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Description: After material is discussed or read, students pair up and summarize in one statement or a few statements what is important with 20 or less words.
Advantages:
** Challenges students to think
** Allows student collaboration
** Teacher can monitor what is discussed by walking around the room.
Disadvantages:
** Difficult for students who have a hard time focusing on what they have read.
** students might discuss other topics
** what the students think is important might not be what the teacher wants them to focus on.

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20 Word Crunch - Teaching Strategies Toolbox

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This site was designed to help teachers quickly find strategies for teaching students with diverse backgrounds through multiple learning models.

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Description: Students compare and contrast the ideas and topics from what they are learning. They can show the differences and similarities in many ways most commonly used is the vin diagram.
Advantages:
** Great for visual learners
** Students can easily see the similarities and differences between the topics.
** Can be collaborative in a group of students or with whole class or be a independent practice.
Disadvantages:
** This strategy is over used
** If working in a group of students, they might copy one students answers
** Can be difficult to think of similarities on a topic.

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It is a brisk October day in Chicago during my first year of teaching. I (Jennifer, second author) am seated at a small table in the back of the classroom, surrounded by the members of my on-level guided reading group. The six second-grade students in the group are getting ready to read a short nonfiction trade book about spiders that is a required text in our regular reading series. The book uses a straightforward compare-contrast text structure to present information about spiders, comparing and contrasting them first with insects and then with other arachnids, like scorpions. My goal in the lesson is to help children to both gain new knowledge about spiders and to understand the compare-contrast text structure that the book uses.

The children (all names are pseudonyms) speak to one another quietly in Spanish as they take out their reading logs and pencils. They begin to study the cover of the book, which features a large color photo of a spider in its web.

"Eww, arañas! [Eww, spiders!]" Lourdes whispers.

"Oh, I know. Spiders are gross!" her friend Daniela replies.

"Why do you hate spiders? Why do you think they are gross?" I ask the girls.

"'Cause they are scary and yucky!" Daniela squeaks, shuddering.

"They on the wall in my room sometimes," Lourdes says softly.

Benjamin chimes in and says, "Halloween!"

"Good thinking! You're right." I say. "We see spiders inside our houses and in other buildings sometimes. We also see spiders in decorations for Halloween."

I ask the group what else they know about spiders. Several students share ideas about spiders being scary and creepy. I probe for more information about where spiders live, what they eat, and whether there are different kinds of spiders. I realize quickly that my students do not have the kinds of background knowledge about spiders that I expected them to have. We create a K-W-L chart on a piece of chart paper, making a short list of the things that we already know about spiders and a longer list of the things that we want to know. I then direct students to open the book and to read the first two pages. On these first two pages, the authors of the book compare and contrast the physical characteristics of spiders and insects. The first page describes these physical similarities and differences, and the second page presents labeled diagrams of a spider and an ant. When students have finished reading these pages, I ask them to talk about what they have read.

"All right, who can tell me one thing that they learned about spiders?" I ask.

The students are silent. Finally, Julio ventures, "Spiders are insects?" I return to the text, pointing to the two diagrams and saying, "Look, these diagrams can help us learn about spiders and insects." We discuss the two diagrams, and students are able to point out and talk about the physical features of the spider and the ant. Then, I ask, "So, how are spiders and insects different?" The students are silent once again. Finally, Daniela tentatively says, "The spider is big and the ant is little?" Julio whispers, "Spiders can bite you, but ants don't bite you?" I ask "How are spiders and insects the same?" Lourdes looks down at the book and says "bugs." "They are both bugs?" I ask. She nods. "Is that right?" I ask, looking at the group. "Are they both bugs?" The other students remain silent. The lunch bell rings, and the students line up and file out of the classroom, looking confused.

What went wrong in this lesson?

Why were the students unable to compare and contrast spiders and insects? The students in this group were considered on-level readers based on district and state-mandated assessments, were not receiving any supplemental support or instruction in reading outside of their regular mainstream classroom, and were able to read many of the narrative selections in the school's adopted reading program without difficulty. Why did they struggle with this text? We believe that there were three main reasons. First, the students were most likely confused because they, like many other young learners, were unfamiliar with this informational text's compare-contrast structure (Englert & Hiebert, 1984) and were not sure how to interpret the information about spiders and insects when it was presented in this format. Second, the students did not have a great deal of background knowledge about either of the two things (spiders and insects) that were being compared and contrasted. Third, the students in this group, like many students in Jennifer's second-grade class, were English-language learners (ELLs), and had gaps in their English vocabulary- they literally may not have had the necessary vocabulary at their disposal in English to understand or express what they were reading or thinking during the lesson.

In this article, we will explore ways to address these three issues when using the compare-contrast text structure with ELL students in the primary grades. Specifically, we will explain the following:

How to teach students to identify the compare- contrast text structure, and to use this structure to support their comprehension.

How to use compare-contrast texts to activate and extend students' background knowledge.

How to use compare-contrast texts to help students expand and enrich their vocabulary.

We begin with a brief discussion of the unique needs of ELL students, describing how they can benefit from understanding text structures, and explaining why we have selected the compare-contrast text structure for use with ELL students. We then describe ways in which teachers can teach ELL students to identify and use the compare-contrast text structure to aid their comprehension.

Why is learning about text structure important for young ELL students?

Even though ELL students bring a wealth of cultural and linguistic knowledge with them to school, research has shown that these students tend to lag behind their monolingual English-speaking peers in their levels of academic achievement (Echevarria, Short, & Powers, 2006). As discussed in the 2006 Report of the National Literacy Panel on Language- Minority Children and Youth (August & Shanahan, 2006), there is growing evidence that ELL students are often able to perform at or even above the level of their English-speaking peers in the areas of spelling and word recognition, but tend to struggle more in the areas of reading vocabulary and comprehension. In response to the discrepancy between monolingual English-speaking students and ELL students' reading comprehension, several researchers have developed programs with the goal of boosting ELL students' reading comprehension achievement (Echevarria et al., 2006; Klingner & Vaughn, 1996). Although these programs focus on numerous important skills and strategies to help facilitate English reading comprehension for ELL students, they do not emphasize an essential element of comprehending English text: the structure of the text.

How does learning about text structure help young students?

Why is it so important for young learners to understand the specific structures of informational texts? Research has shown that early experiences with and instruction in the use of informational texts support students' comprehension of these types of text s (Kletzien & Dreher, 2004; Williams et al., 2005) and can help prepare young students for future interactions with informational texts. When students do not have these early experiences with informational text, they may be more likely to struggle when they encounter such texts in the later grades. Unfortunately, many children in the early grades are exposed to very little informational text. Duke (2000) found that first-grade students attending schools that served low-income families received even less exposure to informational texts than those in higher-income areas. In fact, in half of the classrooms in low-income schools that Duke visited, no informational texts were used at all.

At the level of rhetorical structure, informational texts differ from narrative texts in important ways (Weaver & Kintsch, 1991). Several different types of rhetorical structures are used in informational texts, such as cause-effect, problem-solution, and compare-contrast. These structures are significantly different from the rhetorical structure that is generally used in narrative texts. The number and variety of the rhetorical structures used in informational texts can create challenges for readers, particularly if they have not received explicit instruction in how to recognize and learn from these different structures.

Why teach ELL students the compare-contrast text structure?

Although we believe that young ELL students would benefit from instruction related to many different expository text structures, we have chosen to focus on the compare-contrast structure for two reasons. First, research has suggested that, of the most common expository text structures, the compare-contrast structure may be one of the more difficult for students to navigate (e.g., Englert & Hiebert, 1984; Raphael, Englert, & Kirschner, 1986). Second, after young learners have a basic understanding of the compare-contrast text structure, teachers can use compare-contrast texts to help bridge the gap between what students already know (their background knowledge, their previous experiences with texts, and their cultural and linguistic backgrounds) and the new content teachers are presenting. By selecting texts in which information that is somehow tied to students' background is compared with new ideas, teachers can create opportunities for students to make meaningful connections between the new information and the "funds of knowledge" (Moll, Amanti, Neff, & Gonz?ílez, 1992) they bring from their own lives and experiences. We will describe what this type of lesson might look like, and how texts might be selected for such lessons. First, however, we will describe how to provide explicit instruction in the identification and use of the compare-contrast structure for ELL students in the primary grades.

Text structure, background knowledge, and vocabulary acquisition

How to teach young students to identify and use the compare-contrast text structure

As we have described, one of the issues that young students often face when attempting to comprehend compare-contrast texts is that they are unfamiliar with this type of structure itself-they do not understand that they are being asked to recognize the similarities or differences between two or more things. Explicit instruction and teacher modeling are needed to show students how these texts work, and to demonstrate strategies that they can use as they interact with these texts on their own.

One way to provide this kind of explicit instruction and modeling is to conduct a series of carefully organized lessons. For example, Singer and Donlan (1989) have explicated a method of providing instruction in reading strategies in which teachers model or demonstrate a strategy or process, then provide students with opportunities for guided practice, and finally allow students to practice the strategy or process on their own. Using this type of organization for instruction, a lesson introducing students to the compare-contrast structure might contain the following steps:

1. The teacher conducts a brief think-aloud activity, modeling the thinking that he or she does when reading a compare-contrast text. The teacher also records the similarities and differences between the things being compared and contrasted using a graphic organizer such as a Venn diagram. The students' role in this first think-aloud activity is to watch and listen to the model that the teacher provides. The teacher also points out features of the compare-contrast text structure itself, and creates a list of words or phrases in the text that students can look for to help them understand that they are being asked to compare and contrast two or more different things or ideas.

2. The teacher engages the students in a second think-aloud activity. At this stage, the teacher involves students by asking direct questions about the things or ideas that are being compared and contrasted in the text, and then supports students as they complete a graphic organizer either in small groups or as a class.

3. The teacher provides students with the opportunity to practice reading compare-contrast texts, either in small groups or individually. Students are instructed to use the same strategies modeled by the teacher during the think-aloud activities, and are given a graphic organizer to help them record and think about the similarities and differences between the things or ideas that are being compared and contrasted in the text.

Figure 1: Compare-contrast chart for teacher modeling

A good book for conducting this type of explicit lesson is What's the Difference? 10 Animal Look-Alikes by Judy Diehl and David Plumb (2000). This book provides 10 simple, compare-contrast passages about pairs of animals that are similar in appearance (such as alligators and crocodiles). A sample of what a compare-contrast lesson using this book might look like is included in the following vignette.

Teacher: [placing the chart in Figure 1 on the overhead projector or other projection device, and holding up What's the Difference? (Diehl & Plumb, 2000) for the class to see] Today we are going to read a book about pairs of animals that look a lot alike, but are actually different types of animals. As we read, we are going to keep track of the ways that the animals are alike, and the ways that they are different. We are going to compare and contrast the two types of animals as we read. We will use charts like this [teacher points to Figure 1] to help us compare and contrast these animals.

For the first part of this lesson, your job is to watch and listen very carefully. I am going to show you what I do and what I think about when I compare and contrast. [Teacher reads the first paragraph of the book.] Wow! I've just learned that both crocodiles and alligators have short legs, sharp teeth, and scaly skin. I am going to write these three ways that alligators and crocodiles are alike on my chart, right here where it says "both." I know that these are characteristics that both of these animals have, and that make alligators and crocodiles alike. Now I am going to keep reading. As I read, I am going to see if I can learn more ways that alligators and crocodiles are alike, and ways that they are different. [Teacher reads the rest of the selection about alligators and crocodiles, continuing to model his or her thinking and to demonstrate the use of the chart.]

Teacher: I learned a lot about alligators and crocodiles from that passage. I noticed that the way the passage compared and contrasted alligators and crocodiles really helped me understand the ways that alligators and crocodiles are the same, and the ways that they are different. I also noticed that there were certain words and phrases that I saw as I was reading that let me know that this was a compare and contrast passage. Let's go back to the passage now and see if we can find any words or phrases that let us know that the passage is comparing and contrasting two types of animals. [Teacher and students read through the passage again, and create a list of compare-contrast words and phrases that includes both, similar, but, different, compare, and to tell apart.]

Teacher: Excellent work! We will keep adding compare-contrast words and phrases to this list as we read today. Let's turn to another passage now, and see if we can find any compare-contrast words or phrases. [Teacher and students turn to the passage about butterflies and moths, and point out words and phrases that let them know that this is a compare-contrast passage. They add the phrase instead of to their list.] Now, let's get ready to read the passage together. [Teacher places Figure 2, the Venn diagram for butterflies and moths, on the projector.] This time, you are going to help me fill in this chart as we read. We are going to use the chart to help us keep track of the ways in which butterflies and moths are similar, and the ways that they are different. [Teacher and students read the passage together and fill in the Venn diagram.]

Teacher: Now it is time for you to practice on your own. I am going to give each of your groups another compare-contrast passage. First, you will look through the passage to see if you can find any compare-contrast words and phrases. If you find any that are not already on our list, we will add them! Next, you will read the passage. As you read, you will use this Venn diagram [teacher places Figure 3 on the projector] to help you to keep track of the ways in which the two types of animals in the passage are the same, and the ways that they are different. Finally, your group will share what you have learned about the two types of animals with the class. [Students work in small groups, and share what they have learned.]

Teacher: Now, let's review what we have learned today. What does it mean to compare and contrast something? What words or phrases can we look for when we read to help us know that we are reading a compare- contrast text? How can comparing and contrasting two different things help us to understand both of those things better?

Figure 2: Compare-contrast chart for guided practice

Figure 3: Compare-contrast chart for independent practice

How to use compare-contrast texts to activate and extend students' background knowledge

Once students have a basic understanding of compare- contrast text structures, teachers can select compare-contrast books that help students make connections between their background knowledge and experiences and the new content they are learning. These connections are particularly important for ELL students, who may bring different "funds of knowledge" (Moll et al., 1992) to school than their native English-speaking peers, including different interests, experiences, and other types of background knowledge. Helping all students make connections between their own knowledge, interests, and experiences not only allows them to gain a deeper understanding of the new content, but also increases students' engagement and motivation (Jacobs, 2002).

Two books that could be used to help young students make these kinds of connections are Are Trees Alive? by Debbie S. Miller (2002) and What's It Like to Be a Fish? by Wendy Pfeffer (1996). In each of these books, students are asked to make connections between new content information (the structure of trees and the bodies of fish, respectively) and a familiar subject: their own bodies. In Are Trees Alive? the author uses simple language and detailed illustrations to help students learn about the parts of a tree by comparing them to parts of their bodies. For example, one page compares the sap in a tree to the blood in the human body, and asks students to look at the veins on the back of a leaf and then on the back of their own hands. In this way, students have the opportunity to make an immediate and concrete connection between what they are learning and themselves.

A third compare-contrast book that may be used to help students make connections between new content and their own experiences is The Sun, the Wind, and the Rain by Lisa Westberg Peters (1990). In this book, Peters explains the difficult concept of the formation of a mountain by comparing and contrasting its formation with the building of a sand mountain by a young girl on the beach. Depending on students' prior experiences, this comparison may help them to make concrete connections between their own experiences building with sand and the formation of an actual mountain.

The three texts we have just described are all excellent resources for using the compare-contrast structure with young learners. Table 1 provides additional information about these texts, along with a detailed list of other compare-contrast books.

How to use compare-contrast texts to expand and enrich young students' vocabulary knowledge

Although explicit vocabulary instruction is beneficial for all students, it is critical for ELL students to begin to "close the gap" in vocabulary knowledge that exists between them and their English-speaking peers (August, Carlo, Dressler, & Snow, 2005; August & Shanahan, 2006; Carlo et al., 2004). Compare- contrast texts can be used to introduce and reinforce new and important vocabulary for young learners. Compare-contrast texts (as well as other informational texts) are often excellent sources of two particular types of vocabulary that are important for young students' literacy development. The first type is general academic vocabulary. This term has been defined and used differently by researchers and practitioners over time. Here, we are using it to describe words that students are unlikely to encounter in regular conversation with their peers, but that they are likely to find in many texts that they read in school in a variety of content areas (Hiebert & Lubliner, 2008). The second type of vocabulary is content-specific- words that are specific to the content being taught (and are unlikely to be encountered by students outside of readings or discussions about that particular content).

Academic vocabulary. Teachers can foster young students' general academic vocabulary development by drawing students' attention to the cueing words and phrases that are often included in compare- contrast texts, such as unlike, similar to, resembles, and compared to. Teachers can highlight these words and phrases in the compare-contrast text by displaying the text on an overhead projector and circling the words, by making a word bank of the cueing words and phrases found in a compare-contrast text, or by asking students to go on a word hunt to locate the cueing words. Teachers can also conduct brief thinkaloud activities when reading compare-contrast texts aloud to students to model the use of these words as cues to let the reader know what the text is asking them to do. Finally, when appropriate, teachers can draw students' attention to cognates that may exist between these highlighted words and phrases and students' first languages.

Content-specific vocabulary. To teach contentspecific vocabulary, teachers may choose a small number of content-specific words to focus on during their explicit vocabulary instruction. They can then highlight these words using visual aids, diagrams, or word cards. Figure 4 shows an example of what a word card might look like. In addition, teachers can support students' understandings of targeted vocabulary words (including content-specific words) by providing clear, student-friendly definitions of the words during read-aloud activities using the texts (Biemiller & Boote, 2006; Silverman, 2007). For example, in a lesson comparing killer whales and sharks, a teacher could define the term dorsal fin by comparing and discussing pictures of killer whales and sharks. Then when the term comes up during a read-aloud of the text, the teacher could provide additional support for students' understanding of the word by embedding a student-friendly definition into the read-aloud (such as "the shark's dorsal fin, or the fin on the shark's back").

Figure 4: Word card

Compare-contrast instruction makes a difference

Although we have focused on ELL students, all young learners can benefit from the strategies we have described. Explicit instruction on the compare-contrast text structure can help students understand this structure and support their comprehension of compare- contrast texts. This type of instruction can also help students learn the vocabulary that will help them to recognize this structure when they encounter it in the texts that they read. Once students understand this structure, compare-contrast texts can be used to help young students make connections between new content and their own background knowledge and experiences.

As we have discussed, this instruction is especially important for young ELL students. ELL students are even less likely than their native English-speaking peers to have the vocabulary needed to comprehend informational text, and so instruction that helps build both general academic and content-specific vocabulary knowledge is particularly critical for them. ELL students are also likely to draw on different types of background knowledge than native English-speaking students, and to come from cultural and linguistic backgrounds that may be different from that of either their peers or their teacher. Compare-contrast texts can be used both to build ELL students' background knowledge and to tap into the knowledge and experiences they bring to school.

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Compare, Contrast, Comprehend: Using Compare-Contrast Text Structures with ELLs in K-3 Classrooms

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This article explains how to teach students to identify the compare-contrast text structure, and to use this structure to support their comprehension. It also shows how to use compare-contrast texts to activate and extend students' background knowledge and expand and enrich their vocabulary.

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Description: Teachers model what the students are going to be learning and gradually allow students to model what they learned in independent practices.
Advantages:
** Great for visual learners
** Students can learn by watching the teacher model, what they are doing incorrectly
** Allows student/teacher collaboration.
Disadvantages:
** Some students will insist on help and say they can not do it on their own.
** Students might think that everything will be modeled for them.
** Students might not pay attention because they feel they can complete the work without the teacher model.

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6 Scaffolding Strategies to Use With Your Students

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Support every student by breaking learning up into chunks and providing a concrete structure for each.

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Description: Students are paired with a partner and each student is either A or B. The teacher asks a question and the partner who was assigned that letter answers the question and the other student listens. The student who listened is then allowed to add to what was said or ask the other student to clarify before restating what was said. Students then switch roles.
Advantages:
** Allows student collaboration
** Teacher can monitor the answers
** Allows higher level thinking.
Disadvantages:
** students might discuss other topics
** If students do not know the answer they might confuse their partner
** This strategy is over used

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This site was designed to help teachers quickly find strategies for teaching students with diverse backgrounds through multiple learning models.

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Description: Students write the term they are struggling with in the center of a paper. They make three webs out from that term to explain 1.) the category, 2.) the properties, and 3.) the illustration.
Advantages:
** Students are more likely to remember the word because of the illustrations.
** It makes the students think about the word.
** The teacher can decide what they should go over again
Disadvantages:
** Students might just copy from the book
** Students may write the wrong things down and confuse themselves.
** Verbal learners might have trouble remembering what was written on the map.

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Description: students are put into groups and then given a role in the group (reader, recorder, reporter...) and completes that role. If the person with a specific role does not do their part the whole group can't complete the task.
Advantages:
** Puts pressure on the students to do their part.
** Encourages peer collaboration.
** Teacher can walk around and see which groups are struggling.
Disadvantages:
** The recorder could take over the project as a whole.
** The students who do not do their part hinder the rest of the groups progress.
** Students may use this time to talk about other subjects.

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MyRead Guide - Cooperative Reading As Simple As ABC

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It is reasonable to assume that reading engagement and successful reading are linked and research supports this view, so Cooperative Reading As Simple As ABC, focuses on specific processes that facilitate reading engagement and motivation to read.

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Description: This strategy is used to teach students their important words from discussions or lessons. The students write the word and definition while grouping the words alphabetically or by meaning.
Advantages:
** Great way for English language learners to practice and learn the English language.
** Great organizational and reference tool for students.
** Keeps students actively engaged in the lessons.
Disadvantages:
** Time consuming if there are multiple words.
** Students might not write the definitions if they are not watched.
** Students who are still writing when you continue the lesson may not pay attention.

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A personal dictionary is exactly as it sounds, a collection of words that a student does not know but wants to explore and understand. One of the biggest benefits to a personal dictionary is that it...

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Description: Students work in groups with assigned questions to draw or write their response on a large sheet of paper. You can have the students rotate to answer all the questions or allow them to answer just one question. The group then presents their work to the class.
Advantages:
** Makes students think on a higher level.
** Great for visual learners and hands on learners.
** Direct assessment of students understanding.
Disadvantages:
** one student could take over the project.
** everyone might not participate.
** Time consuming because you allow students to brain storm their ideas and then draw them out.

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It may seem unusual to consider graffiti as a part of a classroom. However, this extraordinary art form has immense potential as an educational tool. Use of graffiti encourages students to stimulate and rely on the four primary approaches towards learning i.e. "observation, analysis, imagination and feeling." The use of symbols, shapes, colors, images and statements allow students to visualize the information and create vibrant displays of their thoughts and perceptions.

As a cooperative learning strategy, graffiti promotes the development of various learning skills (brainstorming, logical reasoning, recall of facts) and being sensitive to the views of others. It also motivates students who are creative and shy to actively participate and express their ideas.
Creating a graffiti wall:
Cover a large area of one of your class walls with butcher paper or chart paper. This will be your graffiti wall. When conducting a whole class activity, you can allot wall space for each group to create their art work. A white board or chalkboard also doubles as a graffiti wall and can be given to students to freely express their views. Markers, pens and colors are kept nearby for use.
Graffiti and learning:
Graffiti work can be effectively used as a start-up, closure or energizer activity during a lesson. The following are some ideas you can include in your lesson plan.

Introduce your topic and contents through graffiti. Hand out post-its and ask students to write down one thing they hope to learn from the topic. Stick these around the art work. It can then be used to summarize the teaching and to check if all the points have been covered.

Assign the students into small groups. At the end of the lesson, ask them to create a small graffiti, summarizing the information they have learned. Students are given five to eight minutes to discuss, decide and create their graffiti. A debriefing can be conducted at the end.

Graffiti writing as an assignment will be challenging and enjoyable for students. You can also encourage them to explore and use available online tools to create a digital graffiti art.

Each week a group is given a topic for presentation. These can be content specific or those that create a social awareness. Students can create graffiti work that explores the causes and effects of different actions and choices.

You can also use the Carousel technique along with graffiti.

Graffiti walls can add color and bring festivity to your classrooms. Students can express their creative side and also use the wall to celebrate birthdays, special days, and other significant days.

Rules for graffiti:
Lay out some ground rules that help you with managing the activity. Some of these rules may be:

Restraining from writing inappropriate comments or drawing inappropriate pictures on the wall.

Allotment of a specific time for graffiti expression. Also every student should have an opportunity to use the wall.

Replacing the tools after use.

Discuss here: What are some other ways teachers may use graffiti in the classroom?

About PLB

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What are some other ways teachers may use graffiti in the classroom?

# data[].attributes.attachment_link.description
It may seem unusual to consider graffiti as a part of a classroom. However, this extraordinary art form has immense potential as an educational tool. Use of graffiti encourages students to stimulate and rely on the four primary approaches towards learning i.e. "observation, analysis, imagination and feeling."

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Description: The class is given a question to answer. They have white boards and markers to write on or cards with the correct answer to hold up in response to the question.
Advantages:
** White boards make the students think of their own answers.
** Direct assessment of the classes understanding of the topic.
** Keeps students engaged in the lesson.
Disadvantages:
** Students can write/draw other things on the white boards.
** Students can make guesses with the cards without thinking.
** Teacher must take time to read all answers before moving on to the next question.

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Create a set of student response cards for each student. Cards can be created with index cards or different colored pieces of paper or cardstock. They can be labeled with answer choices, such as A, B, C, D, or color-coded, such as green for yes and red for no.

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Description: Half of the students make a circle by standing shoulder to shoulder and face out of the circle, then the other half of students stand in a circle around the students from the original circle and face in the circle. The students from the outer circle ask the students from the inner circle a question to be answered. The teacher then asks one circle to rotate so everyone gets a different partner.
Advantages:
** Students work with multiple peers during activity.
** The Teacher can hear the students response to the questions.
** Lower level learners can receive help from higher level learners.
Disadvantages:
** time consuming if the students are not familiar with this strategy.
** One student answers the question while the other only listens.
** Students might talk about other topics if the teacher is on the other side of the circle

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Our lesson plans are written and reviewed by educators using current research and the best instructional practices and are aligned to state and national standards. Choose from hundreds of topics and strategies.

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

Teacher Resources by Grade
Research Basis Strategy in Practice Related Resources
To give more students a chance to talk, and to provide a built-in source of peer feedback on discussion skills/behaviors, the Inner Circle-Outer Circle strategy frames half the class as discussion participants and the other half as focused listeners.

Although discussing texts is considered a foundation of secondary English classes, Barker (2015) notes that discussion, particularly discussion in which students actively elaborate on each others' ideas rather than merely responding to the teachers' questions, is relatively rare. She cites key factors in supporting students' development as participants in elaborative discussions as having practice opportunities, explicit norms and examples, and concrete identification of discussion moves. This strategy guide for inner/outer circle discussion, with its purposeful inclusion of only half the class as a time, is designed around these principles.

On the day before a full class discussion of a text, remind students of the qualities of effective open-ended questions. Such questions can

identify confusion and ask for clarification (e.g., "I wasn't sure about ___. What do people think this means?")

offer an interpretation (e.g. "I think ___ because ___. What do you think?")

ask for interpretation, comparison, or evaluation (e.g. "What did you think the author means when ___?" or "How is ___ different from ___"?)

Using this language as a guide, ask students to have questions about the text ready for the discussion.

On the day of the Inner-Outer Circle discussion, ask all students to get out their questions and divide the room into an inner circle and an outer circle. Leave one empty seat in the inner circle for an outer circle student to join temporarily.

Remind students in the inner circle of key discussion strategies and their responsibility for using them to keep the conversation going:

affirmation: "I appreciated ___'s comment because ____."

extension: "Another piece of evidence for ___'s interpretation is ___." "___'s comment made me think about ___."

disagreement: "I looked at ___ a different way because ____."

eliciting: "Who has other ideas about ___?"

closing/re-launching: "Have we finished this question? Who would like to ask another?"

Remind outer circle students of their responsibility: to take notes on the main topics/content/themes of the discussion and to provide feedback on the dynamics of the discussion to the inner circle participants.

When appropriate, a student from the outer circle may take the empty seat in the inner circle to participate briefly, but he or she should return to the outer circle when his or her contribution is finished.

The teacher stays in the outer circle, using the empty seat in the inner circle as appropriate to help guide the conversation if necessary.

Leave time at the end of class to debrief on the discussion, asking the outer circle to share their observations about what was discussed as well as the dynamics of the discussion. Encourage all students to write a reflection on what they learned about the content and what they noticed about the dynamics of the discussion. Each student should set speaking and listening goals for the next discussion. Repeat the next discussion with a new arrangement of inner-outer circle participants.

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Conducting Inner-Outer Circle Discussions - ReadWriteThink

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