Instructional Strategies for PLC Menus   This lead4ward instructional resource is designed to provide teachers with detailed descriptions of specific, high-yield instructional strategies modeled and described in STAAR 3Di, Leading Intentional Intervention, and that are included on the PLC for the PLC menus. It is intended to support educators in using an intentional planning process to include these strategies in their efforts to deliver rigorous, engaging instruction that incorporates various learning modalities, aligns to the TEKS, and infuses the highly tested process standards. Strategy 1 Minute Paper

1. Students “brain dump” all the ideas, concepts, skills, processes, etc., they have learned in 1 minute and draw 1 conclusion about what they learned. NOTE: This strategy can be implemented as a formative assessment “exit ticket.” Results will inform instruction for the next day.

3-2-1 Summary

Thinking

Instructional Steps

1. Students write 3 big ideas or facts/details they learned. (What did it say?) 2. Students write 2 examples, applications, or inferences about what they learned. (What did it mean?) 3. Students write 1 question or draw 1 conclusion about what they learned. (What does it mean?)

(Process TEKS Rigor)

• Summarize • Draw Conclusions

• Summarize • Infer • Draw Conclusions

NOTE: 3-2-1 Summaries may be used as exit tickets at the end of class, or they may be implemented with “Musical Mix-Freeze-Group” to allow students to share and refine summaries with peers. 6-Steps to Building Academic

1. Teacher DESCRIBES the term.

(Building Academic Vocabulary Robert Marzano)

3. Students SKETCH/DRAW the term graphically.

2. Students RESTATE the term. 4. Students participated in ACTIVITES that deepen understanding of the term. 5. Students TALK about the term. 6. Students PLAY games with the terms.

Blind Sequencing (Adapted from Kagan Cooperative Learning)

1. Organize students into groups of 4 or 5 around the perimeter of the classroom. 2. Groups are provided a set of cards, ideas, posters, or steps in a process to sequence BEFORE they have been exposed to any instruction about the concept. 3. Group leaders distribute the cards/posters among the group members.

• • • • •

Describe

• • • •

Sequence

• • • •

Identify

Illustrate Differentiate Compare/contrast Make Connections

Summarize Rank Compare/Contrast

4. Students have 2 minutes to huddle, read the cards/posters, and then determine an appropriate sequence. 5. At the teacher’s signal, the student groups turn and show their sequence to the class. 6. The teacher asks for students to hold up step 1, then step 2, then step 3, etc. 7. Varying responses indicate that the class has little prior knowledge about the topic. 8. Teacher clarifies/verifies the correct sequence, summarizing the content over which the lesson will focus. 9. Students re-sequence their cards based on the new information from the teacher. 10. At the teacher’s signal, students show their new sequence to the class. 11. Students then examine each step in greater detail and depth through buddy reading, online research, video clips, etc. NOTE: The activity can be differentiated for different levels of learners by providing a set of clues that reveal a few of the steps in sequence. Bubble When You Struggle

1. Think of the important pieces of information a student must collect to answer items. 2. Self-questioning may be the key to unlocking prior knowledge and/or skills that can help students reason through a question. 3. Teachers may provide 3-4 questions to help students move from “frozen” to action when they face an assessment item that they do not know how to begin.

Make connections Infer Draw conclusions

Teachers may also create an acronym to help students remember their “bubble when you struggle” questions. © Copyright lead4ward 2014

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Strategy Card Sort (Cooperative and Kinesthetic)

1. Create a set of cards reflecting various vocabulary terms or content associated with the TEKS bundled in the unit. 2. Students work cooperatively in small groups or with partners to sort the cards into various categories. 3. Students justify why cards are grouped together. 4. Challenge: teacher may ask students to “resort” cards into different categories as “Round 2,” asking students to justify the new groupings. 5. Students may transfer the sorting categorization cards into a graphic representation in their journals.

Commit and Toss Discourse (Keeley’s Science Formative Assessment)

Thinking

Instructional Steps

1. Students answer an assessment item and JUSTIFY their response. 2. Students then crumple their paper into a ball and toss it randomly across the classroom. 3. Student pick up 2 different balls and toss them, too. th

4. On the 4 ball, students open the paper to read, discuss, and record any new information to add value to the original response.

(Process TEKS Rigor)

• • • • • •

Apply Compare/Contrast Classify Categorize Differentiate Distinguish between/among

• Evaluate • Justify valid reasoning • Analyze • • • •

Apply

• • • • • •

Apply

• • • •

Identify

Justify Analyze Evaluate

5. Teacher clarifies and verifies. Compare / Contrast Model

1. Organize baggies filled with 2 white plastic plates, 6 blue plastic plates, 6 red plastic plates, 6 purple plastic plates, and 1 dry erase marker. (Colors may vary.) 2. Organize students into group of 3. 3. WHITE PLATES: Ask students to list topic #1 on one white paper plate and to list topic #2 on the second paper plate. 4. Group members each get 2 plates of each color. 5. PURPLE PLATES: Taking turns, students generate ideas of similarities between the 2 topics, share their ideas, and place their plates in the center of the model. 6. RED PLATES: Taking turns, students generate ideas of how topic #1 is unique, share ideas, and place their plates in the model. 7. BLUE PLATES: Taking turns, students generate ideas of how topic #2 is unique, share ideas, and place their plates in the model.

Compare/Contrast Classify Categorize Differentiate Distinguish between/among Evaluate Justify valid reasoning Analyze

8. Students elect one person to “take a cruise” to 3 other groups, getting additional ideas to bring back to their home group. 9. Teacher clarifies/verifies. 10. Students transfer information from the model into their journals. 11. Students clean the plates and place them back into the baggies to prepare them for the next group.

NOTE: Although this activity, done with paper plates, allows for a high degree of tactile, physically engagement, sticky notes and/or small pieces of paper could also be used to create the compare/contrast model.

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Strategy

Instructional Steps

Concept Maps and Brainstorming Webs

1. Student brainstorm ideas, identify specific content information, and analyze information through a graphic representations showing the relationship of the ideas. 2. Examples may include the following:

Connect the Dots

1. Organize students into pairs, triads, or groups of 4. 2. Students (or teachers) select four familiar titles, text excerpts, concepts, key academic vocabulary terms, math problems, lab experiments, etc. 3. Using the Connect the Dots organizer, students label each dot with one of the ideas. (Each dot has a different idea.) 4. Students follow the arrows to find ways in which the ideas connect. 5. Students find one similarity and one difference between the aligned dots.

Exit Ticket with Key Understandings

1. Create a poster reflecting the key understandings of the unit. 2. Post the chart in the room. 3. Students create an Exit Ticket at the end of the lesson: The information we learned in today’s lesson links to Key Understanding # ____ because ____________________.

Fact or Fib Showdown (Adapted from Kagan Cooperative Learning)

1. Students write “fact” on one notecard or post-it note and “fib” on another notecard or post-it note. 2. Teacher presents a statement associated with the content. 3. Teacher allows 3-5 seconds for student processing to decide if the statement is a fact or a fib.

Thinking (Process TEKS Rigor)

• • • • • •

Analyze

• • • • • • • • •

Compare/contrast

• • • •

Apply

• • • •

Compare/Contrast

• • • •

Analyze

Compare/Contrast Classify/Categorize Organize Summarize Analyze

Classify Categorize Differentiate Distinguish Identify Evaluate Justify valid reasoning Analyze

Compare/Contrast Make connections Justify thinking

Predict Make Connections Justify

4. Teacher says, “1, 2, 3 Showdown!” 5. Students slap their response in the middle of their desk/table. 6. Students justify their response with a partner or small group. 7. Teacher clarifies/verifies correct response and dispels misconceptions. Fishbone Graphic Organizer

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1. Student analyze content in terms of big ideas and smaller, connected ideas.

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Summarize Make Connections Categorize

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Strategy Four Corners (Adapted from Kagan Cooperative Learning)

Thinking

Instructional Steps 1. Assign each corner of the room either a vacation destination, soft drink, candy bar, etc. 2. Ask students to select a corner and to “go on vacation” or to their favorite corner. 3. Once students are in their chosen corner, they form a partnership with someone who is vacationing at the same destination. 4. Teacher poses a question related to TEKS content, rigor, or specificity.

(Process TEKS Rigor)

• • • • •

Interpret

• • • • •

Understand

• • • • • •

Categorize/Classify

• • • •

Summarization

• • • •

Solve

Apply Communicate Solve Problems Justify

5. Students work with their partner to answer and justify their response and transfer the information to their notes/journals. 6. Teacher clarifies/verifies. NOTE: This strategy could be used to scaffold learning for 3-4 homework questions to ensure students are provided an opportunity to “practice without penalty.” Frayer Model (Dorothy Frayer)

1. The Frayer Model is a visual organizer that helps students understand key words and concepts. The Frayer Model is a chart with four sections which can hold a definition, some characteristics/facts, examples and nonexamples of the word/concept. 2. The purpose is to identify unfamiliar concepts and vocabulary and to create visual reference for concepts and vocabulary

Genre Hang Ups

1. Sort picture cards by genre. 2. Hang pictures on the correct genre hangar. 3. Retell one story in the correct order. 4. Point to the 3 most important parts of the book and explain why they are important (Teachers are encouraged to add to/adapt this step with various probing questions and extension activities.).

Graffiti

1. Students draw a 1 minute “graffiti” representing the major concept taught during the lesson. 2. Students add 1 sentence to make 1 inference, draw 1 conclusion, or make 1 prediction based on their understanding of the content.

He Said – She Said with Stand Up! Hand Up! Pair Up! (Adapted from Kagan Cooperative Learning)

1. Students are provided with an assessment item or a problem that has 3-4 conclusions associated with the item. 2. Students then write two additional “valid conclusions” about the item. (Valid conclusions may align to concepts from the TEKS, formulas, rules, theorems, processes, key understandings, etc.) 3. Students then participate in a Stand Up! Hand Up! Pair Up! to find a partner.

Identify Make Connections Compare Determine Relationships

Understand Distinguish Identify Evaluate Justify

Infer Draw Conclusion Predict

Apply Draw Conclusions Communicate

4. Student partners share their valid conclusions. 5. Students participate in another round of Stand Up! Hand Up! Pair Up! to get a second partner. 6. New partners share valid conclusions. 7. The teacher clarifies/verifies.

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Strategy Hierarchy Graphic Organizer

Human Timelines

1. Students are placed into groups.

3. Group members huddle to determine the correct sequence of the pictures, events, ideas, or processes. 4. Student reveal their human time line to the class and justify their sequence.

Inner/Outer Circle

(Process TEKS Rigor)

1. Students organize, summarize, and analyze information by putting it into a graphic organizer that shows the relationship between the ideas through a hierarchical structure.

2. Groups are given a set of pictures, events, ideas, processes, etc., aligned to the content.

(Adapted from Kagan Cooperative Learning)

Thinking

Instructional Steps

1. One-half of the class forms a circle facing out. 2. The other half of the class form a circle facing in. 3. The inside circle students are each provided a vocabulary term associated with the unit content. 4. Outside circle students describe the term, compare the term to one other term from the unit, and create an analogy with the term. 5. Inside circle clarifies/verifies the outside circle’s answer.

• • • • • • •

Sequence

• • • • •

Solve

• • • • • • •

Interpret

• • • • • • •

Interpret

Solve Analyze Order Rank Summarize Analyze

Apply Summarize Identify Compare/Contrast

6. At the teacher’s signal, the outside circle rotates one person to the left to have a new partner with a new question. 7. Repeat steps #3–#6 until the outside circle returns to their original positions. 8. Inside circle hands their question card to their outside circle partner. 9. Circle trade positions. (Outside become inside/inside become outside.) 10. Process repeats with the new circles. 11. Teacher clarifies/verifies as appropriate. Investigating the Question (IQ) Slap Down Game

1. Organize students into groups of 3 or 4. 2. Each member should get a set of “ABCD” cards. 3. Round 1: At the teacher’s signal, students slap down the answer choice that represents the worst answer and then justify their response. 4. Round 2: At the teacher’s signal, students slap down the answer choice that represents the best wrong/incorrect answer and then justify why many students may have mistakenly chosen that answer. 5. Round 3: At the teacher’s signal, students slap down the answer that represents the correct answer and then justify why this is the appropriate response.

Solve Apply Compare/Contrast Differentiate Apply Justify

NOTE: It is critical that students justify their responses to articulate the processing/application errors students may make when answering items. Jig Saw

1. Organize students into “home groups.” 2. Students number-off to form “expert groups.” 3. Assign each numbered group a topic or step in a process. 4. Expert groups have 4-5 minutes to summarize assigned information. 5. Experts return to home groups. 6. Each expert teaches the group his/her summary. 7. After all experts have presented, students compare/contrast, analyze cause/effect, sequence, and evaluate the combined information. 8. Teacher clarifies/verifies.

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Summarize Communicate Sequence Compare/Contrast Cause/Effect Synthesize

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Strategy Justified List (Keeley’s Science Formative Assessment)

Thinking

Instructional Steps 1. Provide students with a question stem associated with a big idea, concept, or difficult Readiness Standard. (Example: Which of the following is a mixture?”) 2. Provide students a list of examples and non-examples associated with the question. 3. Student check all the items that are positive examples associated with the question stem.

(Process TEKS Rigor)

• • • • •

Compare/Contrast

• • • • •

Compare/Contrast

• • • • • • •

Solve

• • • • • •

Interpret

Differentiate Predict Evaluate Justify

4. Students then create a RULE validating/justifying why they checked the items. 5. Student groups share/compare RULES and pick the best rule from their group. 6. The group rules are presented to the class, and the class votes on the best. 7. The teacher clarifies and verifies. Justified True False (Keeley’s Science Formative Assessment)

1. Students are presented with 5-7 statements aligned to specific concepts, skills, or ideas represented in the TEKS for the unit of study. 2. Students must decide if each statement is true or false. 3. Students then JUSTIFY their response in writing, indicating WHY they believe the statement is true or false. 4. Students share their justifications with a partner. 5. The teacher clarifies/verifies.

Differentiate Predict Evaluate Justify

NOTE: This strategy may be combined with Fact or Fib Showdown. Math Problem-Solving Graphic

1. Provide students with an assessment item or math problem. 2. BEFORE students actually do the math, they identify the steps of how they plan to solve the problem using a problem solving graphic. 3. Students write exactly what they plan to do first, second, third, etc. 4. After articulating their plan, they solve the problem mathematically and make adjustments to their original plan if necessary.

Step  1  

(Musical) Mix-Freeze-Group

Step  2  

Step  3  

Step  4  

Use Apply Sequence Order Communicate Justify

Step  5  

1. Play music while students “mix” around the room. 2. Stop music and say, “Freeze!” so students will freeze wherever they are in the room. 3. Say, Group!” and ask students to turn to the person closest to them to form a partnership. 4. Teacher conducts a “mini teach” piece and presents a question for practice or reflection associated with content. 5. Students work with their partner to answer the question.

Solve Use Communicate Evaluate Justify

6. Teacher clarifies/verifies. NOTE: This strategy could be used to scaffold learning for 3-4 homework questions to ensure students are provided an opportunity to “practice without penalty.”

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Strategy Mystery [Content Area] Math Mystery

1. Organize students into four groups using a 4-Corners activity: • Corner 1 – like Coca Cola best

Science Mystery

• Corner 2 – like Sprite best

Reading Mystery

• Corner 3 – like Dr. Pepper best

Social Studies Mystery

Thinking

Instructional Steps

• Corner 4 – like Gatorade best • Corner designations may be various types of candy, soft drinks, vacation destinations, sports, types of food, etc. 2. Students practice one assessment item, targeted toward an SE that students find difficult according to data.

(Process TEKS Rigor)

• • • • • • •

Interpret

• • • •

Interpret

• • • •

Interpret

• • • • • • • • •

Interpret

Summarize Communicate Sequence Compare/Contrast Cause/Effect Synthesize

3. Corner groups are assigned one answer choice and must either … 4. DEFEND the answer to the class as “innocent of a crime” by explaining why it is the correct response. 5. PROSECUTE the answer in front of the class as “guilty of a crime” explaining why their answer is the incorrect response. • Corner 1 – focus on answer choice A • Corner 2 – focus on answer choice B • Corner 3 – focus on answer choice C • Corner 4 – focus on answer choice D 6. The teacher clarifies/verifies. NOTE: Student groups MAY choose to try and trick the class by purposefully defending an incorrect answer to make the other students identify a flaw in their reasoning. Mystery Envelope (Deeper Reading Kelly Gallagher)

1. Each group is presented with an envelope with a different prompt, question, assessment item, process, or concept to discuss. 2. Each group collaborates to respond to the mystery envelope information. 3. Groups share and discuss their conclusions with the class. 4. Students evaluate each group’s conclusions as valid or invalid.

Nine Squares

1. Students read a text and divide it into nine squares. • 5 details (what does it say?) • 2 inferences (what does it mean?) • 2 valid conclusions (why does it matter?) 2. Students may trade 9 squares with a partner to see if each can “guess” the 5 details, the 2 inferences, and the 2 conclusions.

Explain Justify Evaluate

Summarize Infer Draw Conclusions

NOTE: As a scaffolding activity, teachers may choose to complete the 9 squares and ask the students to determine the details, inferences, and conclusions. Odd One Out

1. Organize students into pairs, triads, or groups of 4. 2. Provide students with four pictures, problems, excerpts of texts, etc.

(Keeley’s Science Formative Assessment)

3. Students “jig saw” the 4 pictures and brain dump to summarize key points. 4. Student experts return to home groups and share the summaries. 5. Students identify one example that does not belong, and they must justify why the example is the “odd one out.” 6. Students select a second picture as “odd one out” and justify. 7. Students then sequence the 4 pictures, identify cause/effect of 2 pictures, and predict what would happen if one picture was taken away.

One Question, One Comment, Last Word

1. Each student creates a question and a comment about a selected text. 2. In random rows, each student (one at a time) presents his/her question and comment. 3. The next person in the row must answer the question, respond or add value to the comment, and present his/her own question or comment.

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Summarize Communicate Sequence Compare/Contrast Cause/Effect Synthesize Predict Justify

• Apply • Explain • Communicate

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Strategy Order Up

1. Students are provided a set of cards to sequence. 2. The sequence or order should represent the steps of a process associated with a major concept, content idea, or assessment item. NOTE: The activity can be differentiated for different levels of learners by cutting cards different ways or by providing a set of clues that reveal a few of the steps in sequence.

Picture It

Thinking

Instructional Steps

1. Students are provided only the visual stimulus portion of an assessment item (graph, table, pictorial example, model, advertisement, map, graphic, etc.). 2. Students record all the information they know based on the stimulus.

(Process TEKS Rigor)

• • • •

Sequence Summarize Rank Compare/Contrast

• Identify • Determine • Justify

3. Students record all questions they have about the stimulus. 4. Students answer the assessment item associated with the visual stimuli. 5. Students create a justified list of all the information they had to know to answer the question completely. 6. Students get a partner to share their list and justify the ideas that they wrote. Picture-Text-Picture Analysis

1. Student are provided an assessment item.

• Analyze

2. Students analyze the item according to its format (pictures/models/graphics and text). 3. Students code the item according to its format: • Text – Answer Choices (TA) • Text – Picture – Answer Choices (TPA) • Text – Picture – Text – Answer Choices (TPTA) *Historically the format students struggle with most often) • Picture – Text – Answer Choices (PTA) Plot Diagram

1. Students analyze the elements of plot using a graphic representation. 2. Examples are reflected below.

Recast (Deeper Reading Kelly Gallagher)

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1. 2. 3. 4. 5. 6. 7. 8.

• Analyze • Sequence • Summarize

Rewrite  the  story  changing  one  aspect  of  the  plot.   Rewrite  the  article  using  a  different  organizational  approach.   Record  information   in  the     article     using    a     variety     of     different    organizational   graphic  organizers.   Rewrite  a  play,  making  it  a  short  story.   Change  the  form  of  the  poem.  (e.g.,  narrative  poem  into  a  limerick)   Rewrite  a  persuasive  piece,  making  it  expository.   Rewrite  an  expository  piece,  making  it  persuasive.   Write  the  question  another  way.  

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Strategy RERUN Chart

Thinking

Instructional Steps

(Process TEKS Rigor)

1. R = Students RECALL important activity, lab, demonstration, or investigation. 2. E = Students EXPLAIN the importance of the activity.

• Summarize • Explain

3. R = Students explain the RESULTS or outcome. 4. U = Students note their UNCERTAINTIES or questions. 5. N = Students share two NEW things they learned. Scientific Method Graphic

1. Student articulate their understanding of the scientific method as they journey through a specific topic. 2. Student write their ideas, understandings, summaries, and questions on a graphic such as the one below.

Show Me What You Know

1. Student classifies practice assessment items into 2 categories: • Looks the way my teacher taught it • Looks different from the way my teacher taught it 2. Explain WHY the question is different from the way the teacher taught it. 3. Which ones did I get right? Which ones did I miss? Why might that be?

Snyectics Snowball

Students participate in a Synectics activity by developing an analogy between a complex concept and a seemingly unrelated picture. 1. Place students into cooperative groups of 4. 2. Provide students with a sentence stem aligned to a major, complex concept represented in a Readiness Standard such as, “The Pythagorean theorem is like…” or “Forming an inference is like…”

• Compare • Communicate • Justify

3. Provide students 4 -5 pictures unrelated to the concept. 4. Ask students to circle one picture and to form a relationship to the complex concept in some way. 5. Students should write a “because statement” to complete their analogy. 6. When all students have completed their Synectics analogy, they should stand up and push their chairs in. 7. Students crush their paper into a “snowball.” 8. The teacher should provide clear instructions for the Snowball sharing activity. • At the teacher’s signal, students toss their snowball at a classmate. • Students pick up a random snowball and toss it. • Students pick up another random snowball and toss it. th

• After tossing 3 snowballs, students pick up a 4 snowball, read it, and share it with their group. • Cooperative groups select the best analogy from their 4 and share it with the class. Story Map

1. Students analyze a selected text based specific criteria such as characterization, plot, theme, symbolism, etc. 2. Students record their analysis on graphic organizer. 3. Students explain and justify their responses to a partner. 4. Students add value to their original ideas.

• • • •

Analyze Explain Justify Infer

5. Teacher clarifies/verifies.

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Strategy T-Chart

Thinking

Instructional Steps 1. Write one subject on either side of the middle line.

(Process TEKS Rigor) Compare/Constrast

2. Compare and contrast the 2 subjects by adding details to each column.

Think–Pair–Square-Share (Adapted from Kagan Cooperative Learning)

1. Students are organized into pairs. 2. Students work cooperatively to answer a question the teacher has posed or an assessment item. 3. Student pairs stand up and find another pair to create a square. 4. Pairs share their response in their square and add new information to their original responses. NOTE: This strategy could be used to scaffold learning for 3-4 homework questions to ensure students are provided an opportunity to “practice without penalty.”

Thinking Maps®

1. Students create a Thinking Map® aligned to the cognitive rigor of the content. • Circle Map – Brainstorm • Bubble Map – Describe • Double Bubble Map – Compare/Contrast • Flow Map – Sequence • Multi-Flow Map – Cause/Effect • Bridge Map – Analogies • Brace Map – Part to Whole Relationships (hierarchy) 2. Students may work cooperatively to complete the maps. 3. Students may create the maps with pen/paper, or they may make the maps color-coded and 3-dimentional. NOTE: To receive training in Thinking Maps®, contact Thinking Maps® at www.thinkingmaps.com.

Toss a Question Item Practicing (Adapted from Kagan Cooperative Learning)

• • • • • •

Interpret

• • • • •

Analyze

• • • • • • •

Cause/Effect

Solve Use Communicate Evaluate Justify

Summarize Compare/Contrast Classify/Categorize Identify Similarities and Differences Evaluate Organize Justify Solve Sequence Use

1. Students are organized into small groups. 2. Students work cooperatively to answer a question item aligned to lesson content. 3. Teacher verifies/clarifies correct answers. 4. Student groups create a DIFFERENT question over that same content, including the following answer choices: • a distractor • a “close” answer that others might consider correct if they did not complete all the steps or read carefully • a correct answer 5. Groups “toss” their question to another group. 6. Groups analyze and answer the question, justifying their responses, and/or making suggestions for improving the question and answer choices. 7. The process repeats again with this new question. NOTE: This strategy is excellent for helping students transfer learning to answer questions that are different from the form in which they practiced it with the teacher.

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Strategy Trifold Organizer

Instructional Steps 1. Students fold a piece of paper into thirds. 2. Students write and/or illustrate a significant event in the middle section. 3. Student write CAUSES of the event on the left side.

Thinking (Process TEKS Rigor)

• Cause/Effect • Analyze • Summarize

4. Students write and/or illustrate the EFFECTS on the right side. 5. Student share ideas and add value to their original trifold. Venn Diagram

1. Write details that tell how the subjects are different in the outer circles.

• Compare/Constrast

2. Write details that tell how the subjects are alike where the circles overlap.

References: Frayer, Dorothy. Frayer Model for Understanding of New Words. Available at wvde.state.wv.us/strategybank/FrayerModel.html. Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12. Stenhouse Publishers. Kagan Publishing and Professional Development. Available at www.kaganonline.com. Keeley, Page (2008). Science Formative Assessment. Corwin Press. Marzano, Robert J. and Pickering, Debra J. (2005). Building Academic Vocabulary. ASCD.

   

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