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Teaching Text Structures for Non-Fiction Reading

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Thought starters

1. How do the colors guide students in their writing?

2. What sentence starters do the students use for each section?

3. How can this strategy be applied across subjects areas?

School Details

ENLACE Academy

Lawrence, Massachusetts

Teachers

English Language Arts Social Studies / 9 10 / Teacher

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Enjoy your first three pieces of content for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. Enjoy your first three pieces of content for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. Thought starters How do the colors guide students in their writing?

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Discussion and Supporting Materials

Thought starters

1. How does the literature circle share out deepen students' understanding of the chapter?

2. How do the five roles help students strengthen their reading skills?

3. What are the benefits of asking students to speak for a set amount of time?

School Details

Kipp Truth Academy
1545 South Ewing Avenue
Dallas TX 75216

Data Provided By:

Teachers

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Students in Daniel Knoll's fifth grade ELA class participate in a structured literary circle share out. Students come to class prepared to share something about the previous night's reading. They speak for two minutes and share based on rotating roles of summarizer, visualizer, inferencer, symbolizer and word detective.

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Foundational Literacy Skills with Newcomers

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Christopher Maldonado teaches a high school literacy class for ELL students with interrupted education. In this lesson, students are working on phonics, fluency practice, and a reading guide focused on a text about Frida Kahlo. Christopher begins the class with an opening question related to the tex…

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ELA.RL.11-12.2

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-12

11-12: 11th & 12th Grades

2:
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.11-12.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-\x80\x9312

11-12: 11th & 12th Grades

1a:
Initiate and participate effectively in a range of collaborative discussions (one on
one, in groups, and teacher-led) with diverse partners on grades 11-\x80\x9312 topics,
texts, and issues, building on others'\x80\x99 ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well reasoned
exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as
needed.

c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.L.11-12.6

Common core State Standards

ELA: English Language Arts

L: Language Standards 6-\x80\x9312

11-12: 11th & 12th Grades

6:
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.

Download Common Core State Standards (PDF 1.2 MB)

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Thought starters

1. How does Mr. Halle-Erby strategically use groups to support learning and foster collaboration during the lesson?

2. |What scaffolds does Mr. Halle-Erby have in place to support his English Language Learners?

3. |How does Mr. Halle-Erby collect and use formative assessment data?

School Details

S.F. International High School
1050 York Street
San Francisco CA 94110

Data Provided By:

Teachers

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Kyle Haller-Erby teaches a senior seminar class that helps newcomer English Language Learners build literacy skills to prepare them for college. Once a week, the class engages in a literature circle. First, students work in a heterogeneous group to read a chapter and complete an individual response.

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Thought starters

1. What are the benefits of having students prepare for their literature circle roles in a group?

2. |How is this strategy especially useful for English Language Learners?

3. |How could you modify this strategy for other types of group discussions?

School Details

S.F. International High School
1050 York Street
San Francisco CA 94110

Data Provided By:

Teachers

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Preparing for Literature Circles with a Jigsaw

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Students in Kyle Halle-Erby's senior seminar class prepare for literature circles in groups organized by role. They begin the class in heterogeneous reading groups, but then move into role groups to prepare for the literature circle. Each group is assigned one of four roles. Students use each other to prepare for their role in the discussion.

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Bonnie Hain and ELA teachers reflect on how PARCC's tools can help them in their instructional planning. They see the value in using this process with their colleagues and discuss how it will help them make strong instructional decisions in their classrooms.

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ELA.RI.2.1

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text K-\x80\x935

2: 2nd Grade

1:
Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RI.2.5

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text K-\x80\x935

2: 2nd Grade

5:
Know and use various text features (e.g.,
captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key
facts or information in a text efficiently.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does Ms. Ugalde activate her students' background knowledge?

2. Why does Ms. Ugalde have students analyze text features before reading?

3. How does using the template help students?

School Details

Amanecer Primary Center
832 South Eastman Avenue
Los Angeles CA 90023

Data Provided By:

Teachers

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Using Text Features to Gather Evidence About Soil

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Second grade teacher Tita Ugalda has students analyze text features while reading an informational passage about soil. Tita begins by activating students' background knowledge about soil. She then has students analyze text features before reading an informational passage. Students use a template to answer questions about the text, citing textual evidence to support their answers.

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Preschool teacher Sandra Davis has her students find and write their names on sign-in sheets as they come to class. Students locate their names on the sheet and write their names independently. This helps students develop print awareness while practicing identifying and writing their names.

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Discussion and Supporting Materials

Thought starters

1. What makes the 1-3-6 process successful?

2. Why is it valuable to have students work individually before forming groups?

3. How does working in groups of three prepare students for working in groups of six?

School Details

Alief Early College High School
2811 Hayes Road
Houston TX 77082

Data Provided By:

Teachers

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Collaborative Group Work with the 1-3-6 Protocol

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Students in Kevin Sevin's AVID class work individually, in groups of three, and finally in groups of six. By working individually, students have a chance to dive into the assignment before collaborating with others. In groups of three, students hear each others' thoughts and then pair up with another group to form groups of six.

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Thought starters

1. How does focusing on one element of the text encourage close reading?

2. Notice how the groups share their findings with the class. How does this deepen understanding for both the sharers and the listeners?

3. In what ways is the jigsaw a time-saving strategy?

School Details

Chinook Middle School
11650 S.E. 60th
Bellevue WA 98006

Data Provided By:

Teachers

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Jigsaws: A Strategy for Understanding Texts

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As an introduction to learning about persuasive speeches, 8th grade ELA teacher Julie Manley has her students analyze how the argumentative elements appear in a piece of persuasive writing. She divides her class into groups and has each group look at the text through the lens of one argumentative element, noting how that element is used.

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Thought starters

1. What types of academic skills are addressed in the morning meeting?

2. How does Ms. Noonan utilize personal characteristics to contribute to the class culture?

3. What is the class's daily routine for learning the word of the day?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

English Language Arts Math Social Studies / 5 / Teacher

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Watch how one teacher builds an effective classroom culture with a fifth grade class. Vocabulary skills, ELA skills, morning meetings and more allow kids to get more involved in a meaningful way. Learn how to use some of these tips to improve your class culture.

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ELA.RL.5.10

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature K-5

5: 5th Grade

10: By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
at the high end of the grades 4-5 text complexity
band independently and proficiently.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RF.5.4a

Common core State Standards

ELA: English Language Arts

RF: Reading Standards: Foundational Skills (K-5)

5: 5th Grade

4a: Read with sufficient accuracy and fluency to
support comprehension.

a. Read on-level text with purpose and
understanding.

b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.

c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.5.1

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening

5: 5th Grade

1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled)
with diverse partners on grade 5 topics and
texts, building on others'\x80\x99 ideas and expressing
their own clearly.

a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.

b. Follow agreed-upon rules for discussions and
carry out assigned roles.

c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.

d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. What are the advantages of meeting with students in small groups?

2. Notice how Ms. Ogier asks students to back up their opinions with text evidence How does Ms. Ogier differentiate for the second group?

School Details

Aspire Berkley Maynard Academy
6200 San Pablo Avenue
Oakland CA 94608

Data Provided By:

Teachers

English Language Arts Math Science Social Studies / 4 5 / Teacher

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Guided Reading with Jenna: Small Group Guided Reading

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In this five part series, see all the pieces that come together for guided reading in Jenna Ogier's classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

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ELA.RF.5.4a

Common core State Standards

ELA: English Language Arts

RF: Reading Standards: Foundational Skills (K-5)

5: 5th Grade

4a: Read with sufficient accuracy and fluency to
support comprehension.

a. Read on-level text with purpose and
understanding.

b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.

c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. What is the process for rolling out a new work station?

2. Why does Ms. Ogier discuss the importance of fluency with her students?

3. Why does Ms. Ogier emphasize practice?

School Details

Aspire Berkley Maynard Academy
6200 San Pablo Avenue
Oakland CA 94608

Data Provided By:

Teachers

English Language Arts Math Science Social Studies / 4 5 / Teacher

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Guided Reading with Jenna: Introducing Work Stations

# data[].attributes.attachment_link.description
In this five part series, see all the pieces that come together for guided reading in Jenna Ogier's classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

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ELA.RL.5.10

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature K-5

5: 5th Grade

10: By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
at the high end of the grades 4-5 text complexity
band independently and proficiently.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RF.5.4a

Common core State Standards

ELA: English Language Arts

RF: Reading Standards: Foundational Skills (K-5)

5: 5th Grade

4a: Read with sufficient accuracy and fluency to
support comprehension.

a. Read on-level text with purpose and
understanding.

b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.

c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.

Download Common Core State Standards (PDF 1.2 MB)

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Thought starters

1. How does Jenna model expectations to prepare students for work stations?

2. How do students transition among tasks?

3. Note the importance of practicing expectations to ensure classroom management?

School Details

Aspire Berkley Maynard Academy
6200 San Pablo Avenue
Oakland CA 94608

Data Provided By:

Teachers

English Language Arts Math Science Social Studies / 4 5 / Teacher

# data[].attributes.attachment_link.description
In this five part series, see all the pieces that come together for guided reading in Jenna Ogier's classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

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Student Engagement in Language Arts
with Michael Covarrubias and Jim Knight

Moderator: [00:00:16] Michael Covarrubias is a first year, seventh grade language arts teacher at a middle income, urban school in Phoenix, Arizona. [00:00:22]

Covarrubias: [00:00:23] All right guys, so we've been working on coming across-when we come across a word we don't know, and often we do, how do we find out the meaning of the word. [00:00:34]

Moderator: [00:00:36] Mr. Covarrubias is having instructional expert, Jim Knight, observe his class so he can gain feedback on the classroom management strategies he is employing and explore new strategies that will help him increase student engagement. [00:00:48]

Covarrubias: [00:00:48] Today, I will create a paragraph with several context clues so the reader can decipher the meaning of the vocabulary word. That's our project today. [00:00:57]

[00:00:57] We have to engage our students because the second we lose them, the lesson-you could be doing the best lesson in the world, it's irrelevant, so we have to keep up them engaged constantly. [00:01:09]

[00:01:09] I know you guys are all super smart. I know you guys most of you know what a villain is, but let's pretend like we don't. Okay. [00:01:16]

Knight: [00:01:16] When you're looking for engagement, what's it look like? [00:01:17]

Covarrubias: [00:01:18] You know I'm real careful to look at the body language. I want to see their eyes on me, and I want to see them focused. I want to know that they're here, not taking a mental vacation. Because sometimes I think this is going to be a great lesson, and it's just like crickets in here. I have to adjust real quickly cause that's another minute I'm never going to get back. [00:01:33]

[00:01:34] Remember, if I don't know this word, I'm going to look at a dictionary, thesaurus, Fabian? [00:01:38]

Child: [00:01:38] Encyclopedia. [00:01:39]

Covarrubias: [00:01:39] Encyclopedia. Okay good. [00:01:41]

Knight: [00:01:41] I liked sort of the noble way you communicated with the students. That I like it isn't so much is just how it felt to me when I was here. [00:01:48]

Covarrubias: [00:01:48] Remember, at all times in this class, we expect the best out of ourselves. Remember here at Magnet, we set the bar real high. We're the best there is, and you guys will get there. But we accept nothing but the best from you guys. Any questions regarding that? Nothing but the best. [00:02:10]

Knight: [00:02:11] I have some ideas about engagement but I want to put them in the context of what I saw here when you started this activity. [00:02:16]

Covarrubias: [00:02:17] Okay so each group is at the paragraph, the Northeast team member will be the presenter. Only one person's going to speak at a time and then you have to be prepared to share. So you got to come-you got to come to the game to play. Just so we're all sure here, Northwest team members raise your hand. Southwest team members write down the definition of the word and write the paragraph. [00:02:40]

Knight: [00:02:42] Okay right there. I like the fact you had them all raise their hand cause that makes sure that they're all engaged. You have to do that or they're not going to-they're not going to be with you. You have to say well raise your hand up. [00:02:51]

Covarrubias: [00:02:52] Northeast team member go ahead and raise your hand. Northeast. Okay Northeast team member you get to present to the class of your group's work, so you're the one that gets to talk. Teams work together or else nothing happens. So the whole team members have to contribute to the creation of the paragraph. Okay. So what I want some of you guys to do, is I want everybody in your groups, I want you guys to be watching for people who aren't speaking. Maybe that friend of yours maybe isn't-is kind of shy, so I want you guys to encourage them to speak. [00:03:28]

[00:03:28] But sometimes, some of these students are scared to get the wrong answer. [00:03:32]

Knight: [00:03:32] Right but you did such a great job of when somebody would get it wrong to really encourage them to keep going. I mean if I was a little kid in the class, I would feel man, it's okay to be-to take the chances here. [00:03:41]

Covarrubias: [00:03:42] Oh you got it right now, good. [00:03:43]

Child: [00:03:43] I think it's crown. [00:03:45]

Child: [00:03:46] Incorrect. [00:03:47]

Covarrubias: [00:03:47] Okay but Ben did try. I appreciate that. Thank you Ben, good job, try. [00:03:51]

[00:03:52] I want to encourage them to try. To try. You know they may be a C student, but they're trying, they're going to be finding things in them that they never found before. [00:04:02]

[00:04:03] Okay those of you just had the guts to put your hand up in the air and try it, I thank you. That's just the first step of being a leader. [00:04:10]

Knight: [00:04:10] If you emphasize that the student is smart, then they might be afraid to take a risk and not look smart. [00:04:16]

Covarrubias: [00:04:17] Would you-they get stuck in that mindset? [00:04:18]

Knight: [00:04:19] Well they're just if they think well I can't take a risk on this because if I fail, I might not look smart. But if you emphasize effort, then they go oh that's the thing I got to keep working on is my effort. Effort is where the action is. [00:04:29]

Covarrubias: [00:04:29] You maybe you're not sure of the answer, but you want to stick your neck out there and try it. Good job. [00:04:34]

Knight: [00:04:34] When it comes to controlling a class, people can really want to love the kids, and they let go of the structure. Then people can really want to have structure, and they let go of the love, but you see to do both. You seem to have a structure and to me you have to do both. [00:04:48]

Covarrubias: [00:04:49] If somebody has an idea or something to share, don't be afraid to share. Nobody has a right to laugh at you, so remember that word too, because we're working in groups today. [00:04:58]

Knight: [00:04:58] You need to structure that you need things to run smoothly and then things can really happen, and you have both going on. [00:05:04]

Covarrubias: [00:05:04] Well thank you. Thank you, I work hard here, but you know. [00:05:07]

[00:05:08] Another word for evil genus would be? Let's see what my popsicle says, what name I'm going to get. Diana, what does your group say? [00:05:17]

Knight: [00:05:18] I love the way you used the popsicle sticks to call out kids, because they have to get on their edge. [00:05:21]

Covarrubias: [00:05:22] Senay 05:22, what did Erika just say? [00:05:24]

Knight: [00:05:24] I learned this from some coaches I work with in [inaudible 05:27] Oregon. What she said to do is to put the popsicle sticks in like a tin can, and then when it's time to call on somebody's name, the rattle the can and get everybody's attention because they know, oh when I hear that noise, I'm going to get a question asked. It's just a cool little thing, but it's a way to get people to listen to you when you're ready to ask the question. All a person has to do is go rattle, rattle, rattle and everybody stops and looks because out comes the popsicle stick, and they might [inaudible 05:53] the question. [00:05:54]

Covarrubias: [00:05:54] That's a great-phenomenal idea. No that's the things I love to hear cause those small little nuances that will change my whole class. [00:06:03]

[00:06:03] So Southeast team member, raise your hand. Okay your job is really important. Make sure that you're keeping the team focused. Make sure the job gets done. [00:06:13]

Knight: [00:06:13] When you broke down what each student would do, then you gave them a different role; one was going to be sort of the task master. One was going to be the scribe and so forth. How did you figure all that out? Is that from training or? [00:06:26]

Covarrubias: [00:06:26] Often in group, adults in groups, they sit there and they get a group task, and they sit there and they kind of stare at each other. Then no one is really given a task, so I was thinking if the group of adults can't figure their roles out, how are a group of seventh graders do it? [00:06:42]

Knight: [00:06:42] Right. [00:06:42]

Covarrubias: [00:06:42] A lot of times adults have problems working with other adults, but congratulations. You guys are doing a good job. You're already there. [00:06:51]

Knight: [00:06:52] I've seen a lot of classrooms and the vast majority of classrooms I've been in, they don't come close to how positive you were with the kids. Your positives were way higher than your corrections. [00:07:03]

Covarrubias: [00:07:03] Think of that high levels, working in groups, you guys are a well-oiled machine. Make sure you tell your parents that. Make sure I said so. [00:07:12]

[00:07:13] Any questions? Okay you're got 15 minutes, get to work. [00:07:19]

[00:07:19] You know and group work is so important, because that's what we do in our world. What's expected of us to get along with other people, and it's really neat to see the different roles emerge, and I like to assign roles, because I want other students get a chance at different roles. You know see what fits them better. [00:07:34]

[Children working and talking 07:34 - 07:39]

Knight: [00:07:39] I heard you reminding the task masters to keep everybody on a task. [00:07:43]

Covarrubias: [00:07:43] That's up to you to decide. It's the task master, keep them on task. Task master, keep you guys on task. Task masters keep your guys' group on task. Who's the task master? Keep them on task. [00:07:56]

Knight: [00:07:57] What was going through your mind when they were working on the task? Were you afraid they weren't engaged? [00:08:02]

Covarrubias: [00:08:02] Yeah you know small group is something I really like to work with, but it's not something I've mastered yet. It's like its productivity making sure they are, because I have a large class, and so-[00:08:13]

Knight: [00:08:13] Yeah 33 kids is a lot of kids, and it's not a really big room either. [00:08:16]

Covarrubias: [00:08:17] No, yeah we're bumping into each other and stuff like that. But I need to make sure that they're on task, and I'm working against years of habits being formed and let them veered off [00:08:28]

[Children working and talking 08:28 - 08:37]

Knight: [00:08:38] I mean just look-look at these kids. They're really engaged in that activity at the start of the activity. Where I was thinking there's room for something to do is the last part of the activity. If this group gets done, if they've finished their paragraph and they're still two minutes left, there's nothing for them to do. [00:08:56]

Covarrubias: [00:08:56] Okay. [00:08:56]

Knight: [00:08:57] So what you can do is, and this is that thing that my friend Randy Sprick 09:00, is you can build in some second activity. He calls it cushion time. [00:09:03]

Covarrubias: [00:09:03] Okay. [00:09:04]

Knight: [00:09:04] So in other words, once you get your paragraph done, here's what your second task is going to be. And the second task could be one that can go on forever basically. Like you could say, I want you to come up with as many synonyms as possible for the words you've been given. You can say we're even going to do a competition to see who comes up with the most at the end, or something like that. [00:09:24]

Covarrubias: [00:09:24] Oh okay. [00:09:25]

Knight: [00:09:26] So then if they get done with their paragraph, they have a second activity, and you have them-let's find out who got the most of you at the end of it, so they're locked into the second activity. That keeps them from getting off track. [00:09:36]

Child: [00:09:36] James was a boy who always carried around his mirror. Whenever he had time, he took out his mirror and complimented himself. He was so conceited that he didn't pay attention to others. What is the synonym for conceited? A modest; B thoughtful; C vain; or D handsome? [00:09:53]

Covarrubias: [00:09:54] Okay. Who thinks they know the answer and can say it in a complete sentence? Who is somebody who has not tried before? All I'm asking is that you try. Christy hasn't tried; okay, go ahead Christy. [00:10:09]

Knight: [00:10:10] Let's just say today when they had to choose between A, B, C and D. you could have them read the paragraph and put the words up, and then you could say in the groups, I want you to discuss if it's A, B, C or D be ready to tell me why. When I give you the signal, I want you to hold up an A, a B or a C or a D, and you give them four index cards with an A, a B, a C and a D. You go okay, one, two, three, four [sound effect], all the cards come up and say I want it to look like synchronized swimming. It should be exactly at the same time. Then when the cards come out, you'll look around the class and you say, "It looks like we have a difference of agreement. Some people say it's A, some people say it's B. Let's talk about why we came to B over here, and why we came to A over here. That's way to do it. But that way everybody is talking about the answer when the card comes up. Because I love the way you had them explain how did you come to that conclusion? That really got into the strategic thinking then. [00:11:04]

Covarrubias: [00:11:04] Jesus. [00:11:04]

Child: [00:11:05] I think a synonym for conceited is vain. [00:11:10]

Covarrubias: [00:11:12] Okay now see if there's a-now Jesus take us through your process why you thought that was the answer. [00:11:19]

Child: [00:11:20] I used my context clues, and I saw that he put himself before others; he only paid attention to himself. [00:11:27]

Covarrubias: [00:11:28] Okay good. [00:11:29]

[00:11:29] I sometimes give them like 30 seconds to conference with themselves to find the answer. My hopes are to get the quieter ones talking and the leader roles will come out. I was wondering what you thought about that. [00:11:42]

Knight: [00:11:42] Think that's a great idea. And I think you can also have them work with a partner. If you give them a card to hold up that has the answer on it with their partner, then they're obligated to talk to their partner and come up with-I mean they can't not respond because the card has to come up. It's kind of like when I was a hockey coach in sports, you could run drills where one player could do the drill. Let's all take turns and go up and shoot a goalie, or you could run drills where every player was skating. When you use the response cards and turning, everybody is playing the game. [00:12:11]

Covarrubias: [00:12:11] Yeah. [00:12:11]

Knight: [00:12:12] It's not just the one student doing it. [00:12:13]

Covarrubias: [00:12:13] You guys were following directions. You're by far were the best class in the school. Don't tell anybody else, but you now know that knowledge. [00:12:21]

Knight: [00:12:21] I'm just so pleased to see how smoothly things went, and I'm wondering if you got to that because you wouldn't rest until the kids were engaged and you were just trying to solve the problem. Is that kind of what it is, or is it something else? [00:12:32]

Covarrubias: [00:12:33] You know I-for me these are my investment, you know, cause I'm still young in my career. The rate the economy is going, I'll probably never see Social Security. [00:12:43]

Knight: [00:12:44] [Laugh] [00:12:44]

Covarrubias: [00:12:44] You know so these are our future leaders right here, and I owe them that. They're each one of them comes to the table with certain gifts and intelligences, and it's up to me to find that. I have to find it because if not, the system is going to eat them alive. [00:12:58]

Knight: [00:12:58] Right. [00:12:58]

Covarrubias: [00:12:59] So I got to find it, and I don't get that much time with them, so the time I do have with them, every second is precious. It's a tough gig, but you know if not me, who then? [00:13:08]

Knight: [00:13:08] That's right, and if not now, then when? [00:13:10]

Covarrubias: [00:13:10] Exactly. [00:13:10]

Knight: [00:13:11] As sincerely as I could be, as I watched you teaching that class, what I felt was, I felt really encouraged for kids. I said I am so pleased that we have someone like you teaching the class, because you care about the kids. You put the time into the planning. I just was a pleasure to be there. [00:13:27]

Covarrubias: [00:13:28] Well thank you. [00:13:29]

Knight: [00:13:29] I don't know how you felt about the whole thing, but from my perspective I sure hope you keep doing it because it was a pleasure to watch. [00:13:37]

Covarrubias: [00:13:37] Well thank you. Thank you. [00:13:38]

Knight: [00:13:38] It was, and I wanted to come over and say man it's going great. It was just a treat to see. [00:13:44]

# data[].attributes.attachment_link.description
Instructional expert Jim Knight visits Michael Covarrubias to observe a lesson on context clues, discuss the classroom management techniques he is using already, and share some ideas to increase student engagement. Michael and Jim discuss emphasizing effort, getting students attention before asking questions, using response cards, and planning back-up activities.