Prediction Box

The teacher prepares a box that

contains objects or clues that relate
to a topic of study. The teacher
shares those objects with students
and fosters discussion about them.
The teacher asks the students to
make predictions about what they
think the topic is about.

Literature Link
The teacher reads a book of portion
of a book to give s a context for the
topic. Students are asked to close
their eyes and visualize the topic.
Throughout the narration, the
teacher pauses for students to form
images in their minds. When the
narration is complete the teacher
asks the students to share what they
saw or understood.

Memory Box

2 Minutes Talks

This activating strategy is best used

to bridge one day of learning to the
next. Students use a folded piece of
paper. For 90 seconds, students
record everything they remember
from the lesson the day before. In
small groups, students share what is
on each list one at a time. One
student shares her list. Other
students in the group add ideas they
dont have to their own list and
check off the ideas that are already
on their list. The next student
shares in the same way.

Group students into pairs. Inform

students that they will be talking
about a particular topic for two
minutes. They need to decide who
will go first. Use a timing device to
monitor time. One student will share
everything they already know about
a skill, topic, or concept. After two
minutes the partners switch. It is
okay for the second person to repeat
some of the thing the first person
share. Have a few pairs share some
of their responses with the entire
class when the activity is done.

KWL

Word Splash

A KWL chart is used prior to the

study of new material, a discussion,
a reading, or an event. Students are
asked to brainstorm all of the things
they know and want to know about a
particular topic. Lastly, at the end of
a unit or lesson, students record
what they learned.

1. Teacher writes the topic in the

center of the paper. Students
generate words or phrase or
pictures of what they know
about the topic. Students
write a predictive sentence
about the topic.
2. Teacher writes the topic in the
center of the chart and also
includes the key vocabulary for
the topic. Students use the
word splash to write a
predictive sentence or Dear
Teacher letter.

Anticipation Guide
An Anticipation Guide includes a list
of 8-10 statements related to a topic
of study. Prior to introducing new
information, engage students by
having them write whether or not
they AGREE or DISAGREE with the
statements listed on the guide. After
the new content has been taught,
have students react to the new
information by responding again to
the statements on the Anticipation
Guide. Discuss why the before and
after answers are different.
Draw a Picture or Diagram
Using a blank piece of paper,
students are asked to draw or
diagram the outline and details of a
topic.

Dear Teacher...
Students compose a friendly letter
to their teacher announcing what
they already know about a topic. In
the letter, students inform the
teacher what they hope will be
covered in the unit.

Brainstorm and Categorize

This strategy is used prior to
presenting new information. The
teacher introduces the topic and
students brainstorm everything they
know about a topic. When students
have generated all of their ideas,
they sort them into categories and
label.

First Word
Place name of a topic or concept
vertically down the paper. Students
generate a word or phrase that
begins with each letter of the vertical
word.

3-2-1
Students respond to the following
related to a particular topic: 3 things
that interest me,
2 things I'd like to know more about,
and 1 idea.

Walking Tour

Activatin
g
Strategie
s
Picture Walk
When introducing new material, it
can be a useful strategy to show
students a picture. Place a picture
on the SmartBoard or a piece of
chart paper.
Students share verbally or orally
with a partner about the picture.
Some students can share out to the
class.

To set up the Walking Tour, choose

passages, pictures, or statements for
a topic. Place one per chart. Number
each chart and post the charts
around the room. Small groups spend
2-5 minutes at each chart, reading,
discussing, interpreting, and reacting
to the idea--orally or in writing. The
groups move from chart to chart until
they have visited all of the charts.
When the "tour groups" have
finished, have the students discuss
and summarize the charts with the
entire group.
Think-Pair-Share
During this activity, students will
have individual time to think about a
question related to the topic of study.
They will then pair up with a partner
to share their thoughts. Finally, the
pairs will select one major idea to
share with the entire class.

The Envelope Please

Question Maker

Students are given an envelope with

a topic, supporting detail, or main
idea on the front. Inside will be a
card with the correct response
folded so it cannot be seen through
the envelope. Once the students
have found their topic group, they
read their envelope and discuss
which one is the topic, detail, or
main idea. They should predict what
they think is inside the envelope.
The teacher announces, The
envelope please. This is the cue for
students to open the envelope and
see if the prediction is correct.

Give the students a noun related to

the content. Ask the class or a group
of students to create an identified
number of questions to which the
noun is the answer.
I need 10 questions to which
magnetic force is the answer.

In My Head or
Makes Me Think
Students fill is a thought bubble with
words and/or pictures to show what
they think about when they think
about the topic to be studied.

Find Someone Who Can Tell

Students walk around the room
interviewing classmates about what
they know about a topic. Signatures
are collected on a bingo type board
for each item as someone who is
located who can respond to each
topic.

Picture Postcard

Circle Map

At the beginning of a unit or topic of

study, ask students to jot down what
they already know about a topic on
the lined side of an index card. On
the blank side of the postcard,
students draw a picture of the topic.

Draw the shape below. Topic goes in

the center. Students brainstorm
around the center circle. Students
use the brainstorm to write a
predictive sentence.

Quick Write
Give students a specific amount of
time to write down everything they
know about a given concept. Usually
this is 30 to 60 seconds. Then have
students compile their list with a
partner and then a partner pair with
another partner pair. Use the
compiled lists to clarify and
summarize conceptual
understanding.
OR
Have students put their lists away
during the lesson. At the close of the
lesson, students pull out the lists to
highlight or check off what was
actually included in the lesson and
add remaining ideas from the lesson
that didnt make the original list.

Writing Think Pair Share

During this activity, students will
have individual time to think and
write about a question related to the
topic of study. They will then pair up
with a partner to share their
thoughts. The students exchange
papers, read what is written, and
respond in writing. Papers are
exchanges again for reading
responses. Finally, the pairs will
select one major idea to share with
the entire class.

Question Wheel

Flip Strips

Draw a wheel on the board or chart

paper. Students brainstorm what
they want to know about a topic.
Example: What do you want to know
about fractions? Student responses
may include questions like: What do
I do with the bottom number? When
do I have to have common
denominators? Which is the
numerator and which is the
denominator? Write the questions on
the spokes as students chime in.
This strategy will help to focus
students on the purpose for their
learning about a topic. This can also
be done in groups with separate
wheels. The teacher can use the
wheel to summarize the lesson.

This strategy would be used for

establishing sequential order.
Place steps to solve a problem,
to write a proof, to draw a graph,
etc. on strips of paper. Have
students predict the proper
order of the steps by arranging
the strips accordingly. Then have
students adjust the order of their
strips during the instruction.

Graffiti Write

Four Corners

On chart paper, pose a question

essential to conceptual
understanding of the lesson. Have
students write their responses to the
question on the chart paper as they
enter the room. (Place markers
nearby for easy access.) This can
also be used to summarize a lesson.

On four posters, pose different

responses to a conceptual question
(great opportunity to use higherorder thinking skills questions). Place
each of the posters in a different
corner of the room. Have students
read the responses and stand in front
of the one they agree with the most.
The four groups will discuss their
stances on their chosen responses to
the question, ready to defend their
positions to the rest of the class.
After the lesson is completed,
students will be given the opportunity
to re-choose their corner for the
correct response. The re-choosing
then becomes the summarizer.

Splash, Sort, Label

Manipulatives

Provide chart paper to groups of

students. Indicate a topic or pose a
question on each of the chart papers
(same question). Using sticky notes,
students generate responses based
on their prior knowledge. Students
sort their responses into categories
that they create. Students will then
share with the class the various
categories they created.

Use manipulatives in activating

learning in addition to using them
during instruction. Students can be
prompted to use the manipulatives to
provide support for answers to the
activating questions posed by the
teacher.

Human Chain

Alphabet Brainstorm

Place masking tape on the floor to

cover the length of the room. Place a
sign labeled YES on one end of the
masking tape and a sign labeled NO
on the other end. Pose questions to
students, asking them to stand on
the masking tape according to their
responses to the questions. If
students are unsure of the proper
response, they should stand in the
middle of the tape to indicate so.
Students under the YES and NO
signs should try to persuade unsure
students to their side. Teach the
lesson and then re-pose the
question. Have students choose
again where to stand in response.

Students work in pairs. Provide a

table with different letters of the
alphabet in each cell. Ask students to
brainstorm ideas that would apply to
the concept provided by the teacher
by writing them in the cells. Of
course, the brainstormed ideas
should begin with the letter found
within each cell. Extra points are
given for X, Y and Z. Students should
share out ideas, not repeating any
already stated.

Picture Books

Videos