Strategies from TQ1 and TQ2

Strategies from Thinkquiry Toolkit 1 and Thinkquiry Toolkit 2 Thinkquiry.com

Common Core-Aligned Strategies from Thinkquiry Toolkits 1 and 2

“The Bakers’ Dozen”

Why these strategies and routines? One of the challenges of the Common Core is how to coach students to develop the reading, writing and thinking habits we want them to have. When writing units for other teachers we have to remember that they are “not us” and will have all kinds of different strengths and areas of need. Teachers attempting to implement the curriculum will need clear concrete examples of how they will implement these new expectations for teaching and learning. The units need to bring together excellent thinking about how to explicitly help many more students read and write at higher, more sophisticated levels. These strategies and collaborative routines can help teachers support students to do this, providing a common language and specific scaffolds to meet the challenges faced by teachers and students alike in these initial years of the era of the Common Core.

Coding/Comprehension Monitoring

Description This strategy helps students to engage and interact with text and monitor comprehension as they read.

CCSS Note: Can be used for the first independent reading of a close read of the text. Codes should align with grade level expectations.

Purpose Use during reading to

 Support content area learning by focusing on key concepts  Provide a way for students to engage in a dialogue with the author  Help students identify how they process information while reading  Help students identify what is difficult in the text so they can select and apply comprehension strategies to support their reading  Develop metacognitive awareness and ability to monitor one’s own comprehension

Directions 1. Explain that this strategy helps readers monitor their reading so they can identify what they do or don’t understand. 2. Choose 2–3 codes that support the purpose of the reading and reinforce targeted literacy habits and skills. 3. Model the strategy, using an overhead or whiteboard. Do a Think-Aloud while marking the codes so students witness the metacognitive process. 4. Guide the students to apply the coding strategy. Review the codes and have students code their reactions as they read on the page margins, lined paper inserts, or sticky notes.

Possible Codes (use only 2–4 codes per time)

+ New information ! Interesting

* I know this information --> Important information ? I don’t understand/I have T-T questions Text-to-text C T- connection Claim W

2 Thinkquiry Toolkit 2 –Prepublication Strategies from Thinkquiry Toolkit 1 and Thinkquiry Toolkit 2 Thinkquiry.com

E Evidence C Text-to-world connection  I agree E Cause X I disagree Effect

Extensions  Have students compare and discuss how they coded sections of the text.  After students are comfortable with coding using teacher-provided codes, encourage them to develop additional codes appropriate for reading a particular text.

Coding/Comprehension Monitoring Template Name Date

Note: This template is useful if students cannot write in or mark the text directly and sticky notes are not available for use.

Page Page Page Page Page Directions Insert this sheet in your book behind the reading assignment. As you read each page, write the page number at the top of the column. Then place the code directly across from the part of the text you are coding. Each time you read a new page, pull out this sheet to the corresponding next page and add your codes.

Write down the 24 codes you will use to monitor your comprehension as you read the assignment.

__ = ______

Coding and Annotation of a Mentor Text Description This strategy1 combines codes and annotation to analyze the presence of selected Common Core grade-level standards or targeted elements in a high quality exemplar. This increases understanding of how a specific text is constructed and of elements that can be applied to other writing. CCSS Note: Analysis of the Mentor Text can be used to support close reading and/or more substantial writing – all types.

Purpose Use with a Mentor Text to: Target examples of specific grade-level standards in a high quality piece of writing Identify aspects of a Mentor Text that can be applied to other writing Improve recognition of and ability to solve writing challenges Improve text analysis skills Improve close reading skills Directions After selecting a Mentor Text that contains the focus elements: 5. Identify the focus standards or target elements in the piece. Establish a code for each target element. For example, codes might be:  C, E and R for claim, evidence and reasoning, DV for use of domain specific vocabulary, AV for academic vocabulary, S/T for show or tell.  Codes can be connected to parts of speech, structural patterns, or powerful use of language. Annotations can be an explanation for coding, response to a related question or a connection to other texts.  Another powerful way to code is to rate only one element throughout, e.g., strength of verbs or how the piece transitions from section to section. When ratings are made, the rationale for the rating becomes the annotation.  Coding and annotation instructions should be put in writing prior to analyzing the Mentor Text. 6. Model how to read and code a section of the Mentor Text. When a code is marked on the text or on the Mentor Text Analysis Template, add an annotation about why the code applies. 7. Ask students to continue to code and annotate with a partner. Or, ask students to code and annotate on their own and then compare their coding and comments with a partner, sharing

1 Coding/Comprehension Monitoring is a reading comprehension strategy described in Thinkquiry Toolkit 1. While similar, the focus of the strategy is very different, as Coding and Annotation is specific to analyzing writing and language elements.

rationales for how they marked up the text or completed the text analysis worksheet. Both approaches support students to talk about the target elements. 8. After reading further or learning more, ask students to develop a piece of writing that includes the target elements seen in the Mentor Text. Note: Students will develop increasing independence with this strategy over time. Given a particularly complex Mentor Text or when analyzing unfamiliar target elements, provide modeling and practice.

Extensions Students can also use coding/annotation as a revision strategy, marking up their own drafts to better understand where they have over or underutilized target elements.

Suggestions for Coding and Annotation by Type of Text

Argument Ideas for coding and annotation: Code for claim, evidence and reasoning and explain why you coded parts of the text in a given way. Code for arguments and counterarguments and discuss what makes each strong or weak in your opinion. Rate the quality of each argument and counterargument against stated criteria and justify ratings. Rate the quality of the data or evidence used to support each claim against stated criteria and justify ratings. Rate the quality of the closing statement or section against stated criteria and justify ratings.

Explanatory/Informational Ideas for coding and annotation: Code for uses of precise language or domain-specific vocabulary and describe if this is effective and why. Code for a formal style and objective tone and describe how grammar, structure and word choice contribute to tone. Code for transitions and describe the effects of each. Rate each use of an example against stated criteria and justify the rating. Rate use of each quotation against stated criteria and justify the rating. Rate the quality of the concluding statement or section against stated criteria and justify the rating.

Narrative Ideas for coding and annotation: Code for uses of precise language or detail describe if this is effective and why. Code for point of view and describe how grammar, structure and word choice contribute to establishing the point of view. Code for implicit and explicit information about a character. Rate each use of dialogue against stated criteria and justify the rating. Rate the beginning and ending of the piece against stated criteria and justify the rating.

Mentor Text Analysis Template Part 1: Analysis of the Mentor Text: ______

Use the codes provided on the Coding and Annotation Instructions

Code Examples from Mentor Text Annotations

Mentor Text Analysis Template

Part 2: Analysis of Your Piece: ______

Code your piece using the same codes as when analyzing the Mentor Text. Identify ways to improve your piece.

Ideas for Improvement Code Examples from Your Text (Refer to Part 1 and the Mentor Text)

Evidence-Based Argument Development Strategy (Based on Hillocks, 2011. Adapted by Perks, 2011)

Description This strategy asks writers to consider what statements can actually be made based on the data. Statements strongly supported by evidence are crafted into an effective claim and used as the basis for an argument. CCSS Note: Use with third reading before developing an evidence- based argument. Can be used based on single text, paired texts and across multiple texts to juxtapose evidence from sources. Purpose The strategy teaches students how to craft effective claims for their arguments. Many students tend to focus on their own opinions when they write, which are often difficult to defend. The strategy is designed to be used early in the writing process. Directions 1. Using a sample data set (e.g., song lyrics or events on a timeline), model how to complete Evidence-Based Argument Development Template. Ask the class to review the data with you and make observations that appear to be true of some or all of the data. List observations that the students make that can be supported by at least some of the evidence. Then, for each observation, ask the students to identify specific supporting evidence. Based on the lists and associated evidence, the class should agree upon a strong claim that the evidence supports. Identify the data set that will provide the foundation for the students’ writing. The best data sets are those with a robust amount of information. For example, for ELA, the data set could be all the actions a character has taken or all of the examples of betrayal throughout the novel or all of the lines in a poem. Then, present an assignment prompt to the students to frame their writing. Ensure that students have copies of the Evidence-Based Argument Development Template. In pairs, ask students to review and discuss the data set related to the assignment (set of articles or chapters, chart, pictures, etc). Based on their review of the data, students should make a list of statements or claims that can be supported by evidence. As students write statements in the left side of the chart, they should list the corresponding evidence in the right column. After students have a list of statements and related evidence, they should circle the statements that are most interesting and have the strongest evidence to support them. Then they should select a statement to be the basis of the argument they plan to make. This will be their claim. Note: A claim is a strong statement that can be clearly supported by evidence. A strong claim will explain the evidence associated with it. Sometimes it will be necessary to combine 2–3 statements to make a strong claim or to refute weaker statements as part of making the argument. At the bottom of the sheet, students should write the thesis or claim that will be the focus of their argument. They might want to share their claim with someone else (peers, teacher) before finalizing their claim to verify that it makes sense based on the evidence. Students can use an organizing frame such as the Preposition Support Outline, the Discussion Web or the Multi-Paragraph Essay Organizer to map out and further articulate their argument.

Evidence-Based Argument Development Template Directions 1. Based on the assignment prompt, reread and analyze the data or information you are using to develop your argument. In the statement column, make a list of true statements supported by evidence. In the evidence column, record the evidence that supports each statement. After you have made a list of statements and related evidence, circle the statements that will be the most defensible or are most interesting to you as the writer.  If there are statements that are related, you may want to combine them into one thesis or claim and build an argument that takes the nuances from related statements into account.  Check to see that there is enough evidence to support the claim you want to make. At the bottom of the sheet, draft the thesis or claim that will be the basis of your written argument.  You may want to have others review the thesis or claim before you start writing to make sure it seems strong to others as well.

STATEMENT Based on the evidence, each statement EVIDENCE below makes sense Evidence that supports each statement

Thesis or Claim:

Group Summarizing

Description This collaborative routine supports students to individually read and locate supporting information and examples during reading, combine the group’s ideas onto a four-quadrant chart after reading, and then use the notes to scaffold the writing of a group or individual summary. CCSS Note: This strategy can be used to do a first reading of a text selected for close reading.

Purpose Use during and after reading to

Involve students in constructing a meaningful synthesis of what they have read Help students learn how to do a summary before they are asked to create their own Provide practice in paraphrasing Demonstrate understanding of concepts through the completed group summary chart Link the different parts of the reading process Develop higher order critical thinking skills

Directions 1. Model the group summary process by preparing an example of a completed chart. Based on the standards you are targeting and reason for having students read the piece, provide a topic or concept for each quadrant. 2. Divide students into small groups of 3-5. Have each student use the four-quadrant template and label each quadrant with the appropriate topic or concept. Explain that the purpose for reading is to learn important information about each of the topics or concepts they selected. 3. During reading, students jot down notes under each heading with page number references. 4. After students have read the text and make their notes, group members share, one at a time, what important information they found relative to the key words or concepts for each quadrant on the chart. When the group agrees that the supporting information offered by someone is important and not already there, it is added to the group chart. 5. Once the group charts are finished, ask the group to re-read what they have written and be sure their ideas are clearly expressed, revising as necessary. 6. Then have the group collaboratively put the ideas together in a written summary, typically one to three paragraphs, on chart paper so they can share their summaries with other groups. Or, ask students to develop individual summaries using the group notes.

Extensions Ask students to preview the text passage or chapter before reading to identify four major topics or concepts presented by the text author.

Group Summarizing Template Name Date

Reading selection

Directions As you read, take notes on your Individual Summary Chart about important information related to the four key topics or ideas. List the paragraph or page numbers next to each note. Form small groups to discuss your ideas and come to agreement on important information that should be listed in each of the four key topic/idea quadrants. Add the agreed-upon ideas to the Group Summary Chart. Re-read the final chart to be sure all ideas have been clearly expressed. It is helpful to use chart paper for this step so all group members can see the quadrant chart. Collaboratively write a group summary, typically one to three paragraphs. When you have finished, copy it onto a large sheet of chart paper so it can be shared with other groups.

Individual Summary Chart

Key topic/idea: Key topic/idea:

Group Summary Chart

Key topic/idea: Key topic/idea:

Important! On separate paper, collaboratively write a summary of one to three paragraphs using the group notes. When the group has reviewed and agreed-upon the summary, copy it onto large chart paper so it can be shared with other groups.

Inference Notes Wheel Description This analytic graphic organizer can be used to develop an argument of judgment based on text evidence. The organizer asks students to make a statement about a topic, theme, or character in the inside circle. Then students fill in the inside wedges with direct quotes or excerpts from the text related to the statement. Students go on to make corresponding inferential interpretations in the outer wedges of a circle, noting additional evidence in the text that supports their inference. Best used with fiction or narrative nonfiction. (adapted from Burke, 2002). CCSS Note: This strategy can be used to support short as well as more extended writing from sources when developing an argument of judgment based on text evidence. The strategy can also be used as a writing strategy to support close reading.

Purpose Use as an early writing or pre-writing strategy:

To collect text-based information related to a statement about a topic, theme, or character To improve the ability to make solid inferences based on text evidence To plan a literary analysis argument or a text-based argument related to a theme or topic Directions 1. Model with the whole class before asking students to come up with their own thesis/claim. You also may want to scaffold the use of this strategy by completing part of the organizer with the class before asking students to do it on their own. 2. After a general discussion of a topic, theme, or character in a particular short story, novel or piece of narrative nonfiction, ask students to make a statement that “takes a stand.” For example, Tom Sawyer was good at getting others to do his work for him. Ask students to share the statement with a partner and state one reason why they think this is the case. Ask students to record their statement in the center of the chart. 9. Ask students to identify six excerpts or quotes in the novel or short story or piece of narrative nonfiction related to the statement made about the topic, theme, or character. Students should write these in the inner wedges of the Inference Notes Wheel. 10. In the outer edge of the wedges, have students write their interpretation of each quote and how the quote helps support or undermines their initial claim. In either case, students should cite evidence from other parts of the text that supports their interpretation. 11. When the Inference Notes Wheel is complete, have the students refine their original statement into a defensible thesis or claim based on the quotations and interpretations. Students can then use the completed Inference Notes Wheel to write a literary analysis of the reading selection or to write an argument about a theme or topic based on evidence from the text.

Note: Text-based analysis and inferencing are high level skills that require practice. Continue to have students use the Inference Notes Wheel with other reading selections using a gradual release of responsibility model that first provides heavy modeling and then supports students to begin to use the strategy on their own.

Inference Notes Wheel Template Name Date

Directions: Find six statements, examples, or quotations in the text that directly relate to the topic or character listed in the center of the wheel. Place one statement in each of the inner circle wedges and note the page number where it is found. In the outer wedge, explain your interpretation about each statement based on the cues in the text. Note other evidence from the text that supports your inference.

Refine your claim or proposition. Summarize the inferences you made about the topic or character based on the six inferential statements and explain how your analysis was based on the evidence in the text. Use direct quotations or citation information to support your reasoning.

Paired Reading and Summarizing Description This combined reading comprehension and fluency strategy supports students to be actively involved in the structured reading aloud of a shared text. Students benefit from the intensive sessions of reading, speaking, summarizing and active listening. CCSS note: This is a great collaborative routine for the first reading of a text selected for close reading. Purpose Use during reading to

Give students practice in oral reading; to build fluency Provide practice with active listening, reading aloud, and summarizing Promote active engagement with reading Develop specific skills related to reading comprehension Directions:  Model the reading and summarizing with another person so students are clear about expectations.  In pairs, students take turns reading a paragraph at a time from an assigned reading. The reader reads in a low voice, loud enough only for the listener to hear.  When the reader completes the paragraph, the listener provides a summary of the paragraph that needs to be “approved” by the reader. If the summary is not clear or accurate, the pair goes back to the text and rereads silently and then discusses what to add or clarify.  Then the two switch roles, with the first reader becoming the active listener and summarizer.  If the reader stumbles on a word or is having difficulty, the reader can ask for help from the partner. If help is not asked for, then the listener should give the reader the opportunity to figure it out. Give directions for what the pair should do when they finish reading. Possible options include:  Discussing what they each found interesting about what they have read  Answering questions or completing a graphic organizer together or separately  Interviewing another pair about their reading session (e.g., what they found to be the central themes of the text using evidence from the text) and then sharing their own thinking about the text, again using evidence to support the points they make  Asking pairs to contribute three interesting words (or words that meet specific criteria) from their reading to the Word Wall  Responding to a Quick Write using evidence from the text to support their points

 Asking pairs to write a collaborative summary of what they read Extensions Extend the listening/summarizing role to include clarifying, predicting, and questioning. Let readers read longer segments of the text before switching roles. Give pairs a set of cards that direct them to do different things with the text: visualize, clarify, make a connection, etc. The listener picks a card before the reader begins to read and then shares according to the card after the reader completes the section.

Quick Writes/Thinking Prompts Description A versatile strategy used to develop writing fluency, to build the habit of reflection into a learning experience, and to informally assess student thinking. The strategy asks learners to respond in 2– 10 minutes to an open-ended question or prompt posed by the teacher before, during, or after reading. CCSS Note: Use this strategy to support text dependent short burst writing. Ensure that prompts correspond to grade level expectations. When possible, use text-dependent questions as prompts.

Purpose Use before, during, and after reading to

Activate prior knowledge by preparing students for reading, writing, or a discussion Help students make personal connections Promote reflection about key content concepts Encourage critical thinking Organize ideas for better comprehension Increase background knowledge when shared Synthesize learning and demonstrate understanding of key concepts Reinforce vocabulary Provide a purpose for reading Assess student knowledge on the topic prior to reading Directions 1. Explain that a Quick Write engages students in thinking about a content topic before, during, and after reading. Stress that in a Quick Write, students respond to a question or prompt related to the text by writing down whatever comes to their minds without organizing it too much or worrying about grammar. Typically, a Quick Write is graded only for completion, not for quality or accuracy 1. Select a topic related to the text being studied and define the purpose for the Quick Write. Examples Summarize what was read or learned Explain content concepts or use of specific academic or technical vocabulary Make predictions, inferences, and hypotheses Pose a question that addresses a key point in the reading selection 3. Tell the students how long they will have to do the writing, typically 2–10 minutes. 4. Use the Quick Write as part of instruction, assessment, and discussion. Extensions

Students can generate their own Quick Write questions and prompts. Students can share their responses in small groups and compare their answers

Quote, Question, Response (QQR) Quote, Question Response (QQR) is a strategy that helps students learn from text as they respond to specific excerpts from the text. The strategy asks students to select an excerpt, think carefully about questions raised by the excerpt, and then, after looking further in the text or, if needed, outside of the text, construct a response based on sources. QQR can be used with both narrative and expository text. Because it is intended as an analytic frame, rather than a summarizing strategy, QQR is most successful when used with text that requires analysis or inference (Adapted from Writing Reminders, by Jim Burke). CCSS Note: Use to support close reading and short burst writing from sources.

Purpose Use during and after reading or learning to: Build general text comprehension Consider evidence from pieces of text to idea or topic raised in one part of a text Scaffold the ability to comprehend more complex texts Develop questioning skills Develop higher order thinking skills Directions 1. Describe QQR as a strategy that helps a reader “get into” and think about a text. Show students the template. Tell students that as they read, they should identify quotes or sections from the text that are connected to understanding the big ideas or themes.

2. Model using a Think Aloud how you would select appropriate quotes from a given text. Then model how you come up with questions raised by each quote. Note that the question might be answered directly in another part of the text or may require conjecture.

3. Model how you might respond to the quote by answering the questions, using evidence from the text combined with your own thinking about the text and your prior knowledge of the topic. Note that sometimes students will need to make inferences or use logical reasoning or may need to search for a response in another part of the text.

4. When first trying the strategy, you may want to have students work in pairs. After they are more familiar with the strategy, they will be able to complete the template on their own. The steps are the same:

a. Provide a text for students to read and criteria for selecting quotes. Distribute copies of the template. As they read, students should write each quote they choose in the first column of the template, labeled “Quote.”

b. After reading the text, students should pose 2-3 questions that each quote raises for them. These go in the second column, “Questions.”

c. After reading or rereading other parts of the text, students should write a response to the quote in the third column by attempting to answer the questions using the text, prior knowledge, outside sources, reasoned conjecture and inference making. Responses should include evidence from sources. Extensions  Have students write questions based on levels of Blooms taxonomy.  After individually selecting quotes, have students work in small groups or teams.  After writing QQRs, have students revisit their questions and discuss whether the questions led to a deeper consideration of the text.  After discussing the text, have students review and, if necessary, rewrite/improve their responses. Ask students to comment if their responses changed and, if so, why.

Quote, Question, Response (QQR) Template

Course Title: ______Name:

Reading selection:

From the reading assignment, select 3 quotes or text excerpts that connect to the major ideas or themes in the reading. For each quote, write 2-3 questions that, if answered, would help you better understand the excerpt. Then, write a response to the quote based on evidence from sources within and/or outside of the text.

Quote Response Questions Each quote should be 2-4 sentences. Your response should be in Jot down questions that the quote does Note: These do not have to be paragraph form and should link all not answer but that you wonder about. dialogue. your thoughts together.

Small Group Text-Based Discussion Protocol

Description This small group text-based discussion protocol supports collaborative discussion of important ideas, themes or other important aspects of a selected text. Students read individually to identify sections of the text that they feel meet the identified criteria and bring the questions raised for them by the excerpts to the group for discussion. Students take turns presenting excerpts and associated questions and others comment on connections and evidence in the text that may help answer the questions. CCSS Note: Collaborative routine that supports close reading and evidence-based discussion of a selected text. (Adapted from the Save the Last Word for Me strategy developed by Patricia Averette and Daniel Baron.)

Purpose Use during and after reading to

To support students’ interaction with text To promote reading comprehension To clarify text-based questions, strengthen ability to find text evidence to support answers and deepen thinking about the text

Directions 1. Divide students into groups of three to five. Give each student a copy of the template. 2. Assign a text to read. Ask students to identify excerpts throughout the selected text that correspond to specific criteria. Examples of criteria might be:

a. That correspond to a specific line of thinking, argument or character b. That involve use of specific words or phrases c. That correspond to shifts in the piece of tone or perspective or context 3. Ask students to select and write in each of the three boxes an excerpt from the beginning, middle and end of the selected text. For each excerpt 1) how this fits the criteria and 2) questions it raises. 4. After everyone is finished reading the selection and filling in the template, the first person in each group shares one excerpt, how it fits the criteria and the questions it raises. 5. Others in the group take 1 minute to think about an answer to the question and find text support for their answer. Each person in the group takes a minute to react/respond to the question, either 1) sharing an answer to the question(s) raised with evidence for the answer or 2) responding to an answer provided by another group member by countering with contrasting evidence or agreeing and providing additional evidence. Once everyone has spoken, the person who shared the excerpt selects one of the answers provided and shares why this answer makes the most sense to him/her. 6. Discussion continues with each person in the group taking one to three turns as time permits.

Extensions Have the group debrief the session, evaluating what types of text evidence were most compelling. Have each person select one of the excerpts selected and create a short burst piece of writing. Ask each group to share an interesting excerpt from the text, questions about it and answers that the group discussed.

Small Group Text-Based Discussion Protocol Template Name Date

Title of reading selection______

Criteria for selecting excerpts______

Directions: Fill in the three boxes below with excerpts from the text that meet the criteria provided by the teacher. Make sure to copy the excerpt accurately and note the page where it is found. Then, below each excerpt, write how the excerpt meets the criteria and what questions it raises for the reader. Bring the completed template to the meeting with your small group.

First Excerpt

How this meets the criteria:

Questions this excerpt raises:

Pg #___

Second Excerpt

Pg #___

Third Quote

Pg #___

Socratic Circles/Socratic Seminars and Fishbowl Discussions

Description

Socratic circles or Socratic seminars are designed to support respectful discussions of the ideas and issues found in a text that everyone has read. Participants discuss an open-ended question raised by the text, citing evidence from the text to support their point. “Students are encouraged to think out loud and to exchange ideas openly while following the text closely and examining ideas in a rigorous, thoughtful manner.” 2 CCSS Note: These collaborative routines help students practice the art of evidence-based discussion. Good for the second or third reading/discussion of a text being read closely.

Purpose

Students would participate in a Socratic Circle or Seminar after reading to

 Improve understanding of the text

 Gain new insights about the text

 Support opinions with convincing evidence from the text

 Participate in thoughtful, respectful text-based discourse

Directions

1. Assign students to read a short passage of text the day prior to the Socratic circle activity. This can be accomplished by the first read of a text selected for close reading. Students should come to class having read, analyzed, and taken notes individually. 2. If the class is larger than 12 students, students are divided into two circles. Develop ground rules for the inner (discussant) and outer (observer) circles together with the class. For example, ground rules for the inner circle might be:

2 Description is from http://www.communitycenterforteachingexcellence.org/instructional-strategies/socratic-seminars/

a. Students should only state supported ideas, agree with a speaker and add supporting information, disagree with a speaker and offer refuting information, or connect contributions. b. No one may interrupt a speaker. c. No one may speak a second time until everyone has had a chance to speak once. Ground rules for the outer circle might include: listening quietly and jotting down excellent points made, taking notes on how well those in the inner circle observed the ground rules, tallying how many times speakers used evidence from the text to support their points, and noting nonverbal communication. Each "outside" student might be assigned an "inside" student to observe specifically, or the "outside" students can be asked to observe everyone. 3. Round 1: The teacher provides an open-ended question with no obvious correct answer that focuses on an important issue raised by the text. Optional: Before starting, students can write a response so that they feel better prepared to contribute to the conversation. a. The inner circle discusses the open-ended question, taking stances and providing evidence from the text for a set time (e.g., ten minutes) while the outer circle silently observes. b. The outer circle evaluates the inner circle’s conversation and provides feedback. 4. Round 2: Students switch circles. The new inner circle discusses the text for a set time and then is given feedback by those in the outer circle.

Extensions Ask students to bring their own questions to pose to the group. Ask observers to listen for specific examples of using academic vocabulary or a specific type of evidence

Somebody Wanted But So

Description Somebody Wanted But So (Macon, Bewell & Vogt, 1991) is strategy that can be used to summarize key plot elements in narrative fiction or nonfiction. It helps students get to the point of a story arc, subplot, or major event. The strategy works best with a narrative text structure and can be used effectively with novels, short stories, texts that describe historical events, biographies, films, graphic novels and “narrative” pieces of art that depict historical or mythological scenes. CCSS Note: When reading complex text, SWBS can be used to analyze from the perspective of multiple characters. Good for a second or third read before writing (e.g., Day 4).

Purpose Use during and after reading or viewing to:

 Help students develop an understanding of plot and conflict  Scaffold students’ understanding of complex fiction multiple characters and motives.  Build comprehension of complex historical events.  Increase students’ capacity to determine point of view and how that affects actions and outcomes

 Help students understand cause and effect relationships

Directions 1. Introduce the strategy to students as a way to help them summarize and analyze when reading. 2. Introduce the four columns of the template a. Somebody—this is the actor, protagonist, or person you’re focusing on. It can be anyone in the narrative. b. Wanted—this refers to a motive the person has for acting. It can be a quest, a problem, or a direct conflict. It can be large, encompassing a novel or large event, or small, dealing with a chapter, a short story, an individual person in a larger historical context. c. But—To complete this column, students will need to think about obstacles, conflicts, or complicating factors that prevent this person from getting what he or she wants or overcoming an obstacle. There may be many, overlapping challenges for the character here. Model for students by finding the one obstacle that most directly correlates with the character’s wants and needs. d. So—this refers to the resolution—large or small—of the conflict. Again, this can deal with very big ideas (the end of WWII) or small ones (Alice falling down the rabbit hole). 3. Based on the text you have selected, have students brainstorm a list of “Somebodies.” 4. Using a “somebody” identified by the class, project a blank Somebody Wanted But So template onto a screen and model how to construct a sentence about that character by completing each column. 5. Be sure to help students understand the possibilities for multiple responses. A single obstacle can lead to different or multiple resolutions. 6. Ask students to work in pairs on a different “somebody” from the generated list. Circulate through the class as they do so, coaching and answering questions. Ask students to share. When certain the premise is understood, explain how to use the template to support the close reading of complex text where there are multiple characters or when tracing the same character across chapters in a longer text or when comparing different renditions of an event from different perspectives.

Extensions  Use Somebody Wanted But So to follow a single character in fiction through an extended text. Have students join the sentences together as they progress through the story to develop a comprehensive summary of what happens to a particular character. Or have students complete many statements, one for each section of the text.  Use to help students collect information about a person in preparation for a character study essay or project.  Have students work in groups to create visual representations of the relationships among the story arcs of multiple characters.  Use the strategy as a way for students to collect information for a biographical sketch of an important historical figure, artist, scientist, mathematician, etc.  For SWD: Use the strategy as a way to summarize and support prediction. Have students complete a Somebody Wanted But So template after having read a short section of a text. Then, have them predict and discuss what they think will happen next based on their statements.  Another option is to use other statements/headings to guide analysis of the author’s intent as in Author Wanted So So What?3

3 Thanks to John Harmon for sharing this extension.

Somebody Wanted But So Template Course Title: ______Name:

Narrative Selection:

Using the template provided, think about your reading and identify a major character. Place that person’s name in the “Somebody” column. Then, identify what they wanted in the episode you are thinking about. Put that in the “Wanted” column. Next, identify an important obstacle or complicating factor, and put that in the “But” column. Finally, write what happened as a result in the “So” column. You will want to repeat for different characters or the same character in different parts of the book or when reading and discussing multiple texts.

Somebody Wanted But So

She drank from a bottle Wanted to go through the labeled “Drink Me” and got Example: Alice tiny door into the garden She was too big smaller.

Triple-Entry Vocabulary Journal Description The Triple-Entry Vocabulary Journal is a strategy for learning new vocabulary that uses a three- column note taking format with columns for a word in context, definition in one’s own words, and a picture, memory aid, or phrase related to the word. CCSS Note: To be effective, the Triple-Entry Vocabulary Journal cannot be just a repository but must be an active list of text-related academic vocabulary that students are asked to refer to, use in discussion and integrate when doing short burst and more extended writing. Purpose Use before, during, and after reading to

Help students understand key words when reading text that may limit comprehension if they are not known Provide a more interactive way to learn new vocabulary than assign, define, and test Provide a way for students to cognitively process new words, resulting in more retention Help students develop a customized glossary to the text that provides words in context, applicable definitions, and personalized memory/study aids Directions 1. Determine the key words students should understand while reading a selection. 2. Have students divide a notebook page into three columns. Label the columns  Word in context  Definition in my own words  Picture, memory aid, or phrase 3. Model the strategy with several words.  In the first column, write down the sentence(s) within which the word is found, and underline or circle the word. Note the page on which you found the word.  Look up the word in the dictionary. Choose the meaning that fits the context of the word in your text. Write down a definition of the word in your own words in the second column.  In the third column, draw an image, jot a phrase, or create a memory device that will help you remember the word and its meaning.  Have students practice the strategy, sharing their definitions and memory aids.

Extensions Have students select words they don’t know while reading. Assign a predetermined number of total words and/or how many words per page/section/ chapter the student should select to enter in their Triple-Entry Vocabulary Journal for each reading selection. Jigsaw the word list to be found in a particular section of text and distribute different words to different students in small groups. Students then look through the text for the words before reading the selection to find the words, write them in the context of the sentence, and complete the strategy. Then the students in each group discuss and teach each other the words they will need to know for the text they are going to read. Have students compare and contrast each others’ responses and discuss the words they found and did not know, supporting the development of word knowledge.

Triple-Entry Vocabulary Journal Template Name Date

Word in Context Definition in My Words Picture, Memory Aid, Phrase

Word Sort Description Word Sort is a classification strategy where the teacher provides lists of words that students cluster together in meaningful ways to evolve main ideas or determine conceptual relationships (closed sort). The students may also sort the words by characteristics and meanings and then label the categories (open sort) (Gillet and Kita, 1979). CCSS Note: Words Sorts are most effective when used as a collaborative routine because students can discuss multiple ways that the words on the list are related, thereby developing a more robust understanding of the terms. Discussing and classifying are two effective ways to help students learn and remember academic vocabulary. Purpose Use before and after reading to

Help students learn vocabulary by comparing, contrasting, and classifying words based on characteristics or meanings Help students recognize the relationships and differences between terms that are related to the same concept Develop students’ ability to reason through analysis, classification, induction, and analogy Enhance students’ interest in vocabulary development through a multi-sensory experience as they read, write, and manipulate words while sharing their thinking with others Develop divergent thinking when open sort is used Directions 1. State that the purpose of a Word Sort is to develop and remember deeper understandings of vocabulary terms. Ask four students to come up front to complete one Word Sort. Prompt to deepen the conversation where necessary. For example: What makes you think that these two words are like one another? What evidence is in the text that these are about the same thing? So, how do they differ? 2. Provide students with a list of academic vocabulary words that you have been discussing when doing a close read of the text. Or, ask students to do the Word Sort with the terms they have noted in their Triple Entry Vocabulary Journal. Have pairs or small groups of students copy vocabulary terms onto index cards or strips of paper, one word per card or strip of paper. Ask students (in pairs or small groups) to sort the words into categories, either by providing the categories (closed sort) or having the students generate the categories (open sort). Have each pair or small group share the reasoning and evidence justifying why they sorted the vocabulary in a particular way. After all have reported out, ask students to share or to do a Quick Write on insights gained about the meanings of the words through the activity.

Extensions Have students sort the words into a Venn diagram, then summarize their findings in a Quick Write. Use words that belong to targeted word families.

Word Sort Template

Name Date