Interactive Journal

TED 407
Name Tag
Purpose: To learn my students’ names and who they are. This method also helps other
students learn sounds in relation to spelling. Development of academic English with the
use of pictures to help students build their vocabulary.

Procedure: Fold a single construction paper into 3 sections. Write your name or what
you want others to call you. Draw 3 pictures or symbols that represent you.

Scaffolding for English Learners: Development of academic English with use of pictures to
help students’ build vocabulary .
Community Circle
Purpose: To share personal experiences, information, and prior knowledge.

Procedure: The class forms a circle. A topic or question is given. The first speaker is given
a “speaking piece” to hold that signals they are the speaker. Students answer the topic or
question one by one while the rest of the class listens to the speaker.

Scaffolding for English Learners: Students will be able to gain the skill of elaborating on a
concept being discussed. These students will be able to compare their own prior
knowledge to that of the details from the main topic. They will be able to gain deeper
understanding of a text. This will develop their level of complexity in comprehension.
Ink, Pair, Share
Purpose: To use critical thinking to answer a posed question.

Procedure: Pose a question to the students. Students answer the question by writing in
their journal for a short period time. Students will then find a partner to share their
answers. After, students will share with the class.

Scaffolding for Emergent Bilinguals : The “ink” portion of this activity allows Els time to process
information and get ideas down in writing before sharing. Writing down ideas engages them in language
production and output. Sharing with a partner provides language output and input opportunity while also giving
students a safe and comfortable time for practicing language with a peer
Think, Pair, Share
Purpose: Students collaboratively work together to discuss and share responses with each other in order to

promote a larger development of critical thinking through exposure to multiple points of view .
Procedure: Students are provided with a topic, questions or relevant issues to think about and/or write down if
instructed to do so. Time will be set out for students to collect their thoughts. Then they will share with their

partner for a certain amount of time. Then share with the class .
scaffolding for emergent bilingual: Emergent Bilinguals will be allowed to use their native language to write and
speak when sharing their ideas on the concepts being discussed. These students will have the opportunity to
expand their understanding within the comforts of their own native language. This method will allow the students
vocabulary to be expanded by sharing ideas, words that are synonyms and explore different interpretations on the
concepts being discussed.
Modeling
Purpose: To demonstrate how something is done and to give students guidance of
activities and assignments.

Procedure: The teacher will provide step by step demonstration of the activity the
students are intended to complete.

Scaffolding for Emergent Bilinguals: students will be able to efficiently comprehend

instruction by relating it to the visual example proveid to them. They will do the analysing
themselves, which will strengthen their observational, analytic, and communication skills.
They may gain development in their expertise and proficiency of the procedure, skill, or
instruction being taught
Travelers and Talkers
Purpose: To be able to share your progress on any academic activity your involved in. You
are engaged and practicing languaging, thinking and reflecting on you work and how it
can be improved.

Procedure: Divide the class into members of either “talkers” or “travelers”. “Talkers”
spend 2-3 minutes sharing information from their work. “Travelers” then spend 2 minutes
for questions or suggestions (“Travelers” can write suggestions/ questions on post-its).
The whole group debriefs/ shares aloud the themes that came about.

Scaffolding for Emergent Bilinguals: Opportunity to write and share work and
information verbally with others. Building confidence to speak in a public setting.
Close Reading with an Image
Purpose: The purpose is to by able pre-assess what students know and allow them to also assess their own
learning by seeing how well they understand certain reading. This small group will allow students to come together
and enhance each other comprehension of a text using multiple perspectives of understanding.

Procedure: Read text(s) aloud with entire class. Students circle unfamiliar words in text and then decide which
words to define. Then students read text silently and annotate text based on what they found interesting,
surprising or confusing. Next, students answer text-dependent questions in small group discussion follows based
on small group responses.

Scaffolding for Emergent Bilinguals: Helps EB’s break down the text by circling words they do not know and helps
build their vocabulary. Images with the reading can help build their academic literacy language and meaning.
Gallery Walk
Purpose: To be able to share your progress on any academic activity your involved in. You are engaged and
practicing languaging, thinking and reflecting on you work and how it can be improved.

Procedure: In small groups, students complete an activity such as a poster and display it for the rest of the class. In
small groups, students will rotate around the classroom and observe and discuss other groups work. After viewing
all of the displayed work, the class will participate in a whole group discussion.

Scaffolding of Emergent Bilinguals: Opportunity to write and share work and information verbally with others.
Building confidence to speak in a public setting.
Elbow Partners
Purpose: Allows all students to participate in a discussion in a smaller group setting, rather than a whole group
discussion. Students can learn new information and share prior knowledge while engaging in meaningful discussion
with a classmate.

Procedure: Pose a topic or question for students to discuss. The teacher will set a timer and students will turn to a
partner and will discuss the information.

Scaffolding for Emergent Bilinguals: Offers an opportunity to share their ideas and thinking and learn new
information from their partner in a smaller and comfortable setting. This can also reinforce confidence in thinking
and speaking, and can provide modeling of sharing ideas.
Thinking Practice: Thinking Map
Purpose: Visual-verbal learning tools that promotes, student-centered and cooperative learning, concept
development, reflective thinking, and clarity of communication.

Procedure: Begin by placing the main idea or topic in the top center of a page. Branching down from the main
idea/topic construct boxes or circles with subtopics/ideas. Branching down from these subtopics develop the
details for each of the second level subtopics. Continue to branch off until all details of the concept/idea is fully
fleshed out.

Scaffolding for Emergent Bilinguals: Will be able to gain the skill of elaborating on a concept being discussed. They
will be able to compare with their own prior knowledge. Students will be able to gain a deeper understanding of a
theme or concept by analysing a text. This will develop their level of complexity in comprehension. It will break
down step by step, which will help them comprehend the text a lot better.
Compare and Contrast Map
Purpose: Strengthening students’ ability to remember key content and is a practical
introduction to higher-order thinking. Improve comprehension by highlighting important
details, making abstract ideas more concrete, and reducing the confusion between
related concepts. Finally, strengthens students’ writing skills by providing a simple
structure

Procedure: Students receive and compare & contrast map/ graphic/ diagram and they
work on mapping the qualities/ characteristics or details of each of the topics under
comparison in groups.

Scaffolding for Emergent Bilinguals: To synthesize ideas better. Viewing a visual difference
of characteristics for things.
Exit Slip
Purpose: Students are able to reflect upon what they learned and write down what they took away from the
lesson. This will allow students to see if they have met the objective for the day and the teacher can check their
progress.

Procedure: Students will be given a few questions to end the lesson that reflect on what the student took away
from the lesson. The slip will be collected by the teacher with the students names on them depending on what the
question were asking. Once the students have turned in their exit slip they will be dismissed to leave. The teacher
will use the slip to improve the lesson and to check for understanding.

Scaffolding for emergent bilinguals:This method allows them to contemplate on what was discussed and to check
for understanding. The teachers can use this information to better prepare for the next lesson. The students can
also practice writing out what they learned in an academic format.