Give One, Get One
the students fold a piece of paper lengthwise to form two columns and
write, „Give Oneš at the top left-hand column and „Get Oneš at the top of
the right-hand column.
students brainstorm a list of all the things they already know about the
topic they will be studying, writing the items down in the left-hand
they make the list, have them talk to other students what is on their
students write any new information they get from these discussions in the
right column of their lists, along with the name of the person who gave
them the information.
everyone has given and gotten information, have the whole class discuss
the information students have listed.
have students write any new information they get from this discussion in
the right column of their lists.
Some suggestions for
implementation-As students brainstorm their individual lists, circulate around
the room and provide information or ideas struggling to come with any of their
own. That way, when it is time for
students to circulate and share information, no one has an empty list.
Discuss the final
lists of information with the aim of making sure they are accurate. Sometimes, students may have faulty content
knowledge and it is important that they learn to discard incorrect information
before starting the unit. Model drawing
a line through incorrect facts.
Tea Party Instructions
Tea Party offers students an opportunity to consider parts
of the text before they actually read it.
Tea Party also encourages active participation with the text and gives
students a chance to get up and move around the classroom. This before reading activity allows students
to predict what they think will happen in the text as they make inferences, see
causal relationships, compare and contrast, practice sequencing, and draw on their
Select key words, phases or sentences from the text and
write them on index cards. Try to select
half as many key words, phrases, or sentences as you have students. Duplicate enough cards so that there is one
card for each student.
one card per student.
students get up and move from student to student.
them to share their card with as many classmates as possible.
they listen to others as they read their cards.
them to discuss how these cards might be related.
them speculate what these cards, collectively, might be about.
small groups, have students complete a „We Thinkš statement.
students to share their „We Thinkš statements with the entire class. Make sure students explain how they reached
the text with their predictions on the „We Thinkš statements.