1. CTN Jeopardy!

2. First Round

3. Vocabulary

4. 100

5. The analysis and structure of words that can be broken down into chunks for meaning

6. 200

7. prefix, suffix, root words

8. 300

9. You can use word walls, posters, pictures, magazines, and labels on items to promote this

10. 400

11. This vocabulary strategy helps students infer word meanings from context

12. 500

13. Vocabulary term, visual representation, definition and non- example

14. Pre-Reading

15. 100

16. Identifying text structures, making predictions, brainstorming, interpretation of text graphics

17. 200

18. Students do this in order to make connections to text, self, and world

19. 300

20. This expository text structure tells how to do something or presents a series of events in order

21. 400

22. Its purpose is to inform, explain, or persuade

23. 500

24. Involves direct instruction of the strategy, modeling, guided practice, and supported and independent application

25. During and Post-Reading

26. 100

27. A note-taking strategy that helps students organize information in an orderly fashion

28. 200

29. Preview, Click and Clunk, Get the Gist, and Wrap- up

30. 300

31. Think about your teaching, choose issue, plan inquiry, do, revise

32. 400

33. In this during reading strategy, students actively take notes by using symbols

34. 500

35. Note-taking, Journal Writing, Quick Writes, Learning logs, and Exit slips

36. Assessment and Modification

37. 100

38. A synopsis of a child’s affect, interests, learning styles and interactions in a learning environment

39. 200

40. Campbell Interest and Skill Survey

41. 300

42. This form of assessment occurs ongoing throughout a unit or lesson

43. 400

44. Pre, during and post assessment of students’ uses of strategies needs to focus on this

45. 500

46. Offered within boundaries, imply responsibility and a time period, and a student commitment

47. Second Round

48. Acronyms

49. 200

50. LINK

51. 400

52. QAR

53. 600

54. PLAN

55. 800

56. SCUBA

57. 1000

58. THIEVES

59. Graphic Organizers and Strategies

60. 200

61. Allows students to organize historical content by pulling out facts, problems, solutions, changes, and what happened

62. 400

63. In this graphic organizer, students extend their vocabulary knowledge through the use of analogies

64. 600

65. This pre-reading strategy encourages students to imagine themselves within the context of a photograph, and to personalize their perceptions

66. 800

67. Gathering evidence, asking questions, recalling facts, inferring, drawing conclusions, and skimming

68. 1000

69. This is a “front-loading technique” that guides students through the chapter by highlighting important features of the text

70. Big Ideas

71. 200

72. To do this, as we read, we are interactive, strategic and adaptable.

73. 400

74. Features in this kind of text that we teach students to use include: headings, captions, illustrations, diagrams and features, charts, graphs and tables, bolded and italicized text, and the glossary.

75. 600

76. Something these students do: they sometimes acquire the meanings of words less quickly, might interpret meanings literally and miss the nuances, might lack an understanding of how words make meaning together, and might have challenges remembering words.

77. 800

78. To do this, we consider students’ traits, including: culture and language backgrounds and experiences, the big ideas in the content, and how students can be most successful.

79. 1000

80. This is a project you can design and carry out by systematically gathering information to learn more about the effects of your teaching on students and their learning.