Embedded Files
Table of Contents
Table of Contents
Desk Cards
Desk Cards
Desk Cards - General Strategies.pdfDesk Cards - Level 1.pdfDesk Cards - Level 2.pdfDesk Cards - Level 3.pdfDesk Cards - Level 4 & 5.pdfDifferentiated Question Prompts
Differentiated Question Prompts
About the Strategy
About the Strategy
Verbally respond to differentiated questions about new learning
Discuss answers with peers
Write answers to questions differentiated by linguistic complexity
Example
Example
The teacher will distribute a copy of Robert Frost's The Road Not Taken to students, who will read it in partners or groups and discuss the central idea of the poem.
After reading the poem, the teacher will distribute differentiated handouts to students based on their academic needs. Some groups of students will be prompted to answer content questions with minimal scaffolding, while others may receive additional scaffolds such as a word bank, sentence stems, or visual aids on their handouts.
After the allotted time, students will be prompted to share their answers aloud with the class and discuss the questions together.
Differentiated Question Prompts Planner.pdfFishbowl Review
Fishbowl Review
About the Strategy
About the Strategy
Participate in a Socratic discussion about content learning
Assume an active speaker role inside the fishbowl, engaging in academic conversation
Assume an active listener role outside the fishbowl, submitting questions for inside peers
Example
Example
Students form an inner circle and an outer circle.
The teacher will ask a question such as, "Discuss law as it is represented in To Kill a Mockingbird. What power and limitations exist within the legal system according to Atticus, Jem, and Scout?"
As students in the inner circle discuss their responses to the question, students in the outer circle should generate questions to build the conversation.
The teacher will give the signal when students from the outer circle submit their questions to the inner circle to be read aloud and continue the discussion.
Halfway through the conversation, students will switch circles.
Academic Conversation Moves.pdfSimultaneous Round Table
Simultaneous Round Table
About the Strategy
About the Strategy
Write an initial response to a prompt
Pass to a peer for review
Read another peer's response and add to it
Continue reading and writing responses to each member of the group
Example
Example
The teacher will model by presenting students with a practice prompt about non-academic content and having students practice elaborating on one another's comments.
The teacher will present the prompt, “How does the author develop love and gender identity as major themes in Othello?”
Students will share their thoughts in writing and then pass their paper to a peer.
They read and respond to a peer’s solution and repeat.
Students share their thoughts as a class.
Simultaneous Round Table Organizer.pdfI Notice, I Wonder
I Notice, I Wonder
About the Strategy
About the Strategy
Make observations and jot down what they notice about an image, text, or problem
Wonder about the image, text, or problem and jot down questions
Share observations and questions with the class
Example
Example
Students will read an excerpt from “Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglass” to prepare to write a paragraph describing their thoughts on slavery.
After the first read, students will list everything they noticed, specifically on the cruelty of endured enslavement.
Discuss various responses and ask students to continue reading the essay, making note of any wonderings they may have about the physical realities that enslaved Africans endured, or about Frederick Douglass’ life as an enslaved man.
Students will complete the essay by citing text evidence that clarifies their concerns or questions.
I Notice I Wonder Organizer.pdfJigsaw
Jigsaw
About the Strategy
About the Strategy
Meet with their Jigsaw group to study and research content
Move to expert groups to discuss the same content
Move back to the Jigsaw group to present content to the group
Example
Example
The teacher will assign students to Jigsaw groups and Expert groups.
The teacher will identify 4-5 online articles from newspapers on the same current event topic.
Each student in the Expert group will read an article and complete the organizer.
Students collaboratively discuss and determine the central ideas in their article and then write a summary.
Students return to their Jigsaw groups to present their summary, while their peers take notes in the organizer.
Jigsaw Organizer.pdfPage updated
Report abuse