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Pair, Reading, and Collaboration Teaching Strategy Cards

Pair, Reading, and Collaboration Teaching Strategy Cards
Pair, Reading, and Collaboration Teaching Strategy Cards
Pair, Reading, and Collaboration Teaching Strategy Cards
Pair, Reading, and Collaboration Teaching Strategy Cards
Pair, Reading, and Collaboration Teaching Strategy Cards
Pair, Reading, and Collaboration Teaching Strategy Cards
Pair, Reading, and Collaboration Teaching Strategy Cards
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112 KB|5 pages
Product Description
These cards assist teachers with how to structure pair activities and dialogue suggestions for students to utilize while working together. Consider asking students to write their responses during their discussions.

Consider conducting READING activities in order to implement COLLABORATION activities from the other side of the card. The READING card offers students strategies to comprehend the assigned text. The COLLABORATION card creates a challenging environment for students to question their assigned objectives with peers.

As you implement these cards, ask yourself how you are meeting the expectations for:
2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully. Create a classroom culture where students feel a sense of responsibility to and for one another. Develop activities that support positive interactions among students and that help students get to know each other.
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. Arrange and adapt classroom seating to accommodate individual and group learning needs.
2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe.
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students.
2.5 Developing, communicating, and maintaining high standards for individual and group behavior.
2.7 Using instructional time to optimize learning.
1.1 Using knowledge of students to engage them in learning.
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests. Help students see the connections between what they already know and the new material.
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs. Help all students learn, practice, internalize, and apply subject-specific learning strategies and procedures.
1.5 Promoting critical thinking through inquiry, problem solving, and reflection. Encourage students to use multiple approaches and solutions to solve problems. Encourage students to ask critical questions and consider diverse perspectives about subject matter. Provide opportunities for students to think about, discuss, and evaluate content.
3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks.
3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter.
3.3 Organizing curriculum to facilitate student understanding of the subject matter.
3.4 Utilizing instructional strategies that are appropriate to the subject matter.
3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content.
4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction.
4.2 Establishing and articulating goals for student learning.
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students.
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.
5.5 Involving all students in self-assessment, goal setting, and monitoring progress. Provide opportunities for all students to engage in peer discussion and reflection of their work.
5.7 Using assessment information to share timely and comprehensible feedback with students and their families.
Total Pages
5 pages
Answer Key
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Bryon Pace




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