ONE LINER STRATEGIES

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ONE LINER STRATEGIES

• Ready, Set, Go

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HIGH EXPECTATIONS
The only thing achieved in life without effort
is failure.
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GOALS/OBJECTIVES
Assist student in identifying several realistic
goals. THEN outline specific steps and a time
frame for each step so the goal can be achieved.
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SELF SELECT GOALS
Student sets goal for number expected to get
correct. Monitor progress by graphing number
correct versus the goal.
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EXPECTATIONS
Adjust your expectations so you will see success
as you teach individual students.
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VOCAB/COMPREHENSION
Activate background knowledge by writing
an experience story using the new vocabulary
words.
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VISUAL SURVEY
Survey a new unit making class notes about what
is learned from only using pictures and graphics.
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CONTENT AREAS
Create schematic maps. Look at title first
sentence in paragraphs. Use graphics to map
this information.
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NOTE TAKING
Actively teach note taking skills. Allow
students to use own notes when taking a test.
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GRAPHIC ORGANIZERS
Youll have to be curious about this and study it
on your own. They work, tho.
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ESSAY QUESTIONS
Allow student to create a web or outline rather
than writing essay.
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VISUALIZATION
Visualize understanding directions by putting
yourself in the visual image create visual image
of notes, pages master something by
watching yourself perform each step.
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THINK ALOUD
Teacher should model think aloud procedures.
Student then practices thinking aloud.
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INNER SPEECH
(A) Teacher models task while verbalizing steps,
(B) student performs while teacher verbal- izes,
(C) perform while whis- pering steps, (D) perform
while silently self instructing.
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DIRECTIONS
White out extra words in directions. Color code
directions
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LISTENING
Students listen for specific category of
information (characteristics, theme, facts). List
all info. pertaining to that category. Share list
with partner/class.
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AUDITORY LEARNERS
These will benefit from verbal rehearsal when
studying basic facts or solving word problems.
(They may fail without it).
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CONCRETE VOCABULARY
1. Class acts out word while a student holds
poster with the word. 2. Find/draw pictures
of vocab words after doing vocab page with
assistance. Keep use for review.
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GENERAL KNOWLEDGE
Watch short segments of news and discuss.
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AN ACCOMODATION
Allow to record answers to reading assignments or
lengthy written assignments that dont focus on
written expression. (This is better than writing
for them. Why?)
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WHAT ABOUT THIS?
Allow a student who is easily distracted to use
a Walkman during writing assignments. Caution
Make a contract.
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MENTAL OVERLOAD
Adjust curriculum to compen- sate for mental
fatigue- shorten assignments, allow to record,
etc.
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MAKE IT RELEVANT
Solicit the help of parents in demonstrating how
a particular skill applies to personal life.
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GENERALIZING
When teaching concepts and skills talk about
other places this could be used. Include non
examples.
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TEAMS MATH
Use for word problems. TEAM writes answers on
chart paper. TEAM must reach consensus. TEAM will
correct any incor- rect answers. Teacher
randomly asks students to explain answer.
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READING FLUENCY
Check with your local community college to see if
they have a reading lab with machines to
build fluency.
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ORAL READING
Assign oral reading selection to be prepared
before class. Discuss several questions before
class so student is able to answer correctly
when raising hand.
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COMPLETE SENTENCES
Teach them how to use the question to formulate
the answer. And explain why this is important.
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WORD IDENTIFICATION
When a sight word is learned also teach the
affixes-jump, jumped, jumping.
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WORD IDENTIFICATION
Need at least 20 repetitions for automatic
recognition. (A) Reading Ring-read to 5 different
people during the day, (B) Use patterned
stories, (C) Read 5 different phrases repeating
sight word to be learned.
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VISUAL TRACKING
Find cookie in this list shook crook cookie
cracker jam pie cookie pudding cookie crook
cookie Read the word as it is found. Add
an element of timed search.
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WORD IDENTIFICATION/VOCAB
Assign a word and require student to use it 5
times during the day.
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SPELLING
Learn 3 words per day with direct instruction.
This gives a focus. Daily test on the 3 words
learned as well as the ones learned previously.
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SPELLING
Use color to hilite patterns or troublesome parts
of words. deceive
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SPELLING
Use Scrabble letters to practice spelling words.
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HOMEWORK
Begin day with a homework meeting. Return
graded papers. Those having difficulty should
present the problem to the class. Classmates
offer suggestions for improvement.
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INCOMPLETE ASSIGNMENTS
Contract to accept 4 assign- ments in a week and
the 5th is free. Better to get 4 than maybe 1.
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TESTS
Retest until student passes.
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MODIFIED CURRICULUM
Identify which basic skills, concepts, and
functional knowledge are vital. Evaluate
progress on those areas. Document!
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READING-AGAIN
Have a weekly focus (vocab., comprehension,
sequencing, decoding). Work only on that skill
for the week. In other words, customize
expectations.
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VOCABULARY
Language experience story using vocab words.
Lets try it....Then well encounter them in the
basal reader.
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LEARNED HELPLESSNESS
Require to read directions and code the parts
not understood before asking for help.
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LEARNED HELPLESSNESS
Require to complete a specified number
of problems before asking for help.
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BASIC SKILLS
Mastery of basic skills for students with low
ability. Document with continuous progress.
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PEER COACHING
Allow a poor reader to do peer or cross-age
coaching in a subject she is good in.
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THE WORKBOOK
Require to read assignment to someone after
completing. Model how to arrive at correct
answers.