Teacher Resources
  • Grades 6 – 12 Classroom Ready Curriculum Resources units in Schoology Groups joining codes here
  • Geometry Student Experience Aligned to ACAP (Grades 2 – 5):  Geometry Student Experience Wakelet
  • Proficiency Scales: https://www.amsti.org/amsti-proficiency-scales
  • Science Formative Assessment Item Sets (Grades K – 8): https://bit.ly/AMSTIScienceLearningResources
  • Math Tasks for Student Learning:  Aligned to grades K-3 and designed to be used with a variety of objects/manipulatives with whole groups or small groups Math Tasks for Student Learning
EVERYONE has an ALSDE Teaching & Learning Schoology Account issued from the ALSDE.
An email was sent from PS-Schoology@alsde.edu on July 29th with login credentials.
For questions about accessing your account, please email schoologyenrollments@alsde.edu.
Strategic Teaching Strategies
MEGA LISTENERS
Pick one or two students before a passage is read or before a topic is discussed....they know that when you are finished, they will have to summarize the key points
QUICK WRITE
Write a prediction about text 
Write a summary of the text
ABC BRAINSTORMING
Individually list as many words as possible associated with the topic read in alphabetical order
Assign each student a letter of the alphabet
Each student writes a word that begins with his assigned letter about the topic in alphabetical order on a chart to make a class summary
ANTICIPATION GUIDE
Mark each statement before reading the text as agree or disagree
Mark each statement after reading the text to confirm or correct predictions
FIVE WORD PREDICTION
Use only five words to make a prediction about the text
Use those five words to write a summary paragraph
TABLE TALK
Write a thought-provoking statement or question related to the subject of the upcoming lesson on the board.
Students have two minutes to read the topic, reflect, and write a response.
Students have three minutes to share their responses with a partner, reflect, and write a response to their partner’s statement.
Pairs combine to form small groups of 4-6 students. Responses are shared within the group and one response is chosen to share with the whole class.
PREREADING PLAN
Provide students with a cue word or idea to stimulate thinking about a topic.
Have students brainstorm words or concepts related to the topic. Write all ideas.
After all the words and ideas are listed, go back to each word and ask the contributor why he or she suggested the word. Clarify ideas or elaborate on concepts.
Read the text.
After reading, revisit the original list of words and revise if necessary.
WORD SPLASH
Provide Select seven to ten meaningful words or phrases from the reading selection. Be sure to include not only similar words that will indicate the subject of the selection but also some of the words and phrases that seem contradictory to the others.
Give each student a sheet and ask him/her to spend a little time thinking about what kind of story or article could include all of these words or phrases.
Ask students to form small groups of three to five (or you can assign them to groups). In their groups, they should decide what the story will be about. They should also create a narrative or an explanation that will include all of the words or phrases.
Ask each group to share their narrative or explanation. As they listen, students should look for common elements.
Ask students to list the common elements they heard and list these elements on the board (or you could list them if students have trouble doing this).
Individually, students now read a selection or an excerpt.
In small groups or as a whole class, discuss the similarities and differences between the narratives they constructed prior to reading the selection, and the actual selection. It is very important to discuss the reasons for the differences. This discussion can highlight the number of possible approaches authors have available to them when deciding to write about a particular subject. Students' constructions may be perfectly logical without being exactly the same as the story or explanation the author constructed.
SEMANTIC MAPS
Select the main idea or topic of the passage; write it on a chart, overhead, or chalkboard; and put a circle around it.
Have students brainstorm subtopics related to the topic. Use lines to connect to the main topic.
Have students brainstorm specific vocabulary or ideas related to each subtopic. Record these ideas beneath each subtopic.
Read the text and revise the Semantic Map to reflect new knowledge.
SNOWBALL FIGHT
Ask students to respond in writing to a quote, video clip, surprising fact or opinion.
Students should ball their papers up and toss them to other students.
Students will un-wad the papers they have been tossed and respond to the other student’s response.
Repeat the process as many times as desired.
The last student to respond must choose one statement to share that stands out to him as the most significant.
LIST-GROUP-LABEL
Write a cue word on the board or overhead.
Have students brainstorm words or concepts related to the topic. Write down all ideas.
Lead a discussion about whether any words should be eliminated, and if so, why?
Divide the class into groups of three or four. Have groups cluster the words and give each cluster a descriptive term.
Have groups share their clusters and give reasons for their choices.
Have students read the text. Afterward, have students revisit their clusters and modify them, if necessary.
CORNERS
Pose an open-ended question to students and offer them multiple answers.
Give students time to think about each option; then, have them move to a corner of the room that
has been designated as the meeting place for those who hold the same opinion.
In the meeting places, have students discuss why they think the option they chose is the best one.
If groups are large, you may divide them into smaller groups and have multiple groups discuss an
opinion.
After a set amount of time, have groups share their reasons for choosing each option.
Types
grizzly,
polar, brown
Food
fish, berries,
honey
Habitat
woods
mountains
Bears

FRAME OF REFERENCE
Draw an oval (represents the picture in the frame) in the middle of a piece of chart paper or on the board.
Place a keyword or topic inside the oval.
Draw a larger oval around your “picture” to represent the “mat” area.
Ask students to give you words or phrases that come to mind when they think of the pictured word and record responses in the “mat” area.
In the remaining area (or draw a rectangle around the two ovals on the board to represent the frame), ask students to tell you how they came to know their responses and record the information in the “frame”.
PReP
Prompt students’ initial associations with a new concept by asking students to say what comes to mind when they hear the key term or new concept.
As students respond, the teacher records their associations (without making any comments).
Next the teacher asks each respondent to reflect on their association by asking students to explain their responses.
Last, students are asked to add any new ideas that have come to mind after hearing others’ ideas.
X MARKS THE SPOT
Use X to mark important information; Mark ? if you don’t understand (You can change marks to meet your needs)
If using a textbook, use Post-It Notes to record marks.
THINK ALOUD
Read short passage; think about it; share thinking with a partner; record thinking
Repeat above
CHUNK
Read a short passage; discuss in small groups or whole class
Repeat above
TALK TO THE TEXT
Make notes, questions, and comments in the margin
HOT ROD [Hand over text; retell on demand]
This strategy pairs students to read, talk, and listen during reading.
One student orally reads a paragraph as the other student follows along silently.
Then the students cover the text with their hands while the listener retells what the reader’s paragraph said.
Students swap roles for the next paragraph and continue this pattern until all of the assigned passage has been read and retold.
SAY SOMETHING
Choose a text for the students to read and have them work in pairs.
Designate a stopping point for reading.
Have students read to the stopping point and then “say something” about the text to their partner.
Allow pairs to choose the next stopping point. Students repeat steps 3 and 4 until they finish reading the text.
CODING THE TEXT
Using a read-aloud and thinking-aloud model for the students' examples of making connections.
These may include text-self, text-text, or text-world connections.
While reading aloud, demonstrate how to code a section of text that elicits a connection by using a sticky note, a code (T-S = text-self, T-T = text-text, T-W = text-world), and a few words to describe the connection.
Have the students work in small groups to read a short text and code the text. Have them share their ideas with the class.
Encourage the students to code the text using sticky notes to record their ideas and use these as a basis for small and large group discussions.
JOT CHART
Divide students into groups.
Have students quickly skim the text to locate main ideas (subheadings) and fill in the main idea column on the jot chart.
Within each group, assign each student a main idea on which to collect supporting details.
Groups complete their jot charts by filling in details provided by group members.
3-2-1
List 3 details, 2 questions, 1 connection
MAGNET SUMMARY
On the unlined side of the index card, the student writes 3 to 5 words that they are drawn to as they read the text.
The student turns to the lined side of the card and writes a summary of the entire text using the words he has chosen in the summary. The student underlines his/her words as he/she uses them.
READ-TALK-WRITE
Students read a chunk of material for a specified time.
Pair up students. One student should tell his/her partner as much as can be remembered without looking at the text and must keep talking for one minute. If he/she runs out of things to say, information can be repeated. Call time at the end of one minute and reverse the process. The second student may state the same information, but should try to say it in a different way, if possible. The listening partner needs to focus attentively without interrupting until it is his or her turn to talk.
Each student writes what he or she knows about this passage. After writing as much as possible, students may reread the passage to check the details.
Repeat the process with the next chunk of text.
KEYWORDS
Use a highlighter to mark important words in the passage
If using a textbook, list keywords
Turn and talk to another student about the words chosen
THINK-PAIR-SHARE
The teacher provokes students' thinking with a question or prompt or observation. The students should take a few moments (probably not minutes) just to THINK about the question.
Using designated partners, nearby neighbors, or a desk-mate, students PAIR up to talk about the answer each came up with. They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique.
After students talk in pairs for a few moments (again, usually not minutes), the teacher calls for pairs to SHARE their thinking with the rest of the class. She can do this by going around in a round-robin fashion, calling on each pair; or she can take answers as they are called out.