Tag Archives: Sos

SOS: Take a Stand

SOS: Take a Stand

Take a Stand is a simple game that can be used in a variety of ways: use it at the beginning of a lesson as an informal pre-assessment, use it in the middle or at the end of a lesson as a review, or use it anytime as a simple get-to-know-youactivity. It encourages students to take a stand on an issue and provide evidence to back up that stand.

SOS: Pick A Card

This strategy is designed to engage students in group discussion, by giving them speci?c roles to play. The teacher uses a prepared deck of cards with different tasks on each card, to determine what each student will do during and after interacting with a media segment. Keeping students actively engaged will help with both immediate and long-term comprehension of content material, leading to greater success with academic tasks such as writing assignments, reports, and assessments.

SOS: Life Road Maps

Studying the lives and choices of historical ?gures and literary characters adds depth to understanding of content and helps develop empathy. This activity helps students better understand a particular person or character, by creating a road map of key events in his or her life and analyzing how those events contributed to choices made. This strategy can be used as part of a research project, as a way to review previously studied material, or as an assessment tool.

SOS: Hot Potato

Providing students an opportunity to think critically and ask higher-level questions of each other in a fun environment leads to a more engaged classroom. “When students formulate questions, they become actively involved in learning.” (Marzano) Using Hot Potato while posing questions pertaining to a Discovery Education resource makes this difficult skill more engaging and less threatening. Students play in teams and use a soft ball to bounce questions back and forth while earning points based on the level of complexity.

SOS: Let’s Roll

Fountas and Pinnell state “the reader constructs unique meaning through integrating background knowledge, emotions, attitudes, and expectations with the meaning the writer expresses.” In this strategy, after reading a selection, students will discuss the topic in a small group. This strategy will assist students in connecting what they have read to what they already know. By providing students the opportunity to discuss the selection with their peers, teachers help students form a deeper understanding of the text.