Strategy Notebook

By:
Katie Gremminger

Table of Contents
Study Skills
o Knowledge and Rating Scale
o Prediction Guide
o K.I.M Strategy
Vocabulary Strategies
o Frayer Model
o Contextual Redenfinition
o Word Map
Writing Skills
o Journal Writing
o Quick Writes
o Writing Roulette
ELL Strategies
o Magnet Words
o Possible Sentences
o Cubing

Study Skills/ Test taking

APA Format: Readence, J., & Bean, T. (2011). Knowledge Rating.
In Content area literacy: An integrated approach (10th ed., p. 110).
Dubuque, Iowa: Kendall/Hunt Pub.
Name: Knowledge Rating Scale
Steps:
1. A few days before the teacher gives out a test, they should
hand this paper out to help the students study.
2. Have the students complete this on their own.
3. After the teacher has finished have a classroom discussion on
what everyone put on their paper, see if they dont
understand some of the same things.
4. Go over what they dont know and have them use this paper
to help them study for the next test.
Strengths: The strengths for this is for the teacher, they can see what
the kids dont know and also see how well they know it. Its a good
study tool for the next upcoming test and is a good activity to test
their knowledge.

Example:

Image found at: https://www.google.com/search?

q=knowledge+reading+scale&espv=2&biw=1126&bih=536&source=lnms&tbm=isch&sa=X
&ei=95B_VIeOOYilyASLy4DABQ&ved=0CAYQ_AUoAQ#facrc=_&imgdii=_&imgrc=KRISJcZgL5T
TwM%253A%3BA0-TjFtRj25F_M%3Bhttp%253A%252F%252Fforehandspace.wikispaces.com
%252Ffile%252Fview%252Fknowledge_scale_example.jpg
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%252Fforehandspace.wikispaces.com%252FKnowledge%252BRating%252BScale
%3B320%3B404

Study Skills/ Test taking

APA Format: Readence, J., & Bean, T. (2011). Knowledge Rating.
In Content area literacy: An integrated approach (10th ed., p. 111).
Dubuque, Iowa: Kendall/Hunt Pub
Name: Prediction Guide
Steps:
1. Before giving a test the teacher could hand this paper out to
each student.
2. Each student would get their own paper and complete it on
their own.
3. Once they complete the assignment have the students compare
their answers.
4. After letting the students discuss their answers, as a classroom
go over the right answers.
Strengths: This is good to give to students before a test because this
could help them study for the next test. Its also good for them to
talk with their peers and explain why they think they have the right
answer because then that would show that they know their
information. This is also good for the teacher because then he or she
can see what the students dont know and what the teacher should
go back over.

Example:

Found this image at:

https://www.google.com/search?

q=prediction+guide&espv=2&biw=1126&bih=536&source=lnms&tbm=isch&sa=X&ei=0pp_
VJPlO4idyAT7t4GYBw&ved=0CAYQ_AUoAQ#facrc=_&imgdii=_&imgrc=eepPr8FKDdj71M
%253A%3BkeGicnV2XWYagM%3Bhttp%253A%252F%252Fteacherlink.ed.usu.edu
%252Ftlresources%252Funits%252Fbyrnes-literature%252Fmoser%252FPREDICT.GIF

%3Bhttp%253A%252F%252Fteacherlink.ed.usu.edu%252Ftlresources%252Funits
%252Fbyrnes-literature%252Fmoser%252Fappendix1.html%3B468%3B705

Study Skills/ Testing taking

APA Format: LaPierre, A. (n.d.). KIM Vocabulary Strategy. Retrieved
December 5, 2014, from
http://www1.ccs.k12.in.us/teachers/downloads/cms_block_file/89322/fi
le/117321
Name: K.I.M Strategy
Steps:
1. After going over a certain lesson the teacher should hand this
paper out to each student.
2. Have the students complete this paper on their own.
3. After they are done then have them discuss in their groups
what they wrote in their boxes.
4. Then as a class go over important information that each
student should have in their boxes so that this can be used
when they are studying for their test.
Strengths: This is a very good strategy to use because this can be
used for a study guide. If the students forget information in a lesson
from the past then they can go back to this paper and refresh their
memory over important details. This can be used for any subject and
makes a good study guide.

Example:

Found this image at:

https://www.google.com/search?
q=prediction+guide&espv=2&biw=1126&bih=536&source=lnms&tbm=isch&sa=X&ei=0pp_
VJPlO4idyAT7t4GYBw&ved=0CAYQ_AUoAQ#tbm=isch&q=KIM+strategy&spell=1&facrc=_&im
gdii=_&imgrc=KKrlpDR8ViOuUM%253A%3BlH08UWtgHUzfAM%3Bhttp%253A%252F
%252F4.bp.blogspot.com%252F-bZDhcNgs48U%252FUZbjPGPwKBI%252FAAAAAAAAAGg
%252F182HMDI0YF0%252Fs640%252FK.I.M.%252BStrategy.jpg%3Bhttp%253A%252F
%252Ftellsofatitle1teacher.blogspot.com%252F2013%252F05%252Fvocabulary-idea-kimsstrategy.html%3B640%3B480

Vocabulary Strategies
APA Format:The Frayer Model. (n.d.). Retrieved December 3, 2014,
from http://www.phs.d211.org/Science/filipekcj/Bio138/frayer cards
template.pdf
Name: Frayer Model
Steps:
1. Instead of having kids just write out the definition on a piece of
paper, they can use this instead.
2. After reading out of a textbook, the teacher can pick out words
that the students need to know and write them up on the
board.
3. The teacher then hands this paper out for each student and tell
him or her to do this for each vocab word thats up on the
board.
4. The students can then work alone on their words.
5. After they are done with their words the students can compare
their examples and pictures to see if they can use some of
theirs.
Strengths: This is very good to use with a classroom because kids
need to know a lot of vocab going through school. Instead of having
a simple definition to a word, they can also draw a picture and give
their own example of the word. Also after they are done with their

words they can talk with their peers and tell them why they put that
as their picture or example.

Example:

Found this image at:

https://www.google.com/search?

q=frayer+model&espv=2&biw=1126&bih=536&source=lnms&tbm=isch&sa=X&ei=v_6AVMn
8H6_BiQKq3IGIDA&sqi=2&ved=0CAYQ_AUoAQ#facrc=_&imgdii=_&imgrc=tkD01JjA_m8lOM
%253A%3BXU-1NR4abASbZM%3Bhttp%253A%252F
%252Fcontentarealearningstrategies.wikispaces.com%252Ffile%252Fview
%252FFrayer_Model_Template.JPG%252F78477387%252FFrayer_Model_Template.JPG
%3Bhttp%253A%252F%252Fwww.edutechintegration.net
%252F2012%252F10%252Ftuesday-teaching-strategy-frayer-model.html%3B542%3B270

\
Vocabulary Strategies
APA Format: Readence, J., & Bean, T. (2011). Content area literacy: An
integrated approach (10th ed.). Dubuque, Iowa: Kendall/Hunt Pub.
Name: Contextual Redefinition
Steps:
1. After reading or introducing new material to a classroom, the
teacher should hand this paper out to each student.
2. The teacher should then pick out vocab words that are
unfamiliar to the students and have them fill out the prior
knowledge box first.
3. Then the students fill the out the rest of the boxes after they
finish each one.
4. Students can also discuss with their group what their reasons
were on putting the information they did.
5. At the end the teacher will help the students find the right
definition in the dictionary.
Strengths: this strategy is very good to use because it has the
students find clues within the words to try and figure out the
definition. This will benefit the students because if they ever get

stuck on a word then they can use their context clues to help them
figure out the definition.

Example:

Found this image at:

https://www.google.com/search?

q=frayer+model&espv=2&biw=1126&bih=536&source=lnms&tbm=isch&sa=X&ei=v_6AVMn
8H6_BiQKq3IGIDA&sqi=2&ved=0CAYQ_AUoAQ#tbm=isch&q=contextual+redefinition&facrc=
_&imgdii=_&imgrc=V9s6aucjTffGZM%253A%3B3_xxCKr4K8EuzM%3Bhttp%253A%252F
%252Fmedia-cache-ec0.pinimg.com%252F736x%252Fbb

%252Fe1%252F57%252Fbbe157794ddd1682613f44751d5c0e7a.jpg%3Bhttp%253A%252F
%252Fwww.pinterest.com%252Fpin%252F2744449748016315%252F%3B736%3B441

Vocabulary Strategies
APA Format: Readence, J., & Bean, T. (2011). Content area literacy: An
integrated approach (10th ed.). Dubuque, Iowa: Kendall/Hunt Pub .
Name: Word Map
Steps:
1. If students have trouble remembering certain vocab words then
the teacher should pass this paper out to them.
2. The teacher should then help them with the actual definition of
the vocab word.
3. The student should then come up with their own example so
they can remember their words.
4. The students can share why they put their examples and the
other boxes that are on the paper.
Strengths: This paper is helpful when students arent able to
remember certain vocab words. It helps open their mind up on how

they would remember this word and key things that will trigger their
memory when they cant remember the word. This is good for any
subject.

Example:

Found this image at:

https://www.google.com/search?

q=frayer+model&espv=2&biw=1126&bih=536&source=lnms&tbm=isch&sa=X&ei=v_6AVMn
8H6_BiQKq3IGIDA&sqi=2&ved=0CAYQ_AUoAQ#tbm=isch&q=vocabulary+word+map&revid=
1423367644&facrc=_&imgdii=_&imgrc=Xp0iiSY6uC_jAM%253A%3Br9elT2vZZi0GbM%3Bhttp
%253A%252F%252Fwww.myeasybee.com%252Fwp-content%252Fuploads
%252F2013%252F01%252FScreen-Shot-2013-01-17-at-1.54.40-PM.png%3Bhttp%253A
%252F%252Fwww.myeasybee.com%252Fblog%252Fthe-best-free-vocabulary-graphicorganizers%252F%3B427%3B543

Writing Skills

APA Format: Bean, Thomas W., John E. Readence, and R. S. Baldwin.

Content Area Literacy an Integrated Approach. 10thth ed. Dubuque,
IA: KendallHunt publishing company, 2011. 272-75. Print .
Name: Journal Writing
Steps:
1. At the beginning or end of class the teacher should have
students write in a journal.
2. This journal can have anything the students want in it. Their
thoughts or just how their day is going.
3. The teacher should give the students at least ten minutes to
write in their journal.
4. A few times a month the teacher should look in the students
journal and see how their writing is improving.
Strengths: This is very good to use in your classroom because all
students need to write well. If a student cant write then they will
struggle with writing for the rest of their life. You can only get better
at writing if you practice and by using a journal will only improve
their writing skills.

Example:

Found this image at:

https://www.google.com/search?

q=frayer+model&espv=2&biw=1126&bih=536&source=lnms&tbm=isch&sa=X&ei=v_6AVMn
8H6_BiQKq3IGIDA&sqi=2&ved=0CAYQ_AUoAQ#tbm=isch&q=writing+journal&facrc=_&imgdi
i=_&imgrc=IkSk1ZYtdd1kYM%253A%3Bpcs-03T_4l0MuM%3Bhttp%253A%252F
%252Fimages.learningresources.com%252Fimages%252Fproducts%252Fen_us%252Fdetail
%252Fprod3467_dt.jpg%3Bhttp%253A%252F%252Fwww.learningresources.com
%252Fproduct%252Fwriting%252Bjournal%252C%252Bset%252Bof%252B10.do
%3B315%3B315

Writing Skills

APA Format: Bean, Thomas W., John E. Readence, and R. S. Baldwin.

Content Area Literacy an Integrated Approach. 10thth ed. Dubuque,
IA: KendallHunt publishing company, 2011. 275-79. Print.
Name: Quick Writes
Steps:
1. Teachers would use this strategy after they get done teaching a
subject.
2. Students would write their thoughts on what they thought of
what they just learned or key ideas that will help them
remember information.
3. If the students cant think of anything then the teacher should
ask them questions of the material they were taught.
4. Students would do this every time they finish learning
something new.
Strengths: Quick Writes can be very useful because it is a good
reference for students to go back and read things that they may
have forgotten. If students are at home doing homework and forgot
information over their work then they can go back to their quick
write and see what it is. Its also a good way to practice writing in all
subjects.

Example:

Found this image at:

https://www.google.com/search?

q=frayer+model&espv=2&biw=1126&bih=536&source=lnms&tbm=isch&sa=X&ei=v_6AVMn
8H6_BiQKq3IGIDA&sqi=2&ved=0CAYQ_AUoAQ#tbm=isch&q=quick+write&facrc=_&imgdii=_
&imgrc=gi00x1lZc4WdNM%253A%3BdUhVOaJQbK3vjM%3Bhttp%253A%252F
%252Fmrewert.edublogs.org%252Ffiles%252F2014%252F12%252FQuick-Write-19l1mgd.jpg
%3Bhttp%253A%252F%252Fmrewert.edublogs.org%252F%3B518%3B514

Writing Skills
APA Format: Bean, Thomas W., John E. Readence, and R. S. Baldwin.
Content Area Literacy an Integrated Approach. 10thth ed. Dubuque,
IA: KendallHunt publishing company, 2011. 279-80. Print .
Name: Writing Roulette
Steps:
1. The teacher tells the student to get a piece of paper out and
tells them that they can write about anything they want but
have to incorporate vocab they have been learning.
2. Students write for five minutes and then teacher tells them to
pass it to their peer beside them.
3. Then that student continues to write what the last student was
writing about.
4. The teacher can do this for however long they want.
Strengths: This is good for the students to get creative with their
vocab words. Not only are they using vocab words in a sentence but
also they are practicing their writing skills and making a fun story
out of it.

Example:

Found this image at:

https://www.google.com/search?

q=frayer+model&espv=2&biw=1126&bih=536&source=lnms&tbm=isch&sa=X&ei=v_6AVMn
8H6_BiQKq3IGIDA&sqi=2&ved=0CAYQ_AUoAQ#tbm=isch&q=writing+roulette+kids&facrc=_
&imgdii=GF3J1A2yC_vWwM%3A%3BdSQFcauwhNVeMM%3BGF3J1A2yC_vWwM
%3A&imgrc=GF3J1A2yC_vWwM%253A%3B4pipAGD5mE-yLM%3Bhttp%253A%252F
%252Fwww.alabamacivilrights.ua.edu%252Flessons%252Fbirmingham%252F5.jpg%3Bhttp
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ELL Strategies
APA Format: Magnet Word Strategy. (n.d.). Retrieved December 5,
2014, from
http://www.btboces.org/Downloads/Magnet_Word_Strategy.pdf
Name: Magnet Words
Steps:
1. Each student should get a passage from the teacher.
2. The student should then pick out words that they think
summarizes the passage or explains it.
3. Once they pick out those words they should then write the
definition of these words.
4. The teacher should then look over their definitions and see if
they get a full understanding of the passage they just read.
Strengths: The strategy is very good with ESL students because
reading something that is not in their first language can be very hard
to understand. By doing the magnet words, this can show the
teacher that they fully understand what they are reading and help
them understand key words in a passage.

Example:

Image found at:

https://www.google.com/search?

q=magnet+words+reading+strategy&espv=2&biw=1126&bih=536&source=lnms&tbm=isch
&sa=X&ei=FxGBVLizJtDOiAKk9YHYDw&ved=0CAgQ_AUoAQ#facrc=_&imgdii=_&imgrc=i2FuO
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%252F250740026%252F703x521%252Fstrategy8.JPG%3Bhttp%253A%252F%252Fhsenglishliteracy.wikispaces.com%252FMagnet%252BSummaries%3B640%3B478

ELL Strategies
APA Format: Possible Sentences. (n.d.). Retrieved December 5, 2014,
from http://www.readingrockets.org/strategies/possible_sentences
Name: Possible Sentences
Steps:
1. The teacher will hand each student key words from the text
that they are about to go over.
2. Once the students get their words they will then put these
terms into sentences they think they will be used in.
3. Once they are finished the teacher will then show them how the
words are actually used.
4. If the students need to correct their sentences then the teacher
should help them do so.
Strengths: This is good for ESL students because instead of handing
them new reading material, the teacher can pick out key words and
see what the students may or may not know about the words. When
they do learn the true meaning about these terms then they will
have a better understanding of the passage they are about to read.

Example:

Found image at:

https://www.google.com/search?

q=possible+sentences+examples&espv=2&biw=1126&bih=536&source=lnms&tbm=isch&s
a=X&ei=4BWBVP6pL6aigLi94DgBQ&ved=0CAYQ_AUoAQ#tbm=isch&q=possible+sentences+worksheet&facrc=_&
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%252Fwww.eslprintables.com.es%252Fpreviewprintables%252F2011%252Fmar
%252F28%252Fthumb103281739311500.jpg%3Bhttp%253A%252F
%252Fwww.eslprintables.com%252FGrammar_worksheets%252FVerbs%252FVerb_tenses
%252FSimple_past%252Findex.asp%253Fpage%253D103%3B180%3B256

ELL Strategies
APA Format: Readence, J., & Bean, T. (2011). Content area literacy: An
integrated approach (10th ed.). Dubuque, Iowa: Kendall/Hunt Pub .
Name: Cubing
Steps:
1. This Strategy can be used for any topic the teacher may be
introducing.
2. The kids can either make their own cube or the teacher can
provide them with their own
3. The cube will break down a subject by each main point the
teacher wants to go over.
4. Each new topic the student learns they will fill in on there cube
so that way they have a way to go back to find information they
may have forgotten.
Strengths: This is a good and fun way to introduce and finish out a
topic. Instead of just writing notes in a spiral, students can make an
object that has all the information they may need. This is useful for
ESL students because they can see the main key factors of a topic
and keep for anytime they may have forgotten something.

Example:

Found image at:

https://www.google.com/search?

q=KIM+Strategy&bih=536&biw=1126&espv=2&source=lnms&tbm=isch&sa=X&ei=LyWBVO
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%252Fgwydir.demon.co.uk%252Fjo%252Fsolid%252Fcube.htm%3B465%3B380