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Discussion Cards for Higher Order Thinking

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Discussion Cards for Higher Order Thinking Create a Class-Set for your Students

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I do:  (K) Teacher modeling sentence frames 

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I do:  (K) Teacher modeling sentence frames 

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Teacher Modeling Using Sentence Frames to Contrast - Video 3

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We do: Students practicing sentence frame with the teacher

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We do: Students practicing sentence frame with the teacher

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Students Sharing Out Using Sentence Frames (Comparing) - Video 2

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Teacher Modeling Using Sentence Frames to Compare - Video 1

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Post leveled frames for students to see from the carpet

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Anita Archer - 7th Grade

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Structuring Active Participation - 7th Grade.mov.mp4

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Write exemplar answers down on iPad that were shared by students during the conversation to share with the class once the conversation is over. I include the student's name, and make sure I've asked the student if it is ok for me to share their idea(s) with the class first.

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I pre-warn students when I am going to call on them after I have listen to them and their partner interaction. I then have them share and when they are done students use hand signals to let me know if they agree or disagree. If there is a disagreement then we stop and talk about their understanding or misunderstanding.

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As most of us know, and have seen it done, I walk around and listen to students. If I hear some good things then I tell the students that I will be calling on them and tell them that they did a great job or correct some of their errors. I then call on them to present and they say it aloud.

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We work together on coming up with the words that need to be used.  They can be vocab words, or words from the book or reading that we are reading.  Students call out the words and we write them on out writing journals.  Then I create a word bank on a chart and also create a cheat-sheet with sentence frames we are using and the words from the word bank.  I print them out and each student uses it when talking.  I am going to try sending them through Seesaw so I don't have to make copies.

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Students are at their desks and when I say "lets get with your precision partners," they get up and find their partners.

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Students have the option to use a sentence frame of varied complexity. The sentence frames selected are based on the language function being studied.

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At the center of my tables, I have a rotating table marker with leaf/root (A/B partner) and table jobs for the day.  As we change seats every two weeks, I create my seating charts mostly with precision partnering in mind and students get to partner with a variety of people throughout the year.  We use these pairings even if we're not at our tables.

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Color spots for partners -(red & yellow, blue & green)

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Alma- I monitor my allstar students more closely and frequently.

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Use expo marker on the charts to build word bank.

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Table corners have letters (A,B,C)

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students using body language to say when they agree or disagree with the person talking, also, thumbs up or down.

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Sharing partner responses when they are done  with pax sticks

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-physical gesture to show when finished talking
-Pax sticks for share out (sometimes we lie about whose name is on it)

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David,                              students can access the tool in a google sheets presentation and they have the option of using the different levels          

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David,                              students can access the tool in a google sheets presentation and they have the option of using the different levels          

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circle, square, star

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Non verbal signals for turning to face partner then when to turn to face teacher.

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Standing up for partner talk and then sharing their work.

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students turn and talk, carpet will be with an assigned parter and desk will be with the group they are with.

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Carpet—students that need most support at the front

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Students have sent. frames in google classroom

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Students have sent. frames in google classroom