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D79 Advanced Literacy Strategies
  • Home
  • Reading
    • Employ multiple texts that tackle the unit of study's topics
    • Use texts at a range of reading levels on topics aligned
    • Communicate the purpose for reading in light of the unit goals.
    • Create Opportunities for students to answer text-based questions
    • Build in intentional interactions with targeted vocabulary words from the u
    • Require that students use text-based evidence
    • Provide materials for explicit teaching of vocabulary that appears in texts
  • Writing
    • Utilize graphic organizers to support students in producing writing aligned
    • Assign writing related to texts students are reading in class.
    • Require students to use vocabulary from the unit of study and academic lang
    • Employ writing routines in the classroom.
    • Help students build toward an extended writing task that is part of the uni
    • Use writing as a method for supporting thinking
  • Discussion
    • Utilize unit vocabulary and academic language when speaking to the class.
    • Encourage student attempts to use academic language and unit vocabulary
    • Build in "talk routines" to facilitate student discussion in the lesson.
    • Create opportunities for students to have discussions with their peers.
    • Provide materials that support oral language activities
D79 Advanced Literacy Strategies
  • Home
  • Reading
    • Employ multiple texts that tackle the unit of study's topics
    • Use texts at a range of reading levels on topics aligned
    • Communicate the purpose for reading in light of the unit goals.
    • Create Opportunities for students to answer text-based questions
    • Build in intentional interactions with targeted vocabulary words from the u
    • Require that students use text-based evidence
    • Provide materials for explicit teaching of vocabulary that appears in texts
  • Writing
    • Utilize graphic organizers to support students in producing writing aligned
    • Assign writing related to texts students are reading in class.
    • Require students to use vocabulary from the unit of study and academic lang
    • Employ writing routines in the classroom.
    • Help students build toward an extended writing task that is part of the uni
    • Use writing as a method for supporting thinking
  • Discussion
    • Utilize unit vocabulary and academic language when speaking to the class.
    • Encourage student attempts to use academic language and unit vocabulary
    • Build in "talk routines" to facilitate student discussion in the lesson.
    • Create opportunities for students to have discussions with their peers.
    • Provide materials that support oral language activities
  • More
    • Home
    • Reading
      • Employ multiple texts that tackle the unit of study's topics
      • Use texts at a range of reading levels on topics aligned
      • Communicate the purpose for reading in light of the unit goals.
      • Create Opportunities for students to answer text-based questions
      • Build in intentional interactions with targeted vocabulary words from the u
      • Require that students use text-based evidence
      • Provide materials for explicit teaching of vocabulary that appears in texts
    • Writing
      • Utilize graphic organizers to support students in producing writing aligned
      • Assign writing related to texts students are reading in class.
      • Require students to use vocabulary from the unit of study and academic lang
      • Employ writing routines in the classroom.
      • Help students build toward an extended writing task that is part of the uni
      • Use writing as a method for supporting thinking
    • Discussion
      • Utilize unit vocabulary and academic language when speaking to the class.
      • Encourage student attempts to use academic language and unit vocabulary
      • Build in "talk routines" to facilitate student discussion in the lesson.
      • Create opportunities for students to have discussions with their peers.
      • Provide materials that support oral language activities

Build in "talk routines" to facilitate student discussion in the lesson.

A decorative image for why.

WHY: The research-based rationale in support of this Advanced Literacy strategy.

It's a safe bet that the Nobel Prize–winning chemist and peace activist Linus Pauling didn't arrive at all of his good ideas by remaining silent. Chances are very good that there was a lot of talk going on at his Caltech lab as he and his colleagues worked out the problem of electronegativity and its relationship to ionic bonds between atoms. (Talk about academic discourse!) Of course, this didn't occur in an unruly or chaotic environment; the learning goals and social rules of conversations were just as important there as in any classroom. - Douglas Fisher, Nancy Frey and Carol Rothenberg

HOW: Resources, materials, and support to implement this Advanced Literacy strategy.

Ink - Pair - Share

Students are given a specific time-frame to briefly ink (write) their thoughts on a specific topic followed by a timed discussion with a peer. Finally, the facilitator leads a whole-class sharing of thoughts.

Ink Pair Share Protocol.pdf

Procedures for Classroom Talk

Douglas Fisher, Nancy Frey and Carol Rothenberg

This article goes into great depth about the various ways to manage classroom talk through specific strategies and routines.

Procedures for Classroom Talk.pdf

Structured Student Talk

This article will help teachers set the purpose for routines, teach routines, offer guided practice, monitor and debrief talk routines with students.

el14-structured-student-talk-handout.pdf
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