Instructional Openings

Role Play Hook

As we move more into content-based learning, the information presented to students can seem very dense at times. A Hook is a simple way to get them excited and give them a sense of what is about to happen in a fun way. The Role Play Hook asks my students to place themselves in others' shoes to get a sense of space and time when they are learning history or science content. 

Strategy Resources (2)
Students In Action
 
 
 
Lesson Plan
 
 
These are some ideas of quick hooks that allow students to role play the beginning of a lesson and therefore become engaged in what they will learn about.
 
Students In Action
 
 
Lesson Plan
 
 
These are some ideas of quick hooks that allow students to role play the beginning of a lesson and therefore become engaged in what they will learn about.
Raul Gonzalez
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Quick
Subject:
English / Language Arts
Grade:
First grade
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Academic Culture
Raul's Classroom Culture

A positive classroom culture promotes student engagement, efficiency, and academic growth. Culture influences how and why students learn and ties the students to the teacher on a personal level. Check out the video below to see how Raul’s culture impacts student achievement!

 
Assessment & Data
Teacher v. Student

In Teacher Vs. Students, students compete against the teacher in a quick game of listening and participation. Typically we play this game after a general phonics rule has been taught and students have to practice hearing it for phonological practice. Rather than me just reading a word asking them to identify the sound, I am using the taught rule(s) and turning into a game of friendly competition to show that they are smarter than the teacher. It's important though, to be honest. If I win, I explain what they should practice more of and then try it again another day. 

 
Assessment & Data
Flash Fluency

Flash Fluency is a strategy I use during guided reading sessions to make immediate adjustments to my instruction, based on my students' needs. To gather the information I need, I give a reading fluency check to one student from the group using a current or cold read text. The student reads for one minute while I keep track of miscues and make observations. It is followed by a quick comprehension check. Once this is completed, I address the student's needs immediately with the entire small group. Since my reading groups are homogenous, one student's needs are generally reflective of the needs of the other students in the group. 

 
 
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