Pictorial Input Chart

Description:
Way of doing a lecture/ comparative unit
How to use:
A teacher can use this for any information. Teacher will create a visual
and think of how to chunk the information by color. The teacher will
use real pictures along with drawings. The teacher will create this in
front of the students and can use a projector or computer at school to
trace lightly beforehand to know what to draw or say. The teacher can
use sentence frames with this and have students think-pair-share. The
students do not ask question while the teacher is teaching. The
teacher will then reprocess it again a different day and give out word
cards for them to put on the pictorial when they hear the words.
Visual:

Homophones- Anchor Chart

Brief Description:
A chart with the name of the homophones and a definition. Visuals
should be included with this anchor chart so that the students
understand the meaning with the words and the pictures
How to use:
Use it to introduce the topic. You can sketch it ahead of time or while
introducing it. Make sure to refer back to it during lessons. Always
remind students to look at their anchor charts
Visual:

How Does Your Book Feel? Anchor chart

Brief Description:
An anchor chart with Hard. Easy, and Just Right for when
students pick books to read. Each level has a description and
visual to go along with hard, easy, or just right.
How to use:
Post it on your wall and use it to remind students when they go
and pick books. The books have to be just right for them.
Visual:

Visual directions
Brief Description:
When directions can be done using pictures, do it! Print, cut, and
laminate the pictures. Put them in order and add magnet to the
back so they stick.
How to use:
Use in a kindergarten classroom that has ELL students or where
they have trouble following instructions. Point to the pictures and
remind them what should be done first, second, third, and so on.
Visual:

Jigsaw
Brief Description:
Students start out in table groups, and then are put into Expert
Groups. These groups can be pre-meditated and thoughtfully
placed, or they can be random. Students read a text.
They then meet with their Expert Group, fill out a graphic
organizer and plan how they will teach the other students about
what they read. Then students return to their original table
groups.
In these groups, each person should have been in a different
expert group. Each student then takes turns teaching their
group about the info they read. The team takes notes on an
Expert Group organizer.
At the end of the lesson, each table has a filled out Expert Group
graphic organizer and each table member has learned about all
the topics, even though they only technically read about one of
them.
How to use:
Use when students are to read a text.
Visual:

Picture Word Inductive Model (PWIM)

Brief Description:
Often used well-cited strategy for students to develop their
reading and writing from a picture. Students develop background
knowledge, play and study words, engage in repeated exposures
to vocabulary and context of a single picture.
How to use:
Teacher will choose a picture to display. The teacher will then ask
students, What do you see?
Label the objects in the picture and repeat the names of the
objects as you label. Ask, "What do these words have in
common?"
Next, read and group the words by commonalities in a chart.
Review the chart by reading it and saying the words and their
spelling aloud. Ask, "Can you think of more words to describe the
picture?" Chart any additional words.
Ask, "What would be a good title for the picture?"
Discuss and record the title.
Ask students, "What can we say about this picture?
What sentences can we write?"
Record and work together to group alike sentences.
Rearrange the sentences into a paragraph, describing aloud why
you are putting sentences in a particular position in the
paragraph.
(Teacher can use sentence strips and a pocket charts for recording and
moving sentences around.)
Visual:

Vocabulary Checklist/Continuum
Brief Description:
Provide your students with a list of key vocabulary and
terminology from the unit and then have them place the word on
a continuum of understanding from I have never heard of it
before to I have heard about it, can explain what it means to
you, and can use it appropriately.
How to use:
This will give the teacher some insight into what students
already know and where some pre-teaching of vocabulary may
be required.
Visual:

Scaffold
Brief Description:
Teacher will post new vocabulary on a word wall, and review the
words daily. Swap out old words as necessary. Label drawings
and pictures to help students make the connection between oral
and written English. Point to these visuals to clarify meaning
when using these words.
How to use:
Use a graphic organizer to explain concepts and related words.
Use the six ESL steps 1. Pre-select a word from an upcoming text
or conversation. 2.Explain the meaning with student-friendly
definitions. 3.Provide examples of how it is used. 4.Ask students
to repeat the word three times. 5. Engage students in activities
to develop mastery. 6. Ask students to say the word again.

Visual:

Frayer Model
Description:
This model helps students to understand words and build connections
with their words.
How to use:
Student will put the vocabulary word in the middle of the model and
then use each box to define, give facts, examples, and nonexamples of
the word.
Visual:

Vocabulary Cartoon
Brief Description:
Students work together in pairs. They create their own cartoon,
linking word, and example sentence that explain the meaning of
the vocabulary word.
How to use:

Use with students in pairs or alone. If working in pairs, students

need to take turns. After students finish their cartoons, teacher
can refer to them through the unit.
Visual:

Brain Dump
Brief Description:
Provide your students with a topic or concept, and have them
record everything that they can think of related to that topic.
Students can use words, diagrams, pictures or any other
modality to record their knowledge.
How to use:
Use at the beginning of a unit to know the information that
students have about a topic. Teacher will model first.
Visual: