Ruita Coyne Strategy Log

Strategy
Name
Who
presente
d it?

Strategy
Focus

ELL Support?

A Sketch or Symbol

Other Notes



*Clock
Appointments
Peggy Listening
and
Speaking
Allows for students to choose
partners and meet with a
variety of people while
lowering affective filter.
Provides an opportunity to
practice language

Could be called Compass
Appointments using N, E,
S, and W.

Can use as many
appointments as teacher
needs

*Outcome
Sentences
Peggy Listening
and
Speaking
Engages all students if
randomly choosing student to
reply and provides sentence
frames for students to use.
The _________ refers
to__________.

____________ includes
____________.
Use with a ball and pass
around the room with each
student completing an
outcome sentence.



*Graphic
Organizers
Peggy Reading
and
Writing
Provides students with a way
to organize information
(content)

Once the graphic organizer is
learned, students can use it
fluently for future
assignments

A teacher should have a
few that their class is
comfortable with and can
reproduce on their own.

Dont reinvent the
wheelfind out what
previous teachers used!




KAU Chart
Chaundra
Smith
Reading
and
Writing
Has students think on a
metacognitive level when
assessing what they learned


Provides a quick
assessment for teachers.
Use different colored
stickers for pre and post
assessments.


*Sorting
Activities
Peggy
and
Group B
(Herrell &
Jordan,
2012)
Listening
and
Speaking
Provides students with things
to manipulate and a way to
demonstrate their
understanding.

Can be an open sort (no
structure) or a closed sort
(teacher provides structure)

Give students deck of cards &
have them do an open sort
(color, suit, number,
letters/numbers etc.)

*Numbered
Heads
Chaundra
Smith
Listening
and
Speaking
Provides several students with
a chance to practice language
while lowering affective filter.

Different color on each table.
With students in groups, each
student has a number and
group color. Use popsicle
sticks to call students
(example: purple #2)




GIST
Chaundra
Smith
All 4 Students build summarizing
skills

Choosing the designated
number of words helps
students to focus their reading

Provides practice for
expressing opinion if they
justify why they chose certain
words
Write words in these rows



Write sentences in these rows



Students read an article,
story, chapter etc. and choose
certain amount of key words
(teacher chooses number)
and then must use those
words to write a summary of
the reading



Observation
Charts
Peggy
and
Chaundra
Writing
and
Speaking
Activates background
knowledge

Use different colored post
it notes for observations
and questions

Allows teachers to access
background knowledge





Pictorial Input
Chart
similar to
comparative input
chart
Chaunra
Smith and
Peggy
Listening Introducing content in this
way connects the visual with
the labels

Provides students with an
anchor chart to refer to

Teacher traces image
lightly in pencil and then
draws with students in
color as they explain the
image.

Group information by
colors and revisit later

Students can also have a
copy of the image to color
in and add labels




Comparative
Input Chart
Leslie
Stewart
GLAD
Listening Introducing content in this
way connects the visual with
the labels

Provides students with a
context for information

As this is revisited each
day, the teacher can use
the poster in different
ways1
st
time for
content, 2
nd
time students
can have word cards to
listen for and add, 3
rd
time
can focus on language

Remains posted for
students to refer to
throughout unit





Cooperative
Strip Paragraph
Leslie
Stewart
GLAD
Writing This team activity models the
writing process for ELLs
using a student generated text

This activity comes towards
the end of the unit so students
have a wealth of resources
and knowledge to pull from

Teacher always comes up
with the topic sentence

Each team (color coded)
comes up with high level
vocab sentence and then as
a group, the paragraph is
revised

When finished, type up the
paragraph and give each
student a copy



Sentence
Patterning
Chart
Leslie
Stewart
Reading
and
Speaking
This activity uses student
generated text and high level
vocabulary to help students
practice language as well as
creating sentences with varied
levels of difficulty.

Lowers affective filter while
engaging students.
Sung to the tune of The
Farmer in the Dell

Example: Fat hungry
bears, fat hungry bears, fat
hungry bears eat quickly
in a cave.


*Lines of
Communication
Peggy All 4 Provides students with
multiple opportunities to
practice language while
lowering affective filter
Have students line up in
one line and then fold the
line in half (students
should be facing each
other). Give students a
topic to discuss and then
one line moves to the left


*Board Games
Peggy Listening
and
Speaking
Allows ELLs to practice
language in a fun way

When students roll a
number, they have to use
the required language to
move their piece



*Inside-Outside
Circle
Peggy Listening
and
Speaking
Allows ELLs to practice
language
Lowers affective filter

Teacher can group students by
putting more proficient
speakers in one circle
providing ELLs a strong
language model
Once partners have
discussed, one circle
rotates a pre-designated
way.





Give One Get
One
Peggy All 4 Allows students to practice
language using sentence
frames to form ideas while
lowering the affective filter
Give one
Get one Get one
Get one Get one

Students come up with
their own answer using a
sentence frame if
necessary, and then share
by giving one to a
partner and getting one
by hearing their partners
response



Attribute
Charts
Group B
(Herrell &
Jordan,
2012)
Listening
and
Speaking
Helps students to understand
both organization and content
and provides an
organizational form that be
used for future assignments.

Allows for use of realia or
photographs

Teacher should help
students make connections
between academic
language, their
background knowledge,
and colloquial language



Realia
Chaundra
Smith &
Group E
All 4 Gives students something
tangible to connect their
learning to

Providing students with
something real gives them
a context for building their
knowledge




KWL Chart
Group E All 4 Accesses background
knowledge
Provides a chart for students
to refer back to
Shows learning once
complete


Know
Want to
know

Learned


Not only shows teacher
what students know but
also misconceptions

**Butterfly KWL Chart


Sentence
Frames
Peggy All 4 Provides students with a
structure to produce a
response as well as to
remember for future use
(cause & effect) while
lowering their affective filter
Cause and Effect Sentence
Frames
If cause, then effect.
Cause so effect.
Effect because cause.
Color code when
appropriate

Keep posted around the
room for future use

Word Walls
Rothenberg
& Fisher
Reading
and
Writing
Gives students a source to use
for writing
Students can see their learning
increase as the wall fills up

Teacher should spend time
each day reviewing words
through games or quick
activities



*Talking Stick
Peggy Listening
and
Speaking
Gives all students multiple
chances to respond verbally
and listen

Each group has a talking
stick and students may
only talk when they have
the stick.

Students may pass the
stick only once




*Talking Chips
Peggy Listening
and
Speaking
Lowers affective filter for
ELLs
Provides ELLs an opportunity
to hear language used

All students are given a
certain amount of talking
chips-every time they
share they flip one over.
Once their talking chips
are gone, they have to
listen giving other students
their chance to speak

*Can be found in Engagement Strategy Toolkit

Name: Ruita Coyne

Date: 03-19-2014



Scoring guide for Strategy Log & Toolkit

Possible
points
Self
score
Instructor
Score
Strategy Log: A minimum of 20 strategies are submitted. Each strategy
has all of the required information from the template (name, who
presented it, what it focuses on, how it supports ELL/bilingual
students, sketch/symbol, other notes)
10 10
All cells in table are completed with useful information for future
reference.
5 5
Toolkit: 10 file folder each including:
A tab for each folder with the title of the engagement
strategy
A written description of the engagement strategy.
All materials necessary to use this strategy in the
classroom.
10 10
Total 25 25