepts to compare (students write these in column 1) • Student select the characteristics(most important aspects) that will be used to compare the items (students write these under “Characteristics.”) • Students complete the chart as they read/learn. Alphabet Soup Comparison Matrix Ways to use it in my class: Ways to use it in my class:

So, That’s a Word?  Preactive Interactive Reflective  Preactive Interactive Reflective X X X • Give students a list of 3-12 critical vocabterms or phrases for the upcoming unit. • Students mark an X in the appropriate column. (Check for a clear understandingof those that marked column 2.) • Teach the terms, focusing on the ones they do not understand. • Student scan the reading, looking for unfamiliarwords. List them in the left-hand column. • Students make a prediction about the meaning of the word. • Students read the entire selection & then rewrite the definitionsbased on context clues…if they still don’t know the meaning, they can use the glossary or dictionary. Personal Vocab List Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X X • Individual students identify the 3 most important things they learned from the lesson. • Pair students to share their most important info & agree on their 3 most importantpieces of learning. • Have two pairsmeet to share their learning & agree on their 3 most importantpieces…provide reasons for their choices. • Students list important informationthat needs to be remembered for later use. • For each piece of info, students identifyatoolormethod to remember it (mnemonics, visuals, graphic organizer, rhyming, senses, muscle memory/action, linking tools, emotions, etc.) Remember This! 2 x 2 Thinking Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X X X X X • Write a content-area term on the board. Explain that this term has something to do with the next unit or chapter. • Students generate words & phrases that they associate with the term. • Reflective a list of 15-30 words is developed, ask students to figure out what the words have in common & organize them into categories(significant relationships related to the learning, not “they all start with s.”) • Students explain the rationale behind their groupings; use this conversation to broaden students’ understanding of these concepts & how to apply this understanding when solving problems. • Students draw a rectangle divided into four sectionsfor each term. • Write the vocabulary word in the upper-left box, write the text definition in the lower left box. • Students draw a visual representation of the vocab word in the upper-right box, then make their own personal association (example or characteristic) in the lower-right box. List-Group-Label Verbal & Visual Word Association (VVWA) (Term) (Visual Representation) Term: Measurement Student-generated list: Weight foot tape measure scale age cup height pound circumference radius quart yard meter mile area distance time kilogram length width perimeter ruler temperature thermometer Categorize Units of Measure Things You Measure Tools for Measurement Foot weight tape measure Pound age scale Yard height cup Quart circumference ruler …etc. Normal Distribution (Definition) (Personal Association) Distribution of statistical measures (data) that has a symmetrical graph. Bell-shaped; think of Liberty Bell Normally measures are close to middle, like people’s heights. Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X X X • Create a deck of cards of paired equivalents (ex. Metric conversions) • Shuffle the deck and place the cards face down. Ask one student, or player, to turn over two cards. If the student identifies cards that are equivalent, allow the player to keep those cards and take another turn. If the cards are not equivalent, the player should turn them face down and relinquish his/her turn. • Players alternate until all of the cards except any distractors are gone. The winner is the student with the most pairs of cards. • Students match math expressions to the verbal language used to read them. • Provide each student (or pair) with a set of 6-8 cards. Each card should have a math statement given in symbols. • Prepare cue cards with phrases to read for the math statement. It is OK to have more than one cue card corresponding to one statement. • Display and read the cue cards aloud one at a time. Students hold up a matching response. Visually check for correct responses. Concentration Cue Cards 8.5 m 29 cm 150 mm 0.4 km 0.7 m Student Cards: Example Cue Cards: n+7 7-n n/7 7/n 70 mm 1.5 km 370 dm 96 cm 96 mm n-7 7n n>7 n<7 15 cm 4 m 7 cm 29 m 0.96 dm 400 cm 85 cm 3.7 m 37 m 400 m A number n is less than 7 7 more than a number n The difference between n and 7 0.029 km 8.7 dm 0.85 km 3.7 km 370 cm A number n decreased by 7 The sum of a number n and 7 7 subtracted from a number n 3700 m 8500 mm 0.29 m 0.96 m 1500 m The product of a number n and 7 A number n increased by 7 The quotient of a number n and 7 Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X X X X • Identify major concepts you want students to learn from reading. • Determine ways they might support or challenge the students’ beliefs. • Create 4-6 statements that address important points of reading. • Ask students to react to each statement (true or false) • Students read to find evidence that supports or disconfirms their responses. This is best used with word problems. 1. Restate the problem/ question: _____________________ __________________________ Anticipation Guide 5-Step Problem Solving 2. Find needed dated: _______________________________________ ___________________________________________ _______________________________________________ ___________________________________________________ Anticipation Guide: Multiples & Divisors Directions: In the column labeled “Me,” place a check next to any statement with which you agree. Reflective reading the text, compare your opinions about those statement with information in the text. Me Text ____ ____ 1. Multiples relate to multiplying & divisors relate to dividing. ____ ____ 2. 0 is a multiple of any number. ____ ____ 3. 0 is a divisor of any number. ____ ____4. Multiples of 2 are called even numbers. ____ ____ 5. Multiples of 1 are called odd numbers. 3. Plan what to do: ______________________________________________________________ __________________________________________________________________ _____________________________________________________________________ 4. Find the answer: Step 1 Step 2 Step 3 Ways to use it in my class: Answer: __________________ 5. Check. Is your answer reasonable? __________________ ______________ __________ Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X X • Students survey the text selection to identify major topics to focus on while reading. • Divide the board into parts, and label the sections based on major topics they identify (purpose for reading.) • Reflective students have read the text, ask for volunteers to provide information for each major topic & record the information in sentence form on the board. Discussion will determine what info is critical & how to state it clearly. • Develop a class summary of critical information based on the info in the labeled sections. • Variation: Record student information first and ask students to identify major topics & then organize the info from there. • Variation: Do this with small groups. • Present students with a list of the major concepts to be covered in the unit, chapter, or lesson. • Ask students to rate how familiar they are with these terms. • EXAMPLE Group Summarizing Knowledge Rating Chart • Directions: Rate the following statistics terms as follows: • I’ve never heard of the word before. • I’ve heard the term, but I don’t know how it applies to math. • I understand the meaning of this term and can apply it to a math problem. • mean _____ line of best fit ______ • median _____ correlation ______ • mode _____ range ______ • weighted average _____ • Normal distribution _____ • Bimodal distribution _____ • Skewed distribution _____ • Flat distribution _____ Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X X X Help students predict & connect new information with prior knowledge. • This is a K-W-L for word problems. K-W-L Chart K-N-W-S Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X X X • This should help students organize information they have, make connections, and incorporate new ideas into their information. • Write the subject in the middle • Students think of as many words that relate (what they already know, then what they learn/infer from the reading) • Categorize words that relate after they read • Discuss map: students listen & share, becoming aware of new words, gather new meanings for familiar terms, & see relationships among numerous words associated with the lesson. Search Strategy Semantic Mapping Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X X X X X This is intended to assist students in reading and learning math, particularly solving word problems. Survey-read the problem quickly to get an idea or general understanding of it. Question-ask what info the problem requires? Read-carefully read the problem to identify the relevant info, facts, & details needed to solve it. Question-ask what operations must be performed & in what order? Compute-do the computations or otherwise construct a solution to the problem. Question-ask whether the solution process and answer seem to be correct (were the computations performed accurately and is the answer reasonable?) • Divide the class into collaborative teams & give each a word problem. • They are to solve the problem verbally (no writing or drawing.) • After the groups have discussed the problem and agreed how to solve it, members take turn writing the steps to the solution in words (not symbols). Each member must write one sentence & then pass the solution sheet to the next member. • Ask each group to select one member to read the solution steps to the class while another writes the symbolic representation of the solution on the board. SQRQCQ Word Problem Roulette Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X X X • To foster reflection, assign a topic (at any time during class.) • Allow students “think time” to consider their responses. • Give students time to write about the topic. • Encourage students to reread their learning log entries at a later date and reflect on how their ideas have changed. • Write-to-learn activity to enhance math understanding. • To create a good writing prompt, identify the RAFT for writing (role, audience, format, and topic.) Learning Log RAFT • Log Assignment Examples: • Before learning-to activate and assess prior knowledge. • Why do we use rulers? • What do these symbols mean? • Make a web to describe some of the uses of fractions. • During learning-to help students identify how well they understand what is being covered. • Explain how you know that 7 + 3 = 11 – 1 • How do you know what a story problem is asking you to do? • Write a story problem in which you need to calculate 5 x 7. • Find examples in our classroom of the geometric shapes we are studying. • After the lesson-to help students reflect on their learning. • I have trouble understanding… • Write a note to a student who was absent today and explain what was learned in class today about right triangles. • Write a note to your parents explaining how you know when a shape has a line of symmetry. Ways to use it in my class: Ways to use it in my class:

 Preactive Interactive Reflective  Preactive Interactive Reflective X X • The object is to form sets of three cards each. Each must contain one property card and two expression cardsthat illustrate the property. • To begin, each player is dealt 8 cards (see p.24-26). The remaining cards are placed face down, and the top card is turned face up. • You then take turns either drawing the top face up or face down card and then discarding one of your cards. • When you can form 2 sets from the cards in your hand, place them in front of you. The first person to do this wins the game. • With one or two classmates, you are to see who can earn the most points by correctly translating a verbal expression into an algebraic expression and then evaluating that expression for a given value of the variable. • In your turn, you must do all of the following: draw a card and write the algebraic expression, roll the die, substitute the number rolled for the variable in the expression, and evaluate the expression. • The other members of the group should check the correctness of your work. • Earning points: one point for correctly writing the expression & another point for correctly evaluating the expression for the rolled value. • Expressions to be used can be found on p. 27. Pre-Algebra Property Rummy Pre-Algebra “What’s the Value?” Ways to use it in my class: Ways to use it in my class:

Cards for “Property Rummy”—p.1/3 Commutative Property of Addition Commutative Property of Multiplication Multiplicative Property of Zero Associative Property of Addition Associative Property of Multiplication Identity Property of Addition Identity Property of Multiplication 12 + 34 34 + 12 92 + 74 74 + 92 12 X 34

Cards for “Property Rummy”—p.2/3 34 x 12 15 x 87 87 x 15 (7 + 16) + 9 7 + (16 + 9) 74 + (92 + 5) (74 + 92) + 5 7 x (16 x 9) (7 x 16) x 9 9 x (37 x 12) (9 x 37) x 12 72 + 0

Cards for “Property Rummy”—p.3/3 72 45 + 0 45 72 x 1 72 56 x 1 56 72 x 0 0 45 x 0 0

Expressions for “What’s the Value?” The product of a number and 9. Five more than the sum of a number and 6. Two times the quotient of a number and 5. 7 less than a number. The quotient of a number increased by 1 and 5. Twice a number decreased by 6. Three times a number minus 2. 19 decreased by a number. The quotient of ten less a number and 4. Four times the sum of a number and 2. 8 less than the product of 3 and a number. 5 plus the quotient of 1 and a number.

 Preactive Interactive Reflective X • Materials: diamonds #2-10 and clubs #2-10 from a deck of cards; one joker card; three 3x5 index cards, each with either ≤, ≥, or “has the same absolute value as” written on them. • Shuffle the 19 cards (numbers & joker) and deal them. One player gets 9, the other gets 10. • Red cards represent negative integers; black cards represent positive integers; joker represents 0. • The player with 10 cards lays a card on the table, draws a card from the other player’s hand, and lays that card beside the first card. Lastly, the player makes a true statement about those numbers using one of the 3x5 cards. • If correct, the player discards the pair of cards. If incorrect, the player keeps the number cards.Switch turns. • If a joker is drawn, the player must put the played card and the joker back into his/her hand, and it is the other player’s turn. The person who runs out of cards wins, causing the other player to be the joker. Pre-Algebra “Don’t Be the Joker” Ways to use it in my class:

Ways to use it in my class: