Whole Brain Cheat Sheet in (Editable Word Format)

7/27/2019 Whole Brain Cheat Sheet in (Editable Word Format)

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The Big 7

Oral Writing

Brain Toys

And more!



WBT Cheat Sheet

The Class-yes is the attention getter.

Example

Teacher: When I say class… you say yes (pause) class…

Students: Yes!

Teacher: However I say class, is how you say yes. Class, class

Students: yes, yes

Teacher: Classity, classityStudents: yessity, yessity

Teacher: class a doodle doo

Students: yes a doodle doo

Variations: Pitch: high, low, Speed: fast, slow, Repetitions: once-many,

gestures: none-small-dramatic, Core knowledge Example (instead of class say

a question for example 4x4, they responds with 16) If I say raise me class, it

means they need to be louder/faster than you etc. (Teacher: Raise me, class-

yes!).

**Use student leaders: Select leaders. Draw in those natural attention-seeking leaders in your

classroom. Train them, use them within you classroom structure. Allow them to say the

CLASS part of class-yes, or to prompt rule rehearsal. You can also assign them to be ready

when you point to them to announce the rule if it’s not being followed etc.

**Note, these rules have been adapted these from the original 5 rules at

wholebrainteaching.com

Rehearse the rules. When you call out a rule number, students respond by saying the

rule along with the gestures. Make rehearsals fun! Use a variety of voices, speeds etc. If students are not following specific rules, stop and hold up the number of fingers thatcorrespond with that rule, loudly say for example “rule two”. Every kid in the class

should stop and perform rule 2.Example: A student, or several students are being very slow with following directions. Perhaps you’ve

asked them start an assignment.

Teacher: Rule 2 (holding up two fingers)

Students: Follow directions quickly . (Snapping their fingers along with each word and say the rule

quickly.)

Big 7

Class-yes Small Chunk of Information, with gestures Teach-Ok

1- CLASS-YES:

Use It To… To start a

lesson

Reduce

hub-bub Crowd

control

Before

entering/

leaving

Interrupt

class

activity

2- The Five Rules:

http://localhost/var/www/apps/conversion/tmp/scratch_5/wholebrainteaching.com





1) Listen when your teacher is talking

Listen (point to your ears) when your teacher (kids point to me) is talking (move

hands together and apart like a mouth).

2) Follow directions Quickly Follow directions quickly. (As we say this, we snap our fingers along with each

word and say the rule quickly.)

3) Respect others, respect yourself, respect our classroom

Respect others (point out) , respect yourself (point to yourself) , and respect

your school (point to the ground)

4) Raise your hand to speak, or stand (hand up, talking hand)

Raise your hand (raise your right hand) to speak (make moving mouth motion) or

stand use index and middle finger to 'walk').

5) Be safe, be kind, be honest

Be safe (hug yourself) , be kind (cover your heart with both hands) , be honest

(place right hand up, like you were about to testify).

Divide your class into teams of two. One student is a One; the other

member of the team is a Two.

You want students to do a large amount of the teaching. Present a small amount of

information, complete with gestures. When you finish, look at the class and clap twotimes, say “Teach!” Your students clap twice and respond “OK!”

Teach your students to copy your gestures and mimic the emotion in your tone of

voice. As your students teach each other, move around the room listening to what

they are saying. This is an excellent opportunity to monitor student

comprehension. Then, call them back to attention with the Class-Yes! If you are not

convinced your students have understood your lesson, repeat it. Otherwise, go on to

the next small group of points.

You can either let your students find their own natural way of determining whospeaks or listens, or provide more structure using "Switch!".

When you are ready for your class to teach each other, explain that you

want the ones to teach the twos. When you call out "Switch", they

should respond "Switch!" Then the twos will teach the ones. Thus, you are

3- Teach-OK:

4-Switch:



guaranteed that every student in class is equally involved in speaking and listening

Draw a grid and scoreboard like the one above. During class you will be

rewarding a mark in the smiley section for procedures performed well. When you

reward them with a smiley for their performance, you can involve the kids in a really

fun way. Walk to the board, raise your chalk or marker, and address the class. Make a

mark in the smiley section then point to the students. T hey respond by “Oh, Yeah!”

with a fist pump. This is called the Mighty- oh-Ya.

When students are not doing as you wish, you walk to the board and add a mark to the frowny column. Loudly proclaim, “Mighty Groan!” and point to the class. They

must lift and then drop their shoulders and groan loudly! Ensure that the mighty

groan is quick and precise. It should not interrupt your lessons flow. Rehearse this

with your students.

Note: You should not let the difference between smilies and frownies be greater than

3. This is the +- 3 rule.

See Additional Levels to the Scoreboard at http://www.wholebrainteaching.com

under the top tab labeled levels.

2) Practice cards (individual)

3) Guff counter

4) Independents

5) The Bulls Eye Game

6) The Agreement Bridge

6-Hands and Eyes:

5-The Scoreboard:

http://www.wholebrainteaching.com/






Whenever you want your students to pay close attention to an important

point, say, "Hands and eyes!" Your students respond, "hands and eyes!," fold

their hands and stare at you intensely.

You say “mirror” and your students respond “mirror.” They then pick up

their hands ready to mimic your gestures.

3 types of mirrors1) Casual: these are hand motions that come naturally while speaking

2) Graphic: match your gestures to exactly what you are saying. For example, if you’re

talking about walking somewhere, walk your fingers through the air. If you want to

explain a hard problem, scratch your head. If you are presenting a big idea, spread

your arms far apart.

3) Memory: these gestures are linked to core concepts. Every memory gesture should

be unique.- For additional student engagement when using mirror, add elements of silliness and

exaggeration to you gestures. As a variation, say “mirror words” and your students

respond “mirror words.” Then, speak slowly and match your arm movements to what

you are saying. Your students repeat your words and mimic your gestures.

Other Useful Classroom Strategies

Video: Three Peat

The 3-peat is used for procedural things. For example turning things in, putting things away, lining up etc. The teacher will give a prompt such as line up, the students

will repeat the prompt 3 times as they are lining up. The teacher then counts down

from 15 at first,( Aug./Sept) from 10 by October. Seeing if they can complete these

procedural tasks quickly.

If a student is “stuck” they can throw their hands up in the air and say

loudly “HELP!” T he class enthusiastically helps the student (all talking at

the same time, stuck student listening). Then the “stuck” student continues to

answer the question, or complete the task.

Used for rewarding students. Students point their fingers at a

student wiggle them and say, “Woo!” For an added emphasis give a

student 10 finger rolling woo. Students wiggle 10 fingers at him or her and roll their

hands at the same time, saying “woo”

When a mistake is made the teacher can say “it’s cool, no

7-Mirror:

3-Peat (with a countdown):

HELP! :

10 Finger woo!

It’s Cool/ No worries

http://mrsshipleywholebrainteaching.blogspot.ca/2012/07/new-video-tutorial-wbt-three-pete.html






10. Compare/Contrast: Bump your fist together when contrasting; lace your fingers

together when comparing. Compare/Contrast is probably the most powerful, most

deeply explanatory of all Brain Toys...use frequently!

11. Combos: Use any combination of the above.

Use these when you use the "Teach/Okay". Instead of (clap twice) "Teach"...try

this...(Clap Twice) "Props" and the kids say "Okay".

Oral Writing

Thinking Like writing!

Insist that students use complete sentences when

verbally answering questions. This helps to bridge the

gap when they begin to answer questions through writing .

Prompt: Hand cupped behind the ear with a smile (this is used when a student forgets

to answer in a complete sentence)

T his is used when you want students to give you more information

Prompt: pointer finger roll

T he concluder is used when you want a student to wrap up what they

are talking about. This gives them the cue that they have one moresentence before they need to end. This is going to be the last piece.

Sentence frames for a concluder

In conclusion,__________

To sum up, ____________

Finally, ______________

Prompt: one hand on top of the other and move them outward in a “your safe” motion.

Complex Adders

When you want students to use a more complex adder you can

introduce the “because”. When you want a student to use the

word because in the next sentence, the teacher gives one clap as a cue. When the

student uses because in their sentence the teacher and whole class claps once along

with the student.

Student: I went to the office because (clap), I had to call my mom.

Teacher: clap cue, I liked the play we watched today. (Clap by teacher) I like the play

we watched today because (clap, students and teacher)

Using complete sentences:

The Adder:

Concluder:

Because Adder:



Prompt: one clap

If you want a student to use also in their adder use the fast

finger roll prompt. This cues students to include “also” into

their sentence.

Prompt: fast finger roll

When students give an example they say “ for example “zoop” (for

the air comma)” and pretend to pull the example out of their heads. Prompt: pull the example out of your head

When you want an adjective, a spicy describing word, words that spice

up your writing, kiss the fingers and explode them away from your

mouth. This shows students that you want them to include a spicy word into their

adder.

Prompt: spicy words (kiss the fingers)

When you want a student to link two parts

of a sentence together.

Prompt: link two fingers together

When you want a student to include a preposition into their

adder raise your hands like a squirrel. Squirrels can be any

position beside a log, above, below, beside, through, under, over.

Prompt: raise your hand like squirrel paws

Air Punctuation

Jut your hand forward (talk to the hand style) and make the sound like

your stopping fast by slamming on the breaks. “eeech”

say “yes” with a fist pump (elbow going down)

Lift the shoulders and make a sound as if to say “I don’t know”

The air comma is a finger swoop, like a comma with the sound effect

“zoop”

To show capital letters, put one hand on top of the other and lift

the top hand quickly to show the letter is big .

Air Comma

Transition (also))

For Example

Adjectives:

Conjunctions (but, or, and))

Prepositions

Period

Capital Letters

Exclamation mark

Question mark



As a student speaks their piece out loud, walk your fingers

down your arm. When a sentence is off topic, leap your

fingers off your arm and shout “ahhhhh” off topic! Then spring your fingers back

onto your arm to show that the student must spring back onto the paragraphs topic.

The whole class should be doing this along with you so they are also following along and engaged.

The teacher reads slowly from any book. Kids walk their fingers

down their arms. The teacher invents a sentence that is off

topic. The kids shout “ahhh” and jump their fingers off their arms and snap them

back again to where they jumped.

Practice With Partners

Questions Answers Adders Conclusions

Put the chart above on the board. Remind students what kind of adders you want

them to use, remind them to use air punctuation, and give them a question to answer

using oral writing. Allow students to work with partners to practice answering the

question using oral writing. Encourage them to speak like they would write.

Answering the question in a complete sentence, using correct punctuation, examples

etc. If you get down to that concluder start over, perhaps add spicy words.

Divide the class into 1’s and 2’s. The 1’s ask the question and the 2’s

answer with Oral Writing. The 1’s silently mirror the 2’s Oral writing gestures. When the 2’s are done they give a high five to the 1’s and the partners switch roles. The 1’s

use Oral Writing and the 2’s silently mirror gestures.

The talker is prompting her self. They are making up their own script/structure and

using the gestures along with it. The other kid just sits and silently mirrors their

partner’s gestures. If you have an extra kid teach say your shoe, or use your sockless

hand puppets, or in my room I have a stuffed animal students can talk to if there are

an odd number of students.

Put a writing prompt on the board. Put an Oral Writing pattern on the board, listing one or more adders and the concluder. Using

high-five-switch, students then practice Oral Writing with each other about the

writing prompt. This is the pre-writing exercise. Students with then write about their

topic.

Make a red circle on the board. When the students are doing

Off topic bungee jump

Bungee Reading

High-5-Switch

From Oral Writing to Actual Writing

Wacky Star Fun Button



great with Oral Writing, push the button and they get to make wacky noises and

sounds for 5 seconds. Could be used as a reward for other things too, like the

scoreboard? I think so! If you had a sub in your room you could allow this as a

reward for good behavior at the end of the day.

Whole Brain Cheat Sheet in (Editable Word Format)

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