DI Strategies & Activities

for Math and Reading

This session is designed to offer the most current information

for integrating strategies in your classroom. Please visit the link
below for session information created especially for you by this
presenter.
Link: http://www.cherylsclassroomtips.com/2015/03/di-strategiesand-activities-for-math.html

Sample of Strategies and Activities:

Others discussed in this session will be posted here:
http://www.cherylsclassroomtips.com/2015/03/di-strategies-andactivities-for-math.html

Bring Vocabulary to Life:

Most Important Word: My students LOVE debating their
words. Its a great way to easily incorporate higher-order
thinking skills in a fun and engaging way!
Vocab in Motion: Drill and thrill. Dont drill and kill. ~Eric
Jensen
Vocabulary Notebook:
Subject: Science
Vocabulary Word: transpiration
My current understanding of the word: 1 2 3 4 5
My definition:
The science book's definition:
Brain picture:
My new understanding of the word: 1 2 3 4 5

ABC Vocabulary Chart:

A

XYZ

Guided Conversations Increase Comprehension:

Increase Number Sense:

Making 10s Card Trick This is an easy way to engage kids of all ages even
adults. J

Model Drawing Makes Problem Solving EASY.

In Mrs. Perry's 4th grade class, 1/3 of the students like to play golf
during P.E. and the rest like to go on the climbing wall. If Mrs. Perry has
27 students in class, how many of her students like to go on the climbing
wall? Show your work and explain your answer.

Possible Seating Chart:

*This are NOT their ELA/Math Groups.

Notes:

Possible Anecdotal Record Form:

Quick Check
Quick Check Example

8-15

8-16

8-19

9-2

9-15

10-4

10-27

Name

Date

Skill: Addition with Regrouping

1.

Jonathan

3+

3+

3+

2.

Billy

3+

3+

3.

Juanita

3-

2
+
3

3+

3+

4.

Phyllis

5.

Monica

6.

Renee

2-

7.

Lawrence

2
+
3

8.

Johnna

9.

Enrique

10. Phillip

11. Frankie

2
+
4

12. Bernica

13. Liam

14. Grant

15. Shirley

1+

1+

16. Nicolas

1+

17. Frances

18. Timothy

19. Lindsey

20. Ferdinand

21. Lao

22. Dimas

23. Jackson

1+

1+

1+

24. Hailey

2
+
4

4 = Advanced

3= Proficient

2=Basic

1=Below Basic

Quick Check

Name

Date

Skill:

4 = Advanced

3= Proficient

2=Basic

1=Below Basic

Scoring Guide
4

Advanced

In addition to the 3 score, student demonstrates in-depth

understanding and applications that go beyond what was
taught.
Proficient
No major errors or omissions regarding the information.
Basic
No major errors or omissions regarding the simpler details
and processes but major errors or omissions regarding the
more complex ideas and processes.
Below Basic With help, a partial understanding of some of the simpler
details and processes and some of the more complex ideas and
processes.

3
2

*Modified from Robert Marzanos scoring guide.

Possible Conversion Scale:

4 points = 10 points (100%)

3 points = 8.5 points (85%)
2 points = 7 points (70%)
1 point= 5.5 points (55%)

Anchor Activities Anchor Learning

They allow the teacher to work with individual students or
groups of students.
They communicate that learning never stops in your
classroom.
They provide ongoing activities that relate to the learning
standards.
They allow the teacher to develop independent group work
strategies in order to incorporate a mini lab of computers
in classroom.
Anchor-activity ideas can be found at this link:
http://www.cherylsclassroomtips.com/2015/03/managing-flexibleintervention-groups.html

Resources and Research-Based Citations

Allen, R., Rickert, C. (2010). High-Five Teaching K-5: Using Green Light
Strategies to Create Dynamic, Student-Focused Classrooms. Thousand Oaks,
CA: Corwin Press.
Arens, A., Loman, K., Cunningham, P., Hall, D. (2005). The Teachers Guide to
Big Blocks. Greensboro, NC: Carson-Dellosa Publishing.
Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the FourBlocks Way. Greensboro, NC: Carson-Dellosa Publishing
Fisher, D., Frey, N. (2007). Checking for Understanding: Formative
Assessment Techniques for Your Classroom. Alexandria, VA: Association for
Supervision and Curriculum Development.
Graphics: Thistle Girl Designs
http://www.corestandards.org/thestandards/mathematics/introduction/standards-for-mathematical-practice/
http://www.nctm.org
Kagan, S., Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA:
Kagan Publishing.
Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting.
Peterborough, NH: Crystal Springs Books.
Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learners
Potential. San Francisco, CA: John Wiley & Sons.
Jensen, E. (2003). Tools for Engagement: Managing Emotional States for
Learner Success. San Diego, CA: The Brain Store.
Jensen, E. (1997). Brain Compatible Strategies. San Diego, CA: The Brain
Store.
Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive
Framework for Effective Instruction. Alexandria, VA: Association for
Supervision and Curriculum Development.
Marzano, R. (2006). Classroom and Assessment and Grading that Work.
ASCD. Alexandria, VA
Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based
Strategies for Increasing Student Achievement. ASCD.
Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs
of All Learners. Danvers, MA: Association for Supervision and Curriculum
Development.