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Students took focused notes on a TED Talk. After creating questions in the left-hand column, they shared during a Give one, Get one activity to add additional questions.

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Students took notes as they watched the video. On the other side was a 'Give One, Get One' handout.

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Students took focused notes and practiced analyzing models of different types of matter. They practiced writing to compare them, then shared with a seat partner. Then, random students were selected to share their response.

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Dialogue Chain for discussing rising action plot elements.

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Students gathered data on Galapagos Finch beak size based on environment. Students write out a reasoning statement on a trading card. Students then find another student to read their response and get to hear feedback. At the end students revise their reasoning statements.

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Thinking about how English 1 and Honors English 1 can improve their CER responses to literary texts. Because they need to deepen their understanding and elaboration, having them do two turns works well. Being in groups of 4 or even 6 would mean they should not get the same CERER position again. Or I can give them cards to determine their position. I will need more space to have more sentence frames.

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At the beginning of our new World Music unit, students were given random questions about Africa. Within a pair share, students attempted to answer the questions with their partner using only the clues that I gave them and their background knowledge. After 20 minutes, each pair share group shared out what new thing they discovered about Africa utilizing language patterns (e.g. I discovered ________ about Africa today)!

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We will be using this format to practice for the ELPAC speaking portion. You will need to make a clear choice and support your response with two relevant details. Remember — speak clearly, stay on topic, and explain why you made your choice. This will help you build confidence and prepare for the test! Share your response- and then ask "Where would you go?"

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Students read an excerpt from the Visual Experience, which was delivered in small chunks. Then students had to write down what they had learned using language patterns. In groups of 3-4 they completed a How we do Talking Chips to solidify/prove their comprehension.

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Students will identify and explain the role of a conductor in the underground railroad through a primary source analysis.

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We’re demonstrating how to use this for 12th grade PIQ norming and AP Lit rhetorical analysis: see April Nunez and Doreen Simpson for further clarification.

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Which one doesn't belong? Our slides can be used as a warm-up in various math classes. We created it with talking chips and give one/get one in mind but feel free to try another strategy.

Janelle Manrique and Patty Silva

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Prompt:Watch Government Crash Course Video with each student using question guide, students fill out guide and discuss each of then summary answers.

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After completing a POGIL worksheet, students will summarize the process of photosynthesis using the Think, Pair, and Share SST strategy.

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Students compare and contrast two differently cooked chicken breasts. This anchoring phenomenon drives them toward the idea of gluing two chicken breasts together using protien enzymes, or "moo glue".

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Earth and Space - Lines of Communication

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Earth and Space - Lines of Communication

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After taking notes on properties of light, students will write down 3 things they learned and may use sentence frames to help them.

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Students will talk to their neighbor, use their notes and reading to help them answer the question.

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As students discuss this with each other they can look over their notes or the textbook.

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Students will have content conversations and discuss key vocabulary to better understand the basics of this concept.

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Students will participate in a guided-practice reading of Roald Dahl's "Lamb to the Slaughter" and take notes on a lesson covering various literary devices and examples used in the story. Students will then cooperatively share responses to the Give One, Get One structured-talk prompt following my demonstration of how to complete the activity.

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This prompt can be utilized by any topic - the probelms will just vary depending on the lesson.

*This is a talk routine from CPM

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I gave this as a writing guide to help students write a conclusion. Feel free to make a copy and make it specific to a lab that you will be doing

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Students were asked to read a section on the Ewe tribe's religious beliefs and then discuss what two facts were the most important to understanding their religious philosophy. Students then connected that information to where they get their drumming talent from!

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I think we need to work on vocabulary and phrasing. I use sentence frames in Calculus and make my students actually say their sentences out loud. Something I find gets kids talking is modeling what I want them to say to each other like "I have this answer, what answer do you have? How did you get your answers?" etc. I also do team competitions and that gets students discussing the math quickly because they want to win.

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Each group gets assigned a specific problem and gets it ready to present to another team.

When a team task is partially finished with the assigned work, one pair from each team rotates to the next team

Pairs from the two teams exchange ideas, solutions, thinking, etc

Pairs return to their original teams and each pair shares what they learned from other teams

Teams continue to work on problems

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Students are working within their group to ensure that they are utilizing terminology correctly while solving for the length of a missing side of a right triangle. Repeating of the language patterns provided in the slide reinforce students' understanding of the correct terminologies and strategies while solving mathematical problems.

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Students gather into their lab groups and use 2 prompts on the current topic of plate tectonics to describe the actions that occurs at plate boundaries. They read their statement to the group and I monitor this. Afterwards, the students make a self assessment of their 2 structured talk statements. (I couldn't get this document to download onto padlet)

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"After 5 minutes, they really took off with it. It was some of the best discussion we have ever had in class. I was shocked with how well it all came to be. I had several students I did not expect to be the main contributors adding in the whole time." -Sam

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I put an incorrect answer from homework up with the correct answer. I asked if they agreed or disagreed that they were equal to each other. They had to decide with no discussion. The two sides started to go back and forth with each other until the class came to the same correct decision. This was a quick 5 minute way for them to analyze work and relflect on the accuracy of writing their answers.