Unit 1 Resources
Differentiation:
Reading Strategies:
Vocabulary Strategies
Graphic Organizers for Arugment Writing
Rubrics
Formative Assessments:
Professional Resources:
Grouping Strategies
A/B Partnerships
Why is it beneficial?
Fishbowl
Why is it beneficial?
The guidelines for the outside circle may include listening quietly, taking notes on discussion skills, 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. In general, the silent, observing students attend to aspects of group discussion that generally aren't noticed in classroom discussions.
To begin the discussion, the teacher or a student within the fishbowl offers an open-ended question, and the fishbowl group discusses it. Students might initially be self-conscious as part of the group "on stage," but they generally grow comfortable as the conversation flows.
After a set amount of time, the inside circle finishes their discussion and the outside circle discusses what they observed. This may take as much time as the fishbowl discussion itself, or more. The teacher might begin by inviting the outside circle to add their thoughts on the subject of the fishbowl conversation. The inside participants listen and then respond to the comments. Teachers may also ask those in the inner circle to assess their discussion first, then ask the outside circle to add their comments, as long as everyone can discuss what happened. The session might end with a whole-class discussion about what they learned and how it applies to future discussions.
From: http://www.learner.org/workshops/tml/workshop3/teaching2.html
Clock Buddies
Why is it beneficial?
When the teacher needs to quickly pair up students without it always being the same partners every time, she can say to the class: "Get with your 4 o'clock buddy." Each student will pull out his or her clock buddies sheet, look at the 4 o'clock slot, and then join the partner indicated. This works because when the strategy is set up, it is done so that partners always have each other's names on their matching hour on the clock buddy chart.
It can be modified to include fewer partners. Have students only fill in the noon, 3, 6, and 9 slots, if that feels more manageable. Students can make the clock in their notebooks at the end, as to not forget who signed up from each time slot or you can download a Clock Buddy worksheet.
From http://www.readingquest.org/strat/clock_buddies.html
- Students with print disabilities can access the full text of The Giver by Lois Lowry online.
- Free audio for students
- Fill in the blank vocabulary templates for The Giver:
Reading Strategies:
Vocabulary Strategies
- Word Walls
- Marzano’s Six Step Process for Teaching Academic Vocabulary
- Marzano’s Six Step Process for Teaching Academic Vocabulary Chart
- Marzano's Six Step Process with visuals
Graphic Organizers for Arugment Writing
Rubrics
- Argumentative Essay rubric, ElK Grove School District
- Argumentative Revising/Editing Checklist
Formative Assessments:
Professional Resources:
- The Art of Teaching Reading by: Lucy Calkins
- "Collaborative Conversations," by Douglas Fisher and Nancy Frey
- Talking About Text, by Maria Nichols
Grouping Strategies
A/B Partnerships
Why is it beneficial?
- A/B partners are a quick and easy way to pair students up. There is little class disruption since A/B partners are next to one another.
- Have students pick who will be “a” and who will be “b”. When wanting a quick partnership call out, “A/B partners” and have them follow your directions. It is useful to alternate tasks for A/B partners (i.e. “B partners share out today”)
Fishbowl
Why is it beneficial?
- Fishbowl is a strategy that helps with group dynamics. This technique allows for a richer discussion of any given topic, and it frequently helps build community by focusing attention on the ways that particular group might work together more productively. In a literature classroom, it also demonstrates how different groups can collaborate to construct meaning from a text. As students analyze a text and connect their responses with others', they model peer literature circle discussions.
- A small group of students (as many as half the class) arrange themselves in a circle in the center of a room. This small group will conduct a discussion together while the rest of the students watch, take notes, and later pose questions and give comments about what they observed. The teacher can be part of either the inner "fishbowl" circle or the outer circle. To begin, teachers might select students for the fishbowl who are fairly skilled at group discussion -- or might deliberately choose one or two who are new to it so that the fishbowl doesn't seem too "perfect" for those who are observing. Once the group is established, the teacher should set some ground rules. These guidelines ensure that group members practice particular discussion skills, such as taking turns, building upon a previous person's comments, and asking questions to extend thinking. Ground rules might include:
- 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.
- No one may interrupt a speaker.
- No one may speak a second time until everyone has had a chance.
The guidelines for the outside circle may include listening quietly, taking notes on discussion skills, 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. In general, the silent, observing students attend to aspects of group discussion that generally aren't noticed in classroom discussions.
To begin the discussion, the teacher or a student within the fishbowl offers an open-ended question, and the fishbowl group discusses it. Students might initially be self-conscious as part of the group "on stage," but they generally grow comfortable as the conversation flows.
After a set amount of time, the inside circle finishes their discussion and the outside circle discusses what they observed. This may take as much time as the fishbowl discussion itself, or more. The teacher might begin by inviting the outside circle to add their thoughts on the subject of the fishbowl conversation. The inside participants listen and then respond to the comments. Teachers may also ask those in the inner circle to assess their discussion first, then ask the outside circle to add their comments, as long as everyone can discuss what happened. The session might end with a whole-class discussion about what they learned and how it applies to future discussions.
From: http://www.learner.org/workshops/tml/workshop3/teaching2.html
Clock Buddies
Why is it beneficial?
- Clock Buddies is meant to be a quick and easy way to create pairs for partnered activities while avoiding the problem of kids always having the SAME partners.
- It begins with a clock face, with slots for names extending from each hour on the dial. The basic idea is that each student has his or her own copy of a Clock Buddies sheet, with the names of 12 classmates on each hour's slot. Each of those other students, in turn, has this student's name in the matching hour slot on each of their clock sheets.
When the teacher needs to quickly pair up students without it always being the same partners every time, she can say to the class: "Get with your 4 o'clock buddy." Each student will pull out his or her clock buddies sheet, look at the 4 o'clock slot, and then join the partner indicated. This works because when the strategy is set up, it is done so that partners always have each other's names on their matching hour on the clock buddy chart.
It can be modified to include fewer partners. Have students only fill in the noon, 3, 6, and 9 slots, if that feels more manageable. Students can make the clock in their notebooks at the end, as to not forget who signed up from each time slot or you can download a Clock Buddy worksheet.
From http://www.readingquest.org/strat/clock_buddies.html