Handout 4 Sample Strategies List THOUGHT GENERATORS
The following is NOT an exhaustive list of strategies. This document is only a resource to help
guide you in the development of research based strategies that work. Action Step Thoughts are
listed under each strategy. These were provided as THOUGHT GENERATORS only. Remember to
think SEQUENCE and WHO, WHAT, WHEN as you begin to write your own action steps.
Mathematics Strategy Examples
1. Use longitudinal data to address weakest math standards in all math classes
Action Step Thought Generators:
identify weak standards create and purchase curricular materials
provide training for staff on effective needed to address weaknesses
teaching strategies determine method of measurement
provide time for teachers to collaborate
2. Establish a student-centered classroom instructional environment
Action Step Thought Generators:
tier lessons with best practice and peer teaching
differentiated instruction hands on lessons
questioning techniques seating arrangements
cooperative learning groups accessibility
use of various strategies
varied materials
2. Plan and implement strategic teaching components in all math classes
Action Step Thought Generators:
before – during – after purpose and graphic organizers
strategies use NCTM Process Standards for
standards based instruction Mathematics – Problem Solving,
daily, monthly, and quarterly assessment Communication, Reasoning,
chunking information Representation, and Connections
student reflection
3. Encourage participation by all students in math classes
Action Step Thought Generators:
incorporate different learning style problem solving activities
activities into instructional plan call on non-volunteers using a randomized
use peer coaching system (popsicles sticks, numbers, etc.)
differentiated instruction use CPS or individual white boards
whole groups, small groups and/or partner use SMART board technology
activities and interventions use AMSTI activitie
peer collaboration
hands-on instruction
4. Use a variety of formative/summative assessment types throughout units of study
Action Step Thought Generators:
effective questioning incorporate multiple representations into
open-ended questions assessments
exit slips observation
verbal assessments use of rubrics
demonstrations build common assessments
projects and problem solving activities use pretesting and diagnostic testing to
use real life experience to inform inform instruction
instruction
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Handout 4 Sample Strategies List THOUGHT GENERATORS
5. Create and conduct monthly grade level/department meetings to plan for math instruction
Action Step Thought Generators:
schedule monthly grade level meetings plan intervention for at-risk students,
discuss math standards and assessment complete lesson, book and article studies
results discuss higher-order thinking activities
discuss effective instructional strategies collaborate with special education teachers
that work
6. Utilize technology in math instruction
Action Step Thought Generators:
incorporate identified technology resources (calculators, computers, SMART board/technology, CPS units,
etc.) into lessons
incorporate computer based programs into lessons
utilize various programs for remediation based on identified student need
7. Create and utilize bell ringers to review non-mastered standards
Action Step Thought Generators:
identify non-mastered standards determine how progress will be determined
use various learning styles and modalities to and how often will this be done
teach non-mastered standards use various review activities
use real life experiences
8. Increase mathematics vocabulary development
Action Step Thought Generators:
Identify unit vocabulary
math word walls
student math journals
9. Provide tutorial services based on math proficiency needs
Action Step Thought Generators:
provide appropriate schedules create a plan to ensure that identified
remediation during the day struggling students participate
before and after school tutoring tier instruction
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Handout 4 Sample Strategies List THOUGHT GENERATORS
Reading Strategies:
1. Use longitudinal data to address weakest reading standards in all classes
Action Step Thought Generators:
identify standards training for staff on effective reading
training on how to incorporate strategies to use across the curriculum
collaboration among teachers specifically identify weak standards
reading vocabulary/academic language provide remediation teacher
measurement of progress
2. Target textual/informational and functional reading passages in all classes
Action Step Thought Generators:
direct, explicit instruction of comprehension reading instruction across all content areas
strategies classroom libraries (accessibility, varied
resources genre, varying readability levels
monitoring of progress
3. Establish a student-centered classroom environment that encourages a student ownership of
their learning
Action Step Thought Generators:
use of many varied instructional strategies use of authentic student work & displays to
including but not limited to: fewer lectures, support current instruction
questioning techniques, cooperative appropriate word walls, word study wall
learning, hands on, peer tutors, student led charts, word maps
lessons, etc. graphic organizers
arrangement of furniture
4. Increase vocabulary development
Action Step Thought Generators:
determine content and testing vocabulary instruction in synonyms, antonyms, context
pre teach vocabulary clues, and multiple meaning words
word walls
additional practice time
5. Provide students with opportunities to address higher order thinking skills
Action Step Thought Generators:
recognize logic and argument oral presentations
draw conclusions various question responses: open-ended,
summarize written responses, essays
make predictions power words
utilize graphic organizers
conduct debates
6. Pace, monitor, and incrementally assess instruction of all reading objectives
Action Step Thought Generators:
implement MCPSS pacing guides use a variety of instructional strategies
use student progress monitoring forms, (differentiated instruction, reteaching,
rubrics, etc. scaffolding; etc.)
administer benchmark/common and create a pool of strategies for quick
teacer-made assessments formative assessments
7. Target fluency with at risk and/or all students
Action Step Thought Generators:
guided oral reading with feedback, repeated reading
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Handout 4 Sample Strategies List THOUGHT GENERATORS
8. Focus on Reading Comprehension with at risk and/or all students
Action Step Thought Generators:
continued implementation of ARI guidelines answering question
as defined by SDE student generated questions
Reading Street summarization
My Sidewalks drawing conclusions/inferring
READ 180 cooperative learning
Waterford activating prior knowledge
Voyager (6-8) making connections
Language! monitoring for meaning
Grad Exam Prep/tutorial classes visualizing
provide remediation teacher determining importance of info
utilization of reading coach or instructional synthesizing
specialist Reading Street Concept Boards
daily intervention Reading Street Sound/Spelling Wall Charts
extended learning time
graphic and semantic organizers
recognizing story and text structure
9. Plan and implement strategic teaching in all reading classes
Action Step Thought Generators:
Before, During, & After purpose and scaffolding instruction
strategies ‘Turn & Talk’
standards based instruction Teacher modeling
daily assessment
I do, We do, You Do
10. Implement intensive writing
Action Step Thought Generators:
implement MCPSS writing plan/curriculum rubrics and checklists
(K-12) essay questions on assessments across all
increase amount of writing instruction content areas
increase amount of writing required of various journals
students teach grammar & mechanics through
increase quality of writing instruction and writing
assignments
11. Increase the amount of reading (time and quantity)
Action Step Thought Generators:
AR/Reading Renaissance independent reading time
Fifth Block
increase classroom libraries (all genre)
12. Encourage participation by all students
Action Step Thought Generators:
address different learning styles, grouping determined by formative
peer coaching assessment(s)
differentiated instruction hands-on instruction
grouping configurations: whole groups and use equity sticks
flexible small groups, individuals
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Handout 4 Sample Strategies List THOUGHT GENERATORS
13. Create and conduct regularly scheduled grade level/department meetings to plan for reading
instruction
Action Step Thought Generators:
schedule grade level meetings discuss strategies that work as well as
identify at-risk students those that don’t
discuss standards monitor progress
discuss test results participate in book and article studies
plan intervention for at-risk students establish “Failure Not an Option” policy
14. Utilize technology in reading instruction
Action Step Thought Generators:
incorporate identified technology resources provide time for practice on computer
(Smart Boards, computers, data collection based programs
devices, etc.) into lessons (teacher and utilize various programs for remediation
student use) based on identified student need
15. Collaborative data meetings will be used to analyze weekly/ standards based assessments and
other test data
Action Step Thought Generators:
determine who will be involved – special individual, small group, and whole group
ed. and regular ed.? identify non-mastered standards: evaluate
identify non-mastered standards & items the materials and methods used to teach
along with students the non-mastered standards
align curriculum, instruction, assignments,
and assessments
16. Increase collaboration among Special Education teachers and regular classroom teachers
Action Step Thought Generators:
use one or more of the co-teaching models develop support structure(s) needed for
lesson plans effective collaboration (PD, workspace,
collaborative teaching time, etc…)
collaborative planning and data meetings
17. Other Action Steps that can support multiple strategies
professional development and training re-teaching
identify a schoolwide, grade level, or Cycle of Instruction
department focus with study groups: ex.: direct, explicit instruction
vocabulary, comprehension, teacher read graphic organizers, visual aids, etc.
alouds, assessments, etc.
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Handout 4 Sample Strategies List THOUGHT GENERATORS
Science Strategy Examples
1. Use longitudinal data to address weakest science standards in all science classes
Action Step Thought Generators:
create charts, identify weak standards identify curricular materials and teaching
determine when the weaknesses will be strategies needed to address weaknesses
addressed how will improvement be measured
reteach non-mastered standards
2. Establish a student-centered classroom instructional environment
Action Step Thought Generators:
questioning techniques reduce time spent in lecture
cooperative learning groups tier lessons with best practice and
use of various strategies, peer teaching, differentiated instruction
hands on lessons, etc. anticipate common errors and
seating arrangements misconceptions and plan accordingly to
call all students by name help struggling students
accessibility and availability of materials develop a classroom management plan
incorporate inquiry-based lessons (Harry Wong)
3. Guide students through generating and testing hypothesis
Action Step Thought Generators:
use induction and deduction encourage students to extend thinking on
have students clearly explain their science problems through prediction
hypothesis and conclusions both orally and increase the number of times students
in writing engage in laboratory experiences that are
train students in how to ask questions to correlated with content standards
move discussion toward higher order participate in AMSTI or ASIM
thinking allow time for discussion of results
allow students time to explore situations-to
develop a hypothesis- and test it
4. Plan and implement strategic teaching components in all science classes
Action Step Thought Generators:
TWIRL(Talk, Write, Investigate, Read, daily, monthly, quarterly assessment
Listen), Before – During – After purpose and use the 5 E Instructional model (Engage,
strategies Explore, Explain, Extend, Evaluate) which
standards based instruction incorporates Activity Before Content (ABC)
5. Encourage participation by all students in science classes
Action Step Thought Generators:
address different learning styles, peer coaching, differentiated instruction, whole groups and small groups
peer collaboration, hands-on instruction
call on non-volunteers using a randomized system (popsicles sticks, numbers, etc.)
use CPS or individual white boards
6. Use a variety of formative/summative assessment types throughout units of study
Action Step Thought Generators:
games effective questioning
exit cards 3-2-1 strategy
verbal assessments observation
demonstrations open-ended questions
facts in five use of rubrics
written projects teach students self-assessment strategies
rubrics build common assessments
incorporate multiple representations into use pretesting and diagnostic testing to
assessments inform instruction
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Handout 4 Sample Strategies List THOUGHT GENERATORS
7. Create and conduct monthly grade level/department meetings to plan for science instruction
Action Step Thought Generators:
schedule monthly grade level plan intervention for at-risk students
meetings/department meetings discuss strategies that work as well as those
identify at-risk students that don’t
discuss science standards monitor progress
discuss test results participate in book and article studies
8. Utilize technology in science instruction
Action Step Thought Generators:
incorporate identified technology resources (calculators, computers, data collection devices, CPS) into
lessons
provide time for practice on computer based programs and virtual lab experiences
utilize various programs for remediation based on identified student need
9. Create and utilize bell ringers which allow for the review of basic science skills
Action Step Thought Generators:
determine the basic skills and modalities that everyone will use for review
determine how progress will be determined, how often will this be done, vary review experiences
10. Collaborative data meetings will be used to analyze end-of-month/ standards based assessments
and other test data
Action Step Thought Generators:
determine who will be involved – special ed identify non-mastery items
and regular ed? evaluate the materials and methods used to
identify non mastery students and teach the non-mastered items
standards, tie the assessment back to instruction
small group and whole group?
11. Continuously Assess student learning
Action Step Thought Generators:
define continuously
determine how students will be assessed, methods that will be used, resources utilized
create a pool of strategies for quick formative assessments, (refer to Science: Formative Assessment: 75
Practical Strategies for Linking Assessment, Instruction, and Learning by Page Keeley, NSTA Press)
12. Emphasize instruction on science/academic language content and test vocabulary
Action Step Thought Generators:
identify vocabulary that will be emphasized, A-B-C…vocabulary/student produced
how will it be emphasized glossary pages in student science journal
plan for multiple opportunities to use use graphic organizers such as Make Sense
vocabulary, active science word wall Strategies to teach vocabulary
13. Increase vocabulary development by providing instruction in synonyms, antonyms, context clues,
metaphors, and multiple meaning words
Action Step Thought Generators:
determine content and testing vocabulary additional practice time
pre teach vocabulary graphic organizers such as Make Sense
word walls Strategies
14. Students will utilize problem solving strategies in science
Action Step Thought Generators:
real life experiences, reasoning skills, computation in context
identify resources and materials to be used and possible cross-curricular connections
authentic learning experiences relevant to the student. (i.e. science fair projects and other project based
activities.)
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Handout 4 Sample Strategies List THOUGHT GENERATORS
15. Increase collaboration among Special Education teachers and regular classroom teachers in
Science
Action Step Thought Generators:
use one or more of the co-teaching models data meetings
lesson plans develop support structure(s) needed for
collaborative teaching and collaborative effective collaboration (PD, workspace,
planning time, etc…)
16. Model science comprehension and process skills for all students
Action Step Thought Generators:
chunking the information student time to discuss and write about
5 E’s learning model (Engage, Explore, what they know
Explain, Extend, Evaluate) graphic organizers
questioning skills and wait time for student
reflection
17. Provide students with hands on science instruction and practice
Action Step Thought Generators:
science laboratory experiences utilize technology (computers and
use of various things like clickers, dry erase calculators –)
boards, foldables standards based science centers)
cooperative learning groups participate in AMSTI or ASIM
share resources within
cooperative/collaborative learning groups
18. Provide opportunity for students to read and write about their learning experiences in Science
Action Step Thought Generators:
science journals quick write on how they got their answers
reflections about their learning
19. Align science text and resources to the Alabama Course of Study in order to target instruction
Action Step Thought Generators:
use ALEX (Alabama Learning Exchange) and utilize departmental meetings to align text
TRIP (from MCPSS) websites to see resource and share resources
correlations to COS follow the MCPSS Pacing Guides
grade level teams develop common use suggested learning activities that have
assessments and lesson plans around been correlated with the ALCOS Science
selected standards found on the MCPSS Science curriculum
DVD for secondary schools
20. Provide tutorial services based on science proficiency needs
Action Step Thought Generators:
before and after school tutoring scheduling, create a plan to ensure that
resources that will be used identified struggling students participate
remediation during the day tier instruction
21. Provide students with opportunities to address higher order thinking skills
Action Step Thought Generators:
recognize logic and argument draw oral presentations
conclusions and make predictions discuss results of lab experiences
utilize graphic organizers
conduct debates
22. Create and utilize assessment profile sheets for each student
Action Step Thought Generators:
which assessments you will use? what about kids who still do not master?
what will you do as a result?
how will this affect instruction?
how will you measure progress?
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Handout 4 Sample Strategies List THOUGHT GENERATORS
23. Pace, monitor, and incrementally assess instruction of all science objectives
Action Step Thought Generators:
follow MCPSS pacing guides which includes begin each lesson with a bellringer
a monitor form (date taught/date tested) convey the daily objective in student
create common assessment and administer friendly terms
benchmark assessments such as EQT follow the 5 E format for lessons
determine strategies to be used to teach end each lesson with a closure activity
what resources do you need?
24. Focus on Science Comprehension with at risk and/or all students
Action Step Thought Generators:
graphic and semantic organizers such as summarization
Make Sense Strategies cooperative learning
question answering, question generation
25. Plan and implement strategic teaching in all science classes
Action Step Thought Generators:
TWIRL, Before – During – After purpose and bell ringer
strategies exit Slips
standards based instruction follow 5 E model of instruction
daily assessment
26. Implement intensive writing in Science classes
Action Step Thought Generators:
increase amount of writing students will have to do and the quality of writing instruction and assignments
rubrics, participate in formal lab write-ups
Social Studies Strategy Examples
1. Additional focus on teaching items listed under the eligible content in the grad exam item
specification.
Action Step Thought Generators:
Incorporate eligible content items as bell Apply understanding of eligible content
ringers on a daily basis through the use of informal assessments
Develop eligible content bell ringers based (i.e. bell ringers, journals, notebooks,
on non-mastered objectives questioning techniques, exit slips)
2. Incorporate grad exam graphics, timelines, maps, charts, political cartoons, etc. with daily lessons
Action Step Thought Generators:
Prepare lessons that include the graphics Demonstrate mastery of grad exam test
with the bell ringers item graphics on assessments
Apply the use of grad exam graphics in the Display student work of grad exam graphics
lesson cycle (i.e. guided practice,
independent practice)
3. Apply the grad exam testing vocabulary on all assessments (informal, formal, verbal, and written).
Action Step Thought Generators:
Prepare and present grad exam testing Display and practice the use of testing
vocabulary with bell ringers, checking for vocabulary using a word wall
understanding, chapter tests, etc.
Demonstrate understanding of testing
vocabulary on assessments
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Handout 4 Sample Strategies List THOUGHT GENERATORS
4. Organize intervention and/or remediation programs for social studies.
Action Step Thought Generators:
Indentify students for intervention and/or Participate in intervention or remediation
remediation during the 45 minute block
Develop intervention and/or remediation Participate in intervention or remediation
lessons using a variety of strategies/ during after school tutoring
differentiated instruction
Participate in intervention or remediation
during second delivery of instruction
5. Integrate map/chart/graph skills into daily lessons.
Action Step Thought Generators:
Prepare maps/charts/graphs for use as bell Demonstrate understanding of map/chart/
ringers, during the lesson cycle, with graph skills as part of the lesson
assessments, and exit slips
Incorporate map/chart/graph skills with the
lessons as bell ringers, during the lesson
cycle, with assessments, and exit slips
6. Use Marzano instructional strategies during the daily lesson cycle.
Action Step Thought Generators:
Develop lessons to include the following strategies: identifying similarities and differences, summarizing
and note taking, reinforcing effort and providing recognition, homework and practice, nonlinguistic
representations, cooperative learning, setting objectives and providing feedback, generating and testing
hypothesis, & questions, cues, and advanced organizers.
Present lessons to include the following strategies daily: identifying similarities and differences,
summarizing and note taking, reinforcing effort and providing recognition, homework and practice,
nonlinguistic representations, cooperative learning, setting objectives and providing feedback, generating
and testing hypothesis, & questions, cues, and advanced organizers
Apply selected instructional strategies during the daily lesson cycle
7. Implement Project Based Learning or Inquiry Based Learning classrooms.
Action Step Thought Generators:
Design project based learning activities to Present project based learning activities as
teach standards during the academic year instructed
Develop project based learning activities as
instructed
8. Apply the 12 power words to teach standards with daily lessons.
Action Step Thought Generators:
Prepare and present lessons using the 12 power words during each stage of the lesson cycle
Demonstrate understanding of standards taught using the 12 power words on assessments
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