Cues, Questions, and Advance Organizers

Strategy #21
Picture Walk
Strategy #22
Think, Pair, Share
Strategy #23
Foldables
Strategy #24
Frayer Model
Strategy #25
POW + TREE
Strategy #26
RAFTS
Strategy #27
K-W-L Chart
Strategy #28
Give One, Get One
Strategy #29
Cubes
Strategy #30
Elkonin Boxes

Strategy #21
Title: Picture Walk
Time: 10-15 Minutes (Depending on book length.)
Room Arrangements: Arrange students in a circle so that everyone can see
the book clearly.
Materials: Illustrated Text Book (choose age appropriate material)
Process:
1. The teacher will ask students to sit in a circle formation (possibly on
a rug) so that everyone can see him/her clearly.
2. The teacher will explain that they will be taking a picture walk. The
teacher will explain what a picture walk is and why it is important.
3. The teacher will begin by modeling a picture walk. The picture walk
will include the following:
4. After the picture walk the teacher will have students either
individually or in partners (partners can be with a table partner,
through drawing sticks, or any other pairing method), choose a book
to read from the class/school library to do a picture walk with.
5. After the students have participate in their own picture walk, they
will be instructed to read the book through beginning to end.
Example: This strategy could be used in an English Language Arts lesson.
For example a teacher might read The Very Hungry Caterpillar and model the
method. After the students have done a group picture walk, they might be able to
choose their own Eric Carle book to do a picture walk with.
Citation:
Clay, M.M. (1991). Introducing a new storybook to young readers. The Reading
Teacher, 45, 264-273

Strategy #22
Title: Think, Pair, Share
Time: 5-10 Minutes
Room Arrangements: Students should be able to move to work with a
partner quickly.
Materials: No materials required.
Process:
1. The teacher will present an idea, question, or problem.
2. The teacher will ask students to quietly and independently reflect on
that idea, question, or problem for 30 seconds to a minute.
3. Next, the teacher will ask students to find a partner and discuss their
thoughts with their partner for 1-3 minutes.
4. Finally, the teacher will have each group share what they discussed
with the class to extend and deepen thinking.
Example: This strategy could be used in a Mathematics lesson. For example
a teacher might post a problem up on the board. Individually, the students will
solve the problem then meet with a partner to compare answers. Finally each
group will share their answer and process. This way everyones thinking is
extended and the explanation is shared in multiple ways.
Citation:
Lyman, F. (1981). The responsive classroom discussion: The inclusion of all
students. Mainstreaming Digest. University of Maryland, College Park,
MD.
Gregory, G. H. & Kuzmich, L. (2007). Teacher teams that get results: 61 strategies
for sustaining and renewing professional learning communities. Thousand
Oaks, CA: Corwin Press.

Strategy #23
Title: Foldables
Time: Varies by depth of lesson.
Room Arrangements: No set up required.
Materials: Paper, Information, Scissors, and Various Writing Utensils.
Process:
1. The teacher will decide on a foldable design that best fits the
material being taught.
2. The teacher will pass out necessary materials for the foldable design
chosen.
3. The teacher will explain how the foldable should be set up/created
and give an example.
4. During the lesson, students will complete their foldable with main
ideas, questions, dates, vocabulary, etc.
5. After the lesson, the teacher may have students post their foldables
in a student notebook for future reference.
Example: This strategy could be used for a Mathematics lesson. For
example students might use a trifold for a lesson on mean, median, and mode.
Citation:
Zike, D. (n.d.). Foldables. Retrieved May 5, 2014, from http://www.dinah.com/
Orr, S. (n.d.). Review activities using foldables. Retrieved May 5, 2014, from
http://vastudies.pwnet.org/coolstuff/foldables.html

Strategy #24
Title: Frayer Model
Time: 15-20 Minutes
Room Arrangements: No set up required.
Materials: Frayer Model Worksheet and Information
Process:
1. The teacher will explain how to use the Frayer Model.
2. The teacher will present the lesson to the students.
3. After the lesson, students will take the information that theyve
learned and complete the Frayer Model.
4. After the lesson, students might share their models with partners or
as a class. Teachers might also allow students to add to their Frayer
Model worksheet. These models can be used to study for a test later.
Example: This strategy could be used in a Science lesson. For example
students might be learning about the animal kingdom. The teacher might ask
students to use the Frayer Model to break down Mammals: characteristics, noncharacteristics, examples, and non-example.
Citation:
Frayer, D. (n.d.). Frayer Model. Retrieved May 6, 2014, from:
http://www.readingeducator.com/strategies/frayer.htm
Frayer, D. (n.d.). Frayer Model. Retrieved May 6, 2014, from:
http://wvde.state.wv.us/strategybank/FrayerModel.html

Strategy #25
Title: POW + TREE
Time: 15-20 Minutes
Room Arrangements: No set up required.
Materials: POW + TREE Graphic Organizer
Process:
1. The teacher will model and explain the POW+TREE graphic organizer.
2. Each student will receive their own graphic organizer.
3. The students will fill in each part of the graphic organizer step-bystep. The steps are explained below.
P=Pick and idea create and state your opinion
O=Organize your ideas using TREE (below)
W=Write a complete paragraph using your notes
+
T=Topic Sentence include your opinion
R=Reason give at least three supporting reasons
E=Explanation explain your three reasons
E=Ending create a summary sentence
Example: This strategy could be used during an English Language Arts
lesson. For example students could be writing persuasive essays on whether or
not they should have to wear school uniforms. This graphic organizer would aid
them in their essay writing.

Citation:
The IRIS Center for Training Enhancements. (2006). Improving writing
performance: A strategy for writing persuasive essays. Retrieved
from: http://iris.peabody.vanderbilt.edu/module/pow/chalcycle/
Cook, B. G., Tankersley, M., & Landrum, T. J. (n.d.). Advances in learning. .
Retrieved May 5, 2014, from
http://www.emeraldinsight.com/books.htm?chapterid=1840668

Strategy #26
Title: RAFTs
Time: Varies by paper length.
Room Arrangements: No set up required.
Materials: RAFTs Graphic Organizer
Process:
1. The teacher will explain the RAFTs graphic organizer and discuss the
importance of considering each element when writing.
2. The teacher will provide an example of a completed work that used
the RAFTs model correctly. The teacher will point out each element
in the example.
3. As a class, the students will use the RAFTS graphic organizer to write
a paper. The teacher will use a think aloud process during this
section of the lesson.
4. Next, the teacher will assign students into small groups. Each group
will choose 3-5 topics and use the RAFTs graphic organizer to discuss
each element of the process that they might use in a paper on each
topic.
5. Finally, students will construct their own paper using the RAFTs
graphic organizer to guide them.
R = Role explore different view points
A = Audience will influence your attitude of writing
F = Format include: essays, letters, speeches, etc.
T= Topic narrow and clearly define your thinking
S= Strong Verbs consider tense

Example: This strategy might be used in an English Language Arts lesson.

For example a student might use the RAFTs graphic organizer to complete a paper
on changing a school policy. Each element of the strategy must be represented in
their paper.
Citation:
Raft: Role, audience, format, topic. (2015, January 1). Retrieved May 5, 2014, from
http://doodle.riverspringscharter.org/joomla/index.php/home/raft
Vandervanter, N. (1989). RAFTS. Retrieved December 4, 2013,
from http://www.hhs.helena.k12.mt.us/Teacherlinks/OConnorj/runner/im
ages/RAFTS.pdf

Strategy #27

Title: K-W-L Chart

Time: 5 Minutes
Room Arrangements: No set up required.
Materials: White Board and Markers
Process:
1. The teacher will explain what a K-W-L chart is and why it is used.
2. The teacher will then explain the topic of the days lesson.
3. The teacher will ask students to brainstorm and share what they
already know about the topic. The teacher will record student
responses.(K= Column #1)
4. Then the teacher will ask students what they want to learn about the
topic. The teacher will record student response. (W= Column #2)
5. The teacher will teach the lesson.
6. At the end of the lesson, the teacher will ask students what they
learned about the topic. The teacher will record student responses.
(L= Column #3)
7. Students will discuss how their thinking has grown and changed from
the beginning of the lesson to the end of the lesson.
Example: This strategy can be used in Science lesson. For example students
might do a KWL chart on the topic of nutrition. By the end of the lesson their
knowledge should have grown from the basic information they know about
nutrition to what they learned during the lesson.
Citation:
Ogle, D. S. (1986). K-W-L group instructional strategy. In A. S. Palincsar, D. S. Ogle,
B. F. Jones, & E. G. Carr (Eds.), Teaching reading as thinking
(Teleconference Resource Guide, pp. 11-17). Alexandria, VA:
Association for Supervision and Curriculum Development

K
(What do I KNOW?)

W
(What do I WANT to learn?)

Strategy #28
Title: Give One, Get One
Time: 10-15 Minutes

L
(What did I LEARN)

Room Arrangements: No set up required.

Materials: Give One, Get One Worksheet
Process:
1. The teacher will choose a grade-appropriate text for the class to
read.
2. The teacher will pass out the Give One, Get One worksheet and
explain how its used.
3. The teacher will then ask the class reflective question from the texts
main topic/idea (before reading).
4. The students will take a moment to consider the question and
generate a personal response. They will write down their responses
under the Give One column (left).
5. After students have reflected, they will take their worksheets and
walk around the room filling out their worksheet. The Get One
column (right) should have other students ideas.
6. After a few minutes, students will return to their seats and share
their responses to the class.
7. Finally, the class will read the book as a large group.
Example: This strategy could be used in an English Language Arts lesson.
For example the teacher might ask students What does it mean to have a bad
day? before reading Alexander and the Terrible, Horrible, No Good, Very Bad
Day by Judith Viorst.
Citation:
Cole, P. (2006). Young adult literature in the 21st century. New York, NY: McGraw
Hill.

Name: ________________________________

Topic:

Give One

Get One

1)

1)

2)

2)

3)

3)

4)

4)

5)

5)

Strategy #29
Title: Cubes

Time: 20-30 Minutes

Room Arrangements: No set up required.
Materials: Cube Template, Scissors, Glue/tape, Writing Utensils, and
Information
Process:

(1)
(2)
(3)
(4)
(5)
(6)

1. The teacher will explain that the students will be looking at their
writing from six different points of view using a new tool they will be
creating.
2. The teacher will explain and give an example of a completed cube
being sure to identify and describe all six sides.
Describe It: Describe the topic
Compare It: Find something that the topic is similar to
Associate It: Connect the topic to another topic
Analyze It: Break the topic down into smaller parts
Apply It: How does this topic help build your understanding about other
topics?
Argue: Decide if you are for the topic or against the topic and why
3. Students will then be given their own cube template and a pair of
scissors. They will cut out their cubes.
4. Students will the use writing utensils to label each of the six sides
with the appropriate viewpoints.
5. Once everything has been written the teacher will model how to put
the cube together.
6. After the cubes have been created, students will review old pieces of
their writing using the cubes in small groups.
7. Then the class will come together and discuss what they learned
from examining their old work and how they will use the cube to
improve their future work.

Example: This strategy can be used in a Social Studies lesson. For example
students might be instructed to write an opinion paper on what political party

they agree with. They might use the cube they created to help look at a variety of
different viewpoints before choosing a side and writing about it.
Citation:
Gregory, G. H., & Chapman, C. (2007). Differentiated instructional strategies (2nd
ed.). Thousand Oaks, CA: Corwin Press.
Literacy strategies: Cubing (n.d.). Retrieved December 6, 2013, from
http://www.litandlearn.lpb.org/strategies/strat_cubing.pdf
Briggs, C. (n.d.). Blueprint php framework tutorial. Retrieved May 5, 2014, from
http://www.jooldesign.co.uk/blueprint-php-framework-tutorial-part-7templating-238

Strategy #30
Title: Elkonin Boxes
Time: 5-10 Minutes
Room Arrangements: No set up required.
Materials: Elkonin Worksheet/Dry Erase Board (Individual/Classroom
Board)
Process:
1. The teacher will choose a word and say it slowly and clearly so every
student can hear it. Students will be listening for each letter(s),
individual sound.
2. Students will be asked to repeat the word back to the teacher, slowly
and clearly. Students will be listening for the individual sounds as
they say it back.
3. The teacher will instruct the students to use their Elkonin boxes to
write in each individual sound they heard. The boxes will guide the
students in how many sounds there should be. There will be one
sound in each box when the student has finished.
4. Finally, the student will say the word, while at the same time sliding
their finger underneath the word and matching it to each sound as
they say its sound.
Example: This strategy could be used in an English Language Arts lesson.
For example a teacher might introduce a new blend and use the elkonin boxes as
practice after a lesson on a particular blend.
Citation:
Griffith, P.L. & Olson, M. W. (1992). Phonemic awareness helps beginning readers
break the code. The reading teacher, 45(7), 516-523.
Jackie. (2012). How to use elkonin boxes. Retrieved May 05, 2014, from:
http://www.ready-set-read.com/2012/07/how-to-use-elkonin-boxes.html