Tag Archives: Sos

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SOS: A Special Supersized Summer Twist!

SOS: A Special Supersized Summer Twist!

I love the SOS strategies. Over the past year, I’ve had many occasions where I was asked to cover a classroom for a teacher. That’s when SOS came to the rescue! Here’s how I twisted and super-sized some popular SOS strategies for my students…with great success!

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SOS: Summer Twist on Paper Chat

Paper Chat is a great way to get students thinking without speaking and it gives all students equal opportunities to voice their thoughts. Some students may be reluctant to write on the butcher paper when others can see what they are writing. One way to mix it up would be to have students complete this in small groups. The group of students can move around to see what is written in other groups. You could also pose different questions for each group.

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SOS: Summer Twist on Whittle It Down

The Whittle It Down strategy is designed to build summation skills by having students work independently, then work collaboratively as part of a small group, and finally collaborate as a whole class to ‘whittle down’ a list of vocabulary words that are most important to understanding the topic being studied. This final list is then used to compose a summary of the topic.

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SOS: Another Twist on Snowball Fight

My students absolutely love the Snowball Fight strategy for Math review. Instead of passing out a worksheet or going over examples on the board, I use a Snowball Fight with a twist. I put up Math problems on the interactive white board, one at a time. Students complete the problem, and then the fun begins. I announce, “snowball fight!” and the students toss their papers around the room (with minimal injury I might add, which is quite impressive for my middle school boys!) I instruct students look over the work from one of their classmates and see whether or not they solved the problem using the same steps. It is wonderful to hear students complaining that their peers aren’t showing their work! After students have ample time to look over their peer’s work, I review the problem on the board to answer any lingering questions. We repeat the process as many times as necessary.

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