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   Miss Joey Flowers
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My instruction is scaffolded  to support learning when my students are first introduced to a new concept or topic. 

These strategies occur all during, before and sometimes even after a particular lesson.

Here are a few of the strategies I find myself using the most often:activating prior knowledge with pre-assessment tools 
  • offering a motivational context to pique student interest or curiosity in the subject at hand- I find this particularly  powerful during science
  • breaking a complex task into easier, more "doable" steps to facilitate student achievement
  • showing students an example of the desired outcome before they complete the task
  • teaching students chants or mnemonic devices to ease memorization of key facts or procedures
  • using graphic organizers to offer a visual framework for assimilating new information- we employ this most often in our brainstorming for Writer's Workshop
  • asking questions while reading to encourage deeper investigation of concepts
  • suggesting possible strategies for the students to use during independent practice
  • modeling an activity for the students before they are asked to complete the same or similar activity

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These are examples of silly sentences that my students made as mnemonic devices. 

They were learning the 7 levels of classification.

We have word doors

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After studying words, we write them on index cards and display them for easy reference. 





I love reminding students of how many words we have learned as the days go by.


_I just thought of a few more commonly used strategies of my classroom.
  • teaching students chants or mnemonic devices to ease memorization of key facts or procedures
  • using graphic organizers to offer a visual framework for assimilating new information- we employ this most often in our brainstorming for Writer's Workshop
  • asking questions while reading to encourage deeper investigation of concepts
  • suggesting possible strategies for the students to use during independent practice
  • modeling an activity for the students before they are asked to complete the same or similar activity
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