Individualized Instructional Scaffolding (E.g., Writing) Sentences Sentence Frames With Word Bank Frame Without Word Banks Word Banks

 Remember: Who are the characters in the book? What are they like?  Understand: Why did Alexander say that his day was going to be a terrible, horrible, no good, very bad day?  Apply: What would Alexander be likely to do if he visited our classroom? Lower Order Questions Viorst, J. (1987). Alexander and the terrible, horrible, no good, very bad day. New York: Aladdin Paperbacks.

 Analyze: Tell five ways Alexander is like you. Explain your thoughts.  Evaluate: Which character in the book would you choose for a friend? Why?  Create: If you were to write another story about these characters, what would it be and why? Higher Order Questions

Relative Retention From The skillful teacher: Building your teaching skills by J. Saphier & R. Gower, p Copyright 2009 by Research for Better Teaching.

 Teachers talk 80% of the time.  Students talk 20% of the time.  In a one hour period, the teacher talks for 48 minutes and students (as the class) talk for 12 minutes.  If the teacher calls on 30 students one at a time in a one hour period, each student practices academic language for about 24 seconds. Let’s Do the Math

Traditional Unit Test

 Reduce the amount of number choices for multiple choice.  Get rid of the negatives. 1.A plant is a ______________. a.living thing that grows b.non-living thing c.rock 2.A ______________ grows from a seed. a.rock b.animal c.plant Adaptation 1

 Provide a word bank and cloze sentences for some questions. 1.The _____________ holds the plant in the soil. 2.The _____________ makes the seed. 3.The _____________ provide nutrients and support so the plant can grow. Adaptation 2 flower roots stem