The idea here is to get students talking more and teachers talking less. The more the students verbalize, the more they internalize. The students should be the ones to go home tired from school, not the teachers. If we are tired then we worked too hard, and the students didn't work enough! Here are some ideas from my SIOP training with Martha Trejo (Pearson) and my ELL training with Jane Hill (McRel). Jane Hill is also the author of CITW for ELLs. Remember these activities are for ELLs but you can use them with all students just modify to how it will work in your classroom at all grade levels.
Interaction Strategies
Role Playing-Self-explanatory. One example that we did with Martha Trejo from Pearson when she came to train us in SIOP was role playing the evil step sisters from Cinderella. Partner A had to argue why Cinderella should come to the ball and Partner B was the other step sister that argues why she should not be allowed to go to the ball. You can do this with characters of a book, famous people, historical people, etc.
You Are There-Students work in groups to research a particular event. Then they need to select a key person that played a crucial role during this event. The students then come up with interview questions and responses that will be used during the re-enactment. Members of the audience could also ask the interviewee questions. All students would need a thorough knowledge of the event.
Frozen Moment-After reading a story-fiction or non-fiction, have students group into 4-5 and give them a sheet of paper that has 3-4 sentences written on it from a scene taken from the story. Give them a few minutes to plan their scene recreation. The students are not allowed to move. They could be a person or a prop. The students then create their frozen moment, while the class has their eyes close. When they are ready the students open their eyes and need to try to identify the particular scene. When students have guess the scene comes alive when the teacher taps one of the students in the scene. They freeze again when the teacher taps them again. The teacher then does the same thing to another student in the group.
Puppetry-Students can act out a play or story using a puppet. This is good for those ELLs who may not know how to speak English very well but can see what they can comprehend. Later they can begin talking through the story.
Journals-Students can journal and then another student or the teacher can respond or provide feedback. There are many ways to use journals.
Great Performances-Students will research and important event and then act out or improvise that event. When students get more comfortable they can write their own script and perform that.
Take a Stand-This is a quick comprehension assessment based on a lesson you taught. The teacher makes a statement and the students will stand if they agree. All students need to be ready to explain their reasoning. It can also be turned into a team activity.
Gallery Walk-Students work together in a group on a text or topic. They make something to exhibit to the rest of the class. They students then walk around the class looking at the exhibits. Notes can be taken or added onto the exhibit. Students can move around freely or you can have them in groups and tell them to move to the next one or use music.
Jigsaw What You Know-Pick a topic that has 2-4 dimensions or qualities. The groups are assigned to different areas of the classroom with their area labeled or containing pictures. Students will learn about their dimension or quality and work together to find a way to present this to their peers.
Find Your Match-Each student is given an index card or slip of paper with information written on it. It could be synonyms/antonyms, words and definitions, characters and characteristics, etc. One way to do this is to have students walk around and find their match by reading what is written on their cards. Another way to do the activity is to have the students describe what is on their cards (they can't read what is written) and find their match.
Inside/Outside Circle-The students are broken in half. One half forms an inside circle and faces outward. The other half forms a circle around them and faces the inside circle. Ask a question and the students on the outside answer while those on the inside listen and then they switch roles. When everyone is finished the outside circle rotates one person to the left and the process repeats. This is a great activity to use to help the students brainstorm before a writing activity.
The Conga Line-Just like inside/outside circle but two straight lines instead.
Break the Line-Like the conga line but a way to put different students together. Have students line up according to a particular subject. Something they may disagree, agree, or are neutral about. Split the line down the middle and have the other line move in front of their opposite. Then discuss. You can break the line many different ways, this is just one example.
Triads-Reader, Writer, Response-One person is the reader, one person is the writer, and one person is the speaker. The reader reads an article or chapter of a text that was assigned. The writer writes or draws the response. The speaker then shares the response with the class. The students would then rotate roles.
White Board-Pretty self-explanatory. Students use a white to answer questions collaboratively.
Dinner Party-Students take on the roll of a character, historical figure, scientists, authors, and so forth. During the "dinner" the students must play their character and respond to each other as accurately and realistically as possible. They should know important information about their person-accomplishments and faults, and anything else that is important.
Is It Complete?-Students answer in complete sentences a question that was given. They may work in pairs or groups. The question is given, then students are given time to think. When students are ready they give a thumbs up sign. Share sentences with other partners, small groups, or the class.
High Five-Students have a worksheet, discussion questions, or answers and they go around and find a partner. In order to find their partner they have to hold their hand up in the air, find someone else with a hand raise, and high five each other. When they are done with that partner, they do the same thing to find a new one.
You Are There-Students work in groups to research a particular event. Then they need to select a key person that played a crucial role during this event. The students then come up with interview questions and responses that will be used during the re-enactment. Members of the audience could also ask the interviewee questions. All students would need a thorough knowledge of the event.
Frozen Moment-After reading a story-fiction or non-fiction, have students group into 4-5 and give them a sheet of paper that has 3-4 sentences written on it from a scene taken from the story. Give them a few minutes to plan their scene recreation. The students are not allowed to move. They could be a person or a prop. The students then create their frozen moment, while the class has their eyes close. When they are ready the students open their eyes and need to try to identify the particular scene. When students have guess the scene comes alive when the teacher taps one of the students in the scene. They freeze again when the teacher taps them again. The teacher then does the same thing to another student in the group.
Puppetry-Students can act out a play or story using a puppet. This is good for those ELLs who may not know how to speak English very well but can see what they can comprehend. Later they can begin talking through the story.
Journals-Students can journal and then another student or the teacher can respond or provide feedback. There are many ways to use journals.
Great Performances-Students will research and important event and then act out or improvise that event. When students get more comfortable they can write their own script and perform that.
Take a Stand-This is a quick comprehension assessment based on a lesson you taught. The teacher makes a statement and the students will stand if they agree. All students need to be ready to explain their reasoning. It can also be turned into a team activity.
Gallery Walk-Students work together in a group on a text or topic. They make something to exhibit to the rest of the class. They students then walk around the class looking at the exhibits. Notes can be taken or added onto the exhibit. Students can move around freely or you can have them in groups and tell them to move to the next one or use music.
Jigsaw What You Know-Pick a topic that has 2-4 dimensions or qualities. The groups are assigned to different areas of the classroom with their area labeled or containing pictures. Students will learn about their dimension or quality and work together to find a way to present this to their peers.
Find Your Match-Each student is given an index card or slip of paper with information written on it. It could be synonyms/antonyms, words and definitions, characters and characteristics, etc. One way to do this is to have students walk around and find their match by reading what is written on their cards. Another way to do the activity is to have the students describe what is on their cards (they can't read what is written) and find their match.
Inside/Outside Circle-The students are broken in half. One half forms an inside circle and faces outward. The other half forms a circle around them and faces the inside circle. Ask a question and the students on the outside answer while those on the inside listen and then they switch roles. When everyone is finished the outside circle rotates one person to the left and the process repeats. This is a great activity to use to help the students brainstorm before a writing activity.
The Conga Line-Just like inside/outside circle but two straight lines instead.
Break the Line-Like the conga line but a way to put different students together. Have students line up according to a particular subject. Something they may disagree, agree, or are neutral about. Split the line down the middle and have the other line move in front of their opposite. Then discuss. You can break the line many different ways, this is just one example.
Triads-Reader, Writer, Response-One person is the reader, one person is the writer, and one person is the speaker. The reader reads an article or chapter of a text that was assigned. The writer writes or draws the response. The speaker then shares the response with the class. The students would then rotate roles.
White Board-Pretty self-explanatory. Students use a white to answer questions collaboratively.
Dinner Party-Students take on the roll of a character, historical figure, scientists, authors, and so forth. During the "dinner" the students must play their character and respond to each other as accurately and realistically as possible. They should know important information about their person-accomplishments and faults, and anything else that is important.
Is It Complete?-Students answer in complete sentences a question that was given. They may work in pairs or groups. The question is given, then students are given time to think. When students are ready they give a thumbs up sign. Share sentences with other partners, small groups, or the class.
High Five-Students have a worksheet, discussion questions, or answers and they go around and find a partner. In order to find their partner they have to hold their hand up in the air, find someone else with a hand raise, and high five each other. When they are done with that partner, they do the same thing to find a new one.