Grade3SupplementalMaterialsandHandouts

Culturally Responsive Participation Protocols

Pick-a-Stick To show what we know, only the student whose stick is picked shares his/her thoughts with the class. All of us are ready to share, and we use turn-taking.

Roll ‘Em To show what we know, only the student who is sitting in the rolled seat and table shares thoughts with the class. All of us are ready to share and use turn-taking.

Give a Shout Out To show what we know, all of us answer aloud. Sometimes we have the same answers, and sometimes our answers are different. We shout out our answers no more than 3 times, if necessary.

Call and Response To show we are ready for the next activity or directions, we provide the appropriate response to our teacher’s call for our attention. Our hands are free, eyes on the teacher, and our voices are off.

Raise a Righteous Hand To volunteer for something, we raise our hands silently. Not all of us may be able to volunteer the requested information or have a question, so only some of us will raise our hands to share.

Whip Around To show what we know, we each take a turn sharing our very quick thoughts. All of us are ready and share our ideas aloud, and we use turn-taking.

My Turn, Your Turn We listen when it is someone else’s turn. When it is passed off to us, we can ask questions or take our turn with a discussion protocol.

Moment of Silence The room is completely silent because we are showing reciprocity to our classmates by providing them with the silence they need to concentrate.

Culturally Responsive Discussion Protocols

Numbered Heads Together My team discusses a problem together and agrees on an answer through consensus. The student sitting in the rolled numbered seat answers for the group.

Give One, Get One I use order to walk around the room and find a partner to discuss our learning. When we are finished listening and sharing, we return immediately to our seats and I am ready to share what I heard from my partner.

Put Your Two Cents In In groups of four, we each take turns talking by putting one cent in the center of the table and sharing. Once everyone has shared, we then put one more cent in and respond to what someone else in our group has shared.

Round Robin Brainstorming At our table group, we each take turns sharing our thoughts about our learning while the assigned Scribe takes notes about our ideas. When we are finished, we are all ready to share with the class what we discussed.

Jigsaw In groups of four each of us are assigned material to learn. Then, students across the class focusing on the same material get together to decide what is important and how to teach it. After practicing, in our “expert” groups we return to our original group to teach each other.

Think-Pair-Share I think about my learning first. Then, I listen and share my thoughts with my seat partner. Finally, some of my classmates and I are asked to share what we heard with the whole class.

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ProtocolsForCulturallyResponsiveLearningandIncreasedStudentEngagement

AdaptedfromtheworkofAmyCoventryattheCenterforCulturallyResponsiveTeachingandLearningand

MarilynKagan’sCooperativeLearningStructures

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EssentialQuestions:HowoftenshouldIusetheseprotocols?Whatactivitiesortasksareeachoftheseprotocolsbestsuitedto?HowcanImatchtheseprotocolstothelearningstylesandstrengthsofmystudents?HowdoIintroducethemtomyclass?

Incorporatingprotocolsforrespondingalongwithcooperativelearningstructuresfordiscussionhelpstomakeinstructionculturallyresponsiveonadailybasis.Theprotocolsaredividedintotwocategories:respondinganddiscussing.Respondingprotocolsaredesignedforwholegroupinstructionanddiscussionprotocolsaredesignedforsmallgroupinstruction.Whatisthepurposeoftheprotocols?

Respondingprotocolsareusedtoexplicitlycommunicatetostudentshowthefacilitatororteacherwantsthestudentstorespondortoquestionasawholegroup.Inotherwords,thefacilitatorknowsthepurposeofthequestionbeingasked(checkingforunderstanding,assessingpriorknowledge,checkingforengagement,volunteeringofpersonalexperiences,etc.)andclearlycommunicateshows/hewantsthestudentstorespondtothequestion.Thisnon‐voluntaryformofrespondingalsoencouragesaccountabilityandengagementonthepartofthelearner,aswellasprovidingmoreaccuratefeedbacktotheteacheraboutstudentunderstandingasawholegroup.

Discussingprotocolsprovidestructured,engaging,consistentlyusedforumsforstudentstodiscusstheirlearning.Theycanbeusedtointroduce,clarify,support,andreinforcebothlearningcontentandprocess.Theconsistentuseofaselectsetofdiscussionprotocolsestablishesanefficientclassroomlearningcommunityinwhichideasandopinionsaresharedfrequentlyandinanorderly,timelymanner.Itissuggestedthat5‐7ofthediscussionprotocolsbecamea“staple”oftheclassroom,providingconsistencyinordertosupportquick,smooth,andorderlydiscussions.However,avarietyofotherdiscussingprotocolscan,ofcourse,beutilizedwhendesired.

Whyaretheprotocolsculturallyresponsivetoourtraditionallyunderservedlearners?

Incorporatingnon‐mainstreamProtocolsforRespondingbothvalidatesandbuildsuponthelikelyrepertoiresofpractice(learningstyles)thatstudentsbringtoschoolwhich,whensuppressedordiscouragedleadtodisengagementandclassroommanagementissues.

Theseunderservedyouthsoftenhaveapropensityforinterdependentsettingsinwhichallmembersplayavaluablepart.Therefore,theimportanceofnon‐volunteerRespondingProtocolscannotbeoverstated.TheuseofsuchRespondingProtocols,suchasRoll‘EmorTrain,communicatestostudentsthattheirattentionandparticipationduringwholegroupinstructionandquestioningisnotonlyrequiredforthemaslearnersbutthattheyareallintegralmembersoftheclassroomcommunity,andeverybody’sthoughtsandideasarenecessaryforaneffectivelearningenvironment.Inotherwords,itestablishesalearningenvironmentinwhichEVERYONEplaysacriticalroleandisvalidated.

Inaddition,whenteachersuseavarietyofexplicitRespondingProtocols,thisfurtherenablesstudentstobemoreawareoftheneedtocodeswitch,oruseavarietyofcommunicationstylesthatcorrelatewiththegivenneedsforaparticularsetting,i.e.tobesituationallyappropriate.TheuseofanassortmentofRespondingProtocolsalsoaddressesthisgroup’saffinityforspontaneityandvariety.

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Discussionprotocolsaccentuatethestrengthsthatmanyunderservedstudentsalreadybringtotheclassroom,namelyapreferenceforsociocentric,cooperative,highmovement(insomecases),variation,accepting,interpersonal,student‐centered,andhumanisticlearningenvironments.ItismorelikelythatSELstudentshaveafamiliaritywiththeculturalpracticetorespondimmediatelyandverballywitheachotherastheymakeanalyticalandemotionalconnections,wonder,postulate,andquestionthingsthatengagethem.TheDiscussionProtocolssupplyavarietyofengagingformatswhichcanbeusedwitheaseandincorporatedintonearlyeverylessonthatwillenhance,ratherthanstifle,theseinherentlearningstrengths.

Whenshouldtheprotocolsbeused?

Protocolsshouldbeusedthroughouttheentireday.Thinkabouthowmanytimesadaythewholeclassisengagedwithyou,oranotherdesignatedspeaker,orrespondingtoyourpromptsorquestions.Duringallofthesetimes,youalreadyhaveanexpectationofhowyouwantthemtoparticipatewithyou,whetheritissimplylistening,silentlytakinganassessment,answeringquestionsone‐at‐time,shoutingoutananswer,etc.Thereisnevertrulyatimewhenstudentsarenotparticipatingintheclassroom,whetherasawholegroup(RespondingProtocols)orinsmallgroups(DiscussionProtocols).Therefore,studentsshouldalwaysbeawareoftheProtocol.

DiscussionProtocolsshouldbeincorporatedregularlyandconsistentlythroughoutthedaytointroduce,clarify,support,andreviewlearning.Theycanbeusedduringengagement/accessingpriorknowledgeactivities,immediatelyfollowingdirectinstruction,duringguidedinstruction,reviewforassessmentsorscaffolding,andcanoftenaccompany“independent”practice.Essentially,theyshouldbeemployedbeforeputting“understanding”into“action”.Typically,anysignificant“teachertalk”timeshouldbepartneredwithatleastoneDiscussionProtocol.Insomecases,DiscussionProtocolscanbeusedtoreplaceteacher‐ledreview,aswell.DiscussionProtocolscanalsobepartneredtobuildascaffoldofincreasedinputbeforewholegroupdiscussions,i.e.Think‐Pair‐ShareaboutthemeaningofanAfricanproverbbeforesharingduringPutYourTwoCentsIn.DoingT‐P‐SpriortoPutYourTwoCentsInallowsstudentswhoareunsureorhesitanttoanswerinaslightlylargergrouptheopportunitytohearsomeoneelse’sthoughtsbeforesharingwiththeteam.

RespondingProtocols(WholeGroup)

(Howshouldstudentsbeparticipatingwiththefacilitatorduringawholegrouplesson,activity,ordiscussion?)

Call and Response

CRREElement(s):Callandresponse,rhythmic,interpersonal/interdependentpreferenceforlearning

Description:Studentsactivelyrespondinunisontospeakereitherverballyorwithmovement(orboth)toaneitherimprovisedorpre‐taught“call”.

Purpose:tocallstudents’attentionfromsmallgrouporindependentactivitiestothewholegroupforeitheracheckforunderstanding/updatewiththeteacheroratransitiontoanotheractivity/lesson;alsocanbeusedtodemonstrateappreciationduringaperformanceorpresentation

Examples:Thumbs‐uporthumbs‐downtoexpressagreementwithspeakerorunderstandingofaconcept;attention‐gettingsignals(“Boom‐shocka‐locka....BoomBoom!”);“Youtellit!”or“Go‘head”duringaPoetrySlamperformance(poetryrecitation).

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Pick-A-Stick (Non-volunteerism)

CRREElement(s):variety,opportunitytopracticeexplicit“turn‐taking”,interpersonal/interdependentpreferenceforlearning

Description:Afterthefacilitatorposesaquestion,studentsthinkabouttheanswersilently(studentsmayalsoputfingertoheadindicating“thinking”).Aftersufficientthoughttime,thefacilitatorpicksfromagroupofsticksthatrepresenteachstudent.Thechosenstudentanswersthequestion.Stickselectioncancontinueuntilasufficientnumberofanswersareheard.

Purpose:randomsamplingor“groupcheck”toassesspriorknowledgeorunderstandingofconcept/process;wholegroupengagement,createdbytheanticipationofbeingchosen,inrequiredthinkingprocessesduringadirectedorguidedlesson;topreventunconsciouspatternsintheselectionofstudentresponsesonthepartoftheteacherthatimpedetheengagementofthewholeclass

Examples:1)“Thinkbacktoyesterday’slessononirregularverbs…Let’sseewhatweremember…Whatareirregularverbs?”Facilitatorthenchoosesaboutthreesticks,onestickandoneansweratatimetoensurethatstudentscontinuetoanticipatetheirnamesbeingchosenthroughoutthereview,togetafairideaofwhattheclassremembersfromyesterday’slesson.Chosenstudentsmayrepeatapreviousanswer,elaborate,oranswerdifferently.2)”…Sothosearethefourprimaryoperationsinmath.Let’sseeifyoucannamethemwithoutlooking…Everyonethink…”Facilitatorthenchoosessticksuntilsomeonecannameallfouroperationsaseveryonecontinuesthinking.

Roll ‘Em (Non-volunteerism)

CRREElement(s):variety,opportunitytopracticeexplicit“turn‐taking”,interpersonal/interdependentpreferenceforlearning

Description:Studentsneedtobeseatedingroupsof4‐6.Studentsthinkaboutaposedquestionastheteacherrollstwodice.Onedierepresentsthetable/groupnumberandtheotherdierepresentstheseatnumber.Thestudentsittingintheseatrepresentedbytherolleddiceanswersthequestion.Rollingofthedicecancontinueuntilasufficientnumberofanswersareheard.

Purpose:randomsamplingor“groupcheck”toassesspriorknowledgeorunderstandingofconcept/process;wholegroupengagement,createdbytheanticipationofbeingchosen,inrequiredthinkingprocessesduringadirectedorguidedlesson;topreventunconsciouspatternsintheselectionofstudentresponsesonthepartoftheteacherthatimpedetheengagementofthewholeclass

Examples:See“Pick‐A‐Stick”

My Turn, Your Turn

CRREElement(s):opportunitytopracticeexplicit“turn‐taking”

Description:Thisturn‐takingprotocolisutilizedinseveralprotocolsforparticipationanddiscussion.Itshouldbeusedduringtimeswhenitisnecessaryforthegrouptobesilentasonepersonspeaks,withtheunderstandingthattheywillsoonbeabletoparticipateandrespondmoreactivelywithquestionsand/orcomments.Thisprotocolhelpsstudentspracticeturn‐takingwithoutjumpinginwhentheyfeelengaged.Theyhavetocontinuelisteningquietlyandwaitfor

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“theirturns”tospeak.Thenquestionsandcommentscanfollow.Inelementaryclassrooms,thefacilitatormayremindstudentsabouttheactionsofgoodlistenerswiththephrase,“Handsfree,eyesonme,andvoicesoff.”

Purpose:directinstruction(mustbelimitedbasedonagegroup);presentations;someperformances(ifcallandresponseisnotappropriate);journalsharing;clarifyingwithstudentquestions

Examples:UsedduringPick‐A‐Stick,Roll‘Em,RaiseaRighteousHand,Train,Merry‐Go‐Round,PutYourTwoCentsIn,CircletheSage,GiveOne/GetOne,MusicalShares,ThreeStepInterview,etc.

Give a Shout Out

CRREElement(s):overlapcommunicationstyle;verbalpreferenceforlearning

Description:Studentssoftlyshoutoutresponsesatthesametime.Teachercanrecord“shoutouts”ontheboard,ifappropriate.Posedquestionscanrequireeitheronecorrectansweroravarietyofshortanswers.

Purpose:tokeepverballearnersengagedbyallowingthemtoprovideSHORT1‐2wordanswersaloud;facilitatorsshouldusethisfrequentlythroughouttheday,especiallyduringperiodsinwhichengagementisnoticeablylow

Examples:1)“Inusingthetrade‐firstmethodinsubtraction,inwhichplacevalueshouldwestart?Givemeashoutout.”‐“TheOnes!”‐“Excellent!Okaylet’sstartintheonesthen..”(pointingtoproblemonboard).Thiscancontinuethroughoutthesubtractionproblemasthefacilitatorwalksstudentsthroughit,step‐by‐step.2)“Basedonthecontextofthissentence,whataresomesynonymsfortheword‘transitional’?...GivemeashoutoutasIrecordyouranswersontheboard.Remember,shoutoutyouranswernomorethan3timesoruntilI’vewrittenitontheboard.Attheend,ifIstillhaven’twrittenyouranswer,I’llaskyoutoraisearighteoushandandthenyoucanshareitagain.”Thisallowsyoutodiscussinappropriateanswersattheendoftheshoutoutwhenstudentsaremoreapttoheartheexplanation.

Moment of Silence

CRREElement(s):opportunitytopracticeexplicitindependentlearningordemonstrationofknowledge

Description:Studentsaresilentandnotcommunicatingatallwithoneanother.ThefacilitatorshouldexplainandreviewfrequentlythereasonsforthenecessityofsilenceatthetimesforwhichMomentofSilenceiscalled.Thefacilitatorcanalsoexplainanddemonstratedifferentwaystocommunicate,i.e.nonverbal,thatarealsoinappropriateatthistimeandtherationalebehindit.

Examples:Independentassessments;journalingorquickwrites;sustainedsilentreading(SSR);meditation

Train or Pass It On (Non-volunteerism)

CRREElement(s):improvisationandvariety;student‐preference;interpersonal/sociocentric/cooperativepreferenceforlearning

Description:Studentscalloneachothertoanswerand/oraskquestions.Studentsshouldnotraisehandstobecalledonandshouldbeencouragedtocallonavarietyofpeopleintheclassroom.Studentscanalso“pass”onaquestiontheydonotwanttoanswerbycallingonanotherstudentforhelp.Thisiscalled“PassItOn”.Thiscanalsobedonewiththeuseofasmallsoftobjectthatstudentscantosstooneanotherinorderto“passiton”.

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Purposes:toengagestudentsintheprocessofquestioninginwhichaseriesofanswersorquestionsisrequiredoratleastcanbeapplied;todemonstratecombinedclassroomknowledge;toprovide“aid”tostudentswhoarecalledonthroughanotherprotocol,i.e.Roll‘Em,anddonotwanttosharetheiranswers;tokeepstudentsengagedwhilesharinganswerstoaseriesofquestions

Examples:1)“Let’sseehowmanystateswecannametogether.Let’susetheprotocolofTrain…Maria,youstartandI’llrecordouranswersontheboard.”Mariaeitherprovides1stateandcallsonanotherstudentorsays,“pass”andcallsonanotherstudent.2)IfastudentwaschosenthroughPick‐A‐Sticktoansweraquestionandshedoesnotfeelconfidentwithheranswer,thefacilitatormaysay,“Wouldyouliketopassiton?”Shethencancallonanotherstudenttoanswerthequestioninherplace.Thisshouldbemonitoredtopreventthesamestudentsfromalways“passingiton”.Onewaytopreventthisistoprovidemultipleopportunitiesforthesestudentstobesuccessfulwithquestionstheycananswerbycheckingprivatelywiththembeforethelessonandvalidatingtheiranswersconsistently.3)

Raise a Hand (VolunteeringinformationONLY)

CRREElement(s):Additiveteachingofsituationalappropriateness;opportunitytopracticeexplicit“turn‐taking”

Description:Studentsraiseahand/fisttovolunteerinformationthatisspecifictotheirexperiences.

Purposes:Hand‐raisingshouldonlybeusedinthecontextofvolunteerism,inwhichonlyparticularstudents,ifany,canofferinformationbasedontheirexperiencesorparticularknowledgethatisnotnecessarilyexpectedofthegroup;cannotbeinterchangedwithanotherprotocolduetoitsneedforspecificindividualstoparticipate;studentquestions/commentsafterMyTurn,YourTurn

Examples:“OurnextpieceofliteraturetakesplaceinGuadalajara,Mexico.IsthereanyonewhohaseverlivedinortravelledtoMexicowhocansharewithusabouthisorherexperiences?Pleaseraisearighteoushand.”Ifnooneraisesahand,thequestionscanbebroadened:“IsthereanyonewhohasseenmoviethattakesplaceinMexico?Readabook?”,etc.

Whip Around

CRREElement(s):opportunitytopracticeexplicit“turn‐taking”;affective(validationofeveryone’sanswersandprovidingpersonalresponses)

Description:EachstudentintheroomtakesaturnrespondingtoaposedquestionwithQUICKanswers.Theordershouldbeapparentbasedonseatinginorderfortheteachertoavoidhavingtoconstantlyfacilitatethedirectionofthestudentsanswering.Afterseveralpractices,studentsshouldmostlybeabletoself‐directthisactivity.Ifstudentsarehavingdifficultywiththis,theteachercanaskstudentstopointtothenextpersoninorderaftertheyhavegiventheiranswersinordercuethem.Thisshouldgoveryquicklyaroundtheroomsothequestionneedstobeappropriatelyprecise,aswell.

Purpose:toprovideanopportunityforeverystudenttocontributeapersonalresponseandtobeheardandvalidated;topracticebeingpreciseandfocusedwithresponses;wholegroupquick‐check

Examples:1)Afterreadingapieceofliterature,theteacherasksstudentstoprovidetheirfirstresponsetothebook,i.e.favoritecharacterorpart,howitmadethemfeel,whatitmadethemthinkabout,etc.Itcouldbeanythingtheywanttosayaboutthebookbutmustbesharedinunder5secondsperstudents.2)“Whichstageofthewritingprocessdoyoubest/leastunderstand?”

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DiscussionProtocols

(SmallGroup)

(HowshouldthestudentsbelearningWITHEACHOTHER?)MostofthecooperativelearningstructuresdescribedbelowaretakenfrompublicationsbyMiguelKagan,LaurieRobertson,andSpencerKagan,however,therearemanymore.Thesecooperativelearningstructuressetthestagenotonlyforinterdependentandcollaborativelearningbutaretheprerequisitesfordevelopingacommunalclassroomenvironment‐theultimateachievementenvironmentforSELs.

1- Numbered Heads Together

Studentsareputingroupsof4‐6andnumbered.Whenaskedaquestion,studentsworktogethertofindthebestanswer.Whencalledtogetheragain,theteacherrollsadieandasksthestudentsfromeachgroupwiththenumberrolledtostand,i.e.“All3’sfromeachgrouppleasestand.”Eachstudentthenrepresentsthegroupandreportsthegroup’sanswer.

Goal:Toformaconsensusandhaveeveryonebeaccountablefortheinformation

Uses/activities:Wholegroupgames;review

2- Think-Pair-Share

Thisinvolvesathreestepcooperativestructure.Duringthefirststep,studentsthinksilentlyaboutaquestionposedbytheteacher.Individualsthenpairupduringthesecondstepandexchangethoughts.Inthethirdstep,thepairssharetheirresponseswithotherpairsortheentiregroup.Itisausuallyagoodideatohavetheindividualsaskedtosharewholegrouptoexplainwhattheirpartnersaidinordertopromotegoodlisteningskills

Goal:Toquicklyclarifyorshareideasaboutatopic/concept;toprovideeveryonewithsometalktimewhenthereisastrongdesiretoshare

Uses/activities:Review;summarizing;accessingpriorknowledge;clarifying

3- Merry-Go-Round

Eachstudenttakesaveryquickturnsharingwiththeteamathoughtorreactiontosomethingposedbytheteacher.Responsesshouldbequick1‐5wordphrasesinordertokeepitgoingquicklyandkeepthoughtsconcise.

Goal:Tosharepersonalresponsesinshorttimeperiodwithoutrecordingonpaper

Uses/activities:Responsestobooks;expressstrengthsandneedswithcontentinordertobeabletoprovideandreceivehelpinasmallgroup

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4- Put Your Two Cents In

Eachstudenthastwotokenstouseastalkingpieces.Ingroupsoffour,eachstudenttakesaturnbyputtingonetokeninthecenterofthetableandsharinghis/heridea.Onceeveryonehassharedonce,eachstudentthenputsonemoretokeninatatimeandrespondstowhatsomeoneelseinthegrouphasshared,i.e“Iagreewith____because…”,or“Idon’tagreewith_____because…”,etc.

Goal:Toshare,question,andsupportopinions

Uses/activities:Discusscurrentevents,opinionsaboutcharacters,proverb/affirmationstudy,etc.

5- Circle the Sage

First,theteacherpollstheclasstoseewhichstudentshaveaspecialknowledgetoshare,i.ehomework,understandingoflongdivision,etc.Then,thosestudents(thesages)standandspreadoutintheroom.Theteacherthenhastherestoftheclassmatesgotooneofthesages,withnotwomembersofthesameteamgoingtothesamesage.Thesageexplainswhattheyknowwhiletheclassmateslisten,askquestions,andtakenotes.Allstudentsthenreturntotheirteams.Each,inturn,explainswhattheylearned.Becausemosthavegonetodifferentsages,theycomparenotes.Ifthereisadisagreement,theystandupasateam.Finally,thedisagreementsareairedandresolved.

Goal:Utilizetheexpertiseofclassmemberstoshare/teachothers

Uses/activities:Sharingculturaltraditions;havingstudentswhounderstoodaparticularproblemexplainittoasmallgroup

6- Give One, Get One

Afterthinkingorjournalingaboutatopic,studentsareaskedtogetupandfindsomeoneacrosstheroomwithwhomtosharetheirthoughtsoranswers.Studentsarethenreceivinganideainexchangeforgivingone.

Goal:Tohavestudentschoosewithwhomtheywouldliketoshare;toprovidemovement

Uses/activities:Review,accessingpriorknowledge,summarizing,clarifying,etc.

7- Three Step Interview

Eachmemberofateamchoosesanothermembertobeapartner.Duringthefirststep,individualsinterviewtheirpartnersbyaskingclarifyingorinterviewquestions.Duringthesecondstep,partnersreversetheroles.Forthefinalstep,memberssharetheirpartner’sresponsewiththeteam.

Goal:Askingandansweringstudent‐createdquestions

Uses/activities:Anicebreakerforteammemberstogettoknowoneanother;togettoknowconceptsindepthbyassigningrolestostudents;characterinterviews

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8- J igsaw Groupsof4‐5studentsareestablished.Eachgroupmemberisassignedsomeuniquematerialtolearnandthenteachtohisgroupmembers.Tohelpinthelearning,studentsacrosstheclassfocusingonthesamematerialgettogethertodecidewhatisimportantandhowtoteachit.Afterpracticeinthese“expert”groups,theoriginalgroupsreformandstudentsteacheachother.Testsorassessmentscanfollow.Goal:InterdependencyandaccountabilitywithinasmallgroupUses/activities:Dividingalargeportionofcontentintosmallermoremanageableparts,i.e.sciencechapterorresearch

9- Team–Pair–Solo Studentsdoproblemsfirstasateam,thenwithapartner,andfinallyontheirown.Itisdesignedtomotivatestudentstotackleandsucceedatproblemswhichareinitiallyarebeyondtheirability.Itisbasedonasimplenotionofmediatedlearning,orscaffolding.Studentscandomorethingswithhelp(mediation)thantheycandoalone.Byallowingthemtoworkonproblemstheycouldnotdoalone,firstasateam,andthenwithapartner,theyprogresstoapointtheycandoalonethatwhichatfirsttheycoulddoonlywithhelp.Goal:ScaffoldingUses/activities:Especiallyusefulwithcomputationpractice;review

10- Partners

Theclassisdividedintoteamsoffour.Halfofeachteamisgivenanassignmenttomastertobeabletoteachtheotherhalf.Partnersstudyingthesamematerialgotoonesideoftheroomandconsultwithoneanotheraboutthematerialandhowtobestteachittotheotherhalfoftheirteam.Teamsthengobacktogetherwitheachsetofpartnersteachingtheotherset.Partnersquizandtutortheirteammates.Theteamreviewshowwelltheylearnedandtaughtandhowtheymightimprovetheprocess.

Goal:Interdependencyandaccountabilitywithinsmallgroups

Uses/activities:Review;research

11- Corners

Eachstudentmovestoacorneroftheroomrepresentingateacher‐determinedalternativeorpointonascale.Studentsdiscusstheirchoicesintheirowncornersthenlistentoandparaphraseordebateideasandopinionsfromothercorners.

Goal:Developstudentchoiceinterestgroups;establishandsupportopinions

Uses/activities:Charactertheymostassociatewith;hobbies;bookpreferences;“TakeaStand”issues

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12- Send-a-Problem

Eachstudentwritesareviewproblemonaflashcardandasksteammatestoanswerorsolveit.Reviewquestionsarepassedtoanothergrouptobeanswered.

Goal:Askandanswerstudent‐createdquestions

Uses/activities:Discussandreviewmaterial,orpotentialsolutionstoproblems,relatedtocontentinformation

13- Silent Appointment

Aftertheteacherposesaproblem/questiontobediscussed,theteachersays,“Makeyourfirstappointment.”Eachstudent“makesanappointment”withanotherstudentbymakingeyecontact,noddingandholdingup1fingertoindicatetheywillbetalkingwiththatstudentfirst.Theteacherthencontinuesthisprocessuntilstudentshavemadethenumberofappointmentsdesired.Whenallappointmentshavebeenmade,theteachercalls,“Gotoyourfirstappointment”,andstudentsgotothepersonwithwhomtheymadetheirfirstappointmentsandshare.Theteacherthencalls,“Gotoyoursecondappointment”,andsoon.Theteachershouldthenreviewwholeclassbyaskingwhatstudentsheardsharedbyothers.

Goal:Tohavestudentschoosewithwhomtheywouldliketoshare;toprovidemovement

Uses/activities:Review,accessingpriorknowledge,summarizing,clarifying

14- Musical Shares

ThisissimilartoGiveOne,GetOne.Teacherposesquestionandturnsonmusic.Studentsmove/dancearoundtheclassroomuntilthemusicisturnedoff.Studentsdiscussthequestionwithwhomevertheyareclosesttowhenthemusicisturnedoff.Teacherresumesmusicandtheprocesscontinuesuntiltheyhavehadenoughopportunitiestoshare.

Goal:Incorporatemusicandmovementwithopportunitiestoshareideas

Uses/activities:Review,accessingpriorknowledge,summarizing,clarifying

15- Roundtable

Eachteamusesasinglesheetofpaperandpencil,and,inturn,respondstoaquestionorproblembystatingtheirideasaloudastheywritethemonthepaper.Thepaperisthenpassedaroundthetableuntiltimeiscalled.Itisimportantthattheideasbevocalizedforseveralreasons:(a)silenceinasettinglikethisisboring,ratherthangolden;(b)otherteammembersneedtobereflectingontheprofferedthoughts;(c)varietyresultsbecauseteammateslearnimmediatelythatsomeonehascomeupwithanideatheyknownownottorepeat;and(d)hearingtheresponsessaidaloudmeansthatstudentsdonothavetowastevaluablebrainstormingtimebyreadingthepreviousideasonthepage.Teammembersareencouragednottoskipturns,butiftheirthoughtsareatastandstill,theyareallowedtosay"Pass"ratherthantoturnthebrainstormintoabraindrizzle.Thus,thereisalmostuniversalparticipationinRoundtable.

Goal:Allstudentswriteandcontributetogroup’sideas

Uses/activities:Tobrainstormideasandtogeneratealargenumberofresponsestoasinglequestionoragroupofquestions

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16- Round Robin Brainstorming

Onepersonineachteamisappointedastherecorder.Aquestionisposedwithmanyanswersandstudentsaregiventimetothinkaboutanswers.Afterthe"thinktime,"membersoftheteamshareresponseswithoneanotherroundrobinstyle.Therecorderwritesdowntheanswersofthegroupmembers.Thepersonnexttotherecorderstartsandeachpersoninthegroupinordergivesanansweruntiltimeiscalled.Apersonmay“pass”,ifneeded,andprovideinputonthenextrotationaftershehashadtimetothink.

Goal:Allowsaproficientwritertodoallthewritingwhileothersshareverbally

Uses/activities:Tobrainstormideasandtogeneratealargenumberofresponsestoasinglequestionoragroupofquestions

17- Inner Outer Circle

Havestudentsstandinabigcircle.Everyotherpersonshouldtakeonegiantstepinsidethecircleandturnaroundfacingthoseintheoutercircle.Inotherwords,thereshouldbetwocircleswiththeoutercirclepeoplefacinginwardandtheinnercirclepeoplefacingoutward,andeveryoneshouldbeface‐to‐face.Studentsintheoutercirclebeginbyaskingthestudentfacingthemontheinnercircleaquestion.Thisquestionmaybepreparedbyeitherthestudentsthemselvesortheteacher.Oncetheinnercirclestudenthashadanopportunitytoanswer,eithertheouterorinnercirclerotatesandtheprocessisrepeateduntilafullrotationismade.Then,theinnercirclehastheopportunitytoaskquestionsastheoutercircleresponds,andsoforth.

Goal:Allowsavarietyofquestionsandinteractionsinashorttimespanwhileincludingtheuseofmovement

Uses/activities:Toreviewforanassessment,practicequestioningandresponding(Question‐Answer‐Relationshipsorinferential/literal),orcheckforcomprehensionofapassage

18- Greet and Respond/Tea Party

Provideeachstudentwithaunfinishedsentence,question,orprompttowhicharesponsecanbemade.Asyoucalloutordisplayparticularsettings/situations,studentswalkaroundandusesituationallyappropriategreetingstogreeteachother,readtheirprompts,andrespondtoeachother,inturn.

Goal:Allowsavarietyofquestionsandinteractionsinashorttimespanwhileincludingtheuseofmovement

Uses/activities:Topreviewliteratureorothercontentbyaccessingorintroducingpriorknowledge,review,checkforcomprehension,practicequestioningandresponding,andpracticeexplicitsituationalappropriateness

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RespondingProtocolsQuickCheckDIRECTIONS:UsingNumberedHeadsTogether,identifytheRespondingProtocol(s)thatcorrelateswiththequestionsoractivitiesbelow.TheremaybemorethanoneProtocolthatwouldbeappropriateforeachlistedsituation.Bepreparedtoexplainyourgroup’srationale,however.Discussthemwithyourgroupandcometoaconsensusabouteach.Youcanusetheabbreviationsbelow.

P‐Pick‐A‐Stick RO‐Roll‘Em C‐CallandResponseRH‐RaiseaRighteousHand

T‐TrainMS‐MomentofSilence MT‐MyTurn,YourTurn G‐GiveaShoutOutW–WhipAround

1. __________A3rdgradeclassistakinganindependentassessment.

2. __________A7thgradeScienceteacherisreviewingyesterday’slessonontheperiodictableandwantstoseewhatherclassremembers:“Howdoscientistsusetheperiodictable?”

3. __________Athirdgradeteacherisreviewingthenamesofthestagesofthewritingprocessbyaccessingstudents’priorknowledge.

4. __________“ThisbooktakesplaceinAlabama.HasanyoneeverbeentoAlabama?DoesanyonehavefamilyinAlabama?”

5. __________Analgebraclassisworkinginpairstosolvebinomialequationsandtheteacherneedstheirattentiontoclarifyoneoftheproblemswithwhichmanyofthepairsarehavingdifficulty.

6. __________AKindergartenclassjustfinishedillustratingtheirfavoritepartofareadaloudandtheteacherwantsafewstudentstoshare.

7. __________Afifthgradeteacherwantstocheckinwithherwholeclassonanat‐homescienceprojectinwhichtheyhavetodemonstrateallofthestagesofthescientificmethod.“Whichstageofthescientificmethoddoyouunderstandtheleast,orarehavingthemostproblemswith?”

8. __________AHistoryteacherisbeginninganintroductorylectureabouttheGreatDepressionandexpectshisstudentstotakeCornellNotesandaskquestionsafterwards.

9. __________Astudentisperformingapoemfortheclassinwhichaudienceengagementisasignificantpartofthegrade.

10. __________AnEnglishclassispracticingidentifyingfigurativelanguage,sotheteacherisreadingexamplesandwantstheclasstoidentifythemasshegoes.

11. __________“Whatcharactertraitwouldyouusetodescribethemaincharacterafterreadingchapter5?”

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PossibleLearningPreferencesofSELs

Strategies

Sociocentric/Interpersonal ProtocolsforDiscussion,morningsong(whiletheysocializeandpreparefortheday),non‐volunteerParticipationProtocols(equityandinclusiveness)

Highmovement GiveOne/GetOne,TeaParty,SilentAppointment,MusicalShares,InnerOuterCircle

Cooperative/Interdependent NumberedHeadsTogether,PutYourTwoCentsIn,ThreeStepInterview,Jigsaw,Team‐Pair‐Solo,Partners,Send‐a‐Problem,Roundtable,RoundRobinBrainstorming,WhipAround,Train,GiveaShoutOut,CallandResponse,non‐volunteerParticipationProtocols(equityandinclusiveness)

Highlighting/Performance

Corners,Roll‘Em,Train,Pick‐a‐Stick,CircletheSage,NumberedHeadsTogether,WhipAround,roleplays,poetryslam,speeches

ChoiceActivities

GiveOne/GetOne,SilentAppointment,TeaParty,Train,multipleformsofassessment

Musical/Auditory CallandResponse,MusicalShares,GiveaShoutOut,chants,rhymes

Overlap GiveaShoutOut,NumberedHeadsTogether,Corners,TeaParty(somegreetings)

Purpose‐driven ParticipationProtocols,visualorganizersdepictingunitactivities,ThinkingMaps,explicitdirectinstruction,MorningReport/DailyAgenda,real‐worldconnectionsandapplications

Inductive Visualorganizers,ThinkingMaps,frontloading

Fielddependent Visualorganizers,ThinkingMaps,frontloading,accessingpriorknowledge,personalconnections,culturallyandlinguisticallyresponsiveliterature/text/content,PersonalThesaurus,PersonalDictionary,thematicinstruction

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HowcanIbemoreculturallyresponsivewhenthecontentofthelessonisnotculturallyrelevant?

IntroducingRespondingProtocolsintotheClassroom

HowtoBegin

Activities:

1) A)Asyoudisplaycommontrafficsigns,studentsaretoldtoshoutoutwhattheythinkeachonemeansasyouprovideaffirmative/correctivefeedback.Askthestudentstothinkaboutwhysocietyneedsthesetrafficsignsandwhytheyaredifferentdependingonthesituation,i.e.differentspeedlimits,crosswalks,stopsignsvs.slowingsigns,parkingvs.noparkingsigns,etc.Someresponsescouldbe:sopeopleknowwhenitissafetocrossthestreetorgothroughanintersection,knowtoslowdowninplaceswherekidsmightbeplaying,whereitissafetopark,etc.StudentsthenuseMerry‐Go‐Roundtosharesomeoftheirthoughts.StudentsdoaquickwriteaboutthepromptandsharewholegroupusingTrain.B)ORforolderstudents…HavestudentsplayTrafficSignConcentrationinpairsinsteadofinitiallydisplayingthetrafficsigns.Then,havethemdiscusstheneedfortrafficsignsusingMerry‐Go‐Round,etc.

2) ExplainthatParticipationProtocolsareakintotrafficsignsbecausetheytellwhenandhowto

participatewiththeclassasawhole.Explainthatwhenstudentsshoutoutanswersorhavesideconversationsaboutthelesson,yourecognizetheirattempttoparticipateandlearn,butthatthisformofparticipationcannotbeusedallthetimebecause,aswithtrafficsigns,therearecertainexpectationsfordifferentsituations.Then,insmallgroupsusingRoundtablehavethemlistonatransparencysomesituations/scenariosintheclassroominwhichdifferenttypesofparticipationmayberequiredwhenworkingasawholegroup.Atthistime,youcouldintroducethedifferentParticipationProtocolsasexamplesofdifferentwaystoparticipateintheclassroom.Youmayhavethemusepictures,words,orbothtoexplaintheirthoughtsonthetransparency.Youcanbeginwithanexampleofyourown,ifneeded.(Wecanallshoutouttheanswerto5x2;itneedstobesilentwhiletakingatest;onepersonhastospeakatatimeiftheanswermaybelongerthanafewwordsandwecanalllearnfromit,etc.)Afterwards,amemberfromeachgroup(ortheentiresmallgroup)cansharetheirgroup’stransparencyontheoverheadprojectorwiththeclass.Acknowledgeandpraisealloftheappropriateanswers,expandingonthemasnecessary.Note:ForKindergarten,youcouldhavethemuseMerry‐Go‐Roundinsmallgroupstodiscussinsteadofwriteordraw.Then,youcanuseRoll‘Emtochoosestudentstoanswerasyourecordtheirideasonchartpaper.Makesuretogiveteamscreditfortheiranswersbywritingtheirteamname/numbernexttotheircontribution.

3) IntroduceandpracticealloftheParticipationProtocolsusingnon‐threateningandengagingcontent.Itisimportantatthistimetohavethempracticethinkingabouttheanswertoaposedquestionwithoutraisinghands,shoutingout,ortalkingwithsomeoneelse,etc.Continuetorelatewhatyouaredoingto

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theconceptofinterdependencyintheclassroom,ofstudentsandteacheralike.Inotherwords,continuallyremindthemthateveryone’sthoughtsandideasarenecessarytothelearningenvironmentasallofthemhavesomethingvaluabletocontribute.Ifstudentsarehavingadifficulttime(asmanyofthemmight)notraisingtheirhandsormakinganimmediateverbalresponse,havethemputahandontheirhead,ordevelopanothernonverbalgesture,toindicatetoyouthattheyareparticipatingwiththeyouandtheclassbythinkingabouttheanswer.Sometimes,youmaywanttowaituntilmoststudentshaveananswerbeforehavingthemshare.Atthesetimes,youcanaskthemtogiveyouathumbs‐up,oranothernon‐verbalsignal,toindicatetheyarereadytoshare.ThegoalistohavestudentsTHINKFIRSTandwaituntilyouhavedesignatedaParticipationProtocolbeforeattemptingtoanswer.YoucouldcallouttheParticipationProtocoleitherbeforeorafterthequestionsyouask,butyoumustspecifyitEVERYTIME.However,donotchoosesomeonetosharethroughnon‐volunteerismbeforeeveryonehashadachancetothinkabouttheanswertheywillprovide.Thisisgoingtotakealotofpracticeonyourpartifyouareusedtousinghand‐raising,asmanyteachersare.BelowaresomepossibleactivitiesandquestionsyoucanusetointroducetheParticipationProtocolswithnon‐threateningbutengagingcontent.Youractivitieswillvarydependingonthegrade/subjectandinterestsofyourclass,ofcourse.

a. Pick‐A‐StickorRoll‘Em(interchangeable):Whatisyourfavoritetypeoficecream,andwhy?WhoisyourfavoriteplayerintheNFL,NBA,etc.,andwhy?Whatdothinkthecafeteriashouldserveatlunch,andwhy?

b. Train:1)Howmanyflavorsoficecreamcanwename?2)Teacherwritesaseriesofverysimplemathquestions(1foreachstudentintheclass–20students,20questions)ontheboardthatcanbeansweredwithoutanywrittencomputation.

c. MomentofSilence:SustainedSilentReading;journalentry;averysimplewrittenassessmentinwhichallofthestudentswillbesuccessful

d. RaiseaRighteousHand:WhohasevertravelledoutsideoftheUnitedStatesandwouldliketotellusaboutit?Haveyouevergottenareallybadhaircut..andwouldliketotellusaboutit?Whotravelledsomewhereonaplaneoverthebreak,andwheredidyougo?

e. GiveaShoutOut:1)Whatstatedowelivein?Whatmonthisthis?Whohastheirhairinbraidstoday?2)Playaverysimpleversionofcharadesinwhicheitheryouorthestudentsactoutverbsfromanobservablelistandstudentsshoutoutwhichverbtheythinkisbeingperformed.Itneedstobefairlyobvioustopromotefeelingsofsuccessbutchallengingenoughtobefun.3)Shoutoutadjectivestodescribetheprincipalasyourecordthemontheboard.

f. MyTurn,YourTurn:Teachergivesaverysimpledirectedlessononsomethinghighlyengaging(see“WhyDoIBurp”atwww.kidshealth.org/kid/talk/yucky/ burp.html) whilestudentspracticelistening(eyesonme,handsfree,andvoicesoff)and/ortakingnotesandwaitinginordertoaskquestionsormakecomments.Tohelpfacilitatethisforsomestudents,youcanhavethemwritequestionstheythinkofasyouaretalkingonpost‐itsinorderforthemtoaskwhenit’s“theirturn”.Thiswillenablethemtocontinuepayingattentiontothelessonwithouthavingtostaysofocusedonrememberingtheirownquestions.First,makesuretotellthemabouthowlongyouwillbetalkinginorderforthemtoknowwhattoexpectandtokeepyourselfwithinthetalk‐timelimitsappropriateforyourstudents.Youmayalsowanttosetatimertokeepyourselfontrackandaccountable.Atfirst,studentswillwanttoaskalotofquestionsandmakealotofcommentsaboutyourlesson,whichisunderstandableseeingthattheyarepracticing.Bepatient.Ifthiscontinues,youcanalwaysspecifythenumberofquestionsand/or

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commentsyouwilltakebeforehandandthencollectthepost‐itsonwhichtheyhavewrittentheirquestionsinordertoansweratalatertime.

g. WhipAround:ExplaintothestudentshowWhipAroundworksandhavetheclassdecidethedirectionofthestudentresponses,preferablyinacircularfashion.Explainthatyouaregoingtoreadabookaloudandtheyaregoingtorespondtothebookbystatingtheirfavoritepart,anadjectiveoradjectivephrasethatdescribeshowitmadethemfeel,favoritecharacter,oressentiallyanythingtheywanttosayaboutitinlessthan5seconds.Youcancomparetheirresponsestoa“soundbite”aboutamovie,makingsuretostressthepointthattheresponsesareshortandtothepoint.Readaloudaculturallyrelevantbook,preferablywithathemesurroundingsocialjustice,andbegintheWhipAroundwithyourownreactiontothebook.Then,pointtothefirststudentinthe“circle”inordertocuethemtorespond.Studentscontinuepointing,or“sending”,theresponsesinthedirectiontheclasshadalreadydecided.IfthefirstfewWhipAroundsessionstakeanexceedinglylongtime,youcantimethemandhavethemtrytobeattheirtimewitheachsession.

h. CallandResponse:Introduceatleasttwoattention‐getterswithwhichyouarecomfortableusing.Explainthatyouwillbe“calling”forthewholeclass’attentionusingthefirstpartofthesephrasesinordertoexplainsomethingortransitiontoanewactivity,andtheywillberespondingwiththesecondhalfofthesephrases(forexample,Ago….Amay,Eyesonmein….1,2,3,etc.).Practicethemafewtimeswhileyouhavetheirattention,andthenassignthematask,sothatyoucanpracticethemwhiletheyareengagedwithsomethingelse.Remember,thegoalisthattheywillbepayingattentiontowhatyouneedtotellthemonceyouhave“called”fortheirattention,somakesuretoreiteratetheneedfor“eyesonme,handsfree,andvoicesoff”.Ofcourse,thisexpressionmaynotbesuitableformorematurechildren,somakesuretojustbeclearandconsistentwiththemaboutyourexpectations.Oncetheyarecomfortablewiththosetwoattention‐getters,asktheclasstobrainstormsomeothercallandresponsestheywouldliketobeusedintheclassroom,aswell.Givethemsomeexamplesthatcouldincludesomethingwiththeschool’sname,themascot,yourclassroomnumber,orapopularsong.Decideonatleasttwomoreandcontinuetoaddthemintoyourrepertoire.Astheyearprogresses,youcouldaddasmanyasyoulike.Thebestattention‐gettersareusuallycreatedbythestudentsthemselves.

4) HavesmallgroupsofstudentscreatepostersforeachoftheParticipationProtocols.Havethemuse

pictures,words,descriptions,etc.asareminderforhoweachoneworksandwhenitissituationallyappropriate.Postthemprominentlyallyearasareference.

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IntroducingDiscussionProtocolsintheClassroom

HowtoBegin

Activities:

1)Telltheclassyouaregoingtodoalittleexperimentwiththem.Projecttheoverheadofthe“library”(seeattached)foroneminuteandtellthemtotrytorememberasmanydetailsastheycanaboutit.Then,askforvolunteerstodescribecooperativelearning.Ifneeded,brieflyexplainthatcooperativelearninginvolvesexplainingyourthoughtsandideastoyourpeers(whichhelpsyoutolearnandrememberthings)andlearningfromyourpeers’thoughtandideastobetterunderstandsomething.Itcouldalsomeanthateachpersoninasmallgroupcontributestoanassignment.Then,distributethe“WhatDoYouRemember?”handout–halfoftheclasswillgettheirownandtheotherhalfwillshareamongstagroupoffour(whoeveryouhandedthepapertowillbethe“Scribe”,orwriter).Tellthemthathalfoftheclassisgoingtoworkindependentlyandtheotherhalfisgoingtoworkcooperativelytoanswerthequestions.Afterseveralminutes,stopthemandcheckanswers.Askstudentstosharethebenefitsofworkingcooperativelyandrecordthemonchartpaperforfuturereference.

2)Thefollowingday,returntotheideaofteamworkbytellingyourstudentsthatyouhavegivenitsomethoughtand,inyourexperience,itsometimeshelpsteamsbemoresuccessfulwhenteammembershaveassignedjobsorresponsibilities.Youcanusetheanalogyofsportsteamstohelpexplainyourpoint(Whatwouldhappeniftherewasnotadesignatedquarterbackonafootballteam?Whatiftherewasnooneassignedtothecatcherpositiononabaseball/softballteam?andsoon).Oncetheyhavehadanopportunitytodiscussthisconcept,tellthemthateveryoneisgoingtoworkintheirteamsoffourtoday,buttheyaregoingtohavetoplanwiththeirteammatesandassignjobsinordertogettheirtaskaccomplished.HandeachstudenttheShapes/Colorshandoutsandthefourcorrespondinglycoloredcrayons.Explaintothemtheyneedtohavethewholeteam’spaperscoloredcorrectlyaccordingtothehandoutwithinanallottedtime(variesbyagegroup),buttheywillneedtoshareonlythosefourcrayons.Givethem2minutesorsotoplanwiththeirgroupandtellthemtobegin.Whenthetimeisup,havestudentssharetheirgroup’sstrategies,successes,anddifficulties,providingmuchpraiseandaffirmationforteamworkandtheuseof“roles”withinthegroup.

3)Afterchoosingthe5‐7“staple”DiscussionProtocolsyouwouldliketoincorporateintoyourdailyactivities,introduce1‐2ofthemeachdaywithlow‐contentdiscussionprompts.Besuretopracticeeachoneatleast3timesperdayallowingstudentstobecomecomfortableandconfidentwiththeirstructuresandnuancessothattheywillreadilybeabletoemploythemwhenevertheyarecalled.Continueintroducingandpracticingtheminthismanneruntilitseemsstudentsarereadytoworkwiththemwithinthecontentareas.Then,incorporatethemintoyourdailylessonstoenhancestudentunderstandingthroughtheirareasofstrength.

4)Oncetheyhaveallbeenintroduced,havesmallgroupsofstudentscreatepostersfortheses5‐7DiscussionProtocolsyouplantouseregularlythroughouttheyear.Remember,youwanttheDiscussionProtocolsyouchoosetobeeasyenoughforyourstudentsto“get”afterpracticingseveraltimesyetchallengingenoughtobeengagingthroughouttheyear.Includeamixturethatwillallowforavarietyoftypesofactivities,includingaquickshare,listingopportunities,opinions/studentchoice,movement,etc.Then,postthemprominentlyintheroomallyearasaformofreferenceasneeded.

OncebothyouandyourstudentshavemasteredyourdesignatedDiscussionProtocols,youcanbeginaddingnewonestoyourroutinetoenhancethedynamicsofthestudents’discussion.Youmayeveninventsomeofyourown….andifso,pleasebesuretosharewithus!IthinkImightliketousetheseDiscussionProtocolsinmyclassroom…

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DiscussionProtocolsIplantouse Rationale/Purpose(movement,consensusbuilding,quickreview,engagingandfun,encouragesopinionsanddiscussion,etc.)

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Stop SpeedLimit50milesperhour

Norightturnacrosstracks

Bicyclesstaytotheleftandpedestriansstaytotheright

InformationCenter

WinterRecreationArea

Hillahead

Trucksallowed

Trafficlight

Playground DeadEnd RailroadCrossing

Donotenter

Seatbeltsrequired

Curvyroad Nopedestrians

Pedestrianscrossonlyonthesignal

Wrongwayforbicycles

Taxisinthislaneonly

Donotpassothercars

Gostraightorturnright

Detourtotheright

Bicycleparking

Norightturn

Workzone

Roadworknext5miles

Pedestrianzone

Schoolbusstopahead

Speedlimitfortrucksis40milesperhour

Yieldtoothertraffic

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TeamColoring

Takenfrom“Tribes”

Purpose:Toprovideopportunitiesforcooperationandcollaboration

Activity

1.Copysheetswitheightgeometricshapesonthem.Printthenamesoffourdifferentcolorsontheshapes,

onecolortotwoshapes.

2.Dividethegroupintoteamsoffour.

3.Giveeachmemberasheetofshapesandeachteamfourcrayonsoftheappropriatecolors.

4.Explainthaneachteamistocoloralltheshapesoneachteammember’ssheetbysharingthefourcrayons.

Eachshapemustbefilledinwiththecoloronthatshapes,andmostofthecrayonmarksmustbeinsidethe

shapes,Teammemberscancoloroneachother’ssheetsiftheylike.

5.Givetheteamsafewminutestodiscusswhattheirstrategiesmightbe.

6.Givethesignaltobegin.Whenateamhasfinishedcoloringalltheshapes,havetheteammembersraise

theirhands.Waituntileachteamisfinished.

7.Checkoverthesheetstomakesurethetworuleshavebeenfollowed.

8.Reflectontheactivity.

QuestionsforReflection:

Wasiteasyforyourteamtodevelopastrategy?Whyorwhynot?

Didyourteamworktogetherorindividually?Howdidyouhelpeachother?

Ifyouweregoingtodothisagain,wouldyoudoitdifferently?Ifso,how?

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RED BLUE

GREENBLACK

BLACK GREEN

BLUE RED

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Our Responding Protocols

Pick-a-Stick

To show what we know, only the student whose stick is picked shares his/her thoughts with the class. All of us are ready to share, and we use turn-taking.

Roll ‘Em To show what we know, only the student who is sitting in the rolled seat and table shares

his/her thoughts with the class. All of us are ready to share, and we use turn-taking.

Pass It On To show what we know, we call on each other. We can also use this when we need help answering.

All of us are ready to share and help, and we use turn-taking.

Give a Shout Out To show what we know, all of us answer aloud. Sometimes we have the same answers, and

sometimes our answers are different. We shout out our answers no more than 3 times if our Teacher is writing our answers on the board.

Raise a Righteous Hand To volunteer for something, we raise our hands silently. Not all of us may be able to volunteer

information, so only some of us will raise our hands to share.

Whip Around To show what we know, we each take a turn sharing our very quick thoughts. All of us are ready

and share our ideas aloud, and we use turn-taking.

Moment of Silence The room is completely silent because we are participating in something by ourselves. We are

showing respect to our classmates by providing them with the silence they need to concentrate.

“This is how we participate with

our Teacher”

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Our Discussion Protocols

Numbered Heads Together

My team discusses a problem together and agrees on an answer through consensus. The student sitting in the rolled numbered seat answers for the group.

Give One, Get One

I use order to walk around the room and find a partner to discuss our learning. When we are finished listening and sharing, we return immediately to our seats

and I am ready to share what I heard from my partner.

Silent Appointment

We make an appointment with a partner using only nonverbal communication without talking. Then, we meet with our partner to discuss our learning. When we

are finished listening and sharing, we return immediately to our seats and are ready to share what we heard from our partner.

Round Robin Brainstorming

At our table group, we each take turns sharing our thoughts about our learning while the assigned Scribe takes notes about our ideas. When we are finished, we

are all ready to share with the class what we discussed.

Team-Pair-Solo 4-2-1

I work with my table TEAM of 4 to solve several problems. Then, I work just with my seat partner as a PAIR to answer several more problems. Finally, I work SOLO

to answer several more problems all by myself.

Think-Pair-Share

Name:_________________Date:___________

2Nouns 3Verbs4Adjectives

Name:

Nouns that

describe us

Name:

What we are going to do: •  Create Cinquains. •  Learn how to use thesauruses. •  Enter synonyms into personal

thesaurus.

What is a cinquain? •  A cinquain is a five-line poem that has

special syllable counts.

•  A cinquain poem has its own unique format.

What is the layout? Line 1: A one-word line, your first name.

This is your subject.

Line 2: Two nouns that describe the subject.

Line 3: Three verbs that end in –ing that describe what the subject does.

Line 4: Four adjectives that describes how the subject looks, feels, or acts.

Line 5: One word, your last name.

Speech But I already know how to

talk!!

What is a noun? •  Person, place, thing

or idea. •  Miss Mitchell •  Friendship •  Classroom •  Happiness •  Sunshine •  Gummy Bears

Nouns that describe us

We’ll use the Shout Out Protocol

What is a verb?

verbs that describe what we do

We’ll use the Shout Out Protocol

sports school

home outside of school

•  Shows Action •  Fly •  Skip •  Jump •  Pounce •  Whisper •  Sneak •  Laugh

What is an adjective?

Adjs. that describe us

We’ll use the Shout Out Protocol

Feel like Look like

Act like Other

•  Describing words that affect nouns •  Brown (Colors) •  Red •  Quick (Speed) •  Slow •  Huge (Size) •  Tiny •  Hard

Now, Let’s conduct a Gallery Walk for our Prewriting

Your First Name

2 Nouns 3 Verbs 4 Adjectives

Now it’s time to make your own Cinquain!

What is the layout? Line 1: A one-word line, your first name.

This is your subject.

Line 2: Two nouns that describe the subject.

Line 3: Three verbs that end in –ing that describe what the subject does.

Line 4: Four adjectives that describes how the subject looks, feels, or acts.

Line 5: One word, your last name.

What is a synonym? •  A word having the

same (or almost the same) meaning as another word.

•  An alternative to the word.

•  Dessert Pudding •  Happy Glad •  Movie Film •  Sports Athletics

•  Give me examples: •  •  •  •  •  •  •  • 

Personal Thesaurus

A thesaurus… …is a dictionary that gives alternate

words or synonyms.

…can be used online as well.

…can also be found of inside of a dictionary.

But how do I use a thesaurus?

Using a thesaurus…in the classroom.

1.  Go over to the book shelf and take one down.

2.  Search for the word you that you want just like you would while using a dictionary.

3.  The alternative word will be listed. Just take your pick!

Revise your Cinquain •  Use the synonyms you found to revise

your 1st draft of your cinquain. •  Make sure each line of your poem

meets the criteria for the poem.

Final Draft

Sponge Bob friend, cook

singing, flipping, catching funny, caring, square, yellow

Square Pants

Student Name_____________________ Grade/Subject_________

Directions: Read the sentence aloud to your student. Have the student repeat the sentence to you. If the student repeats the sentence using Home Language (AAL) format, check the box and highlight which AAL linguistic features they use for the purposes of explicit contrastive analysis study/instruction. Standard English Possible

(AAL) Responses Linguistic Features

(Explicit) √

1. She spent 35 cents. 35 cent Plural Marker 2. Carol is my sister. C’ol, sista The /R/ sound 3. Ashanti has an umbrella. a umbrella Indefinite Article 4. He drove himself to the hospital.

hisself Reflexive Pronoun

5. We were in the classroom. was Past Tense Auxiliary Verb 6. The cat is in the tree. The cat in the tree Copula Verb 7. I put my test on the desk tes,des Consonant Cluster 8. Miles swims everyday. swim Third Person Singular 9. It’s cold. col Consonant cluster and “L” Sound 10. He doesn’t have any friends. don’t, no Multiple Negation

11. There he is go Use of “go” as copula verb 12. My teeth hurt. f “th/f” sound 13. My mother is usually at home. be Habitual be – meaning customarily 14. That’s Carla’s car. Carla Possessive Marker 15. I see those children. dem Demonstrative Pronoun

16. My mother cooked dinner last night.

cook Past Tense Marker “ed”

17. She uses a pen to write. pin Vowel Pairs/Homophones, /i/ 18. They are running very fast. runnin Inflectional Ending “ing”

19. She stayed at a hotel hotel Syllable Stress Patterns 20. I’m going to wash the car. I’m gonna First Person Future 21. I won a mill ion in the lottery. miyon The /L/ sound when it precedes the

/w/, /j/, or /r/ sounds

MELD Diagnostic Tool for Identifying the Use of African American Linguistic (AAL) Features

Student Name_____________________ Grade/Subject_________ Directions: Read the sentence aloud to your student. Have the student repeat the sentence to you. If the student repeats the sentence using Home Language (MxAL) format, check the box and highlight which MxAL linguistic features they use for the purposes of explicit contrastive analysis study/instruction.

Standard English Possible

(MxAL) Responses

Linguistic Features (Explicit)

√

1. Don’t be bad. Doont be baaad.

Circumflex Intonation (sing-song musical intonation)

2. She has an umbrella. a Indefinite Article 3. Do you have a pen? pin Vowel Pairs/Homophones 4. We were driving down the street. was Past Tense Auxiliary Verb 5. Miguel wore a white hat. hwite Breath “h” Sound 6. He doesn’t have any friends. don’t, no Multiple Negation 7. My brother is going to the movies. he’s Topicalization 8. She runs everyday. run Third Person Singular 9. She doesn’t mind if you talk. don’, mine Consonant Clusters 10. Alex is sitting on the couch. in Prepositional Variation 11. Yesterday, he started selling newspapers.

start Past Tense Marker

12. The Pharaohs were the kings of Egypt.

in Prepositional Variation

13. Raise the flag! race “Z” Sound 14. The firemen saved many lives. lifes “V” Sound 15. This game is new, it just came out. barely Lexical Item “barely” replaces the colloquial use of

timeliness or scarcity.

16. The apple. Thuh Pronunciation of “the” as “thee” before a word that starts with a vowel

18. He jumps rope to get into shape. jump Third Person Singular

19. There’s a big tree with leaves on it. them Prepositional Variation. 20. He is washing his hair. …is washing

the hair Pronoun Usage

MELD Diagnostic Tool for Identifying the Use of Mexican American Linguistic (MxAL) Features

Student Name_____________________ Grade/Subject_________

Directions: Read the sentence aloud to your student. Have the student repeat the sentence to you. If the student repeats the sentence using Home Language (HAL) format, check the box and highlight which HAL linguistic features the student used for the purposes of explicit contrastive analysis study/instruction.

Standard English Possible (HAL) Responses Linguistic Features

(Explicit) √

1. That is not my dog. Dat dawg no mein “th” sound

2. What happened? Falling Intonation Interrogative 3. The program started on time. Pograem Consonant Cluster variation in “2 r”

words

4. My feet are hurting. fit Vowel Sounds 5. The people were very excited about the election

Peepo or pipo “L” sound in final Syllable is pronounced as “o” or “ol”

6. Drink your milk. meok When “I” precedes another consonant it is pronounced as “o” or

“u.”

7. Please open your dictionary. dikshanaeri Syllable Stress Patterns 8. I want to buy a dog. Ai laik buy wan dawg. Indefinite Article, “a” 9. I want to buy the dog. Ai laik buy da dawg. Definite Article, “the” 10. Dogs are loyal, not like cats. Dawg loyal, not laik kaet. Linking Variable “are” and plural

marker “s”

11. He went over it. Hi wen ova da kine Multi-functional Word “Da Kine” 12. Who did that? Who wen do dat? Past Tense Marker 13. I used to play football. Ai yustu plei futbawl. Future Marker 14. The child cried. Da child wen cry. Past Tense Marker 15. They cut down all of the trees that didn’t give good fruit.

All da trees dat no give good kine fruit, dey cut um

down.

Multi-functional Word “Da Kine”

16. letter, car letta, cah “r” sound after a vowel 17. Now you’re talking. Now u talkin “to be” Copula Verb 18. How are you? How u stay? Howzit? When the verb “to be” refers to a

state or location, the word “stay” is used.

19. The lady is going to do a lot of good things for them.

Da lady goin do plenny good kine stuff fo dem.

Future Tense (going)

20. He never liked that. Hi neva laik dat. Past Tense Negative, the usage of “neva”(never).

MELD Diagnostic Tool for Identifying the Use of Hawaiian American Linguistic (HAL) Features