1. Strategy name Who
presented
it?
Is this strategy focused on…
reading writing listening speaking
How does it support
ELL/bilingual students?
Draw a sketch, a symbol,
or put in a photo to help
you remember about this
strategy
Other notes about this strategy
(steps for procedures,
resources you might need,
links to websites, etc.)
1. Clock appt Peggy L, S -Good for partners
-longer periods of talking
time
-way to check in with
students
-Have students create their
own on paper or have copies
of a clock
-Students will then write who,
where, what their appts. Are
-Set a time for the length of
each appt.
-Students move to their appts
according the clock and the
time
-each appt has a different
question or appt to discuss at
the appt.
2. Outcome
sentences
Peggy R, W, L, S -Keeps them engaged
-Demonstrates that they
are paying attention
-Checking in students
-Used as a closure piece to
show students what the
outcome of the lesson/activity
was for students and teacher
3. Classroom
map
Peggy W, L -Makes lessons and
sheltered instruction
tailored for red zone or
ELLs below grade level
-makes it so teacher can
focus on helping ELL,
IEP, & low students
-Shows weak and strong
areas within the 5
categories on ELPA
-Helps teach to puts students
at the ELP to better teach them
-Allows teacher to see which
students need the most
help/sheltering
-Which areas to focus teaching
on

2. 4. KAU chart SIOP R, L, S -Teaches complex words
-Quick visual assessment
to see what students know
& are comfortable with
-Teacher puts in the words
he/she wants to know how
students feel about them
-Gives students the chart and
stickers
-Tell students to put one
sticker for each word in the
column that best describes if
they know it
5. Content
Dictionary
SIOP R, W, L -Students learn words
they don’t know
-Learn how to write the
unknown words in
sentences using frames
from the teacher
-Give students the chart
-Have one on the overhead,
smart board, doc camera
-Students write the unknown
word in the middle
-Then fill in the boxes as a
whole group
6. True/False
questions
SIOP R, W -Partner work for 4
learners
-scaffold with sentence
frames
-Gives them the
expectation of what
answers should look like
in writing/speaking
We (I) believe it is (T/F)
because…
-Teacher writes sentence
frames on the board
-Gives students a problem,
situation, statement, question
-They then need to determine
if it is T/F and why
7. Observation
Charts
SIOP R, W -Become familiar with
words and pictures
-allows them to show
what they are thinking
without putting their
name on it
-Can use as a review for
later work
-See what they learned
after the lessons
-Teacher places charts around
the room
-Teacher gives students 2
colors of sticky notes to write
observations on 1 and
questions on another color
-used for later conversations
-Teacher can see questions and
misassumptions about topics

3. 8. Pictorial Input SIOP R, W,L -Builds vocabulary
-tells students a story with
words
-gives them a visual
-Teacher lightly traces the
picture before doing the lesson
-Tell story about the topic
while tracing/drawing the
picture
-Write words that go with the
picture
9. Realia SIOP L, S -a real object about the
lesson/topic
-actual lesson
-brings the real item into
the classroom instead of a
fake one
-Builds background
knowledge
-Teachers brings in the real
item for students to observe by
touching, seeing, smelling,
listening
-Write, draw a picture, speak
with partners/class about their
observation
10. GIST SIOP R, W -Students can summarize
important info. From the
reading
-Helps the students be
able to choose important
info.
GIST
Summary:
_________________
_________________
-Have students pick out 10 key
words from the article
-Discuss the key words with
table group
-Then create a summary using
those key words
-1st
time doing this create key
words and summary together

4. 11. Numbered
heads
SIOP R, W, L, S -individual or partners
-brainstorm ideas together
and share as a class while
listening
-Hear ideas that other
students had that were
different then their ideas
-There are able to use
peers to help come up
with ideas
-students stand while listening
to words read by peers
-check off words as peers
share that are the same
-students sit down when it is
done
-Group of 4
-Use popsicle sticks with a
color and # to call on students
to share
12. Small
Groups and
Partner
Group B W, L, S -Cooperative learning is
effective because of
opportunities for verbal
interactions
-Allows them to voice
their answer prior to being
called upon to respond to
a question
-Brings learners together to
practice a particular skill or
strategy
-Steps: pair students, identify
& train potential tutors, match
students, model the task,
provide & support & practice,
& share progress
13. Inquiry Chart GLAD L, S -Uses their metacognition
-Ways to access their
background knowledge by
scaffolding
-able to share their
thoughts and questions
without feeling
uncomfortable
-Engages students by
having them walk around
the room
-Can be done either
individually, small group,
or whole group
-can be used for language
use
-Similar to KWL charts
-ask them where they got the
information
-color code the charts for
dates, topics, groups
-questions asked allow the
teacher to focus on language
-write exactly what the child
says
-as a class you will go back
later to fix the mistakes
-each you go back to process
you do it in a different color

5. 14. Comparative
Input Chart
GLAD
presenter
R, L, S -Allows students to see a
visual of the topic along
with the words
-gives students
opportunities to talk
afterwards
-Shows the language
concepts
-color cards can used as a
way to review language
for those at various levels
-high level
-listening
-comprehension
-sees language as the
teacher is tracing the
drawing
-direct instruction time
-pre-stretch the chart before
teaching it
-talk about the same concept
on both sides of the chart
-info is color coded
-give students to talk with
partners after each section of
the chart
-make word cards that are
color coded to use as review
-1st
& 2nd
time done is for
content
-3rd
time is done for language
15. Sentence
Patterning Chart
GLAD
presenter
R, W, L, S -lows the affective filter
for students
-fun and meaningful
-uses students
text/language
-teaches the parts of
speeches
-high level vocabulary
-model using a song with the
order
-let students do it by
themselves after having lots of
practice with teacher
-done as a whole group
-start with noun that leads to
plural
-only do 1 noun
-2nd
is adjective
-3rd
is verb in present tense for
1st
time
-4th
is proportional phrase
(where)
-5th
is adverbs that end in ly
and well
-guide students along using
their own words
-use color codes to put onto
cards to make into a sentence

6. 16. Cooperative
Strip Paragraph
GLAD
presenter
R, W, L, S -Models the writing
process
-teaches how to write a
paragraph/essays using
scaffolding
-uses students/ text/own
words
-team activity
-use words from previous
strategies that are on walls
-
-teacher always comes up with
the topic sentence
-every sentence wrote has to
do with topic sentence
-ask students for permission
before tearing up sentence
strips
-takes multiple days
-Team activity: each team
comes up with 1 high level
academic sentence
-team gets a sentence strip and
colored marker
-done at the end of a unit
-come together for review and
edit
-teacher’s color is always
black
-At the end type up the
sentences to give to all
students
17. Graphic
Organizer
Group F R, W -Aid comprehension by
enabling readers to label
aspects of ext to visually
illustrate the connections
between events &
characters
-Effective ways to
brainstorm, plan, &
organize writing
-Seeing the structure of
text represented visually
supports students who
have difficultly with
comprehension
-Helps them work through
vocabulary that is unclear
-Most popular graphic
organizers are used for reading
or comprehension
-Common organizer:
-Venn diagrams
-flow charts
Steps to implement organizers:
1 identify the teaching
purposes
2. explain the purpose
3. involve students in
constructing a graphic
4. discuss the connections
5. provide additional practice
in using graphic organizers

7. 18. Vocabulary
Role-Play
Group A L, S -Helps students use
language fluently.
-Help them learn to be
creative, imaginative, and
resourceful.
-Make connections
between past experiences
& the content currently
studied with the
vocabulary
-Learn new vocabulary
-Students are given
opportunity to discuss and use
the vocabulary in context
through role-laying
-Steps:
1. Identify key vocabulary
2. Teach the lesson or read the
book
3. Connect the vocabulary to
past experiences
4. Sort the words
5. Plan ways to use words
6. Give students time to
practice
7. Focus on multiple word
meanings
19. Read Pair
Share
Group A R, L, S -Allows students an
opportunity to share their
ideas and work with
others before sharing in a
big group.
-Learn vocabulary
listening to a peer read
-Partner work to have
help answering the
questions
-Learn to use resources
-Partners read together,
stopping after each paragraph
or appropriate section
-Answer the who, what,
where, when, and how
questions related to text
Steps:
-Introduce the question words
-Model each step of the
strategy
-Model how to word with a
partner
-Model the modifying of
questions
-Pair the students
-Discuss the assignment

8. 20. Sorting
Activities
Group B R, W, L, S -Provides hands-on
experiences
-Provides students with a
way to demonstrate their
understanding
-Students sort objects, words,
phrases, and sentences
-Can be used for all grades and
curricular areas
-Word walls, word sorts
21. KWL Chart Group E L, S -Helps students organize
ideas,
-get a sneak preview at
what is to come
- be able to look back for
improvement and new
gained knowledge
-Group allows them to
hear others ideas
-Share ideas with peers
K W L -K=know, W=what do you
want to know, & L=learn
-An introductory strategy to be
used with any content
-Steps:
1. Teacher posts the chart
2. Complete the K column as a
class
3 Complete the W column
4. Complete the L column at
the end of the unit
22. Cloze Group E W, L Can be adapted for the
specific needs of students
& the different language
levels
-Requires higher thinking
skills
-They learn to use
resources
-When done in groups it
allows them to discuss
their choices & to justify
them
A goes through
different . First
stage is an and then it
becomes a .
Caterpillar is also called
. The third stage is the
or . Lastly, it
becomes a
. This is the of a
butterfly.
-Activities are based on
written text where some words
are left out
-Often used to access reading
comprehension
-Kinds of Close:
1. Traditional
2. Syntactic
3. Semantic
4. Graphophonic

9. Name: Tara Engelsman
Date: March 19, 2014
Scoring guide for Strategy Log & Toolkit
Possible
points
Self
score
Instructor
Score
Strategy Log: At least 20 strategies are submitted. Each strategy has all
of the required information from the template (name, who presented
it, what it focuses on, how it supports ELL/bilingual students,
sketch/symbol, other notes)
3 3
All cells in table are completed with useful information for future
reference.
2 2
Toolkit: 10 file folder each including:
• A tab for each folder with the title of the engagement
strategy
• A written description of the engagement strategy.
• All materials necessary to use this strategy in the
classroom.
10 10
Total 15 15

10. Name: Tara Engelsman
Date: March 19, 2014
Scoring guide for Strategy Log & Toolkit
Possible
points
Self
score
Instructor
Score
Strategy Log: At least 20 strategies are submitted. Each strategy has all
of the required information from the template (name, who presented
it, what it focuses on, how it supports ELL/bilingual students,
sketch/symbol, other notes)
3 3
All cells in table are completed with useful information for future
reference.
2 2
Toolkit: 10 file folder each including:
• A tab for each folder with the title of the engagement
strategy
• A written description of the engagement strategy.
• All materials necessary to use this strategy in the
classroom.
10 10
Total 15 15