Anticipation Guide: An activity for motivating student readers by establishing purpose for reading. To create an Anticipation Guide, the teacher selects big ideas or themes that are presented in a text that is to be read. The teacher records generalizations about the topic and narrows them down to 3-5 of the most controversial ones. The teacher draws a 3-column chart with the following titles: Before Reading, Key Ideas, After Reading. In the “Key Ideas” column, the statements selected are listed in random order. In the “Before Reading” and “After Reading” columns, the teacher writes the numbers “1 2 3 4 5”. In class, the students are asked to consider each statement prior to the reading of the text or a section of the text. Students circle the number that represents how much they “Agree-5” or “Disagree-1” with the statement. The procedure is repeated after the reading of the text to see if their thinking has changed.

Appointment Clock: A grouping strategy to support interaction amongst students. To prepare, the teacher draws a large clock on a sheet of paper with the following numbers: 12, 3, 6, 9. The teacher draws a single horizontal line beside each number and duplicates the clocks for the students. In class, the students are instructed to find a partner, or appointment, for each of the times on their clock. Each student writes his/her name on the partner’s clock. During a Mini Lesson, the teacher asks students to find their 3 o’clock appointment, for example, to share and discuss the learning.

Author’s Chair: A designated place or chair where students sit and share their writing in front of an audience. Students may share a draft of a piece of writing, an example of a specific literary technique, or an excerpt for celebration, discussion, and/or peer feedback.

Book Share: A strategy where students are seated in a circle, close enough to pass materials. Students examine a text briefly and when signaled, pass it to the next person. The book share begins by using one minute intervals, adjusting as needed. The idea is to generate student interest.

Book Talk: An activity where students share information on favorite texts they have read. The Book Talk may include the following information: title, author, synopsis, an oral reading of an excerpt, key lines or phrases, reason(s) for reading the text and any other information that would motivate someone to want to read the text. Book Talks celebrate and encourage the reading of a variety of texts and authors.

Carousel: A Carousel can be set up in a variety of ways, but usually involves an activity set up in a series of 3-5 steps. Each step is posted around the room. Students are then

grouped and assigned to a particular step and told to follow the directions for that step for a designated amount of time. When time is up, students rotate clockwise to the next step and continue until all steps have been completed.

Choral Read: An activity where the teacher and students read a text together orally. The process of reading as a group helps develop reading fluency as students learn proper phrasing, inflection, and flow of text.

Class Log: A table set up with at least 6 columns and multiple rows to include each student in the class. In the first column, students’ names are listed alphabetically. The following 5 columns are titled with the dates for the school week, Monday-Friday. Prior to the Learning Application during each Instructional Routine, the teacher uses the Class Log to monitor students by noting their progress in reading, writing, etc.

Classroom Anthology: A collection of writing representative of each student in the class, centered on a specific genre, topic, theme, time period, etc. The Classroom Anthology is bound and displayed for future reading.

Cluster Diagram: A graphic organizer used to brainstorm new ideas. The Cluster Diagram begins with a single circle on a specific topic. Branches of new ideas extend from the circle as new circles are created.

Collaborative Group: A Collaborative Group consists of 3-4 students who work together for an extended period of time, such as an entire six weeks or semester. This grouping arrangement builds rapport amongst students and encourages the building of working relationships and effective learning opportunities.

Conga Line: A grouping arrangement for the sharing of ideas amongst students. To prepare for the Conga Line, the teacher may pose an open-ended question and allow time for the students to respond on paper or note cards. The teacher then separates the class into two groups and has the students stand in two lines facing one another. Students share their response to the question with the person directly in front of them. The teacher then directs one line of students to take a step to the right so that each student is now facing a new partner. The student on the farthest end to the right “Congas” down the middle of the two lines to the farthest left spot, and the sharing of ideas continues.

Conventions Practice: A short activity set up at the beginning of class to allow for practice and application of conventions. Students are introduced to a concept, given an example, and offered opportunities to apply the concept in the context of their own writing.

Demonstration: A strategy used to convey new information. The teacher prepares a Demonstration of the concept to help students experience the new ideas in a meaningful way.

 Double-Entry Log: A tool used by readers to record their thoughts, reflections, and responses to texts. The Double-Entry Log is set up as a T-Chart with excerpts from the text recorded on the left-hand side. Readers respond to the excerpts on the right-hand side using a variety of comprehension strategies, including, but not limited to questioning, making connections, inferring, summarizing, synthesizing, etc.

 Echo Read: An activity where the teacher models appropriate fluency for the students. The teacher begins by orally reading a line or sentence from a text and the students repeat the line or sentence, using proper rate and prosody. The activity continues to the end of the text.

 Elbow Partner: A grouping strategy to support interaction amongst students. Students turn to the person to the right or left of them and discuss their responses to open-ended questions.

 Exit Slip: A slip of paper, note card, or sticky note distributed at the end of the class period for student reflection or response. Students submit their Exit Slips to the teacher for assessment and evaluation.

Flow: The experience during reading when a reader is so engaged in a text that fluency and comprehension happen naturally with little effort. During this experience, the reader is so engaged in the text that he/she is no longer aware of his/her surroundings. Finding the “Flow” of a text is the goal for every reader.

 Flow Chart: A graphic organizer used to show the order of processes. The first box of information is followed by an arrow leading to the next box of information. This continues until the process is completed.

 Focused Reading: A strategy used after the initial reading of a text to focus on a specific literary technique, element, etc. A Focused Reading requires the reader to go back and re-read a text or part of a text for analysis, evaluation, and synthesis of new ideas.

 Frayer Model: A table with two rows and two columns used for learning new concepts and academic vocabulary terms. The following information is recorded in each box: Top Left- term and student-created definition; Top Right- characteristics of the concept; Bottom Left- examples of the concept; Bottom Right- non-examples of the concept.

Free Write: An activity where students are given a topic to write about for a designated amount of time. During that time, students write whatever comes to mind about the

given topic in whatever genre or combination of genres they choose. Free Writing helps to develop fluency and encourage uninhibited expression of ideas.

Gallery Walk: An activity where student work is displayed around the room. Students then walk from display to display with a specific focus, such as reading, analyzing, evaluating, and/or celebrating the works.

Gesture: A strategy that engages students physically in the learning of new ideas and terms. The teacher creates hand or body Gestures to represent each term in a list and shares the Gestures with students as a way to help them remember each term. Students then practice the Gestures daily to reinforce their learning and make connections to new learning.

GIST Statement: A strategy that helps students identify the main idea of a paragraph or passage. The first step is to identify “who” or “what” the paragraph/passage is mainly about. The second step is to identify the most important thing the “who” or “what” did in the paragraph/passage. The third step is to create the GIST Statement or main idea statement using 10 words or fewer.

Graphic Organizer: A visual tool for organizing concepts and ideas. Graphic Organizers help students make sense of texts and support recall and learning of new ideas.

Guided Topic: A strategy in which the teacher serves as the facilitator for learning by introducing a concept and strategically setting up a series of questions and activities to engage learners in the process of comprehension. Guided Topics support a “constructivist” approach where students create meaning and are actively a part of the learning process.

Higher-Order Thinking Question: An open-ended question asked by either the teacher or student that requires critical thinking, including analysis, evaluation, and/or synthesis of ideas.

Icebreaker: An activity set up at the beginning of the class to engage student learners and tap into prior knowledge. To prepare an Icebreaker, consider the learning objective for the day and create an activity that will help students focus on the concept in a low-risk atmosphere. Icebreakers usually include opportunities for discussion, movement, and engagement.

Inside/Outside Circles: A grouping strategy used to encourage the sharing of ideas amongst students. To prepare for Inside/Outside Circles, the teacher may pose an open-ended question and allow time for the students to respond on paper or note cards. Students are then divided into two groups. The first group gathers in a circle facing outward. The second group encircles the first group and faces inward so that each student is partnered with a member of the opposite group. Students share their responses to the open-ended question for an allotted amount of time. On cue, the outside circle rotates clockwise so that each student is now partnered with a new member of the inner group. Students continue to share and rotate as applicable. (The teacher may use different variations for discussion and sharing of ideas.)

 Instructional Routine: A framework used in CSCOPE Daily Lessons that includes the Mini Lesson, Learning Application and Closure for each Daily Lesson.

 Interactive Process: A strategy used by the teacher to engage students in the learning process. The teacher introduces a new concept and strategically asks questions and/or offers opportunities for response so that students are involved in the discussion and learning of the concept.

Jigsaw: A strategy used to encourage the reading of longer texts or a variety of texts in a shorter amount of time. In a Jigsaw, a longer text may be separated into smaller sections and divided amongst students or groups of students. Students then read their designated section, summarizing and responding to the text. When finished, students meet with one another to share information about their designated section of text so that the entire text is “read” by the class. Teachers may also use the Jigsaw to introduce a variety of shorter texts during the allotted time.

 K-W-L Chart: A 3-column chart with the following titles: Know, Want to Know, What I Learned. The K-W-L Chart is first used at the beginning of a new lesson to assess what students already know about the topic/concept (Know) and to encourage motivation by establishing purpose for learning new concepts (Want to Know). At the end of the lesson, it is a tool to assess and evaluate student learning (What I Learned).

 Lucky Jar-A way to randomly select students (e.g., putting students’ names on popsicle sticks and putting them in a container.)

 Mind Map: A diagram representing words and ideas around a central key word or idea

 Mnemonic Device: A strategy where the teacher creates an acronym or string of letters used to represent the initial letter of a list of skills, topics, literary terms, etc. Mnemonic Devices support quick memorization of terms and recall once comprehension is reached.

 Model Text: A piece of writing that can be used to teach students about a specific technique or element of the writer’s craft or the structure used in specific genres or forms of writing. Students read and analyze Model Texts and then apply their understanding to the writing of their own texts.

 Open Word Sort/Word Sort: An activity used for the categorizing of ideas in order to help students connect new concepts with their prior knowledge. The teacher prepares an Open Word Sort by writing key concept terms on note cards. The teacher then distributes a set of cards per group and asks students to sort the cards in a way that best makes sense for them. Students sort the cards into self-created categories and title each stack before sharing with the class. The teacher then connects the new concepts to the students’ prior knowledge before extending their understanding.

 Pairs, Trios, Quartets: A set of grouping arrangements for the sharing of ideas amongst students. To prepare for Pairs, Trios, Quartets, the teacher creates an open-ended question and asks the students to respond on paper. Students then meet with a partner to share their ideas. On cue, students form a trio with different students and discuss once again. On a third cue, students group with different students to form a quartet and share their responses before returning to their seats. Pairs, Trios, Quartets scaffolds the process of sharing and creates a safe environment for all students to be heard.

 Paper Airplane: An activity used for the random sharing of ideas among students. In Paper Airplanes, the teacher asks an open-ended question and asks the students to respond on a sheet of paper. The students then fold the sheet into a paper airplane and throw it into the air. Students pick up the airplane closest to them and read the response and repeat the procedure.

 Poetry Café: A special time designated for the sharing and celebration of student poetry. A Poetry Café may include pastries and beverages along with dimmed lights and a microphone to create the ambiance for students to share their favorite poems and celebrate their hard work.

 Poetry Slam: A competition where students share their poetry and are evaluated by their peers on a numeric scale. All work is celebrated and winning poems receive recognition and/or prizes.

 Ponder, Reflect, Respond, Prove (PRRP): A strategy that reminds students to ponder the question and reflect on their knowledge before they respond. The response must include a “proof” statement.

 Popcorn Responses: An activity where the teacher asks an open-ended question and students respond randomly without having to raise their hands or wait to be called upon. During Popcorn Responses, students may elaborate on each other’s responses and/or share new ideas.

 Quick Write: A timed writing activity centered on an assigned or self-selected topic. During a Quick Write, students Free Write about the topic selected in order to establish

purpose for reading, reflect on concepts learned, build writing fluency, create anticipation for learning, explore new ideas, etc.

Reader’s Theater: A strategy used to build fluency and motivation for reading. In a Reader’s Theater, students read scripts, poetry or other fiction texts and are assigned a role to play or read. Students practice their assigned lines, focusing on prosody and the effective presentation of the text. Students then present their texts by reading in a dramatic and entertaining manner. Although not always necessary, students may use small props and/or costumes for their presentations, but it is important that they continue to read their lines instead of memorizing them.

Realia: Real-life objects used to engage students in the learning of new concepts. In order to prepare Realia for class lessons, the teacher reviews learning objectives and selects objects that best represent the concepts to share during instruction. Realia supports recall and helps students make connections with new learning.

Reflection: A writing activity where students reflect on themselves as learners. In a metacognitive Reflection, students assess and evaluate their own growth and may establish new goals for learning.

Socratic Seminar Circle: An activity named after the philosopher Socrates to encourage critical thinking and the sharing of new ideas. In a Socratic Seminar Circle, students sit in a circle and are given or asked to create a Higher-order Thinking Question or, many times, a controversial question to consider. Students then discuss their response to the question as they analyze, evaluate, and synthesize new ideas about the topic at hand.

Stand and Deliver: A strategy for discussing and sharing information as a class. The teacher asks a question that requires a list of information to be created. Student groups discuss and record ideas on a sheet of paper. One member from each group "stands" to "deliver" the information on the sheet as the teacher records a class list of ideas. If another group has the same idea, the deliverer crosses out the idea(s) so as not to repeat previously-shared ideas.

 Story Telling: A strategy used to engage students in the learning process. To prepare for Story Telling, the teacher reviews objectives and concepts to be taught in future lessons. The teacher then considers real-world experiences that connect with certain objectives or concepts and prepare short anecdotes to share with students. Story Telling helps students make connections and tap into prior knowledge.

Study Group: A grouping arrangement used for a specific purpose or learning opportunity. Students collaborate on a project, discussion, etc. to share ideas and construct meaning.

Tag: A strategy for taking turns while reading. The first student reads as much of the text as he/she desires and announces, “Tag Tommy.” Tommy reads until he wants to “tag” the next reader. In this way, weak readers may “tag” out after reading one sentence if they are uncomfortable reading aloud, while stronger readers may enjoy reading longer passages. Teacher monitors for any special needs and/or modification adjustments.

Think Aloud: A strategy used to model reading and writing processes. During a Think Aloud, the teacher pauses throughout the process of reading or writing to share what he/she is thinking with students. By making the thinking process audible for students, they are better able to duplicate the process independently.

Think, Turn, Talk: An activity where the teacher asks the students a question then allows them a minute or so to “Think” of their response before they “Turn” and “Talk,” or share, their response with a partner. Think, Turn, Talk engages learners and allows for processing of new ideas.

Thumbs Up, Thumbs Down: A strategy where the teacher asks a “yes or no” type of question or makes a statement and students respond with a thumbs up or a thumbs down. Thumbs Up, Thumbs Down engages all learners and helps the teacher assess student understanding.

We-Us-Me: A structure to promote group collaboration (We), partner discussion (Us), and independent processing (Me) to answer a question, frame a question, and/or offer solutions.

Word Bank: A collection of words used for the completion of a learning exercise or for personal study.

Yin Yang Symbol: A symbol used in Chinese philosophy that is shaped like a circle with a backwards “S” in the center. Each side of the “S” has a smaller circle within it. The symbol represents the balance between opposites, such as light and dark, hot and cold, and the interconnectedness between them all