Standard+1+Strategies+and+Assessments

Teaching strategies are ways in which a teacher can bring content to life and give variety to the classwork. Here are some strategies that can be used for teaching, assessing students, or both. For a more complete list and videos, visit JHAT, Jr. Strategies. If you want an end of unit test, here is an example of a short answer application of knowledge. Extension: When students are finished, have them turn over their paper and use the ideas to write a summary paragraph of what they learned. The format of a Stop and Write is easily used to transition to a summary paragraph. Note: When introducing a Stop and Write, to scaffold do the following: First, do one as the teacher to model. Then, do one as a class. Finally, have students do one in a small group, or if ready, do one by themselves. This gives them the example they need and expectation of what kinds of facts they are looking for. || || || || || Guide || An Anticipation Guide gets students ready to read. It gives them statements from the text and has them state if they are true/false before reading. In this way, students want to know if they are right and are more motivated to read. After reading, they should mark the correct answer on the right side of the form and put the page where they found that answer. || || Have them stand next to the sign, then talk with the group members about why they are there. Randomly call on a person from the group to share with the rest of the class. After each group shares, give students time to change groups if their opinion was swayed by the class members' comments. Continue to ask different questions and have students move to different areas. Repeat the process of having them discuss and share with the class. || ||
 * Strategy Name || Description || Materials Needed ||
 * Stop and Write || Students read a text, watch a video clip, or listen to a presentation, then complete the Stop and Write form with what they have learned. The first blank in the first sentence should include the topic of study and should be completed before starting the activity.
 * Blank Map || Students can use a blank map to trace routes from explorers or setting changes of characters in a book. || [[file:Blank World Map.pdf]]
 * Map Analysis || Students analyze a map- primary or secondary source- and answer questions drawing inferences from the map. || [[file:Map Analysis.docx]] ||
 * Gallery Walk || A gallery walk is a quick way of sharing information. Hang up posters of information, whether student-created or not, and have students walk around and view them to take notes. For more info and a video clip, see JHAT, Jr. Strategies || [[file:Gallery Walk Notes.docx]]
 * Role Play || Students research an explorer and pretend they are him as they are interviewed by a classmate. All instructions, rubrics, and examples are included in the file. || [[file:Undercover Explorers.doc]] ||
 * Sort || Students will sort European explorers by the nations they represented. There are two version- a simple and a harder version. The harder version includes more explorers and facts about the explorer to be sorted and matched correctly. It takes more time and is meant for students who have researched these explorers in depth. || [[file:Explorer Sort- Simple.docx]]
 * Anticipation
 * Chart || Charts are a great resource where students can record information easily. They can be done on a teacher-created graphic organizer, or simply drawn in a student's notebook. || [[file:Freedoms in Colonial Groups Chart.docx]] ||
 * Four Corners || Four Corners is a great activity to have students share their opinions and try to convince others to change their opinion. Put up signs in 4 (or more) areas of the classroom. Ask students a question where they have to choose one of the four answers.


 * ~ =**Understanding Early Colonies Description of Strategy / Links**= ||~  ||
 * //**Note to Quinn**//: We are not sure which and how in depth you want us to go, so here are a couple of different ideas we have come up with, please let us know what you are looking for. the one above is one idea and this is a different idea. ||  ||


 * [|Leveled Text for Social Studies by Shell Education__] **

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I use book 1, Early America for this activity. There are three different passages that explain the New England, Southern and Middle Colonies. I copy the passage for the colony I plan to teach for the day and use only one colony per day or 30 minute class period and make sure you allow time for discussion after reading. You can even use this as a shared reading activity with the students. The same text is written at different reading levels, so you may even want to use it in reading groups if you have a variety of reading levels I have done both. I introduce the colonies to the students this way and it gives them a quick snapshot of how, why and responsibilities of the colonies. After you have introduced all three of the colonies New England, Middle, and Southern, to the students, have them pick one of the colonies that they would have like to have lived in. Ask them to write 2-3 paragraphs about why they would like to lived there, what they think their responsibilities would have been, and how they would have would carried them out. Then have them draw a picture of what they think the colony would have looked like. I have them draw the picture because visualizing is powerful tool especially for your ESL students and it gives you a better gage of their understanding. I have done this with my students and they have enjoyed it because it gives them a chance to think about what life was like during colonial times as well as teaching the core standards. I have often used a strategy called an exit card, throughout my teaching, where I use a simple index card and have the student write down what they liked about a particular activity and what they didn’t like this gives me an idea of what works and what doesn’t work and they gave a thumbs up to this activity. If do use the exit card strategy it works better if you tell them not to put their name on the card because they tend to be more honest. =====


 * ~ ==Reasons Why the Native Indian Population Declined== ||~  ||
 * =====Read the book Encounter by Jane Yolen. This youtube video link [|__Encounter by Jane Yolen__]  gives you a snapshot of what the book is about it is told from the perspective of the Taino Indians it explains why their population declined when Christopher Columbus landed in San Salvador be sure to read the authors note at the end to the students. I use a strategy called an anticipation guide for this activity. I show the students the cover of the book then give them the worksheet and have them answer the left side (you) of the worksheet before I read to the whole class and then have them answer the right side (the author) after reading to check for understanding and it also engages the students while reading if they know what to listen for. I love this activity and so do the students. You can check this book out from the local library or buy it used from sites such as Amazon. I have also given you the link for the anticipation guide feel free to change the questions as you see fit. Another activity I have done with this book is to to have the students write a letter to their parents as if they are the young indian boy explaining what they have seen and how they feel. This gives you an opportunity to assess their writing and covers writing from another perspective. =====

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