13.

Paragraph Hamburger
Basics

Time needed: 15-20 minutes

Grade appropriate level: 3
Materials: Hamburger Paragraph graphic organizer, writing utensils, large example
or projection for whole class visibility.
Classroom Arrangement: No specific set-up necessary. Students need a flat
surface in order to work individually.

Process Directions

The teacher will first pass out the organizer and discuss with the
students the three main components of a paragraph, or a written
story. The introduction (top bun), the supporting information or the
body (the lettuce, cheese, and other fillings), and the conclusion
(bottom bun)
The teacher model each step and will start with the topic sentence
description and have students try to write a sentence that will clearly
let anyone who reads it know what the paragraph will be about.
After the idea of a topic sentence is understood, the teacher will
move on to explain the idea of supporting statements. Examples should
be given during modeling. Students should come up with as many as
possible so that they can then choose at least their favorite three at
the end.
Lastly the teacher will instruct the students on how to form a
conclusion by having them form a sentence which wraps in ideas from
the topic sentence.

When/Example

This strategy can be used when teaching students how to form a

paragraph and can be used to scaffold a student up to forming a paper
as well.
This would be a great way to begin to teach how to write a journal
entry for a history lesson.

Source- Adapted from-

Mulholland, M. (1998). Frameworks for linking pupils' evidential understanding with

growing skill in structured, written argument: The 'evidence sandwich.
Teaching History, 91. Retrieved from

http://search.proquest.com/docview/213317673/67CFF3277E494E44PQ/1?
accountid=13998

Bates, J. (2014, June 26). Hamburger crafts and organizers giveaway. [Image]. Retrieved
from http://finallyinfirst.blogspot.com/2014/06/hamburger-paragraphcraft- and.html

14. Sketch-To-Stretch
Basics

Time needed: 30-45 minutes

Grade appropriate level: K-3
Materials: Plain Paper, drawing utensils, and additional art supplies (additional
supplies are not mandatory).
Classroom Arrangement: No specific set-up necessary besides a flat surface.

Process Directions
The teacher will have the students read a section of a text whether it

be a story or a textbook does not matter. If the students are not at

reading level, the teacher can read the text to the students.
After the students have finished reading, the teacher will have the
students draw both a representation of their thoughts on the text
and also a representation of what they read. Thus, this begins to
stretch their mind in new ways of thinking.
The teacher will ask a question after the students have finished
drawing. The question should be along the lines of asking why the
student chose to draw the illustration the way they did. This allows
them to think deeper. Depending on the age level, the students should
pick a quote from the text to go along with the drawing.
After the students have fully completed this, the teacher will have
the students show their work to others. The other students will try to
interpret what the original student read about from the
representation before it is shared.
These items can then be hung up for reference if desired.

When/Example
This strategy should be used when it is desired for the students to
take meaning from a text more than direct factual content.
This can be used with any text deemed appropriate by the teacher.

As mentioned above could be used during a read aloud.

Source-

Harste, J.C. and Burke C.L. (1988). Creating classrooms for authors. Portsmouth,
NH: Heinemann Publishers. Retrieved from
http://pricelessliteracy.homestead.com/files/sketch_to_stretch.pdf

15. Action Thermometer

Basics

Time needed: 5-15 minutes

Grade appropriate level: K-3
Materials: Only teacher prepared questions, a whiteboard, and a dry erase marker
Classroom Arrangement: Since this is a kinetic activity the room should be
cleared as much as possible to provide the students the ease to move to the front
or back of the class.

Process Directions

The teacher will first write a statement at the front of the room in
order for the whole class to see.
The teacher will instruct the students to move to the front of the
classroom if the students agree with the statement, the back of the
room if they disagree, or if they are unsure to pick a spot in the
middle that they feel comfortable with.
The teacher will have a student read the statement once more to
make sure that the class understands and students will be given about
15-30 seconds to move to their chosen spot. Depending on classroom
procedures can depend on how the class will be dismissed to find their
spot. In this classroom, the call is Switch it, change it! and the
response is Rearrange it!
After they have moved to the spot which reflects their opinion, the
class will have a discussion about the beliefs in the classroom about
the given statement that is on the board.

When/Example

This strategy could be used in many different instances including

introductions to a topic or a text, opinion forming for writing, to
check for understanding (informal formative), etc.
This strategy can be used for any content area to give insight into the
students thinking process.

Source-

Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI book. San
Cemente, CA: Kagan. Retrieved from: http://www.pblearning.com
/uploads/4/7/9/6/4796041/kagan_strats.pdf

16. Descriptive Pattern

Basics
Time needed: 10-15 minutes
Grade appropriate level: 1-3
Materials: Descriptive pattern worksheets, (can be made by students if needed)
and writing utensils.
Classroom Arrangement: No specific set-up necessary but students can work at
small table groups or individual desks for group work, whole group work, or
individual work.

Process Directions

The teacher will pass out descriptive pattern organizers (or will have
students make their own) to the students.

 Depending on how this strategy is being used, the teacher will either
give the students a topic or will allow the students to identify their
own.
Once the topic is identified, the students will write this into the
circle which is at the center of the paper.
Depending on the content or topic depends on the information that
will go in the bubble circles that surround the center topic. These
surroundings may be research based for a project or may just be
knowledge based from experience of the student.
The teacher will most likely use these organizers with the students
for future brainstorming, aide, or studying.

When/Example

This is used to represent one specific topic. If multiple topics are

needed to be represented, a different organizer or strategy should
be used.
Can be used to represent information from any subject as long as the
central topic is identified. Such a topic could include an plant from a
science experiment.

SourceAusubel, D. P., & Robinson, F. G. (1969). School learning. New York: Holt, Rinehart
and Winston, Inc.

INALCO. (2006, September 5). Drawing pictures & pictographs. [Image]. Retrieved
from http://hyislong.blogspot.com/2006_09_01_archive.html

17. Models/ Manipulatives

Basics

Time needed: 5 minutes- instruction is completed

Grade appropriate level: K-3
Materials: Specific manipulatives or objects to build the specified models.
Classroom Arrangement: No specific set-up is usually necessary. Unless it is a
large model, any room arrangement is adaptable. Small groups are often common.

Process Directions

The teacher will split the class into the necessary groupings or setting
that is best for the students learning.
The teacher will then model how the manipulatives are used in that
learning experience or will let the children explore the model or
manipulatives. Depending on the objectives depends on which the
teacher should do.
If the students are making their own models, the teacher will split
them into learning groups and have the students first design the
model, gaining ideas from their groups. However, each model should be
individually done.
The teacher will also make sure the students know not to misuse the
manipulatives or models. They are there for learning, and the class
should be able to use them often.
While the students are working with these items, the teacher will be
walking around and watching the interactions with these items to see
how the students are learning. The teacher will only make or answer
clarifying questions or comments or redirect learning if necessary.

When/Example

Manipulatives and models can be used within any lesson when students
need hands on experience to grasp a concept.
Works best with kinesthetic learners.
Most used with Mathematics to help visualize and work with the
problems.
See lesson section for additional example.

Source-

Piaget, J. (1965). Childs conception of number. New York, NY: W. W. Norton &
Company.

18. Mental Pictures

Basics

Time needed: 5-20 minutes

Grade appropriate level: K-3
Materials: No materials needed. Can be used with a story of text.
Classroom Arrangement: No specific set-up necessary. The students need simply
to be able to close their eyes and imagine.

Process Directions
The teacher will begin by either stating questions on a subject or by

reading out loud to the class.

While questions are being stated or reading is taking place, the
students should be instructed to sit with closed eyes and asked to try
to imagine the words being said in a picture.
Throughout the reading or after the questions, students should be
asked to raise their hands to share their mental pictures.
When the time is complete the students should be able to share with
the class what their favorite image they saw in their mind was. This
allows for the rest of the class to see other ways of thinking.

When/Example

This can be used within the read-aloud time or when wanting students
to think about how they would handle certain situations within the
content.
Example questions based on teaching students the class room norms
would look as follows:
o You see someone in the class who needs a friend to talk to, and
you decide you should try to treat them like family. What do
you do?
o You get angry at a friend but do not want to be mean. How do
you solve it?

Source-

Chamot, A., & OMalley J. (1994). The CALLA handbook: Implementing the cognitive

academic language learning approach. Reading, MA: Addison-Welsey.

Retrieved from
http://www.ncela.us/Files/Rcd/BE021100/Implementing_The_Cognitive.Pdf

19. Cube Drawing

Basics

Time needed: 10-25 minutes

Grade appropriate level: K-3
Materials: Cube cut out sheets, drawing utensils, scissors, and tape/glue
Classroom Arrangement: No specific set-up necessary, but students can work at
small table groups or individual desks for individual work.

Process Directions

The teacher will give the students the cube template to each
individual child to complete either before or after a lesson or a book
reading.
The teacher will tell the students the prompt for the cube. This could
be an idea such as after reading a book, each side of the cube should
be drawn with a visual representation of a part or scene in the text
that was important to the story. If this is done with a content idea,
each side should have its own purpose and be stated to the students
before beginning.
On each side the students should be instructed to complete best
work. This can be done with a shape larger than a cube if needed.
After the drawings are completed by the students, the teacher will
have the students cut out the cubes and construct them.
These can then be used for review on a subject at a later time.

When/Example

This can be used in multiple subject areas, but is most effective when
trying to grasp the nonlinguistic side of the learning.
Use seldom so students do not get used to or bored with this activity.
Would use it mostly with visuals with text or story work. Students
could more easily visualize.

Source-

Created by- G.E. Tompkins 1990

Wallace, R., Pearman, C., Hail, C., & Hurst, B. (2007). Writing for comprehension.
Reading Horizons, 48(1), 41-56. Retrieved from
http://ezproxy.arbor.edu:80/login?url=http://search.proquest.com/docview/
236464883?accountid=13998

Glennw.
(2008, May 15). Tip of the week-cubing. [Image]. Retrieved
fromhttps://historytech.wordpress.com/2008/05/15/tip-of-the-week-cubing/