From a to Z on Instructional Strategies

By P. S. Kessell

From A to Z on Instructional Strategies is a book designed to provide teachers with a way to engage their students in their lessons through an effective and memorable method. Students are able to become self-starters, and eventually self-managers, by using this method that incorporates the use of alliteration, action verbs, and activities. Students are better able to understand the learning objectives, the teacher’s expectations, the daily activities, and the end product requirements as a result of utilizing From A to Z on Instructional Strategies. When asked what they did in class, students are able to respond intelligently and confidently, knowing without a doubt that they learned the As: to analyze, to answer, and to argue. In a “standards and performance driven” society, From A to Z on Instructional Strategies is a must-have for your library.

• Language: English
• Publisher: Xlibris US
• Release date: Nov 20, 2018
• ISBN: 9781984564344

Book preview

Copyright © 2018 by P. S. Kessell.

Library of Congress Control Number:   2018913276

ISBN:                 Hardcover           978-1-9845-6436-8

                           Softcover             978-1-9845-6435-1

                           eBook                   978-1-9845-6434-4

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

Any people depicted in stock imagery provided by Getty Images are models, and such images are being used for illustrative purposes only.

Certain stock imagery © Getty Images.

Rev. date: 11/19/2018

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Contents

Introduction

Using the As

Using the Bs

Using the Cs [1]

Using the Cs [2]

Using the Ds

Using the Es

Using the Fs [1]

Using the Fs [2]

Using the Gs

Using the Hs

Using the Is

Using the Js

Using the Ks

Using the Ls

Using the Ms

Using the Ns

Using the Os

Using the Ps

Using the Qs

Using the Rs

Using the Ss

Using the Ts

Using the Us

Using the Vs

Using the Ws

Using the Xs

Using the Ys

Using the Zs

Lesson Plan Form

Introduction to Using From A to Z on Instructional Strategies

This book was inspired by my twenty-one and a half years in the field of education. I served in multiple positions during that time, including as a teacher, a program coordinator, an assistant principal, and a director. I, frequently, sought new ways to teach my students to be independent in the classroom and to learn what was expected of them in the day’s lesson. I encouraged teachers to create classrooms where students were self-managers of the learning process. From A to Z on Instructional Strategies is a result of what I created over time to give my students the independence they needed to be self-managers of their own learning and the simplicity they needed to meet high expectations.

Let me introduce you to the structure of the chapters in this book. I call the first page of each chapter the poster page. It can be enlarged to be used as a visual aid in your classroom. Each letter has its own strategy that uses alliteration as a tool to encourage students’ memories of the action verbs used to create a simple way in which to design the activities of the lesson. The student knows and remembers what he/she must complete successfully for that lesson. On the second page is a sample lesson-plan format you can modify and adjust to submit to your administration. In the lesson plan, I included the lesson name, the approximate length of time for the lesson, the state and/or national standards the lesson addresses, specific objectives in an easier-to-understand format, the strategy I have chosen to use, the list of activities the students will perform, preteaching needs, cross-curricular connections, activation of prior knowledge before self-start-up, basic accommodations for 504 students, basic modifications for special-needs students, differentiation ideas, technology integration for the lesson, and vocabulary-lesson expectations. Your district may require more areas, which you can easily add to this list. If not all these areas are required by your district, I recommend that you begin including all these areas to ensure you are providing for the needs of all students in your classroom and have the documentation to support that you have done so. The final page for most strategies is a sample instructional packet for students. Providing this learning packet to your students helps to build their independence and molds them into self-managers. This page and/or packet of information should include everything the student needs to know to begin working on his/her own. The activities packet has the standards without the actual code numbers to prevent confusion. You may include them if you choose to do so. The objectives are included, also. The strategy with explanation for each key word is provided. On the right side of the page, the students may find preteach boxes to help them remember what they learned previously and that it connects to what they are doing on that day. I, also, included information regarding the activation of their prior knowledge. This reminds them that we are building on previously learned skills. They may find a cross-curricular box that shows them how what they are doing in this lesson connects to other classes or units of study. Finally, step-by-step instructions using the key words from the strategies completes this page. Attached or included with the activities packet would be textbook pages or references to read, worksheets to complete, articles or stories to read, internet sources to research, or instructions for where to