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Strategy Portfolio. Rose Kemp November 2011 Linguistics 5811 with Kristen Lindahl. 1. Find a Partner. Type: Socioaffective /Cognitive strategy- students are interacting with classmates and must match their clue with another student’s clue (cognitive).
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Strategy Portfolio Rose Kemp November 2011 Linguistics 5811 with Kristen Lindahl
1. Find a Partner • Type: Socioaffective/Cognitive strategy- students are interacting with classmates and must match their clue with another student’s clue (cognitive). • Instructions: Each student is handed a piece of paper with a clue on it. Usually, one person has a term, and another has the definition. The students must mingle with all of their classmates in order to find their “match” or the definition for their term.
This strategy can be used at the end or beginning of a lesson for students from grade 1-6, as a review of vocab or of concepts previously learned. It can be used to activate background knowledge. • This strategy supports ELLs because it lowers their affective filter through interacting with peers, while testing their knowledge/recall of the content. The clues provided for the students can be simple sentences or even pictures to help the ELL students.
2. Jigsaw Activity • Type: Socioaffective/Cognitive -requires group work as well as mental manipulation of the content. • Instructions: Students are given numbers, and reform into groups with the same numbers (1-5). Each group completes a different task on some content area (summarize different paragraphs, take notes on different stages of the life cycle of a frog, etc.) Then, they make new groups, with a person from groups 1- 5 in each group (a 1, 2, 3, 4 , 5/group). They each share their information with their group members.
This strategy can be used when teaching new or old content to students in the beginning, middle, or end of a lesson. It can be used with students from grade 1-6, but is probably better used with upper elementary grades. • The jigsaw activity is supportive of ELLs because it lowers their affective filter as they are working in groups. It also tests their ability to manipulate the information and do the tasks set in front of them. They are challenged, yet not left behind.
3. Think-Pair-Share • Type: Socioaffective, cognitive, and metacognitive, depending on the questions posed. • Instructions: Students are assigned 2-3 questions on recent content to think about first by themselves. Then, after a couple minutes, they turn to a partner and each share their ideas.
This strategy can be used at the beginning of a lesson to activate background knowledge, during a lesson to reinforce what was just learned, and after a lesson to review the content objectives. It can be used for all elementary grades and older. • Think-Pair-Share supports ELLs education because if allows them to review the content they just learned, and scaffold from their peers when they share their ideas. It helps them with skills such as forming opinions, summarizing, and synthesizing, while keeping their affective filter low.
4. Inside/Outside Circle • Type: Cognitive/Sociaffective strategy- students complete cognitive tasks with a combination of oral language and social interaction. • Instructions: Students are organized into two groups; one forming the inside circle and the other, the outside circle. They all have a task and share their answers/ideas with their partner in the other circle. After sharing, the outside or inside circle rotates for new partners.
This strategy can be used in any grade (through higher ed.) and can be utilized at the beginning, middle, or end of a lesson. It can spark background knowledge or be used as review. • Inside/Outside Circle supports ELLs learning because it allows them to work with many different peers, lowering their affective filter and adding to their vocabulary. They can complete harder cognitive tasks with the help of their native-speaking classmates.
5. Vocabulary Dice • Type: Cognitive/Socioaffective- students work in groups of 6, while completing cognitive tasks. • Instructions: Provide a list of key vocabulary words. Form groups of 6 and each person gets to roll the dice one time. For each number rolled, there is a task listed to do with each vocab word. All students in the group perform the task as they go through the words.
This strategy can be used throughout elementary school. It can be used in the beginning of a lesson to review words learned in past lessons, or in the middle/end of the lesson to practice words just learned. • This is supportive of ELL’s because it allows the students to use each vocabulary word in a different context, cementing the word into their L2 vocab. They are also working in small groups; scaffolding from their peers and working with a low affective filter.
