Interactive Methods Notebook

Alexandra Villarreal
TED 407-01
Think, Pair, Share
Procedure: - Take one minute to briefly think about your response to the
question
- Share answer with your elbow partner
- Share with the whole class what you and your partner
discussed
Purpose: Students think about a topic before they pair up and share
ideas with partners. Students share ideas and build community
Scaffolding for Emergent Bilinguals: The “think” part of this strategy gives ELs time to think about the
information and process their ideas before sharing. Sharing with
a partner engages both language input and output as they
practice expressing ideas and listening to others express ideas.
Doing this in pairs also helps ensure a safe space for students
to practice with peers before discussing with the entire class.

Name Tent
Procedure: To learn my students’ names and who they are. Helps other
students’ learn sounds in relation to spelling. Development of
academic English with use of pictures to help students build
vocabulary.
Purpose: To learn my students’ names and who they are. Helps
other students’ learn sounds in relation to spelling.
Development of academic English with use of pictures to
help students build vocabulary.
Scaffolding for Emergent Bilinguals: - Development of academic English with use of picture to help
student's build vocabulary.
- Gives time for students to share how their name is
pronounced and peers to practice correct pronunciation
 Interactive Methods Notebook
Alexandra Villarreal
TED 407-01

Modeling
Procedure: The instructor/teacher will provide step by step instructions and
demonstration for activities and assignments to be completed
by the students
Purpose: To demonstrate how something is done and to give students
guidance to successful complete assignments and activities
Scaffolding for Emergent Bilinguals: students will be able to efficiently comprehend instruction by
relating it to the visual example provided to them. They will do
the analyzing themselves, which will strengthen their
observational, analytic, and communication skills. They may
gain development in their expertise and proficiency of the
procedure, skill, or instruction being taught

Community Circles
Procedure: 1.Count off by 6.
2.Circle up with designated group.
3.Discuss with peers based on the prompts.
4.Regroup as a large circle to share our thoughts.
5.Group member(s) synthesize ideas discussed
Purpose: To share personal experiences, information and prior
knowledge
Scaffolding for Emergent Bilinguals: Students work on connecting ideas from sources and engage in
both input and output of language with peers
 Interactive Methods Notebook
Alexandra Villarreal
TED 407-01

Close reading with an image

Procedure: Read text aloud with entire class. Students circle unfamiliar
words in text and then decide which words to define. Then
students read text silently and annotate text based on what
they found interesting, surprising or confusing. Next,
students answer text-dependent questions in small groups. A
whole group discussion follows based on small group
responses.
Purpose: To analyze and annotate a reading or article in connection to
the image provided and discuss.
Scaffolding for Emergent Bilinguals: It helps them by breaking down the text, it will help them learn
and understand the text. Also, The images will help them
build their academic literacy. They can connect pictures to the
words.

Travelers & Talkers

Procedure:
Divide class into members of “talkers” and “travelers”.
“Talkers” spend 2-3 minutes sharing information from their
work. “Travelers” then spend 2 minutes for questions or
suggestions (“Travelers” can write suggestions/ questions on
post-its). The whole group debriefs/ shares aloud the themes
that came about
Purpose: Allows students to share progress on any academic activity
they are involved in. Students are engaged and practicing
language (input & output), thinking and reflecting on their
work and planning/brainstorming opportunities for
improvement
Scaffolding for Emergent Bilinguals: Builds confidence to speak in a public setting by going
students the opportunity to write and share work or
information verbally with peers
Interactive Methods Notebook
Alexandra Villarreal
TED 407-01
 Interactive Methods Notebook
Alexandra Villarreal
TED 407-01

Ink, Pair, Share

Procedure: - Take one minute to briefly write down response to
question.
- Share with an elbow partner
- Share with whole class what you and your partner talked
about
Purpose: Students write about the topic or question before they pair up
to share their ideas. Studnets share ideas in partners and
whole group to build community.
Scaffolding for Emergent Bilinguals: The “ink” portion of this activity allows Els time to process
information and get ideas down in writing before sharing.
Writing down ideas engages them in language production
and output. Sharing with a partner provides language output
and input opportunity while also giving students a safe and
comfortable time for practicing language with a peer

Gallery Walk
Procedure: -In the small groups review reading or question/prompt
given. - Write down responses
- Display post it’s on poster paper.
- Walk around and read other people list’s
- Add to poster in front of class
- Whole group discussion
Purpose: To be able to share your progress on any academic activity
your involved in. You are engaged and practicing language,
thinking and reflecting on you work and how it can be
improved.
Scaffolding for Emergent Bilinguals: Opportunity to write and share work and information verbally
with others. Building confidence to speak in a public setting
 Interactive Methods Notebook
Alexandra Villarreal
TED 407-01

Say, Mean, Matter

Procedure:
Students write what the text says or what the drawing
illustrates. Students may also paraphrase. For each item on
the SAY list, ask the students what they believe the statement
means—interpreting the text by “reading between the lines.”
Students then fill out the matter column answering “So what?”
“How does this piece connect to your own life?” “What does it
matter to you?” Or, “What questions does this piece raise?”
“What implications does it hold for others?”
Purpose:
To help students question the text, search for deeper
meanings, and make connections between text and their
lives. To demonstrate how text provides information on
several levels
Scaffolding for Emergent Bilinguals: Provides an opportunity for students to deconstruct works
and their meanings and practice making new connections.
For emergent bilingual students these connections can be
made to home languages and help develop a deeper
understanding the many meanings of text.

Compare & contrast map

Procedure: Students receive an compare and contrast
map/graphic/diagram and they work on mapping the
qualities/characteristics or details of each of the topics under
comparison in groups.
Purpose: Strengthens students’ ability to remember key content and is
practical introduction to higher-order thinking. Improves
comprehension by highlighting important details, making
abstract details more concrete which reduces confusion. It
also strengthen students’ writing skills by providing a simple
structure that helps them organize information and develop
their ideas with greater clarity and precision.
Scaffolding for Emergent Bilinguals: helps synthesize ideas for them better. Also, it is a visual
reminder of the difference between the things being compared
 Interactive Methods Notebook
Alexandra Villarreal
TED 407-01

Elbow Partners
Procedure: Pose a topic or question for students to discuss. The teacher
will set a timer and students will turn to a partner and will
discuss the information.
Purpose: Allows all students to participate in a discussion in a smaller
group setting, rather than a whole group discussion. Students
can learn new information and share prior knowledge while
engaging in meaningful discussion with a classmate
Scaffolding for Emergent Bilinguals: Offers an opportunity to share their ideas and thinking and
learn new information from their partner in a smaller and
comfortable setting. This can also reinforce confidence in
thinking and speaking, and can provide modeling of sharing
ideas.

Thinking & Classifying Map

Procedure: Begin by placing the main idea or topic in the top center of a
page. Branching down from the main idea/topic construct
boxes or circles with subtopics/ideas. Branching down from
these subtopics develop the details for each of the second
level subtopics. Continue to branch off until all details of the
concept/idea is fully fleshed out.
Purpose:
Visual-verbal learning tools that promotes, student-centered
and cooperative learning, concept development, reflective
thinking, and clarity of communication.
Scaffolding for Emergent Bilinguals: Will be able to gain the skill of elaborating on a concept being
discussed. They will be able to compare with their own prior
knowledge. Students will be able to gain a deeper
understanding of a theme or concept by analysing a text. This
will develop their level of complexity in comprehension. It will
break down step by step, which will help them comprehend
the text a lot better.
 Interactive Methods Notebook
Alexandra Villarreal
TED 407-01

Exit Ticket
Procedure: Students will be given a few questions to end the lesson that
reflect on what the student took away from the lesson. The
slip will be collected by the teacher with the students names
on them depending on what the question were asking. Once
the students have turned in their exit slip they will be
dismissed to leave. The teacher will use the slip to improve
the lesson and to check for understanding.
Purpose: Students are able to reflect upon what they learned and write
down what they took away from the lesson. This will allow
students to see if they have met the objective for the day and
the teacher can check their progress.
Scaffolding for Emergent Bilinguals: This method allows them to contemplate on what was
discussed and to check for understanding. The teachers
can use this information to better prepare for the next
lesson. The students can also practice writing out what
they learned in an academic format.