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1.

Word Wall
2. B. Dalrymple, personal communication, June 28, 2016.

3. Step-by-step instructions:
Each day of the week pick a new Agriculture word
Present it to class on the white board at the beginning of the class
Get each student to keep a journal with the word and definition in it
Define on the board and have a discussion about the word
Add word to the word wall
Have students turn in journal for a grade

4. This strategy has its strengths and weaknesses. Some of its strengths are it
enhances the students vocabulary and it helps them understand the lessons better.
Its weaknesses are the students might not want to keep their journal or the
students might forget about the words after the week.
5. Example:
Student Journal

Monday May 1, 2016


Equine: scientific name for a horse

Tuesday May 2, 2016


Castrate: the process of removing both testicle from a male animal

Wednesday May 3, 2016


Bovine: scientific name for a cow

Thursday May 4, 2016


Gilt: a female pig that has not had a litter

Friday May 5, 2016


Buck: an intact male sheep

EQUINE

CASTRATE

WORD WALL

BOVINE
BUCK
GILT
1. Crossword Puzzle
2. T. Parker, personal communication, June 28,2016.
3. Step-by-Step Instruction:
Create crossword puzzle for the chapter you are studying at the time
Use the vocabulary words from that chapter
Assign it to the class the first day of that chapter

4. Some strengths for this strategy are it can enhance the vocabulary of the student
and the students will understand the chapter better when teaching it. Weaknesses
of this strategy are that students could just complete the assignment without really
focusing on the words and the students may have trouble completing them if they
dont know the words or definitions.
5. Example:

http://www.education.com/worksheet-generator/pdf/crossword-puzzle/
1. Cluster
2. Tompkins, G.(2009). 50 literacy strategies. Step by step (3rd
ed.). Boston, MA: Pearson
3. Step-by-Step Instructions:
Students will select a topic and place it in the middle
circle
The cluster can be an organized or unorganized cluster
An unorganized cluster is created by the student writing
words and phrases related to the main topic
An organized cluster is created by the student writing
the big ideas in separate circles branched off from the
main topic circle
The student then fills out their cluster

4. The strengths of this strategy are it helps organize thoughts of the student
about a certain topic and the teacher can help enhance the students vocabulary
throughout this process. Its weaknesses are the students might have a writing
block and cant think of anything to write and they could write the wrong
words or phrases off their circles.
5. Example:
An intact male
bovine Bul
l

Bul
l Heife
r

Bovin
e
Bovin
e

Ste
Cal er
f
Unorganiz
ed Ste
er Heife
Cluster r

A castrated
bovine
A female
bovine
That has not
Organiz had
ed
Cluster
1. Acrostics
2. M. Jones, personal communication, June 29,2016.
3. Step-by-Step Instructions:
A word is assigned to the class by the teacher
The students write the word vertical on their paper
They then write a word that deals with the main word off of each letter of
the word
Each student presents their own to the class

4. This strategy is great for any age level. It gets the students excited about learning
and it makes them really think about words that go with the main vocabulary
word. Students may not be able to come up with words to go with the main word
or they may think it is a silly assignment.
5. Example:

Hoof
Occipital Crest
Reigns
Saddle
Equine
ELL Strategies

1. Guided Reading
2. Tompkins, G.(2009). 50 literacy strategies. Step by step
(3rd ed.). Boston, MA: Pearson.
3. Step-by-Step Instructions:
The teacher will first need to select an appropriate
book for the small group that the students will be
able to read with a 90% accuracy
The teacher then needs to introduce the text to the
students. The teacher reads the title and the authors
name and shows the class the book cover
The students will then need to do a picture walk
throughout the book.
The students will keep a journal with the vocabulary
words in one column and what they think it means in
another column
After this, the students begin to read the book.
The teacher provides help throughout the reading to
help with understanding of the book
When the students arrive at the vocabulary word on
their list they write the actual definition in a third
column
The teacher then encourages the students to
respond within grand conversations.
Students talk about the book, ask questions, and
relate to the book
The teacher then uses the text the students read to
demonstrate a comprehension strategy
The teacher later places the book in a basket for the
students to read on their own
4. This is a great strategy for teaching the student new
vocabulary words and word-identification skills. Its also
really good for getting the class to interact with each other
about what they have read. Getting them to work together
helps them build and express their thoughts toward the
reading. A downfall of this strategy is that some students
may have a hard time reading the book assigned or
understanding what the book says.
5. Example:
Vocabula What you think it means Definition
ry Word
Culling When something is taken When an animal is
away taken away from
the herd
Castratio When something is taken When the testicles
n from the animal are removed
Steer A male bovine A castrated bovine
1. Interactive Writing
2. Tompkins, G.(2009). 50 literacy strategies. Step by
step (3rd ed.). Boston, MA: Pearson.
3. Step-by-Step Instructions:
The teacher first collects materials for the writing
activity
They also collect small whiteboards, pens, and
erasers for the students
The teacher then sets a purpose
They pick a sentence from the text and segment it
into words
The teacher then hands out the whiteboards,
pens, and erasers and the students write the text
themselves on their whiteboards
The teacher periodically asks the students to show
their boards to see what they are writing
Before the first word is written the students and
teacher pronounce the word together
The students write the word in one color and the
parts of the word in another
As the sentence progresses the teacher points out
key factors within it
They continue this procedure until the entire text
is written
Once complete, the teacher hangs the chart up in
the room for students to read as a group or
independently
4. Interactive writing is a good way to teach the class
phoenix skills. Having them write it on their own
whiteboard is a great way to keep the entire class
interactive and interested in the lesson. On the other
hand, a student might not write the correct things on
his/her whiteboard or just good off on their whiteboard.
This may become a distraction to other students in the
classroom that are trying to learn.
5. Example:
A sow is a female pig that has had a litter.

A gilt is a female pig that has not had a


litter.

1. Minilessons
2. Tompkins, G.(2009). 50 literacy strategies. Step by step (3rd
ed.). Boston, MA: Pearson.
3. Step-by-Step Instructions:
The teacher first introduces the topic to the class by
naming it
They then make a connection to activities going on in the
classroom
The teacher then demonstrates how to use the topic
They do this by using students writing or from books they
have read
The teacher then provides information about the topic
The teacher demonstrates or explains the strategy
The students practice the strategy or skill
Teachers evaluate the use of the strategy by the students
4. This is a great way to help students with learning the strategies
or skills in the classroom. They can see examples of how to use
or interpret the strategies or skills. Some students may not listen
to the lesson or they may not understand what the teacher is
saying.
5. Example:
1. Introduce
the topic
2. Share
Examples
3. Provide
Information
4. Supervise
Practice
5. Assess
Learning
1. Word Ladders
2. Tompkins, G.(2009). 50 literacy strategies. Step by step (3rd
ed.). Boston, MA: Pearson.
3. Step-by-Step Instruction:
The teacher makes a word ladder with 5 to 15 words
They then write clues for the word
Then the teacher needs to hand out the materials to the
class
This includes whiteboards and marker pens or white
paper and pencils
The teacher then reads the clues to the class and gets
the student to write the word on their boards or paper
The teacher helps the students spell the word correctly
The students then reread the words and discuss them
4. This is a great way to help students learn how to pronounce
words and how to spell them. It also helps the students
interact with each other. Some down sides to this strategy is
that students may not understand the clues or may not know
how to spell the words.
5. Example:
The teacher says: Students write:
Write the word good. Were practicing words with oo today.
Change the beginning sound to write the past tense of
stand . The word is stood.
Change the ending sound to write a word that means
a seat without arms or a back.
Change the beginning sound to write a word that means
the opposite of warm .
cool
Add two lettersone before and one after the c to spell
where we are right now.
Change the beginning sound to spell tool. tool
Drop a letter to make a word that means also. too
Change the first letter to write a word that means a place
where people can go to see wild animals.
zoo
Add a letter to zoo to spell the sound a car makes. zoom
Change the beginning sounduse two letters for this
blendto spell something we use for sweeping.
broom
Change one letter to spell a word that means a creek.
Change the beginning sound to make a word that means
a dishonest person.
Writing Strategies
1. Data Charts
2. Tompkins, G.(2009). 50 literacy strategies. Step by step (3rd
ed.). Boston, MA: Pearson.
3. Step-by-Step Instructions
Design the chart: The teacher or the student can choose a topic
They then will decide how to set up the chart
Characteristics of the topic on the top and examples going down the paper
on the left
Next the student or teacher will need to draw the chart on butcher paper or
on a sheet of paper
Student will then complete the chart by using words, sentences,
paragraphs, or words in the boxes
4. This strategy is great because you can use it throughout the entire lesson. The
students keep adding to it as they learn something new. It will help them learn
what is important about the topic and what to write.
5. Example:

Animals

Kind Looks Food Scientific Name


Sheep Wool or hair Herbivores Ovine
Black or white
Big or small
Tail or no tail
Ruminants
Cow Big Herbivores Bovine
Multi color
Horns or no horns
Ruminant
Horse Large Herbivores Equine
Many colors
1. Learning Logs
2. Tompkins, G.(2009). 50 literacy strategies. Step by step
(3rd ed.). Boston, MA: Pearson.
3. Step-by-Step Instructions:
Prepare learning logs: Student make their learning logs by
combining different types of paper and stapling them together
Students then draw diagrams, take notes, list vocabulary words,
write summaries, and do quickwrites
The teacher then reads them and answer questions
At the end of the lesson students write a reflection on what they
have learned
4. This is a great way for student to put their thoughts into their own words.
It keeps up with all their notes and helps them stay organized. Some
students might not do the learning logs like they are supposed to or dont
but enough information in them.
5. Example:
1. Quickwrite
2. Tompkins, G.(2009). 50 literacy strategies. Step by
step (3rd ed.). Boston, MA: Pearson.
3. Step-by-Step Instructions:
The teacher first assigns the class a topic for the writing
The students then write this topic on the top of their paper
The students brainstorm for 5-10 minutes
They write about interesting ideas or making connections with
their own lives
Students are then split up into small groups and share their
quickwrites
One student from the group is picked to share with the class
Students occasionally write a second time over the same topic
or a new one that was brought up in the small groups
4. This strategy is good to get the students thinking and brainstorming.
They may use this topic to brainstorm for a future paper they have to
write. It will help them organize their thoughts and keep them on topic
for their paper. Students that struggle to work under time might not do
well in this strategy. If students have trouble writing then they also will
struggle with this strategy.
5. Example:
1. Cubing
2. Tompkins, G.(2009). 50 literacy strategies. Step by
step (3rd ed.). Boston, MA: Pearson.
3. Step-by-Step Instructions:
The students choose a topic to cube
The teacher then divides the students into groups of 6
Each person in the group will examine the topic from one
dimension
Students then need to brainstorm and then quickwrite or
make drawings
The students then share with the class their quickwrites and
attach them to the side of the box
4. This strategy is a great way to get your students to brainstorm over
certain topics. It also teaches them to work as a team. The
quickwrites and drawings let the student express what they know
in their own words. Students may not participate in the group
activity and leave their side of the cube open.
5. Example:
Studying/Test Taking Strategies
1. Verbatim Split Page Procedure
2. Bean, T. W., Readence, J.E., & Baldwin, R.S. (2011).
Content area literacy: An integrated approach (10th
ed.). Dubuque, IA: Kendall/Hunt Publishing Company.
3. Step-by-Step Instructions:
Students divide their paper where 40% of their paper lies
on the left and 60% lies on the right
Students should only take notes on the left side of their
papers
Notes should be short and clipped
Then the right side of the paper is to organize your notes
Set it up in an outline format
The student writes out whole words and sentences that they
didnt have time to in lecture
4. This a great way to help students organize their notes for studying
purposes. While in lecture they spend more time listening to the
teacher rather than writing. This is good because they will hear
more during the lesson. One thing that could be bad about this
strategy is that a student might forget to rewrite notes and they
dont understand their short sentences.
5. Example:
Sheep Sheep are ruminants and they can either
Ruminants have hair or wool. They usually dont
Wool or hair have horns and their tail is usually
Horns hanging down.
Tails down

Goats Goats are ruminants as well and their


Tails up tails are pointed up. They typically have
Ruminants horns and they only have hair.
Horns
Hair
Horses are very large animals and are
Horse non-ruminants. They can not throw up
Large and their body is covered mostly with
Non-ruminants hair.
Hair
Cows are also large animals and are
Cow ruminants. The stomach is made up of the
Large rumen, reticulum, omasum, and
Ruminants abomasum. They are covered in hair.
Hair
1. PLAE
2. Bean, T. W., Readence, J.E., & Baldwin, R.S. (2011).
Content area literacy: An integrated approach
(10th ed.). Dubuque, IA: Kendall/Hunt Publishing
Company.
3. Step-by-Step Instructions:
Preplan: the student plans how to study in this step
List: the students should then plan their behaviors and
write them down
Activate: Student needs to make sure they are following
their plan
Evaluate: This is where the student sees if the plan
worked or not
4. This is a very good study strategy because it lets the student
judge what he or she needs to be studying. This being said,
they may not stay on their plan and not study well for the tes.
5. Example:
Preplan: Should I use questions to study or just use terms?
Maybe I should use flashcards.
List: Get information from teacher, prepare flashcards, study
the flashcards.
Activate: Try to learn 5 or more cards a day before the test
Evaluate: Did I score as well as I wanted on the test? Was this a
good study strategy?
1. Preparing for Exams
2. Bean, T. W., Readence, J.E., & Baldwin, R.S.
(2011). Content area literacy: An integrated
approach (10th ed.). Dubuque, IA: Kendall/Hunt
Publishing Company.
3. Step-by-Step Instructions:
Student should find out as much as possible about
the test
Find out when the test will be given
The student should ask the teacher to discuss what
kind of questions will be on the test
If the test is an essay format ask the teacher what he
or she looks for in a good answer
Try to get your teachers to give you examples of
test items
Try to guess which questions your teacher will ask
4. Preparing for exams is a huge strategy is test taking. If a
student prepares correctly they will excel on their test. If a
student does no preparing for a test they may not preform
the way they wanted to on the test. Preparing for tests can
increase your score on your test and help you understand
exactly what the teacher is asking.
5. Example:
1. Tips for Taking True-False Tests
2. Bean, T. W., Readence, J.E., & Baldwin, R.S. (2011). Content area
literacy: An integrated approach (10th ed.). Dubuque, IA:
Kendall/Hunt Publishing Company.
3. Step-by-Step Instructions:
Make sure to read all directions
Watch the time and male sure you have time to finish the test
Never leave a true-false question blank. Guess if you dont know
If any part of the statement is false then the answer is false
Look out for words like never and always these almost always are
going to be false
Usually longer statements are going to be true
Think about the questions straightforward

4. Knowing how to take a true-false question test is very important. These tips for
take true-false tests are very helpful if used correctly. If students follow these tips
exactly every time it is not good. Sometimes they are not correct.
5. Example:
Sheep are non-ruminants. False
Baby cows are always female. False
Cows have four stomachs consisting of the rumen, reticulum, omasum,
and the abomasum. True
Horses never throw up. True

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