RIMSD Instructional Strategies Toolbox

RIMSD Instructional Resources & Strategies Toolbox

The RIMSD Instructional Resources & Strategies Toolbox is a collection of resources and strategies from which
teachers can draw relevant, standards-based resources to introduce new concepts, reteach standards, or help
students learn prerequisite skills from earlier grades. The Instructional Strategies Toolbox document includes a
full spectrum of on-level instruction and practice resources to use with all of our RIMSD learners (students on
track, students in the EL program, students with IEPs, students with 504 plans, students struggling in other
areas, and students who need enrichment).

● Implementation supports such as routines, discourse supports, and sequencing guides
● Tools for Instruction to help teachers target specific skills gaps for whole class, small group, or

individualized instruction
● Tools for scaffolding comprehension to support students in accessing grade-level texts

Illinois Learning Standards: www.corestandards.org

Illinois Priority Learning Standards: ISBE Priority Standards

Foundational Curriculum Resources: 2022-2023 Curriculum Details

The 2022-2023 Curriculum Details document outlines the primary foundational instructional resources
to be used at each grade level.

Additional Instructional Resources:

The following are additional resources that can be used to address instructional needs that exist after
the primary curriculum has been used in its entirety; or after all instructional suggestions and
considerations provided in the foundational curriculum have been exhausted. Tier 1 is before anything
else. In addition there are sites listed below that provide supplemental resources that could be used to
enhance existing units of study.

● Reading/Writing Lessons (for ELA and Content Classrooms) and Supplemental Instructional
Resources: Lessons designed to highlight the ELA/literacy Shifts and expectations of college-
and career-ready standards in all literacy domains: Phonological Awareness, Phonics,
Fluency, Vocabulary, Comprehension.

○ Florida Center for Reading Research: https://fcrr.org/student-center-activities
■ Phonological Awareness and Phonics:
● Kindergarten and First Grade
● Second and Third Grades
● Fourth Grade +
■ Fluency:
● Kindergarten and First Grades
● Second and Third Grades
● Fourth Grade +
■ Vocabulary:
● Kindergarten and First Grades

● Second and Third Grades
● Fourth Grade +
■ Comprehension:
● Kindergarten and First Grades
● Second and Third Grades
● Fourth Grade +

○ Achieve the Core: https://achievethecore.org/category/411/ela-literacy-lessons

○ ReadWorks:
https://www.readworks.org/find-content#!contentTab:search/q:/g:/t:/pt:/features:/

○ Library of Congress: https://www.loc.gov/programs/teachers/classroom-materials/

○ Newsela:
https://newsela.com/content/browse/browse-home/ckre0behu00013h60110bb6px/

○ Ellevation is a platform that supports instructional planning for multilingual students.
All RIMSD staff have access to Ellevations (use the forgot password prompt if
necessary). https://login.ellevationeducation.com/
■ 108 Activities to support student engagement, build background, and
build academic language:
https://app.ellevationeducation.com/Strategies/BrowseActivities
■ Collections encompassing over 700 activities using grade level,
standards, and topics to search for activities to support all students:
https://app.ellevationeducation.com/Strategies/Collections

● Math Lessons and Supplemental Resources:
○ Open Up Resources: https://access.openupresources.org/curricula

○ Zearn: https://www.zearn.org/

○ Khan Academy: https://www.khanacademy.org/

High Leverage Practices (HLPs): High-leverage practices are the fundamentals of teaching and
learning regardless of level or classroom. These practices are used continuously and are vital to
helping students learn important content. High-leverage practices are used across subject areas, grade
levels, and contexts. They are “high-leverage” not only because they matter to student learning but
because they are basic for advancing skill in teaching. Use this resource to explore more about HLPs.

The table below outlines research-based high leverage practices that have been proven to have a
positive impact on student learning. They are instructional practices appropriate for students at all
grade levels.

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High Leverage Practice What it is Outcomes Applications in the
Student Discourse Classroom

Students talking and Increased engagement Sentence Starters
listening about a topic in Sentence Frames
an academic Elevates student voice Justify thinking or
environment. reasoning
Clarify their thinking for Explaining Your Thinking
When students themselves and others Turn and talk
participate in discourse Conversation Cues
they clarify their own Creates a safe sense of Socratic Seminar
ideas and increase their community where Philosophical Chairs
levels of cognitive and students feel
behavioral engagement. encouraged to voice
their
It makes student thoughts/ideas/learning.
thinking visible and
helps the teacher Allows the teacher to
determine the most identify misconceptions
effective instructional within the classroom
next steps.

Think, Pair, Share

Math Talks

Student Debrief

Protocols

Collaborative Learning Collaborative learning Students working 4 Corners
occurs when students together enables them Number Heads
work in small groups to apply/practice Carousel Brainstorming
and everyone previously acquired Jigsaw
participates in a learning knowledge and skills Protocols
task. Whip Arounds
Students working Fishbowl
Collaborative learning is collaboratively during Back to Back Face to Face
most successful when inquiry or problem
meaningful tasks have based learning provides
been thoughtfully opportunities for
designed. It involves enrichment
students actively
participating in Collaborative learning
negotiating roles, creates opportunities for
responsibilities and students to learn from
outcomes. one another.

Collaborative learning Collaborative learning
allows students to take teaches students to
ownership of their accept the idea of
learning. It can be others who challenge

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self-directed learning our way of thinking
that promotes creativity, (respectively).
and discovery, rather
than rote memorization ‍
or traditional
lecture-style education.

Total Participation Teaching techniques Ongoing formative Equity Sticks
Techniques (TPTs) that require evidence of assessment for the Think Pair Share
participation and teacher Cold Call
Foster a Culture of engagement from all QuickWrites
Grappling students at the same Makes the learning QuickDraws
time. accessible to all Chalkboard Splash
Using Models, Exemplars students. Rapid Whiteboard
and Simulations TPTs allow the teacher Exchange
to maximize the amount Increases student Choral Response
of learning that takes engagement
place by getting every
student involved, Increases student
instead of requiring a accountability
single student to
respond.

Notice and Wonder

Students work to make Supports a growth Problem solving multiple
meaning of a text, task, mindset ways
problem on their own (or
with peers), rather than Provides opportunities Make it a class routine
being taught/modeled for students to get
by the teacher first. The comfortable making Close Read
idea is to not “give” mistakes
students information or Annotating Text
understandings that Supports students to
they can figure out on take academic risks Essential Questions
their own.
Develops critical
Grappling is the process thinking skills
of persevering, thinking
critically, analyzing Fosters an attitude of
content/data, and perseverance
constructing an in-depth
understanding when
faced with a
problem/task that does
not necessarily always
have a clear path to a
solution.

Using models and Using adaptable models Number bond
examples during provides mathematical
instruction help power and accessibility Number line

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students to for students. Area model
conceptualize a Tape diagram
problem or task. It Scaffolds learning by Exemplars
provides an answer to creating a visual
the question, “Where do representation
I begin?”
Provides support to
Using models to solve solve abstract problems
math problems are
evidence of a student’s Models connect to
thinking when they representation to build
solved the problem deeper understanding

Using simulations Creates a structure for
during instruction students to know where
increases student to begin or what should
understanding of I be doing.
concepts through
experiential practice. Engaging for students

Descriptive Feedback/Peer Feedback to a student Provides a clear path to Praise, Question, Suggest
Critique should be descriptive students on how to
and specifically related improve. Peer Feedback-Silent
to the learner Conversation
outcomes/targets. Use student voice to
Feedback should enable student feedback Create Norms
highlight what has been about teaching
done well and specific
areas a student can Prompts student
grow/improve. reflection

Effective feedback Supports student
should be precise, growth and a growth
timely, specific, mindset
accurate, and detail the
next steps for students. Empowers students to
actively participate in
their own learning and
progress

Learning Targets Lessons have clear Students know what I Can Statements
learning they are expected to Student Contracts
targets/intentions with learn and equips them Tracking Progress
goals that clarify what to assess their own level Lesson Synthesis
success looks like. of learning and
understanding
Learning targets explain
what students need to Learning targets help to
know/understand, and keep the instruction
what they must be able focused and intentional
to do at the conclusion

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of the lesson.

Learning targets can
focus on both skills and
deep learning (a narrow
or broad focus).

Checking for Effectively improves and Provides the teacher Catch and Release
Understanding enhances student with opportunity to Guided Practice
learning by continually improve learning based Turn and Talk
gauging student on student responses Equity Sticks
understanding. throughout the teaching Tracking Progress
and learning process. No Opt Out
Used to improve Student responses Red Light, Green Light
teaching and learning inform the teacher when Tracking Progress
for all students, not they must pivot, go Thumb-o-Meter
evaluate their learning. deeper, or move on.

Students will learn after Ongoing process where
repeated use of the students are monitoring
quick checks that they and reflecting on their
ultimately help them. own understanding
They learn it’s okay to (metacognition ~
need help/make a Thinking about my
mistake because it gets thinking)
them back on track
faster.

Using Effective Questioning Using questions in the Student responses to Costa’s Level of Thinking
Techniques classroom to open questions are an
conversations, facilitate immediate source of Skilled Questioning
deeper thought, and feedback to track Techniques
promote progress/understanding
student-to-student Guiding Questions
interaction Increase student
interest and Essential Questions
The best questions are engagement
those that are open Collaborative Study
ended and a good Requires students to Groups
follow up is often, “What think out loud
makes you think that?”
Guiding questions can
Good questions are be an opportunity to
probing, extending, build confidence in a
revising, and reflecting. student by helping them
clarify their
understanding

Builds critical thinking
skills

Improves speaking and
listening skills

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Opportunities for
students to learn to
respect others
perspectives

Universal Design for Multiple Means of Equal opportunities for Gallery Walks
Learning Representation all students by creating Notice & Wonder
a clear pathway into the Pictorial Representations
Multiple Means of lesson, task, or project. Manipulatives
Action and Expression Flexible workspace
Removes barriers to Student Choice
Multiple Means of learning and Kinesthetic activities
Engagement demonstrating
understanding for all
Instruction designed for students
students of all learning
styles The basis for equity for
all students

Goal setting

Time for Reflection

Graphic Organizers

Differentiated Instruction To ensure all students All students are Instructional Scaffolding
master objectives, provided the appropriate Scaffolding Reading
effective teachers plan amount of support and Scaffolding Questions
lessons that incorporate challenge.
adjustments for content, Scaffolding Writing
process, and product. It is proactive because Scaffolding Collaborative
the differentiation has Work
Differentiated instruction been intentionally Scaffolding Homework
are actions teachers planned to ensure Anchor charts
take to adjust a lesson student success Content
to ensure every student Process
in every class, Enhanced student focus Product
regardless of their for those students who
starting point will benefit from
understand the concept differentiation
or skill being covered.
Increases student
Differentiated instruction engagement
is rooted in student
data. Teachers must
know a students
strengths and
challenges to ensure
equity for all students

Differentiated data is Learning Environment

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student centered Choice Boards

The objective is to lift Tiered Assignments
the performance of all Flexible Grouping
students, including
those who are falling
behind and those ahead
of year level
expectations.

Differentiated teaching
strategies, consistently
applied, offer
foundations on which all
students can build
meaningful learning.

Culturally Responsive An approach to teaching Strengthening students’ Activate Prior Knowledge
Teaching that uses students’ sense of identity Classroom Set-up
cultural knowledge and Relationship Building
backgrounds, affirming Promoting equity and
their cultural identity inclusivity in the
while assisting them in classroom ensures all
developing critical students feel valued
perspectives that
challenge inequities. Engaging students in
the course material
Culturally responsive
teaching is achieved Supporting critical
when a learning thinking
environment affirms our
students and helps Strengthens students’
them feel included, racial and ethnic
validated, valued, and identities
safe.
Promotes a sense of
openness, acceptance,
and belonging

Student Discourse

Sentence/Discussion Starters: Sentence starters provide scaffolding to help students get
started with their speaking or writing. These can be displayed in the room as a scaffold for
students. Some examples of discussion sentence/discussion starters include:

● I agree with _____ because ________.
● I disagree with _____ because __________.
● So what you’re saying is __________?
● What do you think the author meant by __________?
● I was confused when _____ said __________.

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Ellevation: Conversation Moves within Directed Discourse

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Sentence Frames: A sentence frame is a structure with fill-in-the-blank words created for your
students to use as a starter to answer questions. Sentence frames can be used for any subject.
Some examples include:

● ______ and ______ are similar because ___________.
● The _______ has ___ sides and ___ angles.
● I think that _________ will happen because ________.

See also: Academic Language (Kate Kinsella) here for additional sentence frames (K-5, 6-8,
Math, and simple sentences for EL newcomers).

Ellevation: Develop Academic Language

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Justify Thinking or Reasoning: Asking students to explain their reasoning can help students
make connections and create opportunities to deepen or clarify their understanding. To justify a
solution, students will need to be able to use appropriate language to give reasons for the
particular approach used to solve a problem or arrive at a final conclusion. Any time that a
student produces a 'solution' in an attempt to solve a problem, that 'solution' needs to be
justified. That is, the student needs to explain how they know that their 'solution' is correct.
Justification of a solution can also arise in the context of a class discussion, where students will
need to explain their solutions, opinions, or conclusions, orally.

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Explaining Thought Process: When students explain their thinking process aloud with
guidance in response to questions or prompts, they recognize the strategies they use and
solidify their understanding. Teachers can model using a think-aloud to solve a problem. As the
teacher verbalizes their thinking, important vocabulary should be incorporated while walking
through the problem-solving process. Teachers can and should model think-alouds, but they are
especially important for students to attempt themselves. As students talk through an assignment
that requires shifting between strategies and tasks, they build their cognitive flexibility. Teachers
can also reinforce problem-solving procedures through multiple think-alouds, during which
students verbally repeat information to support understanding.

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Turn and Talk: Turn and talk is an instructional routine in which students use content
knowledge during a brief conversation with a peer. Students are provided with a short prompt to
discuss content or a skill. Students turn to their predetermined partner and answer the prompt
while their partner listens.

How to Use
1. Question: Pose a question or prompt for students to discuss and tell them how much time
they will have. A one-to-three minute discussion is most productive.

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2. Turn: Have students turn to a specific partner. Partner assignments should be set up
beforehand so that students can quickly and easily pair up.
3. Talk: Set a timer for the allotted time, and have students begin discussing the assigned
question or prompt. When time is up, ask partners to share thoughts and ideas from their
discussion.
When to Use
Use Turn and Talk at any time during a lesson to encourage accountable talk:

● As a warm-up activity to discuss previous lesson or homework assignment
● After five to seven minutes of oral or written input, to help student process what they

have just heard or read
● During class discussions as a way for students to discuss ideas before sharing them with

the class
● As a closing activity so that students can review what was learned in the lesson
● As a clarification tool for a complex problem or new guiding question posed by the

teacher

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Conversation Cues: Conversation Cues are questions teachers can ask students to promote
productive and equitable conversation. When students struggle to create productive and
equitable conversation during Turn and Talk or Think-Pair-Share protocols, Conversation Cues
can make a difference.
Conversation cues have 4 goals:

1. Encourage all students to talk and be understood

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2. Listen carefully to one another and seek to understand
3. Deepen thinking

4. Think with others to expand the conversation.
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Socratic Seminar: The Socratic seminar is a formal discussion in which the leader asks
open-ended questions. It can be focused around a text, concept, or event. Within the context
of the discussion, students listen closely to the comments of others, thinking critically for
themselves, and articulate their own thoughts and their responses to the thoughts of others.

Socratic Seminar allows students to deepen their understanding and build a sense of
community by engaging with their peers’ reasoned arguments. Use this link to watch a video of
a socratic seminar in a high school classroom where the teacher has differentiated the activity
to ensure success for all students.
AVID Socratic Seminar Protocol

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Philosophical Chairs is a versatile way to get students speaking and listening to one another.
It's a student-centered strategy that can be used in any content area around a multitude of
topics. It's set up like a debate—and one explicit objective is for students to be open to changing
their minds. Guidelines for philosophical chairs discussion. Use this link to watch a short video
on how to implement philosophical chairs. This article by Communications by Design provides
example norms, adaptations, and discussion starters for students.

Students are arranged facing each other with about half facing one way and half facing the
opposite way.

1. A statement is presented to the students. This statement might be based on a reading or
might be a stand-alone statement. Either way, the statement should be one that will divide the
class into those who agree with the statement and those who disagree with the statement. Be
sure that the statement is written on the board for reference during the activity. (Note: Allowing
for a group of students who are undecided is addressed later in these guidelines.)

2. Those who agree with the central statement sit on one side and those who disagree sit on
the other side.

3. A mediator who will remain neutral and call on sides to speak is positioned between the two
sides. (This role is usually filled by the teacher in the beginning or middle school years.
Eventually, students should take on this role.) In addition to facilitating the discussion, the
mediator may at times paraphrase the arguments made by each side for clarification. It is
important that the mediator always remains neutral.

4. The mediator recognizes someone from the side of the classroom that agrees with the central
statement to begin the discussion with an argument in favor of the position stated. Next, the
mediator will recognize someone from the other side to respond to the argument. This continues
throughout the activity, and part of the job of the mediator is to ensure participation by as many
students as possible and to keep just a few students from dominating the discussion. The
mediator may also put a time limit on how long each side addresses the issue on each turn.

5. In addition to speaking in the discussion, students may express their opinions by moving from
one side to another. Anyone may change seats at any time. Changing seats does not
necessarily mean that a person’s mind is changed, but rather that an argument made is
compelling enough to sway the opinions. Students may move back and forth throughout the
discussion.

6. The discussion and movement go on for a designated period of time—usually one class
period. The mediator may bring the discussion to a close at any time. Each side may be given
an opportunity to make a final statement on the issue. If time allows, each participant states
his/her final opinion and may also tell which arguments he/she found most convincing.

7. An additional piece to this activity can be to have a few students observe the process and
take notes instead of participating. These students will debrief their observations to the class at
the end of the activity. You may have students who were absent or unprepared to participate
fulfill this role.

Evaluation Leave time at the end of the period for students to reflect on the activity.

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Math Talks: A Math Talk is a 10-minute activity designed to elicit multiple strategies and
provide opportunities for students to reason about the relationships in the numbers and make
connections in mathematics. There are several components to a math talk:

● Think: No voices, students using mental strategies
● Thumbs Up: “I have an answer” or “I have a strategy”
● Share: Same/different strategy, same/different answer
● Construct Argument: “My strategy was…”, “I was wondering…”, or “My thinking…”
● Critique Reasoning: “My strategy was similar…” or “My strategy was different…”

Example of a Math Talk procedure:
1. Pose a problem to the class. You may pose a problem by displaying a Picture Card, Dot
Card or writing the problem on the board (determined by the Math Talk). This problem
should be a mental math problem.

2. Establish classroom norms for Math Talks:
a. Explain to students that they are expected to use what they know to solve the
problem.
b. Establish a discrete signal students should use to let you know that they have an
answer to the problem.
c. Wait until you notice that most students are ready to provide an answer to the
problem, based on the signal that you have established with them.

3. Encourage student strategies:
a. Write down answers students provide. It is important to avoid giving any
indication at this point that the answer is correct or incorrect.
b. Strategically choose students to share by asking questions or circulating and
finding different strategies. Have students share in an order that the strategies
build upon each other or from least efficient to most efficient.
c. Have students explain their strategy to the class.

4. Model student thinking:
a. While students explain their strategy, model it using the manipulative or tool the
student says they used to come up with the answer. This could include a Number
Path, a Rekenrek, or ten frames.

5. Math discussion:
a. Provide opportunities for students to turn and talk about the strategies that have
been modeled.
b. Allow students opportunities to clarify understanding of someone else’s strategy.
c. Help students see their strategy in others and build towards efficiency. Math Talks
are designed to elicit multiple strategies, provide opportunities for students to
reason about the relationships in the numbers, and make connections in
mathematics.

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Eureka Math Student Debrief: The debrief takes place after students complete the problem
set. Part of the debrief includes allowing students to discuss their answers with their peers, and
then reviewing the answers as a class. Once answers are checked, the debrief section of the
teacher manual includes some questions to ask to help students reflect on their learning.

​As always, you do not have to ask all of these questions. Pick 2 or 3 that you really want to
focus on. The debrief is really beneficial to help students make connections and also help you
address any misconceptions that may have occurred with the students. This can open the doors
for some really great math discussion!

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Protocols: A protocol consists of agreed upon guidelines for reading, recording, discussing, or
reporting that ensure equal participation and accountability. When everyone understands and
agrees to using the procedures of the protocol, participants are able to work more effectively
both independently and collaboratively, often in ways they are not in the habit of doing.
Protocols hold each student accountable and responsible for learning. They teach students how
to lead their own learning. The following link is a list of protocols from EL Education but they are
best practices that can be used and applied in every classroom regardless of the content.

Full List of EL Education Protocols

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Collaborative Learning Opportunities

4 Corners: A Four Corners debate requires students to show their position on a specific
statement (strongly agree, agree, disagree, strongly disagree) by standing in a particular corner
of the room. This activity elicits the participation of all students by requiring everyone to take a
position. Use this as a warm-up activity by asking students to respond to a statement about a
topic they will be studying. It can also be an effective follow-up activity by asking students to
apply what they have learned when framing their arguments, or you can use it as a pre-writing
activity to elicit arguments and evidence prior to essay writing. Students will be highly engaged.

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Number Heads: Numbered Heads Together is a cooperative learning strategy that holds each
student accountable for learning the material. Students are placed in groups and each person is
given a number (from one to the maximum number in each group). The teacher poses a
question and students "put their heads together" to figure out the answer. The teacher calls a
specific number to respond as spokesperson for the group. By having students work together in
a group, this strategy ensures that each member knows the answer to problems or questions
asked by the teacher. Because no one knows which number will be called, all team members
must be prepared.

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Ellevation: Numbered Heads Together (includes printable role cards)

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Carousel Brainstorming: Carousel Brainstorming (also known as Rotating Review) provides
scaffolding for new information to
be learned or existing information
to be reviewed through movement,
conversation, and reflection.
Carousel Brainstorming is a
cooperative learning activity that
can be used both to discover and
discuss background knowledge
prior to studying a new topic. This
technique allows for small group
discussion, followed by
whole-class reflection.

While taking part in Carousel
Brainstorming, small groups of
students rotate around the
classroom, stopping at various
“stations” for a designated period
of time (usually 1-2 minutes). At
each station, students activate
their prior knowledge of a topic or
concept and share their ideas with their small group. Each group posts their ideas at each
station for all groups to read.

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Jigsaw: Jigsaw is a cooperative learning strategy that enables each student of a "home" group
to specialize in one aspect of a topic (for example, one group studies habitats of rainforest
animals, another group studies predators of rainforest animals). Students meet with members
from other groups who are assigned the same aspect, and after mastering the material, return
to the "home" group and teach the material to their group members. With this strategy, each
student in the "home" group serves as a piece of the topic's puzzle and when they work together
as a whole, they create the complete jigsaw puzzle.

Ellevation: Jigsaw activity (includes directions, organizer & examples)

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Whip Arounds: Whip around is fun and easy to use within the classroom. The teacher will
initially pose an open ended question to the class. There is no right or wrong answer here and
students are instructed to write down their thoughts on the same. Following this, the teacher will
whip around or walk around the classroom randomly calling out on students to voice out their
thoughts. Students are instructed to strike down similar answers and others are encouraged to
share their unique thoughts with the rest of the class. Once the answers are shared, teachers
can have a quick review of the material and correct any mistakes or misunderstandings if any.
Here are some ideas to make the technique more interesting for students.

● Up and down: Once the ideas or answers are noted down, the teacher will instruct the
entire class to stand in their seats. They are then instructed to sit down if someone
presents the same idea as written by them and to continue standing if their answer does
not come up. As the teacher whips around the class, randomly picking students to read
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their notes, students will listen to each other and sit. When their answers are named.
This method facilitates attentiveness of the class and allows the teachers to hear all the
ideas.

● Poll method: The teacher randomly calls out 3-5 students and quickly writes their
answers on the board. The teacher then reads out the first answer listed down and asks
the students with the same answer to raise their hands. The number of students is
counted and written next to the answer. Students with ideas not in the list are then
instructed to raise their hands, and the same are listed down. Writing down the thoughts
facilitates retaining and recalling the information clearly.

● Answer or pass: As the teacher whips around, students are encouraged to answer or
say “pass” if they do not have an answer. Students with the same answers are allowed
to repeat the same and are encouraged to add something extra to the discussion. For
students who previously said “pass”, a few minutes is given to come up with something
new and to present to the class.

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Fishbowl: In a Fishbowl discussion, students seated inside the “fishbowl” actively participate in
a discussion by asking questions and sharing their opinions, while students standing outside

listen carefully to the ideas presented. Students
take turns in these roles, so that they practice
being both contributors and listeners in a group
discussion. This strategy is especially useful
when you want to make sure all students
participate in a discussion, when you want to
help students reflect on what a good discussion
looks like, and when you need a structure for
discussing controversial or difficult topics. A
Fishbowl discussion makes for an excellent
pre-writing activity, often unearthing questions
or ideas that students can explore more deeply
in an independent assignment.

Procedure
1. Select a Topic
Almost any topic is suitable for a Fishbowl discussion. The most effective prompts
(questions or texts) do not have one right answer or interpretation, but rather allow for
multiple perspectives and opinions. The Fishbowl strategy is excellent for discussing
dilemmas, for example.

2. Set Up the Room
A Fishbowl discussion requires a circle of chairs (“the fishbowl”) and enough room
around the circle for the remaining students to observe what is happening in the
“fishbowl.” Sometimes teachers place enough chairs for half of the students in the class
to sit in the fishbowl, while other times teachers limit the chairs further. Typically, six to 12

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chairs allows for a range of perspectives while still giving each student an opportunity to
speak. The observing students often stand around the fishbowl.

3. Prepare for the Discussion
Like many structured conversations, Fishbowl discussions are most effective when
students have had a few minutes to prepare ideas and questions in advance.

4. Discuss Norms and Rules
There are many ways to structure a Fishbowl discussion. Sometimes teachers have half
the class sit in the fishbowl for ten to 15 minutes before announcing “Switch,” at which
point the listeners enter the fishbowl and the speakers become the audience. Another
common Fishbowl discussion format is the “tap” system, where students on the outside
of the fishbowl gently tap a student on the inside, indicating that they should switch roles.

5. Debrief
After the discussion, you can ask students to reflect on how they think the discussion
went and what they learned from it. Students can also evaluate their performance as
listeners and as participants. They could also provide suggestions for how to improve the
quality of discussion in the future. These reflections can be in writing, or they can be
structured as a small- or large-group conversation.

Ellevation: Fish Bowl Review

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Back to Back Face to Face: This protocol provides a method for sharing information and
gaining multiple perspectives on a topic.
Procedure

1. Find a partner and stand back-to-back with him/her. Be respectful of space.

2. Wait for the question, opinion, etc. that you will be asked to share with your partner.

3. Think about what it is you want to share and how you might best express yourself.

4. When the facilitator says, “face-to-face”, turn, face your partner, and decide who will
share first if the facilitator has not indicated that a certain person should go first.

5. Listen carefully when your partner is speaking and be sure to give him/her eye contact.

6. When given the signal, find a new partner, stand back-to-back and wait for your new
questions, opinion, etc.

7. This may be repeated as many rounds as needed/appropriate.

EL Education In Action

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Total Participation Techniques (TPTs)

Equity Sticks: A set of sticks (usually popsicle sticks) on which the names of individual students
in a class or group are written. The teacher pulls from the Equity Sticks at random when
choosing students to ensure an equal chance of participation. After pulling a student’s stick
return it to the cup. This ensures the student continues to be engaged knowing his stick might
be pulled again.

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Think Pair Share: A collaborative learning strategy where students work together to solve a
problem or answer a question about an assigned reading. This strategy requires students to (1)
think individually about a topic or answer to a question; and (2) share ideas with classmates.

Ellevation: Think, Write, Pair, Share (includes organizer, directions, and primary example)

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Cold Call: Cold Call serves as an engaging and challenging yet supportive way to hold students
accountable for answering oral questions the teacher poses, regardless of whether a hand is
raised. Cold Call requires students to think and interact with the question at hand, even if they’re
not sure of the answer. Cold Call also promotes equity in the classroom; students who normally
dominate the discourse step back and allow other students to demonstrate their knowledge and
expertise.

Procedure
1. Name a question before identifying students to answer it.

2. Call on students regardless of whether they have hands raised.

3. Scaffold questions from simple to increasingly complex, probing for deeper
explanations.

4. Connect thinking threads by returning to previous comments and connecting them to
current ones; model this for students and teach them to do it too.

Variations
• Call on students using equity sticks, name cards, or a tracking chart to ensure that all
students contribute.

• Pair Cold Call with No Opt Out to ensure that students have full access to the correct
answers to the questions asked.

• Hot Seat: Place key reflection or probing questions on random seats throughout the
room. When prompted, students check their seats and answer the questions. Students
who do not have a hot seat question are asked to agree or disagree with the response
and explain their thinking.

QuickWrites: A timed writing experience (usually 5-10 minutes), where a participant/student is
asked to respond to a piece of text (literary or expository) in writing. The notion is for students to
write as much as they can during the timed period.

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QuickDraws: A timed drawing experience (usually 5-10 minutes), where a participant/student is
asked to respond to a piece of text (literary or expository) through illustrations.

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Chalkboard Splash: Provides participants the opportunity to get a sense for every person’s
response to an important question.

Procedure
1. Craft a sentence starter, prompt, or question for which you would like all participants to
see one another’s responses. Typically, strong chalkboard splash prompts promote
higher-order thinking and address the big picture of a topic.
2. As participants generate responses, ask them to place (or copy) them onto random or
designated places on a chalkboard, whiteboard, or chart paper.
3. Once all responses are posted, ask students to walk around, analyze, and jot down
similarities, differences, and surprises. Use a three-column note catcher with these
labels if it is helpful.
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4. Ask participants to form small groups and share what they noticed in terms of
similarities, differences, and surprises. Ask volunteers from each small group to share
with the whole group.

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Rapid Whiteboard Exchange: Quick, efficient interactive drills and games specific to each
grade level. Can be applied to a wide range of skills. All students will need a personal white
board, white board marker, and a means of erasing their work.

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Choral Response: Can be used as a quick form of assessment, allow for rapid completion of
multiple practice problems, create intensity in student practice, give students immediate
feedback.

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Notice and Wonder: When we ask students to notice and wonder, we shift the focus from
teachers' explanations to students' ideas. Observing (noticing) and questioning (wondering) are
simple, powerful habits that enliven and enrich every aspect of instruction.

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Foster a Culture of Grappling

Building a Culture of Grappling | EL Education

Problem solving multiple ways: mathematical problems that can be approached using
different tools or strategies from the same area or different branches of mathematics.

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Make it a class routine: Explain what grappling is and why we do it. With students, identify the
actions/strategies that they can use during the grappling phase.

Close Read: Close Reading | EL Education

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Annotating Text: Annotating a text is not only for English Language Arts classrooms. It is a
highly effective activity for students in all classrooms. Annotating text goes beyond underlining,
highlighting, or making symbolic notations or codes on a given text. Annotation includes adding
purposeful notes, key words and phrases, definitions, and connections tied to specific sections
of text. Annotating text promotes student interest in reading and gives learners a focused
purpose for writing. It supports readers’ ability to clarify and synthesize ideas, pose relevant
questions, and capture analytical thinking about text. Annotation also gives students a clear
purpose for actively engaging with text and is driven by the goals or learning targets of the

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lesson. It helps learners comprehend difficult material and engage in what Probst (1988)
describes as “dialogue with the text.”
More on Annotating Text
Ellevation: Make Your Mark activity (annotating text)

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Using Models

Number bonds: A number bond is a simple addition of two numbers that add up to give the
sum.

Ellevation: Number bonds to 20 Collection (includes activities to support comprehension)

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Number line: A straight line on which there is an indicated one-to-one correspondence between
points on the line and the set of real numbers.

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Area model: A rectangular diagram or model used for multiplication and division problems, in
which the factors or the quotient and divisor define the length and width of the rectangle.

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Ellevation Collections to support concept of AREA

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Tape diagram: A pictorial model students can draw to represent a mathematical relationship or
to develop understanding of a math concept.

Grade 5

Tape diagram explanations across the grade levels

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Exemplars: Illustrates the key concepts, skills and steps required to successfully solve a given
problem. It is a teacher-provided model of a math problem that has been correctly and fully
completed.
Exemplars are examples of best or worst practice in the educational environment, which are
designed to assist students to increase their understanding of particular skills, content or
knowledge in any given situation and articulate established criteria and standards.

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Descriptive Feedback/Peer Critique

Praise, Question, Suggest: The praise, question, suggestion protocol helps students see the
strengths of their work and consider questions and suggestions that will lead to revision and
improvement.
In this video, students and teachers are engaged with a protocol/engagement strategy from EL
Education's grades 3-8 ELA curriculum.
Video: Praise, Question, Suggestion | EL Education

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Peer Feedback-Silent Conversation: Feedback is given by one student to another, through
comments made on each other's work, behavior or performances. Students will do this based
on a prior set of evaluation criteria.
Peer Feedback - Silent Conversation

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Create Norms: Set expectations for participant behavior during small group or whole-class
interaction. They also ensure that the class environment is welcoming, inclusive, and respectful.
Creating Norms Video

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Using Learning Targets

Learning targets are concrete goals written in student-friendly language that clearly describe
what students will learn and be able to do by the end of a class, unit, project, or even a course.
They begin with an “I can” statement and are posted in the classroom. The term target is used
intentionally, as it conveys to students that they are aiming for something specific.

Keeping students on target throughout a lesson: Watch this video to learn how learning targets
can help learners of any age stay on target and on track.

Students Discuss the Power of Learning Targets: How do students feel about learning targets?
Watch this video to hear students explain how learning targets help them achieve.

I Can Statements: I CAN statements are common core standards, written into "student-friendly"
language.

Example:
● Standard: Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

● Student Friendly Language:

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■ I can identify the clues in a text that are used to make an inference.
■ I can identify specific and implied details in a text

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Student Contracts: A learning contract is a written agreement between students and their
teacher that outlines behavioral and learning goals, actions, and tasks the student pledges to
perform to achieve academic success.

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Tracking Progress: Tracking Progress allows students to see their cumulative and
collaborative efforts toward mastery of a learning target. This visual representation not only
stimulates self-reflection, but points to the social and accountable nature of the work. All
students work together toward the goal.

Strategies for Monitoring Progress

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Lesson Synthesis: After the lesson activities are done, students should take time to synthesize
what they have learned. This portion of class should take 5–10 minutes before students start
working on the formative assessment (or independent practice). The teacher should use this
time to help students incorporate new insights gained during the lesson into their big-picture
understanding. Teachers can use this time in any number of ways, including posing questions
verbally and calling on volunteers to respond, asking students to respond to prompts in a written
journal, asking students to add on to a graphic organizer or concept map, or adding a new
component to a persistent display like a vocabulary word wall.

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Checking for Understanding

Catch and Release: When students are working on their own, they often need clarification or
pointers so they do not struggle for too long or lose focus. Catch and Release allows them to
retrain their attention on the learning , and seek the answers or clarification they need for any
questions that have come up during the preceding work time.

Procedure:
1. Set a small, manageable “chunk” of work time for students.

2. Circulate during the work time. Synthesize and take note of persistent and
recurring questions and misconceptions.

3. Bring the class back together after the work time. Very briefly, answer or clarify
as needed any questions students have had about the work or task.

4. Repeat the cycle.

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Guided Practice: Guided Practice provides a model for how the independent work will run as
well as a concrete representation of the goal of the work. Allow time in a lesson for guided
practice after students grapple with a concept or a text, before releasing them to independent
application. Provide support during this time so students build confidence in their ability to be
successful.

More about Guided Practice

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No Opt Out: No Opt Out is a powerful method of supported accountability in a classroom. Any
student who answers a question is responsible for giving the correct answer in that moment.
Mistakes are not ignored, punished, or cause for embarrassment, but a part of the learning
territory. By being provided with the correct answer from a peer, students feel challenged but
safe.

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Red Light, Green Light: Students have red, yellow and green objects accessible (e.g. popsicle
sticks, poker chips, cards), and when prompted to reflect on a learning target or readiness for a
task, they place the color on their desk that describes their comfort level or readiness (red: stuck
or not ready; yellow: need support soon; green: ready to start). Teachers target their support for
the reds first, then move to yellows and greens. Students change their colors as needed to
describe their status.

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Thumb-o-Meter: To show degree of agreement, readiness for tasks, or comfort with a learning
target/concept, students can quickly show their thinking by putting their thumbs up, to the side
or down; or by holding up (or placing a hand near the opposite shoulder) a fist for 0/Disagree or
1-5 fingers for higher levels of confidence or agreement.
Triangle, Circle, Square: Students will:

● Reflect on the lesson
● Write or share:

● Three important points learned
● One detail that was confusing
● One especially interesting detail that they agree with

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Exit Ticket: Students will:

● Actively participate in learning
● Read a short teacher prompt designed to assess understanding
● Write a response and give to teacher at the end of the lesson

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Using Effective Questioning

Costa’s Level of Thinking: Costa’s Levels of Questioning, designed by educational researcher
Art Costa, feature three tiers of questioning designed to promote higher-level thinking and
inquiry. Similar to Bloom’s taxonomy, Costa’s lower level prompts students to use more basic
faculties; as students move up in levels, the questions prompt them to use more complex
thinking skills.

● Level 1 Questions: Require students to work with information ‘on the page.’ Answers to
level 1 questions are typically literal; meaning, a student can literally point to the answer
on a page.

● Level 2 Questions: These questions go a step further than Level 1, prompting students
to process information by ‘reading between the lines.’ While students may need to use
literal information to formulate their responses, Level 2 requires them to process that
information with what they already know in order to make new connections.

While Level 1 questions prompt students to work with input, and Level 2 questions challenge
them to process that input in order to make new connections. Here, students engage in the
highest-level thinking skills to create an output. This could result from making evaluations and
analyses, testing solutions to various problems, or making predictions.

Skilled Questioning Techniques: Questions can do more than measure what students know.
Appropriately challenging, engaging, and effective questions stimulate peer discussion.
Encourage students to explore and refine their understanding of key concepts:

● Use both pre-planned and emerging questions
● Use a wide variety of questions
● Avoid the use of rhetorical questions
● State questions with precision
● Pose whole-group questions unless seeking clarification
● Use appropriate wait time

Why ask questions?
● Questions can diagnose student understanding of material.

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● Questions are a way of engaging with students to keep their attention and to
reinforce their participation.

● Questions can review, restate, emphasize, and/or summarize what is important.
● Questions stimulate discussion and creative and critical thinking, as well as

determine how students are thinking.
● Questions help students retain material by putting into words otherwise

unarticulated thoughts.

Guiding Questions: Not all questions are guiding questions. Good guiding questions are open
ended, yet focus inquiry on a specific topic. For example, "Whose America is it?" is a good
guiding question to explore American culture. The query specifies that knowledge about
America is sought, but it invites a wide-ranging and inclusive discussion by allowing that
America may be different things to different people.

Guiding questions are non-judgmental, but answering them requires high-level cognitive work,
such as the development of a rich description, model, evaluation, or judgment.

Good guiding questions contain emotive force and intellectual bite. Questions like "Whose
America is it?" "Who will survive?" "Where does money go?" "What is waste?" and "When are
laws fair?" have import. As students, educators, and world citizens, we must try to answer them.
Indeed, questions like these could be used to guide K–12 teaching and learning in national
curriculums.

Guiding questions can also invigorate the study of localized issues and traditional disciplines.
Kids will work hard to answer "What is a good sneaker?" and "Who is a friend?" and "What is
fun?" Math classes might puzzle over "What's a good proof?" Physics can profit from "Where do
waves come from?" and "Where do they go?" Biology will be improved with "How are organisms
related?" And English classes can try to answer "What is a good book?"

Finally, guiding questions are succinct. They contain only a handful of words—yet they demand
a lot. Often, long questions appear to be good candidates for guiding questions, but refining the
question to be open ended, nonjudgmental, and important will generally economize it. Well
written guiding questions can be revisited many times throughout a unit of study.

Essential Questions: Essential questions help students engage with their existing knowledge
base and draw new patterns between the ideas – there is no singular right answer. They help
students move to higher-order thinking.

Essential Questions:

1. Are open-ended – Do not have a single, final, and correct answer.
2. Are thought-provoking and intellectually engaging – Often sparking discussion and

debate.
3. Require higher-order thinking – Cannot be effectively answered by recall alone –

analysis, inference, evaluation, and prediction.
4. Develop transferable ideas – Across subject or unit topics, as well as other disciplines.
5. Sparks additional questions – Inquisitive based learning is a crucial feature.
6. Use support and justification – Claim, support, conclusion – not just a singular answer.
7. Evolve with time – Questions revisited, new approaches taken, and new ideas brought to

the table.

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Collaborative Study Groups (CSGs): In CSGs, students begin by identifying a skill or concept
they do not fully understand and bring that to the group (a learning gap). Working together
students use inquiry and discussion to fill in these gaps, and apply their knowledge to the
course and content.
Using Collaborative Study Groups

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Universal Design for Learning (UDL)

Universal Design for Learning is an educational framework that guides the development of
flexible learning environments and learning spaces that can accommodate individual learning
differences.
Universal Design for Learning has three guidelines:

● Engagement : The “WHY” of learning
● Representation: The “WHAT” of learning
● Action and Expression: The “HOW” of learning

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ENGAGEMENT: Some learners are highly engaged by spontaneity and novelty while others
are disengaged, even frightened, by those aspects, preferring strict routine. Some learners
might like to work alone, while others prefer to work with their peers. In reality, there is not one
means of engagement that will be optimal for all learners in all contexts; providing multiple
options for engagement is essential.

● Engagement Guidelines & Checkpoints

REPRESENTATION: Learners differ in the ways that they perceive and comprehend information
that is presented to them. For example, those with sensory disabilities (e.g., blindness or
deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth
may all require different ways of approaching content. Others may simply grasp information
quicker or more efficiently through visual or auditory means rather than printed text. Also
learning, and transfer of learning, occurs when multiple representations are used, because they
allow students to make connections within, as well as between, concepts. In short, there is not
one means of representation that will be optimal for all learners; providing options for
representation is essential.

● Representation Guidelines & Checkpoints

ACTION & EXPRESSION: Learners differ in the ways that they can navigate a learning
environment and express what they know. For example, individuals with significant movement
impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities
(executive function disorders), those who have language barriers, and so forth approach
learning tasks very differently. Some may be able to express themselves well in written text but
not speech, and vice versa. It should also be recognized that action and expression require a
great deal of strategy, practice, and organization, and this is another area in which learners can
differ. In reality, there is not one means of action and expression that will be optimal for all
learners; providing options for action and expression is essential.

● Action & Expression Guidelines & Checkpoints

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The UDL Guidelines

About Universal Design for Learning

What is Universal Design for Learning?

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Scaffolding

Instructional scaffolding: A process through which a teacher provides support for
identified students in order to enhance their learning and aid in the mastery of skills
and/or concepts. These supports might include using a calculator, chunking text into
smaller passages, or providing an outline for a writing project. As students master the
assigned skill or concept, the supports are gradually removed.

Scaffolded Lesson Planning Checklist Tool

Scaffolding reading in all classrooms Scaffolding techniques to support
and content areas: One of the key students’ reading:
tenets of scaffolding reading is “doing
more with less.” Shorter chunks of text ● For students who might get
can enable all students to participate to overwhelmed by seeing the whole
the best of their ability and enable text on a page, format the text into
teachers to closely monitor and assess “bite-sized” pieces (e.g., one
progress. paragraph at a time on index cards
or one page as a separate
If a lesson calls for a student to read an handout.)
entire article, for example, you may
choose to have some students read only ● Have students read with a buddy.
portions. It is important to choose chunks ● Have small groups read with you
of text that allow students to stay on pace
with the lesson’s learning targets. or another teacher (or via
technology).
● Provide structured overviews for
some sections of text.
● Predetermine importance for
selection of text, and highlight
those for students.
● Reformat texts to include more
embedded definitions or even
picture cues.
● Provide the text to students in a
clear format, either on a handout or
displayed clearly via technology.

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Scaffolding Questions: One of the most Scaffolding techniques to support
common ways in which questions are student in answering questions:
scaffolded is by offering students
sentence frames or partially complete ● Take small sections at a time
note-catchers from which they can build ● Once students have tried the task,
their responses. These clues give
students a place to start, and, when well provide additional modeling for
designed, don’t take away their those who need it.
opportunity to do their own thinking about ● Provide sentence stems or frames.
the concepts in the lessons or practice ● Highlight key ideas/details in the
the skills called for by the standard. text.
● Modify graphic organizers to
include pictures cues or additional
step-by-step directions.
● Post directions and anchor charts.
● Provide “hint cards” that give
students more support with
text-dependent questions (students
access these only when they get
stuck.)
● Indicate where students may find
key information in the text or on an
anchor chart by marking with sticky
notes or highlights.
● Give options for responding to
questions with drawing, drama, or
discussion before writing.
● During group work, some students
may work with their teacher.

Scaffolding Writing: Cycles of reading, Scaffolding techniques to support
thinking, and talking about text are highly student when writing:
supportive of student’s writing particularly
students who may need additional ● A Turn and Talk may be sufficient
support. to support students in filling in a
note-catcher.

● Socratic Seminar might be more
supportive as preparation for an
argument essay.

● Modify graphic organizers to
include picture cues or additional
step-by-step directions.

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● Provide sentence starters and
sentence frames.

● Use discussions, including
Conversation Cues to help
students orally rehearse their
answers before responding in
writing.

● Model writing using a similar
prompt or a different section of the
text.

● During small group work: some
students may work with the
teacher.

● Some students may need more
frequent conferring with the
teacher.

Scaffolding Collaborative Work: There Scaffolding techniques to support
is high value on collaborative work, but students with collaborative group
it’s not easy for all students to work with work:
their peers effectively. Just as with
academic work, some students will be ● Review norms for collaboration in
more positive and productive group advance and after group work.
members if they have appropriate
scaffolding. ● Have small groups work with a
teacher.

● Form heterogeneous pairs
(strategic partnerships).

● Monitor specific students more
strategically (e.g., seat them closer
to a teacher).

● Provide (and model) structured
roles for group members.

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Scaffolding Homework: Homework has Scaffolding techniques to support
been a controversial topic. For a variety students’ with homework:
of reasons, many of which are beyond
student’s control, some students will Provide students with read-alouds via
struggle to complete homework technology (e.g., audiobooks).
independently at home. For this reason,
the most effective scaffold for homework ● Provide picture cues or additional
is to expect students to complete less of directions.
it. Assign targeted and meaningful
homework. ● Provide sentence starters or
sentence frames.

● Provide a video or slides of class
examples on a website.

● Modify expectations of quantity.

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Anchor Charts: By recording content, strategies, processes, cues, and guidelines from their
learning on anchor charts and posting them in the classroom, teachers are able to help students
make their thinking visible.

Anchor charts empower students to own their learning because they are a place for students to
look to for support when answering questions, contributing to discussions, processing their
ideas, and writing.

When students know where to look for help independently, they don’t always have to ask you.
Anchor charts also give students a chance to process their thinking and hear the thinking of
others before or during writing, close reading, or other activities that may be challenging for
them without such support.

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Additional Resources:
How do I Scaffold instruction?
Content Scaffolding
Task Scaffolding
Material Scaffolding
Scaffolding Tips
Ellevation Strategies to Support Student Writing

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Differentiation

Instruction can be differentiated across four main areas: content, process, product, and
environment.

● To differentiate content, teachers consider the objective of a lesson, then provide
students with flexible options about the content they study to meet the objective,
from subject or topic to approach or presentation.

● With process differentiation, teachers differentiate how students learn. Grouping
students based on their individual readiness or to complement each other is one
way to accomplish process differentiation. Another is varying the way concepts
are taught: through visual, auditory, or kinesthetic lessons, for example.

● Product differentiation applies to the types of assignments students create. A
teacher might ask students to explain a concept; the product could be a written
report, a story, a song, a speech, or an art project. Varying the types of
assessments you give students is also an example of product differentiation.

● The classroom environment also affects learning. Changing physical things in the
classroom, like how desks are set up or arranged, or where students can sit (on
beanbags, for example), serves as classroom environment differentiation, which
can also include changes to routines and habits.

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Choice Boards: Student agency, or a students’ ability to make key decisions about
their learning experience, is an essential aspect of blended learning. Student agency
requires that we design our lessons to offer students meaningful choices. These
choices can help us universally design learning experiences that strive to remove
barriers and invite students to decide how to engage with information, make meaning,
and demonstrate their learning.

Choice boards fall within the umbrella of blended learning when we combine active,
engaged learning online with active, engaged learning offline. Below is an overview of
the benefits of using choice boards and the various types of boards you can design to
meet a range of different objectives.

Example of Choice Boards

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Tiered Assignments: Tiered Assignments are one way to differentiate the curriculum
for heterogeneous classrooms. The content and objectives are the same, but the levels
of tasks are varied according to the students’ readiness levels, their background
knowledge and skills related to the learning objective. This practice ensures that
students understand the information at their level of challenge because it builds on what
they already know. Assignments at each tier should be interesting and challenging to
avoid students' perception that we expect less of some students than others. Students
are very sensitive to the labeling of themselves and their peers.

● Identify a focused, measurable lesson objective.
● Formally or informally pre-assess the students’ current level of

knowledge and skill with the topic.
● Develop a lesson assignment that is clearly focused on the

concept.
● Determine what the assignment will be for on-level students.

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● Adjust the assignment to provide varying levels of difficulty.
● Match students to appropriate tiered assignments based on their

pre-assessment results.
● Explain and model the assignments to the students.
● Allow time for students to complete the assignment.
● Assess students’ mastery of the lesson objective.

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Flexible Grouping: Flexible grouping uses a mix of heterogeneous groups (made up of
students with varying skill levels) and homogeneous groups (made up of students with
similar skill level) to help students achieve a learning goal. The size of the groups can
vary — from two or three students in a small group to up to six students in a larger
group.

Students work together, often with the guidance of a teacher, only for the length of time
necessary for them to develop an identified skill or to complete a learning activity. That
makes it different from static groups that don’t change based on students’ needs,
acquisition of skills, or knowledge.

Flexible grouping is driven by data. You can use data you already have about students
to group and regroup them to meet their evolving needs. The data doesn’t have to be
fancy. It can be as simple as observing students’ work during a lesson. In doing so, you
may see that some students could benefit from more practice in a small group before
moving on.

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A key component of flexible grouping is that while all students are working toward the
same learning goal, the work addresses students’ varying learning needs. The work is
engaging and important for all students, but the task or how they show what they’ve
learned may look different for each group.

What do flexible groups look like?
Flexible groups come in all types and sizes. They can:

● Include partners, small groups of a couple of students, and large groups of up to
six students

● Be heterogeneous (made up of varying abilities) or homogeneous (made up of
the same ability)

● Be teacher-led or student-led
● Be assigned or self-selected
● Last for just one lesson or for a few weeks, depending on the purpose of the

activity, learning goals, and data

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Culturally Relevant Teaching

Culturally Relevant Pedagogy is a theoretical model that focuses on multiple aspects of student
achievement and supports students to uphold their cultural identities. Culturally Relevant
Pedagogy also calls for students to develop critical perspectives that challenge societal
inequalities.

Activate Prior Knowledge: Some commonly used strategies to activate prior knowledge are:
Graphic organizers; Concept maps; KWL Chart; Anticipatory guides; Hot potato; Finding out
tables; Learning grids; and Brainstorming. Students learn a second language best when they
are able to draw on their prior knowledge of their first language.

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Classroom Set-up: One way to communicate to students that they matter is to ensure they are
reflected in the classroom environment. Ask yourself: Are there authors of different races visible
in the classroom? Is the LGBTQ+ community represented? Are different languages and
countries displayed? Are people with disabilities seen?

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Relationship Building: Connecting to students as people is vital to culturally responsive
instruction. Learning about students’ interests, likes, dislikes, family members, and aspirations
are all ways to build relationships. And remember to share about yourself. The best
relationships are mutual, built on transparency and trust.

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WIDA Focus Bulletin Language and Culture (2019)
Strategies and Resources for Culturally Responsive Teaching of Multilingual Learners (Diane
Fenner, SupportEd)
Culturally Responsive School Checklist and Goal Setting spreadsheet (Diane Fenner,
SupportEd)

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