W-Star-Reading Comprehension Strategy Writing Strategy-COPS Wordless Picture Books Varied Grouping TOWER-Writing Strategy Writing Strategy-TOWER PENS-Writing Strategy Writing Strategy-Inverted Pyramid Vocabulary Pyramid Writing Strategy-DEFENDS Visualization Strategy - RIDER Use of First Language Visualization-Reading Strategy TQLR-Listening Strategy Video About Interaction Patterns TPR—Total Physical Response Touch Total Physical Response-TPR Test-Taking Strategy-SCORER Time-Out Test-Taking Strategy-PIRATES Survival Strategies for Students Survival Stragies for Parents/Families Student Input Success Story Star—Reading Comprehension Strategy STAR-Control and Attention Strategy SSCD-Reading and Writing Strategy SQ3R-Reading Strategy SQRQCQ -Math Strategy Sorting Signals Shortening Student Assignments Sheltered Instruction Self-Reinforcement Self-Monitoring Techniques SCORER-Test Taking Strategy Self-Concept Activities Scaffolding Role-Playing RIDER-Reading Strategy Retention Strategy-PARS Rest and Relaxation Techniques Retention Strategy-CAN-DO Reciprocal Questioning Reduced Stimuli Reality-Based Learning Reading Strategy-Visualization Reading and Writing Strategy-SSCD Reading Strategy-RIDER Reading Strategy-Partners Reading Strategy-FIST Reading Comprehension-SQ3R Reading Comprehension-PQ4R Quick Write RAP-Paraphrasing Questioning Proximity-Proximics Proof Reading-COPS Prompting PQ4R-Reading Comprehension Positive Reinforcement Planned Movement Planned Ignoring PIRATES-Test Taking Strategy Personal Timelines Picture This! PENS-Writing Strategy Peer/School Adaptation Process Support PEARL Partners-Reading Strategy Participant Collage PARS-Retention Strategy Paraphrasing-RAP Organization-Sorting Oral Discussions Observation Charts Modeling Mind Mapping Math Strategy-SQRQCQ Math Strategy-Krypto Math Strategy-Fifty Grid Marking Text Manipulatives MET Expectations Magic Bag-Sorting Mediated Stimuli in Classroom Listening Comprehension-TQLR Language Games Leveled Activities KWL+ Learning Styles (Entry Points) Krypto-Math Strategy Learning Centers or Stations Jumping to Conclusions—Comprehension Strategy Inverted Pyramid-Writing Strategy Jigsaw—Comprehension Strategy Interdisciplinary Unit/Thematic Instruction Inquiry Technique Inquiry Charts Information Organization-EASY Individualizing Home Activities Guided Reading and Writing in Home and Community Language Guided Practice and Planned Interactions Guided Memories-Personal Timelines Guided Lecture Procedure Graphic Organizers FIST-Reading Strategy Fifty Grid-Math Family-Centered Learning Activity Exploration Team Exploration (Inquiry Technique) Evaluation Experience-Based Learning Entry Points Expectations Awareness/Review Embedding EASY-Reading Comprehension Double-Entry Differentiation Demonstration Cross-Cultural Counseling DEFENDS-Writing Strategy Cross-Cultural Communication Strategies COPS-Writing Strategy Coping/Problem Solving Cooperative Learning Strategies Control and Attention Strategy-STAR Contracting Context Embedding Content Modification Content Language Games Consistent Sequence Consequence Wheel Concurrent Language Development/Acquisition Sessions Cognitive strategies in home and community language Cognitive Content Picture Dictionary CAN-DO - Retention Strategy Classroom and School Survival Strategies Building Connections - Reading Strategy Class Contracts Building Connections Class Buddies/Peer Helpers/Peer Tutors Bilingual Texts Chunking Bilingual Peers Choices Bilingual Aide Belonging Analogy Assessment Alternate Response Methods Advanced Organizers Active Processing Accountability Academic language transition Instructional Intervention Strategy Strategy Selection Grid Goals/Objectives to be achieved Access prior knowledge Adapt to content meet individual or unique student needs Adapt the mode of response required of students Alleviate power struggles between teacher and student Build appreciation that everyone has a contribution to make Build awareness of academic expectations Build awareness of relation between cause and effect Build awareness of school culture expectations Build awareness of the appropriate content language in English culture/language Build home and community language to English transfer skills Build learners’ confidence in their control of the learning process Build upon existing language skills of students Build upon the diverse language foundations of students and parents Clarify responsibilities, assignments, and rewards Develop content knowledge foundation Develop extended time on task Develop field independent skills Develop higher persistence Develop independence in learning situations Develop positive peer relationships Develop problem-solving skills Develop self-monitoring skills Develop thinking and planning skills Enhance ability to resolve conflicts with others Enhance students’ interaction with family during transition Ensure that students are aware of and responsible for their own actions Facilitate analogy strategies Facilitate connections between known and new Facilitate discussion about new learning Facilitate writing process Improve confidence and self-esteem Improve mnemonic retrieval Minimize ambiguity in classroom Reduce frustration Reduce number of conflicts with other students Reduce misperceptions Reduce resistance to change Reduce inappropriate behaviors Reduce response fatigue Reduce off-task behaviors Reduce low-persistence behaviors Reduce frustration in students due to unclear expectations Reduce impulsivity Reduce distractibility Reduce fears associated with assignments Reduce confrontations over minor misbehaving Reduce confusion in locus of control Reduce acting out behaviors Reduce anxiety in social/academic interactions Reassure frustrated students Reduce anxiety and stress responses Prevent inappropriate moving around the room Increase time on task Increase the frequency of appropriate responses or behaviors Reduce anxiety and stress Recognize the importance of working together Increase students’ probability of generating a correct response Prevent minor inappropriate behaviors from escalating Improve student’s ability to organize and prioritize information Improve writing strategies Minimize behavior problems Improve use of discourse techniques Lower anxiety levels Increase students’ time on task Increase focus on reading Improve school/parent partnership Improve vocabulary Improve sequencing skills Improve test-taking skills Improve problem solving of math word problems Improve retention of content Improve reading comprehension Improve motivation Improve confidence in home and community culture/school culture interactions Improve confidence in school interactions Facilitates students’ self-evaluation skills Improve access to prior knowledge Improve comprehension Facilitate acquisition of content knowledge Facilitate students’ comfort with learning environment Facilitate student regaining control over self Facilitate students’ ownership in their education Facilitate student self-concept as a successful person Facilitate reading process Facilitate students assuming responsibility for learning Facilitate school adaptation process Reduce stress for new students Reinforce content lessons Reinforce school/parent partnership Retention of content Strengthen ability to discuss what is happening Strengthen awareness of learning process Strengthen home/school relationship Strengthen knowledge of academic content Strengthen retention and application abilities Strengthen school/parent partnerships Sustain engagement with reading and writing Sustain engagement Strengthen learning to learn skills Use prior knowledge Facilitate nondirective guidance about student misbehavior Strengthen language development Facilitate individualization Reduce specific attention to students’ misbehaving Facilitate family adaptation to new community Reduce culture shock Facilitate access of prior knowledge Reduce code switching Facilitate acquisition of content knowledge Improve confidence in academic interactions Expand comprehension Facilitate language development Expand and elaborate on learning Expand and elaborate on learning foundation Enhance awareness of school adaptation process Ensure students are familiar with specific academic and behavioral expectations Enhance ability of students to learn new things Encourage questioning and exploration of new learning Enhance ability of students to focus on learning Encourage pride in home language and culture Encourage pride in students’ personal history Develop students’ understanding of prediction Eliminate inappropriate behavior Develop self-esteem Develop personal control of situations Develop field sensitive skills Develop higher tolerance Develop confidence in school language Develop content area skills Develop confidence in school culture interactions Develop cognitive learning strategies Develop categorization skills Develop basic sentence structure Develop confidence in academic interactions Develop analytical skills Develop basic interpersonal communication Build upon family language and culture Build upon existing language strengths of students Build vocabulary Build students’ self-awareness of behavior Develop association skills Build metacognition skills Develop awareness of cause and effect Develop academic language Build confidence in independent work Build first language to English transfer skills Build awareness of learning process Build awareness of appropriate social and academic language Build awareness of appropriate communication behaviors for school language and rules Build awareness of appropriate behaviors for school language and rules Develop cognitive academic language Build awareness of adaptation process Build awareness of appropriate academic behaviors Build transfer skills Build appreciation that everyone belongs and is needed Build foundation for learning Assist students to learn information through paraphrasing Build awareness of appropriate cognitive academic language Assist learners to defend a particular position in a written assignment Build academic transfer skills
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