Purpose 3: Process Information and Deepen/Extend Learning

We have a department-based annotation protocol at my school: I notice, I think, I wonder, This connects to. As the 9th grade English teacher, I spend a significant amount of time teaching metacognitive reading practices and focusing on utilizing the annotation protocol for a variety of texts. Next year, I want to update my anchor chart and make my annotation routines explicitly not limited to English. Once I know the languages present in my classroom, I would also like to add these languages to the anchor chart (i.e. Yo creo…) so that these annotation moves can be represented across languaging practices.

This is a photo of how I set up my classroom to intentionally support discussion. The small group table teams allow for co-learning as students share their understandings and collaborate daily in all of their languages.

Another routine that I have in my classroom is routine discussion protocols. Similarly to the annotation protocol updates, next year I want to update my discussion protocol routines and anchor chart reminders to explicitly invite all languages to be used during discussion, to support our shared comprehension and analysis. Included is a picture of how the discussion protocol connects to unit-specific vocabulary. The sentence starters could also be included in a dominant language (for example, Spanish), to encourage the use of all language practices and to visibly welcome languages other than English during our class discussions.