Teacher Presentation Activities
As you plan the Presentation stage of the Team-Based Cycle of Instruction, consider the following list of suggested activities:
Predictions - Predictions are a valuable tool to the teacher. They illustrate many of the instructional decisions that you will need to make. Predictions help establish what prior knowledge your students are bringing to the lesson. Additionally, these initial predictions can help the teacher to drive future instruction. This is also a good opportunity for the teacher to assess what mini-lessons may be necessary in order to build some necessary background knowledge.
| Challenge Question | Sample Student Predictions |
| How does the use of natural resources from different parts of the world determine environmental Quality? |
•The use of natural resources in places far from where we live has no impact on the quality of my environment. •Global natural resources are completely interconnected and have an impact on the environmental quality across the world. |
| When and why is it best to represent data using mean, median, mode, or range of a set of data? |
•Mean, median, mode and range of a set of data are best used to represent statistical information. •Mean is the only true statistical piece of information that should be used to represent a set of data. |
| How did the events between 1850 and 1861 escalate the tensions between the North and South, and lead to secession of several states and finally to war? |
•The diverging economies of the North and the South between 1850 and 1861 escalated tensions and led to secession and finally war. •Slavery was a major factor that escalated tensions between the North and South and led to secession of several states and finally to war. |
Learning Accommodations
• Provide students with a set number of possible predictions and help them select a prediction.
Technology Integration
• Use a multimedia tool, like PowerPoint or HyperStudio, to present possible predictions to students.
Possible Sentences
1. Choose 6 to 8 Hot Words (current vocabulary words) that might cause difficulty for the students.
2. Then, choose an additional 4 to 6 Hot Words that are likely to be familiar to the students.
3. List all words. You may or may not want to discuss possible meanings.
4. Direct students to write possible sentences (that they feel may be in the text) containing at least two of the listed words.
5. Have students share their developed sentences. Ensure that all words are included in at least one sentence. Post the Possible Sentences in the classroom.
6. As students progress through the unit, they will independently read and co-read various pieces of text where these words will be encountered.
7. At the end of the unit, direct students to reflect on the Possible Sentences that were developed. If a sentence is true leave it as is. If a sentence is not true, then discuss with the class how it can be modified to make it true.
Learning Accommodations
• Students may partner up to develop Possible Sentences.
• Students write possible sentences that only contain one identified Hot Word.
• Create graphics to accompany each Hot Word used in the Possible Sentences Activity.
Vocabulary Drop
1. Select one Hot Word at a time to introduce.
2. Record blank spaces that correspond to the number of letters in the word. (house = __ __ __ __ __)
3. Drop letters into the blank spaces allowing individual students or teams to make a prediction as to what the word might be. You may choose to drop letters in consecutively (h o u __ __) or randomly (__ o __ s __).
4. After a team or students predicts what the Hot Word is, elicit the correct spelling of the word. This is also an opportunity to develop a class Super Sentence or class prediction using the Hot Word.
5. Continue introducing all Hot Words using the same process.
Learning Accommodations
• Create a word bank of Hot Words for students to refer to.
• Reinforce letter name and/or sound as the letter is dropped into place.
Technology Integration
• PowerPoint slides can be prepared with the words and letter drops already prepared. As individual students or teams guess the word correctly, all letters can be dropped into place.
KWL Chart
1. K-W-L Charts are a technique used to access prior knowledge. A general topic is introduced, and students are asked to generate what they think they Know about the topic. This information is recorded in the K section of the KWL Chart.
2. Next, the teacher elicits conversation about what the students Want to Know about the topic. This information can be recorded in the form of questions or categorized by topics in the W section of the KWL chart.
3. Finally, after the unit/topic has been completed, individual students or teams complete the L, or Learned section of the KWL chart. This information can relate back to clarifications of misconceptions from the W section, or answers to new learning from the L section.
Learning Accommodations
• Utilize picture symbols for each step of the K.W.L. Process.
K - lightbulb
W - question mark
L - brain
Technology Integration
• Students can complete K.W.L. charts in electronic form.
*Click on the Resources Tab to view and utilize the forms associated with the activities listed above.
